Development Of Cooperation In Education Research Articles

Education as an aspect of soft power in solving the Kosovo-Metohija problem

Solving the Kosovo-Metohija issue is a long-term problem that is of great scientific and social importance, both for the immediate participants in the dialogue and for the Balkans. The paper discusses the potential of education as an aspect of soft power, which can serve as a tool for establishing a "new climate" between political officials in Belgrade and Pristina. The main hypothesis of the paper is that education, as one of the aspects of soft power, has broad potential in solving the Kosovo-Metohija issue. The scientific methods of content analysis - historical and quantitative method will be used in the paper. The main objective of the paper is to improve relations and communication between Belgrade and Pristina in relation to this issue, through educational cooperation. Recommendations for the execution and development of educational cooperation, which can contribute to the improvement of the situation and the achievement of positive outcomes acceptable to all participants in the Kosovo-Metohija dialogue have been presented. Soft power is imposed as an effective solution for achieving harmonized interests, peace and stability.

The role of Japanese governmental organizations in cooperation in education: the case of Kazakhstan

Cooperation in education with high income countries is becoming more essential than ever. However, Kazakhstan is still falling short in development of educational cooperation with some of the high-income countries in the world as Japan. This paper aims to clarify the role of Japanese governmental organizations in development of bilateral in Kazakh-Japan relationship as well as educational cooperation between the two states. A historical and systematic analysis was used , for a better understanding the policy of Japanese educational organizations in Kazakhstan. Along with official information of embassies, the annual reports of a Kazakhstani university were used to conduct the research. In general, the Japanese governmental organizations play a crucial role as actors that foster cultural integration, political relations and peace-building. However, promotion of Japanese traditions and Japanese language education can have an aim of strengthening its influence and prestige in Kazakhstan. Yet, especially in the case of Japan and Kazakhstan, it is far from being a hegemony tool of a dominant country. The results of this study may be useful for everyone who is interested in cooperation in education, Kazakhstan-Japan relations, internationalization of higher education in Kazakhstan and the role of governmental bodies in these processes. Keywords: cooperation in education, internationalization, Japan, Kazakhstan, governmental organizations.

Cooperative learning in Japan

Cooperative small groups are frequently used in Japanese schools. The principles of Buzz Instruction, one model of CL, are outlined as an illustration of Japanese CL. Additional applications of cooperative guidance and teaching to resolve problems such as delinquency, discrimination, and maladjustment to school are also described. Japanese culture facilitates cooperation, but there are serious obstacles to its use originating in the organization of school education. In addition to the historical development of cooperation in education, trends in educational policies and prospects for CL in Japan are discussed.

Education and European integration

The main purpose of this article is to discuss the implications for education and training of the movement towards integration in Europe in the historic context of the creation of a single market within the European Community (EC) and the end of the Communist regimes in Central and Eastern Europe. The experience of the EC is used to illustrate trends and problems in the development of international cooperation in education and training. Common concerns and priorities throughout the new Europe are then identified and discussed. These include the pursuit of quality in schooling, efforts to serve the interests of disadvantaged learners, and the treatment of European Studies in the curriculum, including the improvement of the teaching of foreign languages.

A Bridge Built Halfway: A History of Memorial University College 1925-1950

Malcolm MacLeod begins his history of Memorial University College by describing the forces that promoted the creation of Newfoundland's own higher-education institution and the conditions that frustrated its advancement, such as the uneasy development of educational co-operation between religious denominations. MacLeod goes on to analyse different aspects of institutional life to 1950, such as the institution's governance and patterns of staffing, the students' social backgrounds, and the college's curriculum. He also outlines Memorial's links with other aspects of society and provides the historical and social framework for its development, leading us through the optimism of the twenties and the depression of the thirties to the abandonment of self-government and the overwhelming changes that came with and after the war. He concludes by contrasting Memorial's slow and uncertain progress before 1950 with its achievements since, and by placing Memorial in the context of the development of higher education in Canada and the modernization of Newfoundland.