Education In Different Parts Research Articles

Collaborative Networking in Education: Learning Across International Contexts

There is growing consensus on the need to prepare future generations in environments of collaboration and cooperation. This way of understanding education cross borders in the quest for networking. A wide range of theoretical bases supports networking, which underlines its potential in the educational arena. There are few comparative studies that explore the forms that networking takes in education at the international level. This article discusses a series of examples from various countries in order to add to the current knowledge about networking in education in different parts of the world. The examples selected were chosen after a review of the international specialist literature (prior to Covid-19). This was followed by a screening process of the documentary sources based on temporal and thematic criteria, notably including research published in the past decade with content directly related to collaborative networking in diverse educational contexts. Many initiatives have been carried out in a wide range of school settings over the last few years through a combination of top-down interventions, accountability measures and changes in governance arrangements. This article focuses on proposals from countries whose collaboration networks can boast long experiences, together with a synthesis of the main advances reported in the area.

Modern state of preschool education in different parts of Ukraine

The role of social factors has increased significantly in modern society. Education is essential for raising the intellectual and cultural level of inhabitants in any country. The purpose of this article is to analyze modern state of preschool education in different parts of Ukraine and to point at regional disparities in accessibility of preschool education services. This article gives analysis to modern state of preschool education in different parts of Ukraine. Research was based on several indicators such as number of children involved in preschool education, number of preschools in different regions of Ukraine, preschool enrollment rates and number of children actually attending preschools per 100 available places. Level of development of preschool education in cities and rural areas has been studied in regional context of Ukraine. It was also calculated social density of preschools and indexes of both territorial concentration and localization of preschools in the country. Social density of preschools was also analyzed in the study. The highest social density of preschools is typical for the capital of Ukraine – the city of Kiev. The lowest social density of preschool sector services is typical for Poltava, Sumy, Chernihiv and Luhansk regions. The highest concentration of preschools is observed in Kyiv city, and low territorial concentration index is observed in Sumy, Zaporizhia, Donetsk and Kirovohrad regions, Kherson region, Chernihiv region and Luhansk region. High localization index values were observed in Khmelnytsky and Ternopil regions, Zhytomyr and Cherkasy regions, Vinnytsia region, Mykolaiv, Zakarpattia, Rivne, Kirovohrad and Volyn regions and the lowest localization index values were observed in Kyiv city, Kharkiv region, Luhansk and Donetsk regions. Regions of Ukraine have been ranked and grouped in types according to their level of preschool education development. According to the results of the study, three types of regions have been identified. Regions (oblast) of Cherkasy, Khmelnytsky, Vinnytsia, Kyiv, Ternopil and Zakarpattia have been included in the first type (high level of preschool education development). The second type (average level of preschool education development) includes city of Kyiv and regions (oblast) of Zhytomyr, Rivne, Mykolaiv, Dnipropetrovsk, Chernivtsi, Sumy, Kherson, Kirovohrad, Poltava and Kharkiv. Regions (oblast) of Volyn, Ivano-Frankivsk, Chernihiv, Lviv, Odessa, Zaporizhia, Donetsk and Luhansk have been included in the third type (low level of preschool education development).

Current Antimicrobial Stewardship Practice and Education in Russian Hospitals: Results of a Multicenter Survey.

Proper antibiotic usage education and training of medical students and healthcare professionals is the cornerstone to implement antimicrobial stewardship (AMS) programs worldwide. We conducted this voluntary and anonymous survey on current and preferred educational provision of AMS in Russia. Among 1358 polled respondents from six participating Centers located in geographically remote Federal Districts of Russia, the majority were nurses (52.8%) and doctors (42.0%). Results of the survey demonstrated better coverage of education in AMS on an undergraduate level (57.1%). More than half of respondents in total (52.4%) stated they had not received any postgraduate training. Those 38.4% respondents who received postgraduate teaching in AMS stated that it had been provided substantially by an employing hospital (28.4%) or by a medical university/college (22.3%). According to the conducted survey, the methods of education in AMS in Russian Federation mainly include traditional face-to-face lectures, presentations and provision with clinical guidelines, recommendations and printed materials. The involvement of e-learning and web-based online approaches was lacking. The survey allowed us the identify the key problems associated with training of healthcare workers in this field, in particular the varying availability of under- and postgraduate education in different parts of Russia.

Medical educators' reflection on how technology sustained medical education in the most critical times and the lessons learnt: Insights from an African medical school.

Stakeholders in the field of medical education globally would generally agree that sustaining medical education through the dark times of the covid-19 pandemic is worth celebrating. In the midst of the difficulties that were created generally by the covid-19 pandemic, sustaining medical education required persistence, strategy, courageous leadership, and innovative adaptations both on the part of the educators, administrators and the students. The implications of continuing medical education during the covid-9 pandemic goes beyond just keeping medical schools open. It has an affective advantage, by impressing on the mind of trainees the importance of strategic adaptation, courage, and resilience. Should anything shut down, it must not be healthcare, and as such medical education should demonstrate such a level of commitment and character. Thankfully, this was what happened in many instances, including ours. One significant factor that made this possible was the integration of technology and innovation. It might not be out of place to say that technology and innovations literally saved medical education amidst the covid-19 pandemic. We also know that the level and quality of integration of technology and innovations varied from place to place. These might be described as heterogeneity of integration, which was further a reflection of inequity in development and advancements in medical education in different parts of the world. This piece includes our reflections on how technology sustained medical education in the most critical times and the lessons learned.

Editorial: Introduction to the special issue on English language learning in primary schools

The early introduction of foreign languages, mainly English, in pre-primary and primary education in different parts of the world is an undisputable fact in today’s world, as clearly illustrated in Enever (2018). One of the reasons for this educational change is the belief in “the earlier the better” notion, which has already been shown not to hold true when linguistic outcomes are assessed in foreign language settings (see García Mayo & García Lecumberri, 2003; Huang, 2015). Age is just one variable among many others that need to be taken into account when assessing child language learning in educational contexts (see Butler, 2019), and that is the reason why more research on identifying those other variables is necessary.

Academic Mobility of Polytechnic Education in the Aspect of Internationalization and Globalization

The subject of the research is academic mobility, including mobility of students, teachers, researchers and educational programs. The academic mobility of Polytechnic education is considered in the context of two other objective processes in the world education system – globalization and internationalization. The main purpose of the research is to analyze the meaning of the concept of academic mobility, types of mobility, the importance of mobility for Polytechnic education, the main problems caused by academic mobility and ways to solve them. The development of the education system in the world in recent decades has been revolutionary; the inherent processes that characterize this development are the internationalization and globalization of education. As a result of these processes, there is not only unification, convergence and integration of educational systems, but also the emergence of international standards for the quality of education, increasing interest in foreign students and demand for international educational programs. Academic mobility has become an essential feature of modern education. This term characterizes not only the ability of students to receive education in different parts of the world educational space, but also the personal quality, formed in the learning process, necessary for further personal and professional growth of the future specialist, reflecting its ability to live, adapt and develop in the multicultural world. Prospects for the continuation of this research are in the field of considering the possibilities and expanding cross-border networking and cooperation of world universities.

Controversies of bilingual education in China

ABSTRACTIn this opening commentary we highlight the tension surrounding the emergence and development of bilingual education programs in mainland China, which has attracted much attention in research. Scholars have contradictory views about efforts aimed at promoting and sustaining bilingualism/multilingualism through education in different parts of China. To contribute to this ongoing discussion, this special issue contains the collective efforts of scholars holding different views and examining three types of bilingual education initiatives in mainland China: bilingual education programs for ethnic minority students, the rise of Chinese-English bilingual education, and the vitality of regional Chinese varieties or dialects in major coastal cities. We contend that all the efforts to promote and sustain bilingualism in the aforementioned aspects are to some extent double-edged and require critical examination.

Education for rural practice in rural practice

Despite the substantial differences between developing and developed countries, access is the major rural health issue. Studies in many countries have shown that the three factors most strongly associated with entering rural practice are: (1) a rural upbringing; (2) positive clinical and educational experiences in rural settings as part of undergraduate medical education; (3) targeted training for rural practice at the postgraduate level. This paper presents examples of successful rural primary care-based education in different parts of the world, then introduces the Wonca Rural Medical Education Guidebook which was launched at the 2014 Wonca Rural Health World Conference and concludes with a brief report of the 2015 conference held in Dubrovnik Croatia.

PRM136 - Pharmacoeconomics Education In Who Eastern Mediterranean Region

Several studies have evaluated the extent of pharmacoeconomics education in different parts of the world. The objective of this study was to determine the extent of pharmacoeconomics education in WHO Eastern Mediterranean Region schools of pharmacy. A survey containing questions about pharmacoeconomic education was sent to 164 schools of pharmacy in 22 Eastern Mediterranean countries via e-mail. Of the 41 (31%) responding schools, 28 (68%) schools of pharmacy from 12 countries provided some level of pharmacoeconomics education during the 2012 academic year. The number of classroom hours in required courses covering pharmacoeconomics-related topics ranged from 2 to 60 hours [mean (SD) = 27 (16.8) hours]. The majority of responding Eastern Mediterranean Region schools of pharmacy offer pharmacoeconomics in their curriculum; however, the number of hours and topics dedicated to pharmacoeconomics varied widely among the schools.

Making claims for school media: a study of teachers' beliefs about media in Hong Kong

Despite growing calls for media education in different parts of the world, little consensus has been reached over what to teach and how to teach. The implementation of related initiatives varies across different contexts as well as cultures. The outcomes depend largely on the beliefs, attitudes and efforts of individual teachers. This study aims to identify and discuss teachers' beliefs about media through an analysis of documents related to school media. It examines how 13 secondary schools in Hong Kong justified their applications for funding to set up a school television station. Using methods in documentary research, the study analyses the claims made for school media. The hidden assumptions held by schools towards school media, new media, mass media, media education and media literacy are discussed.

Inclusive education and social inequality: an update of the question and some geographical considerations

The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section “Two parallel concerns” retraces the inescapable connections between the educational aspects of inclusive education and more general concerns regarding inequality. The second section “Inclusive education in academic publications” scrutinizes academic publications and identifies two major themes among their contents: at first sight the internal transformations occurring in schools attract attention, but subsequently the territorial environment also gives rise to some concern. The third section “Inclusive education in the publications of international organizations” notes our search criteria for sifting through the documentation of the World Bank, OECD and UNESCO. The IBE/UNESCO workshops reflect varied, though converging interpretations of the concept of inclusive education in different parts of the world. All the official publications, however, tend to concentrate on the internal dynamics of schools, and there are not many that take a look at relations between inclusive education and public policy. Our last section “The geographical dimension of inclusive education” puts forward a few arguments in favour of paying more attention to inclusive education at the local and national levels. The main reasons for highlighting the local dimension arise from the combined factors of social deprivation, the need to co-ordinate measures taken in schools and the possibility of allowing a significant opening for community participation. The main reasons for paying attention to the national dimension relate to possible synergies between inclusive education and the expansion of education (for example, is schooling progressing at the same pace at different educational levels?), as well as between inclusive education and social protection (for example, do the many educational conditions applied to cash transfers have consistent pedagogic implications?).

Illiteracy in the North-East Coalfield, c.1830–1870

FROM 1839 THE REGISTRAR GENERAL of Births, Deaths, and Marriages published annual data, based on every marriage in England and Wales, which included the numbers of brides and grooms who were unable to sign their names on marriage and made marks instead. This was to provide 'evidence of the relative state of elementary education in different parts of the country and at different times', and in 1842 he remarked on the differences in the proportions of illiterate spouses between counties, suggesting that it 'may be worth while to inquire into the systems of education which lead to such different results ... for the differences of intellect, habits and occupation can scarcely account for [them]'. Variations between English counties were, indeed, considerable. In 1841, for instance, they ranged, for grooms making marks, from 16 per cent in Cumberland to 52 per cent in Bedfordshire and, for illiterate brides, from 33 per cent in Westmorland to 66 per cent in Lancashire.! The Registrar General might also have noted that these figures quite often disguised great differences within individual counties: Table 1 demonstrates this for 1841 for the census districts of Northumberland and Durham, the counties with which this paper is concerned. Intra-county differences clearly require as much explanation as inter-county ones. Recent research, however, while demonstrating that elementary schooling was indeed a basic factor in determining such variations, does not support the Registrar General's implied view that occupation and 'habits' are not worth considering as additional factors. Rather it is evident that, before schooling became compulsory, occupation and associated ways of life were crucial determinants of the nature and impact of schooling. Indeed, a socio-economic hierarchy of literacy is discernible from the early modern period. By the nineteenth century the middle and upper classes were almost universally literate, traders and craftsmen next in line, and factory workers and the labouring classes most often illiterate. A community's literacy level thus reflected to a considerable extent the relative size of particular occupational and social groups within it. Chronological shifts in that level were often 17th Annual Report of the Registrar General of Births, Deaths and Marriages [henceforth Rep. R.G.], P(arliamentary) P(apers) 1846, XIX, xii; 4th Rep. R.G., PP 1842, XIX, 11.

Major and minor languages in complex linguistic ecologies: the Nigerian experience

It is generally accepted that Nigeria has at least 400 indigenous languages in addition to English, Arabic and Pidgin. The Nigerian language space contains a variety of microcultures and many traditional ethnolinguistic groups. Due to the extremely complex and complicated linguistic ecology, successive governments have found it difficult to take a bold and clear policy position on languages within the country. The boldest policy statements yet are those in the 1979 Constitution and in the National Policy on Education. When read in conjunction, the provisions lead to the conclusion that government recognizes Hausa, Igbo and Yoruba as the three major languages which have official recognition. No clear statements are made on the other languages, a situation that has engendered a feeling of alienation and frustration in speakers of those languages. This paper will look at the antecedents of these policies, the tensions generated by them and the implications of language practices in education in different parts of Nigeria, as well as the psychological effects of belonging to major or minor language groups within the country.

Landmarks in the History of Physical Education

Originally published in 1957,the first part of this volume examines physical education in classical Greece and Imperial Rome during the first and second centuries A.D. and in Italy and England during the Renaissance. Each of these periods witnessed remarkable developments in the practice and theory of physical education: developments which still have present-day significance. The second part of the book traces the simultaneous development of physical education in different parts of the USA and Europe from the end of the eighteenth century onwards.