Educational Systems In Countries Research Articles

The Role of Entrepreneurial Universities in Developing Students’ Awareness and Improving Post-Graduation Entrepreneurship Circumstances

Graduate recruitment is one of the issues that have always been of interest to educational planners in different countries and the educational system of countries is no exception. Today, developed and developing countries have offered entrepreneurship courses to overcome the challenges of job search. In other words, the solution to these problems should be sought in entrepreneurship skills. The main aim of this research is to examine the role of entrepreneurial universities in the development of entrepreneurship in society, which will eventually lead to sustainable development. This study follows a quantitative methodology by using a self-administered questionnaire. This research’s statistical population consists of postgraduate and undergraduate students who have finished at least two academic years of study. The KMO coefficient and Bartlett’s test were used to establish the questionnaire’s content validity, while Cronbach’s alpha coefficient was used to check its reliability, revealing that the instruments were consistent at 91%. Descriptive and inferential statistics including frequency, mean, Kruskal test, Mann–Whitney test, Pearson correlation coefficient and regression were used to analyze the data. The findings of the correlation study showed that there is a significant relationship between university entrepreneurship factors and university-level awareness of entrepreneurial activities. Furthermore, the results of regression analysis showed that the dependent variable of the entrepreneurial awareness of students was dependent on variables such as the characteristics of the entrepreneurial university, parents’ income, personal awareness of students and communication channels.

‘Unfreezing’ traditional teaching

Teaching online is not an unfamiliar phenomenon for university lecturers evidenced by the rapid rise in the number of those who “want to teach online”, “have been told to teach online” and “are training and encouraging others to teach online” (Ko & Rossen, 2017:xx). Never-the-less, the impact of the Coronavirus pandemic in 2020 caught many teachers from elementary to tertiary level unprepared and in some cases led to the collapse of educational systems in countries around the world (Mishra, Gupta & Shree, 2020).
  
 Moving lessons online, creating virtual classrooms, accessing appropriate software and online tools, as well as being competent in the use of them within a very short time period not only required “adjustment” but also had a “mental health impact” on both the educators and the students (Etchells et al, 2020). Attempts have been made to assess the success with which lecturers have been able to transition their classes to online. A survey of students in the United States (USC Center for the Digital Future, 2020), for example, asked about their remote learning experience during the pandemic and found that only around one-third enjoyed it better than in-class instruction. In addition, almost one half of them felt they learned less online than in person, and only around half of the students believed that their teachers were good at adapting their courses for online construction. This raises the question of whether educational institutions and their staff were up to speed enough with online learning to make this sudden transition.
  
 For those running practical teaching programmes that require face-to-face contact, the thrust into the isolation of Covid-19 lock-down was most challenging. This presentation documents our learning experiences as two Auckland University of Technology lecturers whose respective programmes involving journalism practice and student collaborative movie-making were caught midway by lockdown when the government commanded us to “Stay Home, Save Lives”. Viewing our teaching experiences through the lens of change management theory (Lewin, 1958) that divides the process of change into the three stages of unfreezing – changing– refreezing, we discuss how the unfreezing of our standard methods of instruction forced us into change where we had no other choice but to learn to adapt our courses and teach online. We provide insights in this presentation as to how well the new methods of the virtual classroom worked for us based on the resources we were given, and whether they are now refrozen and maintained in our classes for the future, or will we simply change back to our original methods. We also offer feedback from the students and their experiences of our lessons in lockdown.
  
  

TEACHERS’ REFLECTION ON ONLINE CLASSES DURING AND AFTER THE COVID-19 CRISIS: AN EMPIRICAL STUDY

The COVID-19 pandemic has had an overall influence on educational systems in countries throughout the world, and Bangladesh is no exception, in which all of the academic institutions in that country have been closed since March 18, 2020. The pandemic compelled the secondary schools in Bangladesh to shift from face-to-face learning to online modes of education. This abrupt change created huge challenges (e.g., class participation or use of online tools) in relation to teaching students online who were previously taught face to face. The aim of this study was to provide some expert insights into online teaching with the goal of helping secondary school teachers in Bangladesh navigate through their online teaching challenges during this pandemic and in the post-pandemic era. In-depth interviews with six expert secondary school teachers were qualitatively analyzed to gain reflections on the variety of individual teaching paths taken during this educational change and to identify potential relations between teachers' learning paths, motivation, teaching experience, and conceptions of online teaching through educational technology. Online teaching requires certain technological, pedagogical, and content knowledge (TPACK) along with technological literacy. The combination of these three primary forms of knowledge requires context-specific and goal-oriented adaptation. Therefore, it needs to be demonstrated according to the need of the context. The article ends with a reflection on how the TPACK framework can help secondary school teachers deal with online teaching practices in the context of Bangladesh during this COVID-19 pandemic as well as in the post-pandemic era. The findings and discussion in the article about online teaching practices can be helpful for teachers within other similar contexts.

School-Based Management: Obstacles and Solutions, a Phenomenological Study

School-centered management has emerged in recent decades in various countries as a strategy to reform education, and there is a strong tendency to delegate authority to schools to improve the quality of education. There are many interests and experiences in different countries based on the decision-making approach to school levels, in order to increase the access of community members to guaranteed quality education and public participation in the management of schools within the framework of national policies. School-based management is the process of delegating authority and power to stakeholders in the school to perform legal responsibilities in managing, monitoring, evaluating and reviewing educational policy issues for sustainable and purposeful management. Also, school-based management includes effective educational activities in order to achieve specific standards and results of higher education in schools, in Iran, centralized management of education, lack of proper participation of principals, staff, parents and knowledge Students have been overshadowed by the education system for many years in decisions about how the school is run and how to solve its problems and limitations. The main claim of the school-centered is that the independence and authority of the schools should be increased so that they can determine their own policy and solve their own problems and problems. To be more precise, counting the people, activating teachers in the educational process, paying attention to cultural and social conditions, increasing public participation and taking into account the interests and tastes of students, and finally fulfilling the various needs in this vast country, according to the requirements. Different regions of the country are considered important issues that are emphasized by the supporters of school-based management. Obstacles and challenges facing school-based management in the country must be carefully identified and solutions must be provided to address them. This requires a lot of studies and research in different parts of the country. In this context, it is especially important to examine the views of school principals and teachers who are directly involved in these barriers and challenges. Accordingly, in the present study, the obstacles and strategies of school-based management from the perspective of principals and teachers have been studied. Hajitabar & jaii (2020) showed that all three components of teacher classroom management and organization and academic vitality were positively related to academic performance, so teachers who have better classroom management and organization have students with better academic performance and vitality. Davoudipoor, Ahanchian and saidi Rezvani (2008) have examined the implementation of the school-based management plan in middle schools (first secondary) in Mashhad. In this study, the situation of schools in this city has been evaluated as relatively favorable for the school-based management plan. Vally and Daud (2015) in their study examined the readiness of Kuala Lumpur high school principals to implement school-based management. Their findings show that Kuala Lumpur school principals have a strong desire to manage school-centered as well as human resource management. Ayeni & Ibukun (2013) by presenting a conceptual model for the implementation of school-based management and quality assurance in Nigerian high schools, the most important challenges are the lack of motivation of principals and teachers, their low level of knowledge and information, lack of They announced the government's financial support and the government's lack of cooperation with schools. Therefore, the present study examined the obstacles in the way of establishing school-centered management and provided solutions to overcome these barriers. The research strategy with a qualitative approach was descriptive phenomenology and semi-structured interview method was used to collect data. The research population includes all principals and teachers of high schools in Marivan city, which was determined by purposive sampling method of snowball and saturation rule, and 11 of them were selected as the research sample. Then, the method of receiving answers from the participants was used to determine the reliability. According to the research findings, the current conditions of schools for the establishment of school-based management are almost below average and are not suitable. Barriers presented by participants were categorized into 6 general categories, including: barriers to policy and decision-making, economic barriers, structural barriers, knowledge and information barriers, personal barriers, and cultural and social barriers. Finally, participants suggested ways to improve the deployment of school-based management; These include: paying attention to and justifying the officials related to this type of management, trying to move the educational system towards decentralization and providing the necessary grounds for it, conducting the necessary studies and researches for the implementation of school-based management, Holding appropriate meetings, workshops, seminars, conferences and training classes to increase and strengthen the knowledge and information of principals and teachers in relation to school-based management; Allocating the necessary and sufficient budget to schools, trying to strengthen the motivation and confidence of principals to take this responsibility, allocating appropriate and sufficient facilities to schools and trying to justify parents and other institutions of society and attract their participation in ways Different. The results showed that, unfortunately, despite many efforts in recent years, still little attention is paid to the school-centered management plan as an infrastructure change to improve the components of education and the education system, including principals. Teachers, students, people and society are not (Niknami, 2008) and schools continue the trend of the past. Given the global changes and advances in the educational systems of countries, this trend, which has been proven in many years by various researches of experts and researchers, will no longer work. It seems that the current changes at the national and international levels, including the rapid and widespread spread of knowledge and information, even at the local level, make the necessary grounds for the establishment of school-based management in the country. By carefully studying each obstacle and finding appropriate solutions for it, we can gradually remove these obstacles. The results of this study and similar researches in terms of identifying the major obstacles and challenges in schools on the way of school-based management as one of the most important steps in designing and implementing an innovation , It is important. In other words, the pathology or pathology resulting from the results of these studies can be a beacon for taking conscious steps of the educational system towards the realization of school-based management. Finally, according to the results of the research, based on the unsuitability of the conditions of schools in Marivan city for the establishment of school-based management and considering the importance of this type of management in today's world and the emphasis of experts on it, it is suggested Measures such as: delegating authority and decision-making power from top management to lower levels, providing the necessary facilities and budget for schools, providing and planning the necessary and sufficient training for principals and teachers in a manner Put on their agenda various activities such as holding workshops, conferences, etc., trying to attract the cooperation of parents and other institutions of the society and encouraging them to conduct relevant and appropriate studies and researches. It is also suggested that researchers conduct similar research in other parts of the country to identify more and better barriers and strategies for the establishment of school-based management in the country.

An analysis of theoretical perspectives that define adult learners for effective and inclusive adult education policies

Adult learning remains an important component of educational systems in countries all over the world, particularly because it seeks to explain how adults obtain education through formal, non-formal and informal modes. While many education providers and researchers focus on increasing resource support and the development of the knowledge and skills of adult learners, there is a paucity of studies on theoretical perspectives that define adult learners for the provision of effective and inclusive adult education. To bridge this gap, this article discusses the characteristics of adult learners based on five major theoretical frameworks – human capital, adult development, sociocultural, biographical and political perspectives – and shows how they can enhance effective and inclusive adult education policies and practices at different levels of governance. The author considers these perspectives along with the normative and ontological dimensions of lifelong learning. While the normative dimension explains lifelong learning as a concept that focuses on the development of educational policies, the ontological dimension explains how individuals learn throughout their lives within and outside of educational settings. The study concludes that if policymakers reflect on the five theoretical perspectives, and consider the normative and ontological dimensions, they can enhance the policies and practices that guide adult learners in lifelong learning environments and promote inclusive education, leaving no one behind.

Components of School-Based Management in the Educational Systems of Several Countries

Manage school axis, as one of the Strategies of reform of education in the educational systems are in this solution wanted very much to the requests provides and decisions to the school for raising the level of education shown, experience of the school education axis, suggest this point is that what decisions to different levels of the school are close to access to society to attend enthusiastically with quality, guarantee more and the participation of people in the administration of schools in the framework of the policies of training adults national increase,. In the educational system school axis, passing through the administrative focus on the delete lack of concentration, subject to submission provides more from the center to the local and strategy more forward-thinking than simply hoping for programming textbooks based on local needs and participation of teachers and even students in the decisions related to school. In this check the chief aim" comparative compared solutions to manage school axis in the systems of different educational “It is using the method of descriptive name "Adapting the structure of the educational systems of the school of "and "comparison  pivotal school" and "study of the schools in the system of training 30 countries of the world".

An Effective Use of Information and Communication Technology in Education Systems of Countries in South-East Europe

The use of technology in schools in reasonably large scale began in many developed countries earnest in the 1980s and in the 1990s. Commercial usage of the Internet and fast development of Information Technology helped convince governments of these countries that the time was right to make large investments in ICTs. In most middle and low developed countries, this process started a little later, and have (until recently) proceeded more slowly. As a result, in the last ten years, education systems began to adopt the use of ICT policies in significant amounts (or are planning to do so). On the other hand, Programs and Curricula from the fields of Information & Communication Technology (ICT), which are the research focus of this paper, have to be updated very frequently as a result of fast development in the last 10 years. The first author of this paper used his experience and knowledge of different Educations Systems situation in SEE Countries, as he was the Member of The Kosovo State Council for Curriculum (KSCC), from 2009 to 2013. The existing structure of the education system of SEE countries need to be supported with the necessary ICT equipment and Software, which will engage the students in the Society of Knowledge. This is also the case for the training and qualifications of teachers, although there are individual cases involving ICT in teacher training programs. Through this paper, which propose the new concept of the education system, the conclusion recognizes the need to introduce ICT and EU standards. Management Systems in the field of education of SEE countries are mostly outdated and inadequate and does not use the possibilities offered by ICT. Hence there is a need to introduce ICT in the management system and the system that ensures the quality of the education system. This research paper investigates the importance of ICT and the impact on: curriculum development and implementation, Student/Learner-centered teaching/learning, Competency-based approaches, Integrated teaching and learning, Flexibility and mobility, Transparency and accountability. Finally, the research shows that the ICT and e-learning literacy of teachers needs to change and academics need to embrace new technology since SEE countries are now reconnected to the most recent developments in science, technology and culture. The methodology of the research is focused on the comparative model of this issue, between the models in EU and South-East European Countries (SEE). The main conclusions and recommendations will be useful to be implemented within Educational Systems of SEE countries, and as an impact, the contribution of the paper will be shown as a possible model of Education System supported be ICT in the countries of SEE DOI: 10.5901/ajis.2014.v3n2p91

Education and the Age Profile of Literacy into Adulthood

American teenagers perform considerably worse on international assessments of achievement than do teenagers in other high-income countries. This observation has been a source of great concern since the first international tests were administered in the 1960s. But does this skill gap persist into adulthood? We examine this question using the first international assessment of adult literacy, conducted in the 1990s. We find that, consistent with other assessments of the school-age population, U.S. teenagers perform relatively poorly, ranking behind teenagers in the twelve other rich countries surveyed. However, by their late twenties, Americans compare much more favorably to their counterparts abroad: U.S. adults aged 26–30 assessed at the same time using the same test ranked seventh in the same group of countries, and the gap with countries still ahead was much diminished. The historical advantage that the United States has enjoyed in college graduation appears to be an important reason why, between the teen years and the late twenties, American literacy rates appear to catch up with those in other high-income countries. The educational systems of countries with high university graduation rates appear to share two features: comprehensive secondary schools—in which all students have the option of taking courses to prepare for university—and a highly accessible university sector. For most of the twentieth century, the United States led the developed world in participation and completion of higher education. In recent years, however, other high-income countries—many of which established comprehensive secondary schooling in decades prior—have substantially expanded access to university education. These changes should have striking consequences for the distribution of skill across countries in the years to come

E‐learning challenges in the Arab world: revelations from a case study profile

The overwhelming traditional knowledge delivery system for higher education in the Arab world demonstrates the pronounced information technology (IT) gap between Arab countries and the developed world. This study demonstrates the problems and possibilities of implementing e‐learning in Arab educational institutions through analysing the attitudes of university professors (n = 294) in Lebanon towards three a priori e‐learning dimensions. Favourable attitudes towards e‐learning attested to faculty members’ interest to get engaged in a fully‐fledged e‐learning programme in a country where the primary delivery educational model is essentially traditional. Discusses these attitudes in the light of the social, political and economic hindrances that impede the implementation of e‐learning in the Arab region. A series of K‐independent Kruskal‐Wallis tests yielded significant attitudinal variations between males and females as well as between computer daily users and occasional users. Furthermore, daily computer users documented more favourable attitudes towards e‐learning than their occasional user counterparts. Offers recommendations for the implementation of e‐learning in “traditionally” demarcated educational systems in countries where the deployment of information and communications technologies is not widespread.

Profiles of educational systems of countries participating in practical skills testing

Profiles of educational systems of countries participating in practical skills testing