Evolution Of Education System Research Articles

Empowering Learning through Intelligent Data-Driven Systems

The evolution of educational systems is closely tied to technological advancements, particularly the emergence of machine learning. This technology offers a sophisticated system capable of predicting, explaining, and influencing behavior. Many efforts have aimed to integrate machine learning into education, focusing on specific cases using ad-hoc models. This paper introduces an intelligent educational system that relies on data-driven student models, aiming to surpass the limitations of these ad-hoc systems. The approach outlined in this endeavor adopts a comprehensive and methodical modeling methodology centered on machine learning techniques. By employing Long Short-Term Memory (LSTM), the proposed approach enables predictive student models based on historical educational data. The effectiveness of this method was tested through experimentation on an intelligent tutoring system using 5-fold cross-validation, revealing that the smart educational system achieved a remarkable 96% accuracy rate. Furthermore, a comparison between the importance scores of features with and without the student models demonstrated the practicality and effectiveness of the proposed methodology.

Развитие гуманистической направленности современной системы образования России: условия реализации

The education system includes the main social institutions that perform the functions of upbringing and education. A common characteristic of any education system is the orientation towards the transfer of knowledge and the formation of skills in order to develop students. At the same time, each stage of social development corresponds to an education system that meets the requirements for the results and goals of education in a particular society. Historically, the evolution of educational systems is interconnected with the transformation of the socio-political structure. The need for a serious reform of the Russian educational system arose under the infl uence of two interrelated factors: the collapse of the Soviet Union in December 1991 and its education system, and the rejection of the existing ideology of educating the younger generation. The protracted reform of the Russian education system is currently causing a lot of criticism from experts and the public, one of which is the deviation from humanistic traditions in teaching practice. The subject of analysis in the article is the conditions that ensure the implementation of the idea of developing the humanistic orientation of the modern education system in Russia. At the origins of the implementation of any idea is a person, innovations in educational practice are embodied by a teacher. Consequently, the backbone components capable of ensuring the embodiment of the idea of a humanistic orientation of the modern education system in Russia are the goals of education that are consonant with this orientation and the pedagogical staff that ensure their achievement. At the same time, the reforms of domestic education in the post-Soviet period led to the loss of the primacy of the educational component in the educational process. Currently, society and the state are making efforts to make up for this mistake. However, a signifi cant obstacle to solving this problem is often the unpreparedness of teachers to implement the educational functions of education based on the humane principles of pedagogy, the basis of which is to take into account the individual characteristics and personal needs of the pupil. The introduction of new forms and methods of working with students will not provide long-term results if it does not affect the foundations of the education system. The purpose of the article is to systematize and supplement information about the conditions that contribute to the development of the humanistic orientation of the modern education system in Russia. The author evaluates the evolution of two ideas: the humanization of education and the formation of a professional orientation in the system of teacher training. The humanistic orientation is substantiated by the author as part of a professional orientation. The origins, problems and approaches to the scientifi c analysis of the idea of the formation and development of the humanistic orientation of future teachers in the conditions of university education are analyzed. To obtain substantiated scientifi c results, the author analyses the normative documentation of the Russian education system, dissertation research, current periodicals and the educational environment of the university. The paper also indicates the reasons preventing the mass dissemination of humanistic ideas in modern Russian education. Thus, the author draws reasonable conclusions about the set of conditions necessary for the development of the humanistic orientation of the education system of modern Russia. Among the conditions mediated by the system of training of pedagogical personnel are: respectful relations of the subjects of the educational process; selection of the content of education; use of active forms and methods of training and education; participation of students in volunteer activities, including leader activities; creation of a special educational environment of the university. The general conclusion of the article is the emphasis on the dependence of the embodiment of the idea of developing the humanistic orientation of the Russian education system on the organizational and pedagogical conditions of the modern system of training teachers. The teaching staff in this historical period is a system-forming component of the Russian education system, on which the results of its transformation depend.

Education 4.0 in the Era of Fourth Industrial Revolution

The current study facilitates the discussion on implications of the Fourth Industrial Revolution (4IR) on education. World technological development and digitalization are unmistakable tokens of the 4IR; they will undoubtedly have a positive impact on transition to Education 4.0. Authors examine the key challenges and features of the 4IR for the Russian educational system. The fourth industrial revolution (IR4.0) is changing the world around us. IR4.0 has a key role in the evolution of education system. Within range of this article, the author focuses on researching important impacts of the fourth industrial revolution in coming time: training activities of higher education institutions; curriculum content, teaching methods , learning environment, methods, materials, equipment, demand and process of learners have many changes. On that basis, the author analyzes some orientations for the higher education development in the context of the fourth industrial revolution.

The Need to Implement Change in Educational Leadership

Abstract This article is inspired by the practical approach to education reforms, within education for all. These reforms have greatly fueled political dialogue and exchange of experience. Given the number of countries and regions of the world concerned, these reforms take place in a wide variety of contexts that underlie the specificity of each. Consequently, any possibility of classification and typology may encounter theoretical and practical obstacles that are difficult to overcome. Although we do not ignore them, observing certain dominant common features of these reforms allows us to try it through a double input: the expectations and the conduct of change, especially those determined by the globalization of reforms through the frameworks of successive education assessments and international assessments (PISA, TIMSS, PASEC, SAQMEC). The challenge is threefold. It is primarily a matter of categorizing expectations and strategic choices that make it possible to distinguish policies in the field of educational reform. This opens up a deeper understanding of the nature and impact of each of these different types of reform to better inform the analysis of the options that have guided the unfolding of change. The second challenge is to identify the major challenges faced by change management. Such challenges, by their scale and complexity, often explain the discrepancies between expectations for change and the results of reforms. One of the implications is also that addressing these challenges creates the critical conditions for successful reforms. The reflection on the lessons learned then opens the way to new perspectives for the development of reforms to which current and future trends in the evolution of education systems are articulated.

The Summary of School Leaderships Theories According to Malaysia Perspectives

This study will look at English-language publications on school leadership, worldwide trends, and Malaysian research. The methodology includes a comprehensive review of journal articles and book chapters about school leadership research published in the English language. To find a potential gap in the current literature and advise a school leadership researcher on the best future research direction. According to the findings, existing leadership theories were all established and honed in Western contexts, raising concerns about their applicability for Malaysian circumstances. The findings show that more research utilizing a qualitative method is needed to tailor the theory to local situations. This study contributes to the inadequate information base on leadership in Malaysia and throws light on the evolution of educational systems by providing foundational knowledge and guidance for scholars and practitioners.

Researches of higher education development in Ukraine (1990s)

The article deals with the state of research in the contemporary historical scientific literature of the problems of higher Ukrainian education in the 1990s, and clarifies a range of topical and promising issues for the study of the educational field. Various studies on the history of higher education in Ukraine are controversial. After all, the evolution of educational systems is determined by the educational policy, which is a field of interaction, interconnection of different social groups with the involvement of public institutions to realize their interests and needs. The consistency and directionality of the analysis is ensured by the use of the problem-chronological approach and the structural-functional method, which allows to determine the level of knowledge regarding the different stages of development of the educational process in the scientific literature.Therefore, the historiography of the development of higher education in Ukraine in the 1990s has undergone several major stages. The writings of the early 1990s were dominated by negative evaluations of Soviet higher education and over-optimistic expectations about its reform and borrowing from the achievements of the Western Defense Law.
 The purpose of the article is to provide a historiographical overview of the basic scientific approaches of historians to the development of higher education in Ukraine in the 1990s.In modern research, there is a tendency to consider higher education in the 1990s through the prism of certain elements of its system: legislation, structural changes, quantitative indicators, funding and more. There is a lack of research that combines all the components of higher education and, most importantly, with the subjects of the educational process, human potential. The complex causes of the crisis phenomena in higher education, the peculiarities of the formation of the higher education network, the role of public organizations, the protection of the interests of participants in the educational process, the shadow relations, and so on, remain unanswered. To this day, comprehensive coverage by historians of the deep problems of higher education is relevant, which will help to understand the causes of its current crisis and the optimal ways to solve it.

Feedback Effects and Coalition Politics in Education Reforms: A Comparison of School Voucher Programs in Sweden and Wisconsin

Since 1990, the most important trend in the evolution of education systems in advanced democracies has been the spread of school choice policies. Wisconsin and Sweden were early movers, creating their school voucher programs in 1990 and 1991 respectively. From the outset, there was a difference between the two programs: Sweden’s vouchers were universal, Wisconsin’s were means tested. This paper explains why, arguing that education policies created different grievances in these countries, which influenced the nature of the political coalitions supporting school choice. Swedish policy makers built an encompassing coalition, whereas Wisconsinites constructed a narrower coalition formed of unusual bedfellows.

EUROPEAN DIMENSION IN QUALIFICATIONS FOR THE TOURIST SECTOR AS AN INSTITUTION FOR RUSSIAN DESTINATIONS DEVELOPMENT

Adaptation of the best practices of the extensive and nationally specific European experience in the field of measurement of qualifications becomes particularly appropriate as there is some delay in the development of Russian scientific, practical and methodological approaches to the national qualifications framework. At the same time, the shortage of highly qualified personnel in the fast-growing tourist sector is becoming chronic, and the results of creating tourist clusters are ambiguous, with a large share of failures in the implementation of master plans for territorial tourism development. In this regard, the acceleration of the development of a structured measurement of qualifications in the form of a national qualifications framework becomes demanded not only to achieve greater maturity and effectiveness of the Russian educational and professional systems in the tourism sector, but also as a common institution for the strategic development of Russian destinations in training areas, technologies, competencies and the innovation potential of the tourism and hospitality industry. The projects of the European Commission ERASMUS+ are one of the effective network channels for the development of national and international expertise in structural measures to optimize educational systems, and in particular, to compare and develop systems, matrices frameworks for qualifications. The article represents an attempt to highlight how the implementation of a structured project in the field of qualifications can correspond both to general progressive trends in the evolution of educational systems and to the overall objectives of territorial tourist development. As a conceptual result, the authors identify six mid-term and six long-term effects of the developments of a national qualifications framework that directly and indirectly provide beneficial outcomes within the development of Russian destinations through improving the focus of retraining and advanced training programs, enhancing lifelong learning, promoting labor mobility in the tourism sector, successful validation of informal education, wider circulation of partial and intermediate qualifications in the tourism and hospitality industry. Adjacent to this issue is the problem of the relationship between the development of educational clusters in the tourism sector and the national qualifications framework, on the one hand, and tourism clusters, on the other, the consideration of which is also presented in this article.

EUROPEAN DIMENSION IN QUALIFICATIONS FOR THE TOURIST SECTOR AS AN INSTITUTION FOR RUSSIAN DESTINATIONS DEVELOPMENT

Adaptation of the best practices of the extensive and nationally specific European experience in the field of measurement of qualifications becomes particularly appropriate as there is some delay in the development of Russian scientific, practical and methodological approaches to the national qualifications framework. At the same time, the shortage of highly qualified personnel in the fast-growing tourist sector is becoming chronic, and the results of creating tourist clusters are ambiguous, with a large share of failures in the implementation of master plans for territorial tourism development. In this regard, the acceleration of the development of a structured measurement of qualifications in the form of a national qualifications framework becomes demanded not only to achieve greater maturity and effectiveness of the Russian educational and professional systems in the tourism sector, but also as a common institution for the strategic development of Russian destinations in training areas, technologies, competencies and the innovation potential of the tourism and hospitality industry. The projects of the European Commission ERASMUS+ are one of the effective network channels for the development of national and international expertise in structural measures to optimize educational systems, and in particular, to compare and develop systems, matrices frameworks for qualifications. The article represents an attempt to highlight how the implementation of a structured project in the field of qualifications can correspond both to general progressive trends in the evolution of educational systems and to the overall objectives of territorial tourist development. As a conceptual result, the authors identify six mid-term and six long-term effects of the developments of a national qualifications framework that directly and indirectly provide beneficial outcomes within the development of Russian destinations through improving the focus of retraining and advanced training programs, enhancing lifelong learning, promoting labor mobility in the tourism sector, successful validation of informal education, wider circulation of partial and intermediate qualifications in the tourism and hospitality industry. Adjacent to this issue is the problem of the relationship between the development of educational clusters in the tourism sector and the national qualifications framework, on the one hand, and tourism clusters, on the other, the consideration of which is also presented in this article.

Эволюция образовательных систем при переходе к новому технологическому укладу

Эволюция образовательных систем при переходе к новому технологическому укладу

Leadership of University Women for Development in the Democratic Republic of Congo

As perceived protectors of the Congolese cultures figuratively and realistically and agents of positive economic and social changes, the role and the place of the Congolese women in general in the development schemes cannot be denied. However, intellectual debates about what the Congolese society at large expects the Congolese university women to contribute to the discourses about development and its various models have not been systematically studied. While, for instance, the discourse about the parity between women and men in the workplace is being promoted by the government, the studies on gender in higher education is still in its infancy. This study investigates women’s role within the context of the evolution of educational systems and their values since the Belgian administration. It examines educational policies in relationship to the models of development that both colonial and post-colonial administrations formulated and implemented. Although the study is essentially a reflection, putting an emphasis on conceptualization and theories, it is also supported by historical and cultural arguments and propositions. It is argued that the Congolese university women have ‘citizenry responsibility’ and ‘university education and engagement’ to propose new leadership role in development. Using historical-structuralist perspectives as developed in social sciences at large, I analyze further the issue of the nature of the relationship between the place and the role of university and that of leadership and development. I raise the issue of whether or not the Congolese university women’s leadership matters in the search for developmental models in the Congo.

Review of research on school principal leadership in mainland China, 1998-2013

Purpose– The purpose of this paper is to review English-language publications about school principalship in China published between 1998 and 2013 and to present an overview of the authorship, topics, methodologies and key findings of these publications.Design/methodology/approach– The methodology includes an exhaustive review of journal articles and book chapters about Chinese school principalship published in the English language. In total, 39 articles and 17 book chapters are identified for the 1998-2013 period. Qualitative analysis is conducted to determine the basic patterns of authorship, topics, methods and key findings. The changes or continuities in these patterns during the study period are also discerned.Findings– The paper identifies several continuous and discontinuous patterns in each of the review categories and provides a better understanding of on-going research into the practice of school principalship in China. The results also suggest areas that require deeper exploration.Originality/value– This paper explores the landscape of school principalship in China as reflected in the international literature and indicates the ways that this landscape has changed or remained the same over the years. As such, the paper contributes to the thin knowledge base concerning school principalship in China and sheds light on the enduring local-global tension in the evolution of education systems.

Del pensamiento a la acción…, creando valor público. Herramientas de la gestión estratégica para la integración de las competencias en el Sistema Educativo

La evolución de los sistemas educativos en las últimas décadas, han llevado implícitos cambios en los espacios, en los medios, en los objetivos, pero sobre todo en los procesos. Esta evolución del proceso está ligada al desarrollo de la educación basada en competencias, que implica el desarrollo del aprendizaje por la vía de la experimentación, y que posibilita a las personas ser lo que puedan y quieran llegar a ser. Esta “novedosa” visión del aprendizaje, fue descrita por Confucio, quinientos años antes de nuestra era, “…me lo contaron y lo olvidé, lo vi y lo entendí, lo hice y lo aprendí…”. Pero, evidentemente, en la actualidad las competencias necesarias para integrarse y desarrollarse en la sociedad, han cambiado, al igual que lo han hecho los objetivos, los medios y las necesidades. En este artículo, proponemos la utilización de herramientas y modelos de gestión de la calidad para conseguir integrar la educación por competencias en todo el sistema educativo, desde la perspectiva de la gestión estratégica, alineando los objetivos de las políticas educativas actuales, de mejora de la calidad del sistema, de desarrollo económico y de cohesión social, con una metodología de gestión de dichas políticas, de forma que la mejora de las competencias básicas, profesionales e interpersonales sean el camino para alcanzar dichos objetivos, a través de políticas públicas que garanticen la eficacia, la eficiencia y la efectividad en la gestión de los recursos disponibles en la administración, para la generación de valor público en los ciudadanos y en la sociedad en su conjunto.

The Redistribution of Responsibilities in Five European Educational Systems: From Global Trends to National Arrangements

This article provides a comparative analysis on the evolution of the distribution of responsibilities — the authority of deciding over a particular domain — at the national, regional, and local levels in the European Union educational systems. After explaining common trends in the institutional arrangements through the role of evaluation, the elaboration of a typology on the patterns of relations and actors' responsibilities enables research on particular evolutions and specificities in five educational systems (Portuguese, Italian, French Community of Belgium, Danish, and English) due to their particular history and institutional features. This analysis aims to contribute to the discussion on the similarities and differences on the evolution of educational systems and their policies.

Colonial models and the evolution of education systems ‐ Centralization and decentralization in Hong Kong and Macau

Within the analytical framework proposed by Margaret Archer, this paper charts the emergence and development of education systems during the twentieth century in Hong Kong and Macau. Although these two territories have much in common, in education they display considerable differences. During the twentieth century the Hong Kong authorities constructed a highly centralized system, which at the end of the century moved towards decentralization. In Macau, by contrast, government neglect led to an uncoordinated collection of imported systems. At the end of the century the Macau government endeavored to unify the sector, but faced major challenges and limitations.

The Evolution of Educational Systems in Industrialized Countries: A Summary

Mr. Jallade, a specialist in economics with the World Bank, prepared this article while serving as an OECD staff member in Paris. It was translated for Western European Education from the Revue Francaise de Pedagogie, No. 20 (July-August-September), 1972. The reader' s attention is called to the Background Studies that the author has listed in the Appendix. They are a rich source of information and documentation on education in Western Europe and elsewhere.