Field Of Education Development Research Articles

The educational development of university teachers: mapping the landscape

This article presents the results of a scoping review designed to explore the current state of knowledge about the educational development of university teachers. More specifically, the study examined the definitions attributed to educational development, its aims, the factors that foster it and the variables studied in this field. A thematic analysis was conducted on 98 scholarly documents published between 2000 and 2022. The results indicate that the field of educational development is mainly characterized by ideological and political rather than scientific dimensions. Consequently, the focus is on desired changes in educational development, reflecting a high degree of desirability. Furthermore, the results highlight the individualistic nature of the starting point of professional learning process, suggesting that institutional conditions and resources should be adapted to accommodate the diversity of learning trajectories. This study contributes to a comprehensive understanding of the complex landscape surrounding the educational development of university teachers, highlighting the need for nuanced approaches to promote teaching quality and professional development in the context of higher education.

WHAT FACTORS INFLUENCE THE DEVELOPMENT OF EDUCATION QUALITY IN THAILAND, ACCORDING TO THE CONCEPT OF VISIBLE LEARNING? A MIXED METHODS APPROACH USING QUALITATIVE CONTENT ANALYSIS BASED ON EXPERT INTERVIEWS

Visible Learning is an educational strategy for learning success that emphasizes meaningful learning and leads to everyday application. Visible Learning enables students to cultivate self-control, adaptability, and resiliency in response to societal shifts in various spheres. Since teachers are the backbone of the education system, they are the first line of personnel who interact directly with their pupils daily to facilitate the learner's assimilation of new concepts and objectives. The most crucial aspect of Visible Learning should be the transition from "instructor" to "learner" in the classroom. Even though we may not observe how individual students learn, students can describe their strategies. When teachers comprehend how students think and process information, they are able to modify their teaching strategies and observe significant improvements in student performance and learning. Visible Learning emphasizes what works in the classroom and encourages students to learn what works best. Educational organizations and agencies tasked with enhancing the quality of education management in Thailand are, therefore, primarily responsible for preparing educational personnel to manage learning following Visible Learning concepts. Semi-structured interviews were conducted with 17 experts in the field of educational development (seven educational administrators, five education supervisors, and five teachers) using a pre-prepared interview template and analyzed according to qualitative content analysis. The study's findings will convey concepts, principles, and management considerations for the development of educational management quality in a concrete manner and by the concept of Visible Learning, including at the class level and the school level, which can assist students in acquiring the characteristics and skills of the twenty-first century. Factors related to the attitudes of administrators and teachers are the main factors influencing the development of educational quality, including the concept and procedures of teacher development and the quality of a professional learning community.

STRATEGI PEMBELAJARAN DHARMA GITA DALAM MENINGKATKAN NILAI-NILAI PENDIDIKAN KARAKTER HINDU DI PASRAMAN SWASTA PRANAWA

The existence of the Regulation of the Minister of Religion of the Republic of Indonesia Number 56 of 2014 has an impact on the development of non-formal pasraman which stipulates that Hindu Religious Education is needed in order to form a Hindu community that has competence and knowledge, quality and competitiveness in the field of Hinduism. In this context, the role of pasraman is very important, especially in the field of educational development. This research focuses on two things, namely the learning strategy of Dharma Gita in increasing the values of Hindu character education and the obstacles encountered in implementing the learning strategy of Dharma Gita. The theory used to analyze the problems in this study is the theory of behaviorism by Albert Bandura and the theory of Humanism by Abraham Maslow. This research is a qualitative research with descriptive data presentation. Data collection was carried out using non-participant observation techniques, structured interviews and documentation studies. The data that has been collected is then analyzed through three steps, namely data reduction, data presentation, and drawing conclusions. Based on the research that has been done, the following results are obtained, 1) The Dharma Gita Learning Strategy is applied in learning at the Pasraman Swasta Pranawa, namely, using Cooperative Learning Strategies and Expository learning Strategies. 2) The obstacles encountered in implementing the Dharma Gita learning strategy are internal and external factors. Internal factors include 1) children have difficulty processing notes, 2) students lack focus in learning activities, and 3) low student motivation. External factors include factors from the community environment, in a community environment children learn about norms, rules and customs in society.Keywords: Learning, Strategies, Dharma Gita, Pasraman.

Evaluasi Penggunaan Pada Website Dinas Pendidikan dan Kebudayaan Kabupaten Tebo Menggunakan Usability Testing

The Tebo Regency Education and Culture Office is one of the service agencies in Jambi Province. his task is to assist the Regent in carrying out government affairs in the field of educational development, non-formal education and basic education, and cultural processing. on the website Dinasdikbud.tebokab.go.id there has been a significant reduction in visitors of fifteen thousand. Based on these problems, this research was made to analyze the level of satisfaction using the website using the USABILITY TESTING method. With 6 variables namely: Learnability, Efficiency, Memorability, Information Quality, Error, and Satisfaction. This study obtained respondents as many as 100 respondents. The processing of this research data used IBM SPSS Statistics 26 ver 2 software. The results of this study showed that of the 5 variables of USABILITY TESTING, 2 variables namely Efficiency and Memorability did not have a positive effect, only 3 namely Learnability, Information Quality, and Error which significantly affected Satisfaction using the Tebo District Education and Culture Office website

ЗАРУБІЖНИЙ ДОСВІД АДМІНІСТРУВАННЯ У СФЕРІ ОСВІТИ

The experience of foreign countries is valuable in terms of achieving a certain balance between state regulation of the education sphere and achieving a certain financial and other autonomy of educational institutions. Thus, over the last decade, the increase in the autonomy of educational institutions has gained global momentum. We believe that Ukraine should move in such a way that the majority of state educational institutions are transformed from ordinary state institutions into state corporations. In particular, these changes should be aimed at optimizing the distribution and spending of funds aimed at the functioning of educational institutions. Also, Ukraine needs, by analogy with Poland, Great Britain, and Switzerland: to implement the principles of decentralization of education (delegating the Ministry of Education and Science of Ukraine its powers to local bodies); create mechanisms for involving the local community in decision-making regarding further directions in the field of education; to give more powers to educational institutions in solving issues related to their development; to give educational institutions more financial autonomy. We believe that in the process of decentralization of education in Poland, the introduction of the opportunity to involve the local community in the development of local educational policy directions for solving local problems in the field of education was successful. Yes, this is consistent with the trends introduced in all highly developed countries. Yes, the indicated trends are that if it is necessary to involve the so-called "consumers of education" in the development of the relevant directions of education development. It was noted that the general state bodies in the field of education abroad, although they have a certain role in the implementation of education administration in the state, but the main functions of the administration of the field of education are entrusted to the relevant bodies in the field of education in individual states and to local education bodies. It should be emphasized that in recent years, the US government has also begun to provide significant support in the field of education development, as well as to participate in the management of such a field by providing certain financial support to individual programs on education in the respective states, as well as by financing new programs developed by by the government.

Works done in the field of application of information technologies to libraries. (based on the creation of the technological model of the Azerbaijan University of Architecture and Construction Library)

One of the achievements in the field of education development in recent years is the emergence and development of digital libraries. This term began to be used in the late 80s in foreign publications in connection with the development of Project Gutenberg in 1971. This process is intensively developed and improved to this day. Depending on the level of development of the state (availability of high-speed Internet, financing of institutions, etc.), this process develops at different rates around the world and involves various public and private institutions. Digital libraries have become even more important during the COVID-19 pandemic as researchers and readers have been able to access vast amounts of resources at any time of the day during this challenging period when people have been confined to their homes. To date, the presence of an electronic library in the university has become an indicator of its respectability. There are certain criteria for university libraries, so they must cover scientific, educational and methodological literature in all taught disciplines. The main advantage of digital libraries is the confidence that they will deliver information better than it was in the past. At the same time, the creation and development of electronic libraries encounters a number of problems and difficulties. First of all, at present there is no clear understanding of what an electronic library is, what information systems should be attributed to this class, what are the requirements and evaluation criteria for them. In this article, we will analyze the emergence and development of the digital library, reveal the main obstacles to its development based on the creation of a technological model for the library of the Azerbaijan University of Architecture and Construction and the electronic library of the Mimar Sinan University of Fine Arts in Turkey.

Fellow travelers: Taking stock of faculty fellows programs in the age of organizational development

Faculty fellows have long served as a staple of centers for teaching and learning (CTLs), but to date little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs across five modalities that reflect decades of evolution and adaptation in the field of educational development. Our findings are intended to provide the foundation for new pathways of research, practice, and inquiry regarding the implementation of CTL fellowship programs.

Not there yet: knowledge building in educational development ten years on

ABSTRACT This paper responds to a question posed by [Shay, Suellen. 2012. “Educational Development as a Field: Are We There Yet?” Higher Education Research and Development 31 (3): 311–323. doii:10.1080/07294360.2011.631520] about the status of knowledge building in the field of Educational Development. In her paper, Shay critiques knowledge produced in the field arguing that it is ‘codified practice’ [Gamble, Jeanne. 2001. “Modelling the Invisible: The Pedagogy of Craft Apprenticeship.” Studies in Continuing Education 23 (2): 185–200. doii:10.1080/01580370120101957; Gamble, Jeanne. 2004. “Retrieving the General from the Particular: The Structure of Craft Knowledge.” In Reading Bernstein, Researching Bernstein, edited by J. Muller, B. Davies, and A. Morais, 189–203. Abingdon: Routledge; Gamble, Jeanne. 2006. “Theory and Practice in the Vocational Curriculum.” In Knowledge, Curriculum and Qualifications in South African Further Education, edited by M. Young and J. Gamble, 87–103. Pretoria: HSRC Press] rather than applied theory which could succeed in reconceptualising problems rather than simply trying to address them. This paper draws on a review of research produced in the field in recent years in South Africa to argue that, although some work does result in the reconceptualision of problems the higher education, it is limited in that (i) it has been produced by a relatively small group of practitioners located at a few universities and (ii) draws on theory developed in the Global North. The paper then proceeds to offer some tentative suggestions for the way future work aimed at knowledge building could proceed.

Frames, models and definitions

See RECORDING.
 This keynote is both a practical and strategic view of information literacy from my perspective as a Senior Lecturer in Educational Development at City University, London and Chair of the UK’s Information Literacy Group.
 I’ll reflect on the experiences I have had since leaving the library profession and moving into the field of educational development, which involves working with faculty to enhance teaching and learning and to develop their curricula. Since taking on this role I have had rich conversations with academic staff about all aspects of information literacy, often under other guises. I’ve recently undertaken a small-scale study to understand their approach to thinking about the related concepts of digital literacy and open practice and I’ll discuss some findings from this research. Faculty express concerns about how to create independent learners in the age where information is abundant, but knowledge is still scarce and privileged. Those who complete my module on the same topics have reflected on the plethora of terms and frameworks which are designed to support them which in fact sometimes leave them further confused. I’ll also draw on a recent chapter I wrote (Secker, 2018) on the trouble that terminology can cause, when we try to collaborate with both academic staff and with colleagues in other areas of learning support.
 The second part of my keynote will focus on the efforts of the UK’s Information Literacy Group (ILG) to broaden the definition of information literacy and to try to get the concept recognised outside the library. In many ways there are parallels between the work I do at an institutional level and the efforts of the group to raise awareness of information literacy more broadly. In April 2018 the ILG launched a new definition of information literacy and much of the efforts of the group have been to build links with organisations and people outside of the library sector. For us to achieve true universal information literacy, as Paul Zurkowski first envisaged, (Zurkowski, 1974) I will argue information literacy needs to become an ongoing concern or everyone who works in education, government, the media or who cares about social justice.
 I’ll end by considering the challenges and opportunities that collaboration presents whether it is librarians, academics and other professional staff in education or policy makers and other organisations working with those outside the library world. Collaboration is vital for information literacy to become truly embedded into all aspects of formal and informal learning and to achieve the goal of universal information literacy that Zurkowski first envisaged. However, we still have a big task ahead of us to achieve this. I will attempt to consider the lessons I’ve learnt from working in this field for over 15 years, and advocate for a vision of information literacy that extends far beyond the library community. I’ll draw on the work and the framework in developed in 2011 (Secker and Coonan, 2013) to explore how we can rethink information literacy and provide a framework for supporting learning in the digital age.

Reviews of the Regions of the Russian Empire as a Historical Source on the History of Education (on the Example of the Regions of the Steppe Territory and Turkestan)

Reviews of the provinces and regions of the Russian Empire (appendices to the reports of governors) are a comprehensive source on the history of the regions. As the official statistical publication, the reviews are controversially assessed by historians for the reliability of the data. However, comparisons with other sources, as well as critical analysis, allow researchers to view the survey as a representative source. The article analyzes the source potential of reviews as a source on the history of the development of education in the outskirts territories of the Russian Empire. The characteristics of the information contained in the source on the development of education are given. As a result of working with the source, a set of issues in the field of education development that should be considered using the survey data as an independent or auxiliary source (quantitative growth of educational institutions, students, development of the network of educational institutions, its structure, features). The requirements for the structure of gubernatorial reports and their appendices were established at the beginning of the 19th century. However, the structure of reviews and the information presented in them differs significantly depending on the year or region. Matching of the information with other sections of the source and the historical context of the period under review allow us to conclude that the reviews in the education section are highly informative.

Embracing complexity: an inclusive framework for the scholarship of educational development

ABSTRACT The complex and ever-changing nature of the field of educational development has led to a scholarship of educational development (SoED) that is rich but also enigmatic. The authors outline four lenses through which SoED might be viewed, ultimately proposing a framework for SoED that empowers scholars to engage in a sophisticated negotiation between, among, and across disciplines, perspectives, and contexts so the field benefits from all approaches. We argue that by cultivating a dexterous SoED, educational developers can leverage a more inclusive scholarly community to explore more meaningful questions and advance SoED as a field of study.

The effectiveness of involving social investments in education

Summary: One of the main problems in the social policy of the state is investment activity in this area. Social investments have a significant impact on improving the living standards of the population, improving their education, knowledge and skills and ensuring their health. The attraction of social investments and strengthening their role in the market environment is one of the prior directions of state policy. Social investment should be done in such a way that the final benefit for all projects should be the same. Effective use of social investments also contributes to the development of the country’s education system. Education is an important social area that contributes to the creation of conditions for the country’s economic development. The article is devoted to the study of the problem of assessing the effectiveness of social investment in education, which is an important social area that creates conditions for sustainable development. In the context of the creation and development of an innovative economy, social investment in education is a priority and provides an important competitive advantage in the strategic perspective, the accumulation and realisation of the country’s intellectual potential. At the same time, increased investment in education does not mean the increase of their efficiency and not guarantee the improvement of the quality of educational services. This means that the problem of evaluating the effectiveness of investment in education is complicated. Many scholars, both in our country and abroad, are engaged in solutions of the problem. All of this shows that the research in this area is one of the actual problems.
 The purpose of the research Is to evaluate the role and effectiveness of social investment in education. For this purpose, the following main tasks are set:
 
 identify specific features of the education system as a social investment object;
 systematise the factors of the efficiency of social investments;
 study the role of education in ensuring economic growth and competitiveness in the country;
 determine the system of general performance indicators for educational institutions;
 investigate the ways of implementing state policy in the field of education development, etc.
 
 The methodology of the research is the systematic, dynamic and comparative analysis of factors.
 Results of the research show that ways to achieve the goals set out in education have been identified, and the role of social investment in this area has been explored. Recommendations for improving the efficiency of social investment in education have also been put forward.
 
 Keywords: Education, social policy, social investment, globalisation, human capital.

AL-KHAIRAAT SEBAGAI LEMBAGA PERJUANGAN BANGSA

The existence of community organizations such as Muhammadiyah in Yogyakarta, and Nahdathul Ulama in East Java, Nahdhatul Wathon in West Nusa Tenggara has a very significant role in making changes for the progress of the nation. These roles can be seen especially in the fields of education and community development. Meanwhile for the Sulawesi region, especially Central Sulawesi, many of these roles were taken over by the Al-Khairaat Institution or College which was founded by Sayyid Idrus bin Salim Al-Jufri or who is familiarly called Guru Tua. The role of Al-Khairaat is especially in the field of educational development. As the Al-Khairaat Islamic Education Institute is a national struggle institution that seeks to form people who believe and have faith in Allah SWT, this institution bears the burden of moral responsibility and ideas for the life and development of Islamic education, for the benefit and improvement of the quality of the ummah.

The Politics of Education in Developing Countries: From Schooling to Learning

The issue of quality in education is still one of the key current debates within international education policy. There are comments that development education has a significant contribution to make to these debates. Skinner, Blum and Bourn (2013) suggested that greater collaboration between the field of development education and international education policy could facilitate the creation of an agenda that focuses on education quality and learning processes, as opposed to the current preoccupation with education access and outcomes.

ДЕРЖАВНО-ГРОМАДСЬКЕ УПРАВЛІННЯ ОСВІТОЮ ЗА ЧАСІВ ЦЕНТРАЛЬНОЇ РАДИ

The author of the study, based on the analysis of the literature, determines the peculiarities of the formation of the system of state and public management of education in the times of the Ukrainian Central Rada. The study analyzed archival materials and identified the importance of the first Ukrainian teacher congresses as bodies of public education management. The role of political, public and non-governmental organizations such as the School Education Society in this process has been identified. The author of the publication proves that in the times of the Central Rada in Ukraine the first state body of education management was formed – the General Secretariat of Education. The principle of decentralization of management was based on the work of this state organization. The main purpose of the activity of this leading organization was not the administration, but the uniting of efforts of all national cultural and educational institutions of the Ukrainian People's Republic in the field of educational development. Particular attention was paid to ensuring the functioning of the school and to establishing a system of training of pedagogical staff. The study found that, on the initiative of the leadership of the leadership of the General Secretariat of Education the basic principles of state and public administration were developed and implemented, namely: approval of the collegial structure of governing organizations at all levels of its realization, granting of the territorial and city self-government wide rights for opening and managing educational institutions, wide powers of pedagogical councils, granting educational institutions autonomy, etc. Key words: Ukrainian Central Rada, Ukrainianization, teacher congress, General Secretariat of Education

Development of Scientific Learning System Based on Character Education (Honest, Discipline, Self-Confidence) in MTs-Al Maidah Deli Serdang Regency

A development must start from the human factor, namely education, organization and discipline. Therefore, aspects and problems of education are the most important elements that must be addressed immediately so that national development goals can be better achieved. One area that needs attention in the field of education development is the village of Kotasan located in Galang District, Deli Serdang Regency, North Sumatra. The majority of the population is educated middle to lower causing most of the population is still living from the agricultural sector. Seeing the existing phenomena and if this condition is allowed to continue then it is feared that the welfare of the community will lead to worse conditions. So with this dedication the team will try to find solutions to educational problems that are more beneficial for the Kotasan village community. This service aims to: 1). Designing teacher working groups in applying scientific learning, 2). Designing the learning process using a scientific learning model based on Islamic character education, 3). Designing learning material that will be applied by teachers in scientific learning based on Islamic character education. The method used in this service is coaching techniques. Expected outputs from this dedication are ISSN journals, mass media and activity videos. In the process of character evaluation in every aspect, in general get a value, namely (1) Honesty as much as 90%, (2) Discipline as much as 80%, and (3) confidence as much as 85%. Then in the process of character evaluation in each aspect of points in particular there are 10 points get a value, namely: (1) honest in action 78%, (2) honest in words 80%, (3) admit mistakes 70%, (4) wake up on time morning 83%, (5) prayer 5 time 90%, (6) diligently praying 84%, (7) attending ceremonies and on time 63%, (8) gathering assignments on time 72%, (9) able to be a leader for example Imam prays 74%, and (10) 80% practice test.

Lifelong learning in Sustainable Development Goal\xa04: What does it mean for UNESCO\u2019s rights-based approach to adult learning and education?

This article, which draws on a review of primary and secondary literature, examines the role of a human rights-based approach to adult learning and education (ALE) in the context of the global Education 2030 agenda, which is aligned with the Sustainable Development Goals (SDGs) launched in 2015 by the United Nations. Whereas the Millennium Development Goals (MDGs) focused on primary education, the SDGs, through SDG 4 which is devoted to education, call on Member States to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The inclusion of lifelong learning has awakened hopes for a stronger role of ALE in global education agendas and policies. In principle, the ten targets of SDG 4 open up clear possibilities for ALE. However, the author cautions that there is cause for scepticism that ALE, in particular human rights-based ALE, will receive more attention under the SDGs than it did under the MDGs. The article is structured into three sections. The first section traces the emergence of a rights-based approach to adult education as an international paradigm, with particular attention given to the role of UNESCO. The second section discusses how the rights-based approach to adult education has been contested by other actors in the field of education for development. In the final section, the author draws on recent empirical data to reflect on the role of ALE in the age of the SDGs.

The Overall Status of International Values Education Research in the Recent Ten Years

The revival and development of values education in the world has become a hot topic in the field of education development in the new century. With the increasing demands of the government and people from all walks of life on the values education, the research on values education has begun to increase in the international academic circles. This paper tries to adopt the method of knowledge mapping, select the literature on “values education” in the SSCI database from 2009 to 2018 as the analysis object, and use CiteSpace software to analyze values education. The paper finds that the number of publications on international values education is increasing year by year, forming a core research field focused on pedagogy, psychology and sociology. The mainstream authors on international values education research are Simon Marginson, Pierre Bourdieu, John Dewey, Albert Bandura, etc. In recent ten years, the hot topics on international values education research mainly focus on six themes. Teacher education, physical education, personal values, choosing the caring setting, digital storytelling and professional identity, and teacher education has become the most popular research topic.

Предложения по повышению эффективности реализации мероприятий государственной программы Российской Федерации «Развитие образования»

The article considers the problematic issues of the project subjects. It highlights the practical use and implementation of the government contracts results, concluded on the basis of competitive procurement procedures as part of the State Program of the Russian Federation «Development of Education» implementation. A range of proposals to increase the eff ectiveness of program implementation is formulated. This ensures transparency of procurement procedures in accordance with the current legislation in the fi eld of procurement, the actual project subjects in the Russian Federation in the fi eld of education development, practical use and implementation of the government contracts results.

Complexity theory, the capability approach, and the sustainability of development initiatives in education

We defend in this paper the importance of redistributing power in the field of education development by enhancing the self-sustainability of education initiatives and minimizing their roots in dependency – these as pre-requisites for improving their sustainable development outcomes. We do this by considering an education development initiative run by the Barefoot College in India, and then developing an explanatory model based in complexity theory (as expounded by Edgar Morin) and in the capability approach (as developed principally by Amartya Sen and Martha Nussbaum). We conclude that such a redistribution of power would help to ensure that education is better connected to its development context, more relevant to the interests and needs of the community it serves, and its quality enhanced. More generally, we reinforce existing arguments – but from the perspective and imperative of sustainability – why it is in the interests of policy-makers to devolve power and to provide resources to such initiatives. Doing so would enhance governments’ prospects of realizing their education and social development goals. The arrogation of power and resources towards the centre, an almost natural impulse in policy-making, is, in the end, counter-productive, and threatens sustainable education and social development.