Global Educational Standards Research Articles

TANTANGAN DINAMIKA REGULASI SEKOLAH BERTARAF INTERNASIONAL DI INDONESIA

The dynamic regulatory landscape presents significant challenges for International Standard Schools (SBI) in Indonesia, impacting their ability to meet global educational standards while integrating local cultural values. This study aims to explore the regulatory challenges faced by SBIs and their implications for educational quality and cultural integration. The method used is library research, which involves reviewing relevant literature and studies on regulations and the implementation of international standard programs. The findings reveal that although SBIs strive to provide high-quality education and facilities in line with international standards, they are often hindered by fluctuating regulations and inadequate financial support. Additionally, the study highlights the importance of a consistent and supportive regulatory framework, sustainable funding sources, and the adoption of an inclusive curriculum that respects local cultural values. These insights offer valuable implications for policymakers, educational institutions, and stakeholders, emphasizing the need for collaborative efforts to enhance the stability and effectiveness of SBIs in Indonesia. By addressing these challenges, SBIs can better fulfill their role in providing internationally competitive education while preserving Indonesia’s rich cultural heritage.

Authentic caring in online professional development for early childhood teachers in South Africa

Background: The professional development (PD) of early childhood teachers is of strategic importance in higher education and the profession given the need to improve responsiveness and progress towards millennium goals.Aim: The purpose was to analyse classroom practices and teachers’ experiences of PD programmes, through the theoretical lens of the UNESCO ICT Competency Framework for Teachers to construct an authentic data-based model, which can be used to understand PD challenges and guide decisions about the improvement of education quality.Setting: The study was conducted in Gauteng with teachers from a selection of early childhood centres.Methods: A phenomenological inquiry explored the settings and practices of 23 selected teachers in Gauteng province. Interview and observation data were analysed for content categories and grounded theory articulations.Results: The main finding is that teachers facing everyday educational challenges benefit from school-based support and available media but need additional learning to advance their professional aspirations. The grounded theory analyses of the data highlighted that early childhood practices and articulated development needs are best explained as authentic caring. This was conceptualised metaphorically as garden spaces where careful tending, deliberate planning and various elements of nurturing knowledge may harmoniously be blended. The model extends prevailing theories of PD and the flipped ICT Competency Framework for Teachers.Conclusion: The model of authentic caring is a grounded theory articulation based upon beliefs of practising EC teachers.Contribution: The article provides a comprehensive online teacher professional development framework for EC teachers, emphasising authenticity, care and alignment with global educational standards.

Empowering Young Learners: Insights into EFL Teachers’ Perceptions and Practices within the IB Framework in Elementary School

Drawing from the theoretical perspective that effective English as a Foreign Language (EFL) instruction requires integration with contemporary educational frameworks, this study explores how the International Baccalaureate (IB) framework shapes EFL teachers' perceptions and practices in an elementary school in Tangerang, Indonesia. The research aims to examine the impact of IB principles on teaching methodologies and the resultant educational outcomes for young learners. Utilizing a qualitative narrative inquiry approach, six EFL teachers were interviewed and observed, and their teaching materials were analyzed to provide a comprehensive understanding of their experiences and instructional strategies. The findings reveal that teachers adopt student-centered, inquiry-based methods that foster critical thinking, global awareness, and practical language skills. This integration enhances student engagement and learning outcomes, highlighting the effectiveness of the IB framework in promoting holistic education. The implications of this research suggest that the IB framework can significantly contribute to improving EFL education by aligning teaching practices with global educational standards, thus preparing students for the complexities of an interconnected world. These insights are pivotal for educational policymakers and practitioners aiming to implement innovative and effective EFL teaching strategies.

Development of a Quality Assurance Assessment Tool to meet accreditation standards for midwifery education: A Delphi study

BackgroundEnsuring the quality of midwifery education is critical for producing a qualified and competent midwifery workforce for sexual, reproductive, maternal, and newborn care services. While global standards advocate for quality enhancement and accreditation systems, challenges persist, particularly in low-income countries like Bangladesh. AimTo validate and culturally adapt a Quality Assurance Assessment tool aligned with global midwifery education standards for application in Bangladesh. The goal of the tool is to guide and assess an internal quality education assurance process tailored to meet the national accreditation standards. MethodsA modified Delphi technique was conducted with a panel of 55 experts, including educators, principals, and researchers from Bangladesh, India, and Sweden. The study underwent three rounds: tool development, field testing, and consensus building. ResultsThe first round was completed by 25 workshop panel members, the second was completed by 30 participants during field testing, and the third was completed by the 25 workshop panel members from the first round. The developed Quality Assurance Assessment Tool demonstrated face and content validity through expert consultation and field testing, aligning with both global education and national accreditation standards. Minor revisions enhanced clarity and feasibility. ConclusionThe Delphi rounds resulted in a validated Quality Assurance Assessment Tool that offers a robust framework for assessing and enhancing midwifery education quality, aiding progress towards meeting national accreditation standards. This study provides a valuable resource for countries seeking to develop similar tools aligned with global and national education priorities.

Teacher Training, and Associated Problems and Solutions in the 21st Century's Azerbaijan

Significant reforms were implemented in the education sector of Azerbaijan after the country gained independence, initiating integration with global educational standards. A key focus was ensuring secondary schools were staffed with subject teachers competent in meeting contemporary requirements, highlighting the importance of a policy for young educators. Consequently, the study examined the professional skills of graduates from the Azerbaijan State Pedagogy University, who would teach geography in this new era. The study delved into the educational engagement of secondary school students, particularly those with well-educated parents, access to modern technology, and the ability to source information globally. It specifically considered the capabilities of geography teacher graduates to engage students' attention and the professional skills necessary for this task. Identified deficiencies were scrutinized, and strategies for their resolution were investigated. Higher education reforms, the shift from Soviet educational practices to the Bologna system was analyzed and contrasted. The study entailed a theoretical evaluation of the professional skills of Azerbaijan State Pedagogical University's geography teacher graduates, scrutinizing the curricula and subject content designed to foster these skills. An assessment of the educational process pinpointed organizational and instructional shortcomings in lectures and seminars. The research culminated in pinpointing gaps in the professional competencies of geography teacher graduates, proposing methods to rectify these gaps and align graduates' skills with contemporary standards.

Impact of Artificial Intelligence on Outcome-Based Education

This research paper delves into the transformative role of Outcome-Based Education (OBE) in the realm of higher education, as advocated by India's National Education Policy (NEP) 2020. The primary focus is on the enhancement of program outcomes, program-specific outcomes, course outcomes, and unit outcomes, along with the integration of Bloom's Taxonomy for effective assessment and accreditation processes. The study explores the shift from traditional content-centric education to a more dynamic, outcome-focused approach, emphasizing competency and skill development in line with global educational standards. It investigates how OBE can be strategically used to refine curricula, pedagogy, and assessment methods, thereby enhancing the overall educational experience and outcomes for students. Additionally, the paper examines the pivotal role of Bloom's Taxonomy in categorizing and assessing educational objectives within OBE, facilitating diverse and rigorous evaluation criteria.

A Decade-Long Roadmap to Understanding and Accommodating IB Students at a Japanese National University

Okayama University is a Super Global National University in Japan that introduced IB admissions in 2012 and proudly celebrates 11 years this year. As of April 2023, 122 IB students from IB schools in Japan and abroad have enrolled in 10 Faculties and 1 International Program. During the first decade of IB admissions, Okayama University gradually transitioned into one of the most IB-friendly Universities in Japan, not only among prospective IB students but also their family members and IB college counselors. A significant reason for this was due to the efforts put in by Okayama University to continuously obtain feedback from enrolled IB students regarding their needs, their hurdles, and their suggestions on how to improve their academic and campus lives. Student support and student voices merged as powerful resources for Okayama University to improve the overall condition of IB students from entry to graduation and created a robust platform for welcoming prospective IB students, who became Okayama University’s brand ambassadors following admission. Successful IB admissions result from a balance between what Universities have to offer IB students and what IB Students want. This paper will include a detailed description of the changes made by Okayama University regarding modifying IB admission guidelines, strengthening the IB student support system, and establishing the IB Office to better cater to IB student needs. Other highlights will emphasize the importance of understanding IB student backgrounds, IB education, and IB research by University representatives to make admission policies compatible with global higher education standards from the hands-on experience of Faculty members at Okayama University.

Analysis of Adoption and Implementation of International Educational Standers in Primary Schools: A Case Study of Dir Lower Khyber Pakhtunkhwa

Education is a cornerstone of societal progress, and the adoption and implementation of international educational standards play a pivotal role in shaping the quality and effectiveness of primary education systems worldwide. This research presents a comprehensive case study that scrutinizes adopting and implementing international educational standards within primary schools in the Dir Lower district of Khyber Pakhtunkhwa, Pakistan. The study seeks to unravel the intricate dynamics that influence how global educational standards are integrated into the local educational landscape. Methodological concerns: this study utilized quantitative research methodology to incorporate the opinion of primary school teacher regarding international educational standards and their availability in the study locale. In addition, the study utilized the values of a simple random sampling technique and size 326 potential respondents through the Sekaran sample table out of 3243. Furthermore, the study collected primary data through a close-ended questionnaire and then analyzed with uni-variate, e.g., frequency and percentage, and bi-variate T-Test in order to measure the relationship between independent and dependent variables. The findings of this study reveal several significant outcomes. First, it is evident that there has been a notable effort to align the curriculum and teaching methodologies with international educational standards. However, the level of implementation varies across schools and regions within Dir Lower, suggesting disparities in the quality of education provided. Second, challenges such as inadequate infrastructure, lack of teacher training, and socio-economic disparities have emerged as barriers to the effective implementation of these standards. In light of these findings, this research offers several recommendations. Firstly, there is a need for increased investment in infrastructure and teacher training programs to bridge the existing gaps in the education system. Additionally, a more standardized approach to curriculum development and teaching methodologies should be adopted to ensure uniformity across schools in Dir Lower. Furthermore, community involvement and awareness campaigns should be initiated to garner support and participation from parents and local communities.

The Effect of Covid-19 Pandemic on the Teaching-Learning Process: A Theoretical Overview

The COVID-19 pandemic has affected the global educational standards of nearly 1.6 billion pupils in over 200 countries. For instance, face-to- face educational cancellations, social alienation and constrained mobility restrictions of students around the world have wreaked havoc on standard teaching approaches. Following the COVID-19 pandemic, various findings have been reported by a group of investigators on the teaching and learning process. At a wide range of educational institutions, face-to-face training has been tapered away where inclusive educational settings and evaluation techniques required urgent creativity and deployment. The role of faculty members has been transformed from the traditional lecturer-centric to student-centric model which serves the current new global situation. Therefore, this study aims to investigate the university staff perceptions, experiences and barriers, and focus on their e-learning challenges during the COVID-19 pandemic. Additionally, the study investigates the factors that have influenced the acceptance of e-learning as a teaching tool at the higher educational level that could assist in implementing e-learning for future endeavours.

Factors Affecting the Student Performance during the COVID-19 Pandemic

In 2019, the wide COVID-19 outbreak had noxiously compelled the global educational institutes to experience the irrefutable impacts of the pandemic on students’ academic performance. The destructing COVID-19 emergencies have colossally elevated the concerns of individuals regarding the students’ perspective. The compounding outbreak challenges have made the global institutes alter the learning trends, thus inevitably impeding the students’ learning performance. This abrupt situation has encouraged the institutes to embrace e-learning protocols, ultimately recording a severe toll on students’ social and psychological well-being. In this regard, this empirical paper help to understand that the entire COVID-19 teaching has profoundly changed the learning environment, thereby bringing the unprecedented influence of COVID-19 fear, digital inaccessibility, teaching capability, psychological well-being, and work-life conflict to influence the students’ performance. Considerably, this abrupt shift from conventional pedagogy to digital learning demands that institutions should restore the global educational standards to enhance student learning performance. However, in owning to such factors of increasing vulnerabilities, a positive government attitude is needed to overcome the gap existing due to the online shift in conventional learning. Significantly, the paper suggests that academicians and practitioners should redefine their educational definitions, substantially making these novel technologies combat the emerging learning challenges.

The Status of Information and Communication Technology (ICT) and English Language in Jordan

Jordan’s educational system is now based around the concepts of freedom, justice, and human and economic development in order to achieve a high level of productivity and progress. Jordan is one of the developing countries that are consistently attempting to align development with current global educational standards, as one of the Kingdom’s top priorities. The Jordan Education Initiative (JEI) (2003), Education Reform for Knowledge Economy (ERfKE) (2003), Connecting Jordanians’ Initiative (2005), and English Interactive Online Initiative (EIOI) (2006), among others, have been initiated by the ministry. The Jordan Education Initiative (JEI) was established in the same year as the ERfKE project (2003). Jordan recently revised the learning results for all of its national school subject areas, outlining what content students should know and what skills they should learn at—grade level.

Social media in education sector: Experimenting and expanding ways

The world is getting smaller with the concept of Informatization and Digitalization. Social Media has proved itself to be a milestone in this leash. It is the most important channel of communication in today's ‘Techno-Society’. It is expanding and changing the traditional ways of communication. Almost all the areas are being positively affected by the emergence of this media tool. Education sector not being the exception has also been highly affected with the advent of Technology. In a short span of time the process of imparting Education has witnessed a sea-change. All one need is a good internet connection and the world is just a click away. The paper here tries to examine the changes which have been noticed in the Education sector after the advent of Social Media. Although the higher education in India is growing remarkably but still there are many challenges and the most flammable is of the adaptation of technology. The paper brings forth the role of Colleges and Universities in imparting best of higher education with the help of technology and internet. It suggests the ways to raise the standard of Higher Education so that it can match with the global Education standards. The study attempts to illuminate the reasons for choosing Modern Education over Traditional Education and tries to suggest that a possible change in perception of adapting Digital ways in Education is required. The time has come to create a technology oriented system in the fields of education. Through this paper an attempt has been made for the fundamental changes which are required from the policy level to the institutional level that can shape the future of our ‘techno generation’.

Use of the LMS Moodle for an Effective Implementation of an Innovative Policy in Higher Educational Institutions

This article considers the opportunities of using Moodle LMS (learning management system) tools to ensure the effective implementation of an innovative policy of the higher educational institution. In the framework of digital transformation of social space an important and relevant topic for higher educational institutions is the creation of high-quality information and communication environment, which shall correspond to the contemporary state of science and technology development, global educational standards and information society needs. The advantages of the Moodle system are studied. Moodle system provides for a comprehensive educational process through its extensive educational content, a system for control, monitoring and evaluating the knowledge quality. The authors compare the four-phased model of knowledge management with the capacities of LMS Moodle educational environment. The latter is capable of simulating professional actions in a virtual educational space that allows the university to train advanced specialists and ensure a high level of their professional skills based on hard and soft skills. The perceptive and cognitive attitude of university students and teachers towards the implementation of the LMS Moodle educational platform was researched. The research has brought out the subjective assessment model of the innovative process with clear meaningful factors of changes’ perception. Such a model allows understanding the collective attitude to the university’s policy and highlighting mental settings necessary for working with human resources within the social adaptation and diffusion of innovation. The synergy of technological and managerial innovations has been updated to ensure completeness and efficiency in presenting a professional educational product based on the LMS Moodle platform.

Assembling the Computer Simulation on Hypothetical Deductive Thinking Approach Learning to Improve Learning Achievement

This research describes the impact of hypothetical-deductive learning supported by PhET Simulations on improving the learning achievement of high school students for physics lessons. The design of this study used quasi-experimental (quasi-experiment). The design of this study was a pre-test and post-test control group at a secondary school in Bima, Nusa Tenggara Barat, Indonesia. The experimental group consisted of 24 students who were taught by the hypothetical-deductive learning strategy supported by PhET Simulations. The control group consisted of 23 students taught by a direct lesson learning approach. There were two covariates, i.e., motivation and prior knowledge. Learning achievement as a dependent variable was measured using multiple choices (35 items). Learning achievement estimated cognitive domains including the level of understanding, applying, and analyzing. The statistical technique used in this analysis was ANCOVA techniques. The result found that this proposed strategy was more effective in improving learning achievement. This study found that motivation could not be used as a predictor for improving learning achievement in learning strategies. But, prior knowledge can be used as a predictor in enhancing learning achievement. In general, learning with a hypothetical-deductive approach assisted by computer simulation provides opportunities in the cognitive domain. The limitation of this study is that the impact is jointly between the hypothetical-deductive method and the simulation, but the effect of each factor on the achievement of learning cannot be described. In other indicators of learning success, there needs to be a separate study to find out the positive impact of this learning strategy. Learning strategies with deductive hypothetical thinking supported by PhET Simulations are new strategies in physics learning in Indonesia; especially for achieving learning performance on facing global education standards.

Educating Healthcare Professionals in Pharmacovigilance: Global Trends and Korea’s Status

This narrative review introduces global trends in pharmacovigilance (PV) education for healthcare professionals and the status of PV education in Korea. Proactive participation of healthcare professionals, including physicians, pharmacists, and nurses in reporting suspected adverse events is the main driving force for effective operation of the spontaneous adverse event reporting system database, which in turn facilitates early safety signal detection of otherwise unknown suspected adverse events. The World Health Organization recognizes PV education curriculum as a key aspect in promoting awareness of PV and adverse event reporting among healthcare professionals, and multiple studies have demonstrated that PV educational interventions for healthcare professionals have increased overall adverse event reporting. Considering the global trends in PV education, the curriculum in Korean universities still has room for improvement in promoting PV obligation among future healthcare professionals. Further research is needed to develop PV education curriculum. We suggest a three-step project for innovating PV education in Korea to meet the global PV educational standards: a survey to gauge current PV competencies among healthcare professionals, reform of current PV academic curriculum, and evaluation and fine-tuning of the reformed curriculum.

Formation of Research Competence of Future Economists in the Process of Mastering Foreign Languages

The relevance of the work is determined by the fact that the research competence of students of economic specialties is defined not only as the independence of communicative behavior but also as a product of modern pedagogical technologies. The subject of the work is research competence, which is formed, restructured and perfected in modern synergetic educational process. The novelty of the study is that research competence is interpreted not only as the ability to conduct an independent scientific research and provide its results. The prospect of further study is the possibility of correlating the above-mentioned approach to global educational standards.

Bantuan Dana Bank Dunia Dalam Perspektif Pemenuhan Hak-hak Ekosob: Studi Kasus Pada Sektor Pendidikan di Indonesia

The World Bank assistance in the education sector in Indonesia as a developing country faced with an interest in the fulfillment of the right to education in the perspective of Economy, Social, and Culture (ESC) rights for the society. For Indonesia, World Bank assitance must be in line with the national regulation, therefore harmonization into national law is necessary. The World Bank assistance is aimed at accelerating free trade, and the achievement of global education standards for the recipient countries. Thus, the alignment of the education sector with the interests of the economy and the free market may threaten the education rights of Indonesian citizen. This article will focus on the fulfillment of education right in Indonesia. Seeing the facts from the background, the formulation of the problems raised in this legal research are: (1). characteristics of educational assistance by the World Bank for developing countries. (2). Compatibility between World Bank assistance standards with the fulfillment of ESC rights in education in Indonesia. The purpose of this research is to analyze the characteristics of educational assistance by the World Bank for the third world countries and the suitability of the World Bank assistance to the fulfillment of ESC rights in education in Indonesia. This article based on the normative legal research method, and employs the statute and conceptual approach. It is found two results. First, the World Bank assistance to the education sector has been implemented in several countries, including Indonesia. The fulfillment of the right to education in developing countries have been experiencing an intervention and support from the World Bank. The World Bank asisstence is aim at achieving the goal of education, and to ensure the aid has been allocated for education projects, and to provide students with global education standards. Second, by employing the SABER standard with 4-a method to measure the suitability of the World Bank assistance in the fulfillment of the right to education in Indonesia, it is found that there remain a problem in the ‘acceptability’ standard. The World Bank should give more weights to the local wisdoms when providing asisstence in the recipient country.

Последствия присоединения России к Болонской системе в условиях современного политико-экономического кризиса

The article considers the problem of the effectiveness of Russia’s transition to global educational standards, the integration of the Russian Federation into the world educational space. Particular attention is paid to the higher school reforming - the consequences and prospects for Russia’s accession to the Bologna process. The author analyzed the materials on the advantages and disadvantages of adapting Russian higher education to the new educational models and standards. The text contains modern statistics on the problem of “brain drain”. The author compares student migration from and to Russia. According to the results a conclusion is made about further actualization of the outflow of Russian students abroad. In this way, a complex of strategic and tactical measures is needed to increase the effectiveness of the Russian educational policy. Besides, it is necessary to expand the circle of actors in the development and implementation of this area of state activities.

СТРУКТУРА И СОДЕРЖАНИЕ СОВРЕМЕННОГО СРЕДНЕГО И ВЫСШЕГО ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ В КИТАЕ

The phenomenon of the explosive economic and political development of China over the past few decades attracts the attention of many researchers to this country. The research interest for the education system of China and the specific features of teachers’ training for various levels of education increases year by year. Based on the performed analysis of works of domestic and foreign researchers, the paper demonstrates the results of the theoretical study of the structure and content of contemporary secondary and higher teachers training education in the PRC. The paper underlines that on the one hand, the existing system of the higher teachers training education of China is similar to a large extent to the Soviet system of teachers training education, but on the other hand, it suffers changes forced by the global educational standards (Bologna Declaration). The paper gives the actual information about the number of pedagogical educational institutions in the PRC, the students and the graduates who continued their education and applied for master’s degree and doctoral program, and the data about the types of pedagogical educational institutions and multi-stage system of teachers’ ranking. The authors give the detailed description of curricula and academic program of leading pedagogical colleges and universities; describe the specificity of the educational approach of six top universities which are under the jurisdiction of Ministry of Education of the PRC. The paper describes the principal directions of the educational policy of the PRC specifying the corresponding laws and acts adopted by the Greater China Government. Much attention is paid to the problem of education of ethnic minorities and the issues of training teaching staff for work with them. The authors indicate the difficulties while implementing the innovations in the system of teachers training education and specify the main tendencies of its development.

A Needs Assessment for Recognizing Midwifery Educational Programs That Meet the International Confederation of Midwives Global Educational Standards

BACKGROUND: Quality midwifery education globally is essential to improving maternal and infant outcomes worldwide.PURPOSE: Determine midwife educators’ perceptions of the need for an international recognition program identifying a midwifery educational program having met the International Confederation of Midwives’ (ICM) Global Standards for Midwifery Education.STUDY DESIGN: A descriptive web-based survey available in English, French, and Spanish. Midwife educators were asked about (a) perceived need for a recognition program identifying programs meeting ICM Education Standards, (b) ability and resources to complete a self-evaluation report, (c) kinds of verification activities expected and needed resources, and (d) willingness of local educators to be trained as evaluators.RESULTS: Surveys completed from 52 countries and all four ICM regions (n = 197) with 14% from low-/lower middle income countries. Majority of respondents (79%) endorsed a need for a recognition program. Most were capable of creating a self-evaluation report (88%), only 18% identified not needing any additional resources. The vast majority favored an on-site process to verify the report with over 81% stating local midwife educators would volunteer to be trained as validators.CONCLUSION: There is a perceived need for an international process that recognizes midwifery education programs that meet the ICM Education Standards.