Institutionalization Of Education Research Articles

Institutional Features of Modernization of Higher Education in Ukraine

The process of institutionalization of higher education in Ukraine is studied in terms of factors due to the need for its modernization and taking into account formal and informal institutions and factors of the previous institutional trajectory of development. Emphasis is placed on determining the institutional causes of achievements and failures in the field of domestic higher education. An analysis of the target integrated function of assessing the quality of education and ways to modernize the educational process is offered. It is emphasized that a significant number of initiated institutional reforms in the development of higher education in Ukraine have led to imperfect institutions and consequences when higher education does not meet current demands of the individual, society, economic needs and global trends. Therefore, for the successful economic growth of Ukraine and ensuring its competitive and innovative prospects, the modernization of higher education must take place in direct connection with the transformation of the institutional environment. In turn, the quality of the institutional environment is determined by the efficiency of key institutions. However, we now have reasonable doubts as to whether Ukraine has the necessary institutional environment to modernize higher education that ensures sustainable economic growth and competitiveness. In essence, educational failures are the result of existing institutional disparities between formal and informal institutions. This is an obvious flaw of the government, which negatively affects the external effects of education in the country as a whole.

Renewing Workers' Education: a radical vision ed. by Linda Cooper and Sheri Hamilton

Reviewed by: Renewing Workers' Education: a radical vision ed. by Linda Cooper and Sheri Hamilton Linda Chisholm (bio) Linda Cooper and Sheri Hamilton (eds) (2020) Renewing Workers' Education: a radical vision. Cape Town: HSRC Press. Since 1994 the landscape of both unionism and attendant forms of worker education in South Africa have changed dramatically. These are linked on the one hand to the changing world of work and on the other to the Congress of South African Trade Unions' (COSATU) alliance with the state and the formalisation and institutionalisation of worker education through accredited skills training. Despite the human capital rhetoric that envelops it, the system of which this is a part has not only been singularly unsuccessful in building institutions that are capable of nurturing new skills, it has also de-politicised and weakened earlier forms of worker education. Renewing Workers' Education: a radical vision aims to reinvigorate a flagging labour movement and its declining educational initiatives by providing new insights into the recent shifts in both. It brings together a range of authors with deep experience in labour and education who provide penetrating and rich interpretations of the current conjuncture and what is to be done. In so doing it participates in a broader trend to rethink the productive possibilities of Marxism today within the labour movement. Following an introduction describing the malaise confronting worker education in the contemporary union movement, there are four sections respectively focusing on the history of worker education, institutionalised worker education, new trends in the 'local and global periphery', and conceptual tools for re-thinking worker education. In the first section, the historical chapters by Dinga Sikwebu, who has been active for 40 years in union work and education, Kessie Moodley (one-time director of the Workers' College in Durban) and Namibian worker educationist Herbert Jauch as well as UCT's Jonathan Grossman give a [End Page 111] sense of the vision of worker education that informed historical expressions of it. All three draw attention to the importance of informal learning and education that occurred as part of worker organisation, mobilisation and strike as distinct from more formal processes. None glosses over or romanticises this history. Sikwebu for example discusses some of the limitations of experiential learning when 'political education (becomes) "ideological cattle-dipping"', while Moodley and Jauch emphasise the fact that both formal and any other form of worker education, even in the 1970s and 1980s, was always secondary to the main task of representing workers in wage negotiations and focused predominantly on shop stewards, officials and office-bearers. They describe the links between the Durban-based workers' college and similar Namibian initiatives and show how in both contexts 'workers' education was increasingly seen by workers themselves … as a tool for personal career advancement, either in the union or at the workplace' (24). Inasmuch as they also deal with the theme of university-involvement in worker education, a major agent in worker education since 1994, Grossman's chapter illustrates his own engagement as a university-based sociologist in solidarity educational work with dismissed workers. One of the highlights of the book is a chapter by Mphutlane Wa Bofelo opening the second section on whether institutionalising workers' education is democratising or domesticating. Like a later chapter by Mandy Moussouris and Lucien van der Walt he does not see accredited skills training and radical workers' education as mutually-exclusive. Wa Bofelo provides a strong argument that in fact 'individual ambitions of upward social mobility' as represented in the attraction to the skills development discourse are not mutually exclusive from 'collective aspirations and the agenda of social transformation' (54). Indeed, he shows that working with the system is not new in South Africa and that struggles for registration and recognition within the framework of existing legislation characterised the glory-days of the 1980s and sat side-by-side with fierce independence for control over and content of worker education. Similarly, unions both developed their own independent spaces and worked with academics–these were not mutually-exclusive strategies. The challenge then as now is how, within the spaces that exist, to expand the scope of workers' education so that it embraces 'a diversity of organisational and...

La Commune de Paris, ou la naissance de la laïcité d'émancipation?

Politically and socially, a first laïque experience emerged in a concrete and unprecedented way and in a unique territorial and revolutionary space: the Commune de Paris, from 18 March to 28 May 1871, more than ten years before the Ferry and Goblet laws marked the first official legislative institutionalization of education. The Commune's original and radical emergence of laïcité, both academically and through the separation of Church and State decreed on 2 April 1871, in a common and inseparable movement, is often overlooked in studies that focused on the history of laïque education. This paper focuses on this unprecedented collective creative movement, and especially on its philosophical significance. It demonstrates how this new revolutionary school and republican space contribute precisely to an alternative conception of laïcité – a laïcité of emancipation, based on the struggle against all forms of clerical domination, that is called séparation. (In French)

A institucionalização da EaD nas universidades públicas: um relato de experiência da UDESC

Este trabalho tem o objetivo de apresentar o processo de institucionalização da modalidade a distância na Universidade do Estado de Santa Catarina – UDESC, a partir da história do Centro de Educação a Distância – CEAD criado em 2002. Iniciamos com uma breve reflexão sobre a educação a distância nas universidades públicas brasileiras nas últimas décadas e, na sequência, apresentamos os marcos legais que têm apoiado o processo de institucionalização da EAD na UDESC, com destaque à política de EAD da UDESC aprovada em 2014 e sua relação com o Plano de Desenvolvimento Institucional da UDESC do período de 2017 a 2021 e com as novas diretrizes do ensino de graduação elaboradas em 2019. Para finalizar o relato, apontamos as conquistas e alguns desafios que ainda envolvem a modalidade a distância na instituição.

МОДЕЛЮВАННЯ ПРОЦЕСУ РОЗВИТКУ ВІЙСЬКОВОЇ ОСВІТИ В УКРАЇНІ: ПРИНЦИПИ ТА ПІДХОДИ ДО СТАНДАРТИЗАЦІЇ

Introduction. The process of the military education professionalization politic ensuring, that oriented to military education institutionalization, realization need considering the principles and approaches to military education standardization that directed to program documents (such branch frame of qualifications), in which will determined basic requirements to professional training of the officers and military specialists.Purpose. Analyze the basic principles and approaches to standardization of the military education in Ukraine in context of it development process modeling. Methods. The system of general scientific and special methods of theoretical and empirical research (analysis of scientific literature, systematization and generalization of materials, logic and comparative, content analysis) was used in order to realize the article purpose. Results. The article deals with the methodological aspects of the military education in Ukraine development process modeling on the basic of contemporary principles and approaches to standardization that using in state-members of NATO. There are accented attention to necessity to implementation and active using of those principles and approaches in the process of the Ukraine military education system improvement. The link of conceptual models of the military education development with the frame documents, which is directed to the producing and standing of the officers and military specialists professional training qualification, is demonstrated. Originality. Adapted model accent attention to importantly of the institutional and normative ensuring the military education system development process, professionalization of it. For realization the main ways and acts that have a link with institutional and normative ensuring the military education system development in Ukraine, must be develop and implement some program framework documents, which demonstrate contemporary approach to military education system development on the state-members of NATO practice. In fact, is need formalization in frame of program framework document the strategy of the planning conceptual principles and military education system functionality on the base of the determined qualification requirements. In aspect of the military education development modeling take place accent to concrete results, which is goal of the officers and military specialists training process, and results of servicing in army. Conclusion. The system of military education must orients to concrete needs and tasks in functional sphere, contently of the professional training and officers’ qualification level arising for ensuring the service in army and structures of military management. This is basic criteria of the assessment of the military education system results.

Retraction] A study on the professionalism of planning experts in the fields of culture, art and education: Focused on job analysis

“Arts and Cultural Education Promotion Act” comes with institutionalization of arts and cultural education in Korea, and tends to mean facilitating occupational professionalism in historical perspectives. In particular, the nature of vocational identity of professional educators in arts and cultural education is the main focus of analysis and debate for human resource development. Accordingly, this study emphasizes the diversity of arts and cultural education practices and reveals that the vocational training of arts and cultural education experts should be based on various curriculum and programs which take an interdisciplinary approach. In this respect, excessive simplification of vocational identity of the experts may exert negative effect on the diversity and excellence of arts and cultural education. To meet the needs of the arts and cultural education, curriculum and training program for university level should be newly developed or revised through an interdisciplinary approach with the job analysis of practicing professionals.

민주시민교육 제도화에 대한 심층적 이해: 제도화 추진주체의 관점에서

민주시민교육 제도화에 대한 심층적 이해: 제도화 추진주체의 관점에서

PROF. DR. BEYZA BİLGİN VE DİN EĞİTİMİNE KATKILARI

Prof. Dr. Beyza Bilgin, 1956 yılında başladığı “ilahiyat” kariyerini “din eğitimi” alanında sürdüren ve alanının ilk profesörü olarak bu yolculuğunu devam ettiren bir din eğitimcisidir. Bu makalede, Türkiye’de din eğitimi alanında yaptığı bilimsel araştırmalarla önemli katkılar sağlayan Beyza Bilgin’in hayatı ve çalışmaları tanıtılarak din eğitimine katkıları ele alınıp değerlendirilmiştir. Bu doğrultuda makalenin temel problematiği, din eğitimi bilimi için oldukça etkili bir isim olan Beyza Bilgin’in çalışma ve çabalarının din eğitimi bilimine ve din eğitiminin boyutlarına olan katkısının neler olduğu sorusu ekseninde kurgulanmıştır. Dolayısıyla çalışmanın amacı, din eğitiminin bilimselleşme yolculuğundaki katkılarıyla kendi zamanının ötesine uzanan Bilgin’in zihinsel ve akademik üretimlerinin, din eğitimi alanına olan etki ve katkılarını betimsel bir bakış açısıyla ortaya koymaya çalışmaktır. Bu amacı gerçekleştirebilmek için Bilgin’in aile, eğitim ve meslek hayatını içeren yaşam öyküsüne, 15.09.2020 tarihinde kendisi ile yapılan mülakat sonucunda ulaşılmıştır. Biyografik veriler haricinde Bilgin’in düşünsel projeksiyonları olan yayınları da alana olan etkisini ve katkısını daha belirgin hale getirmek maksadıyla ayrıca makalede ele alınmıştır. Din eğitimi alanında birçok ilke imza atan Beyza Bilgin’in din eğitimine katkılarının hangi boyutlarda ve nasıl olduğu soruları, durum desenli betimleyici içerik analizi yöntemi ile cevaplanmaya çalışılmıştır. Makalenin sonucunda, Beyza Bilgin’in din eğitiminin bilimselleşmesi ve kurumsallaşmasının yanı sıra alandaki teorik ve pratik gelişmelerin öncüsü olduğuna ulaşılmıştır.

ISLAMIC REFORMIST MOVEMENT OF HAJI SULONG ABDUL KADIR IN ISLAMIC EDUCATION INSTITUTIONS IN THAILAND’S SOUTHERN BORDER

The development of Islamic education in southern Thailand has been in the spotlight of researchers in the last decade in efforts to establish a national education, although this study is still less attractive. The existence of Pondok schools as Islamic educational institutions is considered to have mobilized separatist movements and the authority of traditional Malay Muslim elites to fight for territory. The existence of the Malay rulers with their authority in the fields of religion and culture made traditional Islamic education deeply rooted in the southern Thailand region. Muslims in the southern province are allegedly a monolithic entity whose existence constructs the institutionalization of Thailand as a state, thus opening up space for separatist seeds that emerge from Islamic educational institutions. The existence of Islamic reformers such as Haji Sulong Abdul Kadir is strong evidence that his movement is treading the religious and cultural field in the process of reviving the institutionalization of Islamic education in Southern Thailand. The establishment of Madrasah al-Ma'arif al-Wataniah Fatani as a forum for Haji Sulong Abdul Kadir to fight for reforms in Islamic education institutions, despite strong opposition from the state and the authority of the traditional Malay Muslim elite but ultimately the principles of reform were realized even though the reformers had died and the madrasa was closed.

Creative adaptation of Grundtvigian educational concept in Indian Adult Education: a lab to line educational effort in rural India

This ethnographic research attempts to find relevance of Grundtvigian educational philosophy in the promotion of lifelong learning opportunities and the institutionalisation of community education for the adults in rural India. The researcher analyses thoroughly the concept of Grundtvig’s social and educational anthropology in Indian context, which comprises pedagogical strategies and people’s enlightenment though education and social development. The research utilizes relevant literatures, case-study and educational model in order to analyse the contemporaneity, relevance and creative adaptation and assimilation of Grundtvigian philosophy in Indian adult education. The research argues - if the Grundtvigian alternative education and social concept could be creatively adopted and assimilated in the adult education system in rural India, the core of learning ecology in the Grundtvigian concept would be able to bring significant improvement in the traditionally rigid adult education system and support learners in exposing their inherited potentials to a greater extent.

Institutionalization of higher education and science in the strategy of sustainable social development: global and European levels

The current education system is still «teaching» society the tasks and goals of sustainable development on a small and insufficient scale.
 However, the official program document (Resolution) of the UN General Assembly formulates an appropriate global strategy «Transforming our world: the 2030 Agenda for Sustainable Development». Sustainable Development Goals (SDGs) are the key areas for implementing this global integrated multi-level strategy for social, governmental and institutional sustainable development.
 Education is one of the crucial prerequisites for the implementation of the UN global strategy «Agenda 2030». Therefore, education has a key role to play in seeing a just, peaceful and sustainable society (both global, continental, regional and national).
 International and European integrated strategy for sustainable social development «Transforming our world: the 2030 Agenda for Sustainable Development» – at the global level of education and science offers a mechanism for achieving and providing inclusive, equitable and quality education and training, promoting all opportunities for education and lifelong learning.
 The strategy envisages providing and allowing everyone to receive and complete free, fair and quality primary, secondary and higher education, which will lead to appropriate and effective results of sustainable social development of both individual states and the global system.
 It is also necessary to create preconditions for ensuring access of all, regardless of social, sexual, racial, ethnic origin to quality education at all levels, and to create appropriate conditions for this by 2030, which will allow them to successfully move to the next educational levels and carry out lifelong learning.
 To do this, all levels, models and systems of education (through the model of «education for sustainable development») must be transformed - to acquire the knowledge and skills necessary for sustainable development: sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, through global civic education and the recognition of cultural diversity and the contribution of culture to sustainable development.
 Thus, Agenda 2030 sets practical challenges for governments to ensure, through the transformation of the education system («education for sustainable development»), the maximum conditions for all people to participate (through the acquisition of quality knowledge and skills through education) in society, state and economic and political development.

세계시민교육의 제도화에 관한 연구*

The purpose of this study was to examine the driving forces that affect the global diffusion and institutionalization of Global Citizenship Education (GCED), which is rapidly emerging as an important global education agenda. In order to achieve the objective of this study, driving forces affecting the diffusion and institutionalization of GCED were categorized into three perspectives, namely, sociocultural perspective, international economic perspective and institutional perspective. The data were analyzed using multiple regression analysis. The main findings of this study are as follows. First, the degree of sociocultural diversity that represents sociocultural perspective did not have a statistically significant effect on education policies, curriculum and teacher education on GCED in each country. Second, the degree of dependence on international economic relations, which shows international economic perspective, had a positive statistically significant effect on the curriculum of GCED in countries around the world but it did not have a statistically significant effect on education policy and teacher education of GCED. Third, the degree of linkage to the global civil society that represents institutional perspective has a positive statistically significant effect on the GCED education policies, curricula and teacher education of different countries around the world. The results of this study show that institutional perspectives are more persuasive drivers of the spread and institutionalization of GCED in individual countries than from sociocultural perspective and international economic perspective. The result of this study shows that the adoption of policies for GCED is an institutional embodiment reflecting education norms and values at the global level embedded in an institutional environment of the world society rather than instrumental means that meet immediate and concrete socioeconomic needs and demands of individual countries. This study is of significance in that it has identified the driving forces for the diffusion and institutionalization of GCED through empirical analysis.

Research on the needs of school teaching staff within the framework of institutionalization of inclusive education for the blind and visually impaired

Research on the needs of school teaching staff within the framework of institutionalization of inclusive education for the blind and visually impaired

Osman Hamdi Bey’in Portrelerinde Anlam

Osman Hamdi Bey is a multi-faceted person, a contemporary and forward-thinking painter. He made important contributions to the Ottoman painting art and institutionalization of art education. His studies of archeology and art, although the effect of the last period of the Ottoman Empire, the Turkish Republic was also very important to provide vital contributions, has left important legacies. In this study, Osman Hamdi’s portrait works are focused. The meaning of these works and their place in the history of Turkish art painting have been tried to be revealed. In the first title, Osman Hamdi Bey’s personal life and his contributions to art were evaluated. In the next heading; Five works of Osman Hamdi have been dealt with and plastic and formal meanings have been tried to be solved especially in the works where the human face is the subject. He is the society he lives in in his portraits; He transmits poetically and without any exaggeration and also includes historical elements in places. He has revealed a combination of local culture and aesthetics of west. Thus, he used the art of painting as a link between the Ottoman-Western phenomena and tried to progress in a fusing structure. Keywords: Osman Hamdi, Portrait, Art, Realism, Ottoman.

Institutionalised Ethical Issues In Nigeria’s Tertiary Education: An Inquiry In Relation To Normative Quality

Tertiary education in Nigeria has been facing challenges of quality that become a serious concern to the entire citizens particularly stakeholders for that it is the tool relied upon for growth and development of the country. This study aimed at exploring institutionalised ethical issues in Nigeria’s tertiary education system and inductively speculate whether they are capable of posing a threat to the expected quality for effectiveness. Qualitative method of research was employed in the study using interview protocol to 18 participants drawn purposively from regulatory agencies of the tertiary institutions by their categories, other governmental agencies that make policies and or have necessary stake in tertiary education, and a randomly selected tertiary institution each from the four broad categories. After applying thematic techniques of analysis from the raw interview data collected, themes were identified that confirmed existence of ethical issues condensed in mutilated funding, corruption, autonomy factor, institutionalisation of tertiary education, politicisation and marketisation in the tertiary education sector. Presence of the institutionalised ethical issues raised is a shared responsibility of all stakeholders, and consequential resistance is seemingly difficult. It is therefore concluded that by their strength, the issues are capable of weakening the normative quality of Nigeria’s tertiary education as defined by the National Policy on Education (NPE), hence the need for a realistic improvement.

Useful drawers or oversimplification? Realm and aptitude of the Varieties of Capitalism approach in international comparison of investment patterns in vocational adult education

ABSTRACT In international comparative research on adult education, typologies such as the ‘Varieties of Capitalism’ approach are applied frequently to justify country-based research designs, or to frame research results. However, the advantage of typologies in reducing institutional complexity becomes a drawback when it comes to explain variations between countries. This contribution argues that the realm of such typologies is limited in its power to explain cross-country differences in participation and the institutionalisation of adult education, due to specific mechanisms that connect the macro and micro levels. We demonstrate this by analysing investment patterns of vocational adult education (V-AET) in seven selected countries (France, Germany, Lithuania, Latvia, Norway, Spain, UK). We first generate country descriptions of financial modes of V-AET from the institutional perspective using a document analysis and then analyse investment patterns in V-AET from the individual perspective by a secondary analysis with monitoring data. Referring our results back to the Varieties-of-Capitalism-Approach and extracted country-specific information, we show that in-depth analyses of country features are necessary to ‘bridge’ between assumptions of ‘grand typologies’ and monitoring results, to answer specific research questions and guide evidence-based policy decisions on the setup of V-AET in different countries.

‘Powerful’ human rights education’s curriculum problems

ABSTRACT In an effort to support the curricular institutionalisation of human rights education (HRE) as a school subject, Walter Parker has proposed a curriculum model based on the powerful knowledge (PK) thesis developed by a group of social realist educators. This article aims to contribute to this worthwhile endeavour to develop a consensual HRE curriculum model by identifying four issues with Parker’s proposition. While Parker argues the prevalence of constructivism impeded the development of an HRE, the author argues that the negative implications of constructivism for traditional subjects are not true for HRE. After expanding on the other two issues, Sen notes empirical evidence from an HRE textbook, in use in Turkey, to support his fourth point that what is key to a powerful HRE is political support. The article ends with a call to the HRE community to contemplate political impediments that risk making HRE an ineffective enterprise at schools.

Diasporic comparative education: an initial tribute to anxiety and hope

ABSTRACTMany of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many more transnationally- mobile academics doing comparative education these days and we do not yet have a clear Gestalt which permits us to grasp how and why they are engaged in comparative education. This article explores this general theme, not least in terms of the concept of ‘the foreign’. The article wonders about and explores the theme of a ‘diasporic comparative education’, here taken to mean the kinds of re-thinking of comparative education undertaken by those who choose to undergo the existential and intellectual stresses of ‘becoming foreign’ while they embrace the professional identity of being ‘comparative educationists’.

Undergraduate Nonprofit Education: Between Institutionalization and Recruitment

The essay aims to foster reflection and discussion on the institutionalization of undergraduate nonprofit education. Undergraduate nonprofit programs (certificates, minors, and majors) have been developing at a slower pace than their graduate counterparts. This essay focuses on the development of these programs and identifies particular challenges in the administration of four undergraduate programs selected as case studies. Common concerns include (1) development of programs broad enough to allow students to pursue multiple career and educational paths after graduation, which forces a curriculum development that differs from the path laid out at the graduate level, and (2) misconceptions and lack of knowledge about nonprofit careers in prospective students, parents, and high school counselors. The discussion is contextualized in broader trends of nonprofit education.

Clinical Legal Education and the Replication of Hierarchy

Clinical legal education is now a significant and widely touted feature of every law schools’ curriculum. The 2008 recession, which resulted in fewer law jobs and fewer applicants, spurred law schools to beef up their experiential offerings, both in response to the call for “practice ready” graduates and to enhance law schools’ appeal to potential applicants. This essay explores two aspects of collateral damage that have resulted from the growth and institutionalization of clinical education. They both stem from the replication of hierarchies that have long existed in law school faculties and in the legal profession in general. First, the expansion of clinical offerings has not resulted in more clinical tenure-track positions—their number has steadily decreased. Instead, hiring has been largely through short-term fellowship, visitor or staff attorney appointments, or at best long-term contract eligible positions, without voting rights on the issues that shape the future of the institution—appointments and tenure. Thus, instead of increased integration of clinical education into the academy, a new underclass has been created within faculties, without job security or long-term academic prospects. Second, the growth of clinical education has not been consistent with its original programmatic goals of serving under-represented groups with critical legal needs. Instead, clinical education has succumbed to the popular demand for more “glamourous” practices settings, as seen by the huge growth of start-up, entrepreneurial and intellectual property clinics and the reduction in housing, government benefits and family law offerings. Thus, clinical education is replicating the legal practice hierarchies that leave poverty law at the bottom. This essay ends with recommendations to ensure that clinics are staffed in a non- exploitative manner that respects the career aspirations of junior colleagues and that clinical curricular decisions keep as a priority instilling the social justice values that have been the hallmark of clinical education.