International Education Systems Research Articles

The prevalence of bilingual interaction in peer-learning

ABSTRACT In an era of globalization and global migration multilingualism represents a central educational goal for international political institutions and educational systems. However, except for bilingual schooling programs, institutionalized learning usually takes place monolingually, especially in Europe. Peer-Learning seems to be a promising method for integrating bilingualism in submersion. Pupils sharing the same languages could interact bilingually while working together without the necessity of a bilingual teacher. This paper investigates the prevalence of bilingual interaction of peer-tandems in submersion. The analysis is based upon a quasi-experimental setting with n = 114 Turkish-German bilingual pupils from German elementary schools and makes use of dyadic data analysis and non-parametric methods. The results show that (1) the prevalence of bilingual interaction is nonindependent of the dyad, (2) the learning contents do not affect the prevalence of bilingual interaction, and (3) an explicit offer is needed for the activation of bilingual interaction. Practical implications for the implementation of bilingual peer-learning in submersion will be discussed.

Making the invisible, visible: a twenty-first century approach to tertiary preparation, attainment and access for student equity

ABSTRACT The U@Uni Academy provides a case study of a composite preparation and access programme, integrating key elements of widening participation, alternate entry and enabling schemes. It is offered to students from a low socioeconomic background andfocuses on non-traditional indicators of attainment in order to prepare for, access and successfully transition from secondary school to higher education. This article outlines the methodological and theoretical approach, purpose, and context surrounding the programme, as well as its significancewithin the contemporary Australian and international education systems. The strengthening momentum of alternate entry and enabling schemes within the context of equity and diversity in higher education is illuminated, highlighting the need for innovative approaches in this sector. Such a perspective invites the international education community to reframe how they approach attainment, admissions and success, shifting from a traditional focus on high-stakes, single-mark assessment, to a rich, layered and contextualised representation of a student’s skills and, through this, revealing the often invisible potential of a student. This is timely within the global context of future-focused tertiary education and debate surrounding admissions processes across the Australian higher education sector. Its significance is underscored by potential to influence the landscape of university admissions on a broader scale.

Implementation of International Norms in Russia: The Case of Higher Education

This article analyses the reasons why Russia adopts foreign norms in the sphere of higher education, looking at how isomorphism, Transnational Advocacy Networks and the global market for education have brought about the country’s integration in the global network of universities. It investigates how Russia strives to adopt international and western educational norms by adhering to the Bologna process and launching projects such as 5-100 to reinforce the competitiveness of its universities on the global stage, but remains concerned about security and national identity issues. These fears have resulted in the government prioritizing the adherence to formal criteria while preserving the historical content of its higher education, thus leading to a dichotomy between substance and structure. This mismatch between the organization of higher education and its content leads to an ineffective implementation of international norms but also to significant disruptions in the existing system. Attempts to levy the advantages of both systems have had opposite results. Indeed, the risks of sudden change are multifold: the sudden “catch-up” mode leads to resistance and to a decline in the overall quality of education in those universities lacking the institutions to support the fast tempo of change. The authors outline the benefits of an incremental adaptation to the international higher education system and the need to adjust international norms to local conditions, by building off the assets of the country’s Soviet heritage. The benefits of involving Transnational Experience and Experience Networks in the implementation of international norms are also reviewed.

Functional Literacy of High School Students-Working With Text: Opportunities for Applying Educational Skills in Self-Cognition Classes

It is considered the reading literacy of high school students in the article, which can be developedthrough self-cognition classes. Currently, reading literacy is more considered in language and literaturecourses. The skills of working with text and electronic text are important for the modern student. It isevaluated in the international educational achievement assessment systems PISA, PIRLS. Since the currentgeneration of students is called the digital generation, which is dominated by the visual code ofperception, in order to form verbal and logical thinking, pedagogues began to pay more attention to thedevelopment of reading skills and understanding of the text by students.The purpose of the article is to analyze the phenomenon of functional reading literacy and actualizationthe problem of using techniques for developing functional reading literacy to identify values inworking with educational texts in self-cognition classes, offer recommendations. Reading literacy skillsare aimed at finding the meaning and application of the information obtained from the text, its understanding,and the development of students ‘ cognitive abilities. The article presents tasks to identify thevalue-semantic content of the text in self-cognition classes. Through some of the tasks, students canlearn to compose texts and convey their meaning to their classmates, their understanding of stories, andtheir vision of values. These tasks can be used during storytelling, discussion of stories, discussion of the“Teacher’s Gift”, or during creative work.Key words: reader’s literacy, values of self-cognition, value-semantic training, self-cognition classes.

Multi-dimensional Schoolings: An Utmost Incentive for Social Stratification in a Society (An Analytical Study of Multi Curriculums Taught in Different Educational Institutions in Pakistan)

An educational institution has a significant role in society. For children's schooling, a school, its environment, teachers and curriculum hold a valuable position. Pre, Primary and secondary levels of school curriculums, co-curricular and extra-curricular activities are more valuable in one’s conceptual growth. In Pakistan, multi types of curriculums are being taught in different educational institutions. Some institutions are under state supervision and on the private level, some are under international education systems, some educational institutions are under religious sects, some schools have mixed type of curriculum; religious and international. All these institutions, train their students according to their educational aims and goals. In a single society, multi types of curriculums and objectives mean the preparation of students having different schoolings, mental approaches and different educational destinations. Their preferences, social directions, heroes, struggles, activities and even cultural norms (materialistic and non-materialistic) become different. So there is a need to highlight the impacts of different schoolings by different educational institutions in Pakistan. The main objective of this study is to elaborate on the cause of social stratification due to different educational curricular activities and schoolings. The research methodology of this paper was qualitative and views of some teachers and experts were quoted at the end.

Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye

Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye

Análisis de la competencia lectora en la formación de estudiantes de bachillerato. Un estudio sobre los niveles de desarrollo logrados

El análisis de la competencia lectora en estudiantes de educación media superior se debe relacionar con las concepciones teóricas, las estrategias a implementar para su desarrollo, así como las propuestas de valoración sobre los desempeños que logran los educandos en los niveles de lectura literal, inferencial y crítica-analógica. El objetivo del presente trabajo fue diagnosticar la competencia lectora en alumnos de dicho nivel por ser una de las acciones comunicativas clave en su formación escolar y social. Para ello se hizo una revisión sistemática de la literatura especializada del tema de competencia lectora, con la finalidad de medir los niveles de desempeño de lectura en los educandos.
 La investigación se abordó desde el enfoque cuantitativo con alcance descriptivo, porque se buscaron una serie de sucesos educativos para ser interpretados. El diseño fue no experimental transversal, ya que se aplicó una prueba de aptitud para la medición de la competencia lectora a estudiantes de quinto semestre del ciclo escolar 2017-2018 de tres subsistemas: el Centro Escolar Pdte. Gustavo Díaz Ordaz, la preparatoria de la Benemérita Universidad Autónoma de Puebla (BUAP) y el Colegio de Bachilleres del Estado de Puebla (Cobaep). La selección de los sujetos de estudio partió de una muestra no probabilística al elegirse un subgrupo de la población derivado de las características propias de sus contextos escolares. La prueba estuvo constituida por un conjunto de preguntas que otorgaron una serie de resultados sobre el desempeño y manejo de la competencia lectora por los estudiantes de bachillerato.
 Como resultado de la investigación, se encontró que los alumnos presentan varios niveles de comprensión como: 1) leer las líneas —la acción literal—; 2) leer entre líneas —la acción implícita—, y 3) leer detrás de las líneas —el punto de vista, los valores y los supuestos—. Por lo que es importante armonizar estos tres niveles de comprensión, los cuales son parte de la competencia lectora, porque cuando el estudiante domina un texto activa sus dimensiones de aprendizaje al hacer estimaciones y actuar en una situación compleja. El educando, desde la lectura, cuenta con la capacidad para generar representaciones mentales que constituyen la base del funcionamiento de esta competencia, como tema de interés en los sistemas educativos regionales, nacionales e internacionales.
 Los subsistemas de educación media superior en el estado de Puebla deben impulsar estrategias que involucren a docentes y estudiantes para que aprovechen los acervos bibliográficos, así como que generen acciones que promuevan la lectura. Se trata de que los alumnos compartan momentos de estudio, consulta e investigación con propósitos muy diversos, con el fin de favorecer la interacción y el intercambio de ideas.

Developing Academic Persistence in the International Baccalaureate Diploma Programme: Educational Strategies, Associated Personality Traits and Outcomes

The aim of the study was to investigate the relationships between certain educational strategies and students' personality traits, on the one hand, and students' academic performance, on the other, respectively between the latter and two types of outcomes (i.e. students' academic performance and intentions to drop out of high school). These relationships were examined in two educational settings: in the Diploma Programme (DP), a two-year college-preparatory curriculum offered by the International Baccalaureate (IB), an international private educational system, and the traditional Romanian schools. A sample of IB students in 3 Eastern and Central European countries, and a comparison sample of non-IB students in Romania participated in the research. Results reveal several educational strategies and personality traits among those suggested by previous investigations that significantly sustain IB DP students’ academic persistence. Also, IB students’ academic performance and dropout intentions are influenced by these traits and educational strategies, and these effects are fully or partially mediated by academic persistence. A different pattern of associations emerged in the non-IB sample, with independent work style as the most important determinant of academic persistence, suggesting that relative to the traditional Romanian schools, the IB programme promotes a climate that better supports students in completing their education.

Increasing the global competitiveness of the Vietnamese higher education system

Higher education plays an important role in socio-economic development, national security and defence of Vietnam, and acts as an important factor in the global competitiveness of Vietnam. This article aims to analyze and assess the global competitiveness of the Vietnamese higher education through its ranking position in the regional and international higher education systems as well as its attractiveness to international students. Based on this, three solutions to increase the global competitiveness of the Vietnamese higher education system are proposed as follows include: (i) Improvement of the awareness of the global competitiveness in higher education; (ii) Determination of the vision on development of the Vietnamese competitiveness to improve the higher education system; (iii) Building the strategy to increase the competitiveness of the Vietnamese higher education system.

Development of University Ranking System in Russia

The article deals with the modern trends in both the international and Russian educational systems, as well as the trends in the rankings of universities. There were studied and introduced domestic rankings of universities, created by the media and professional communities, the most famous of which are the Expert RA rating and rating of “Interfax”. The most reliable domestic rating that has passed an independent auditing procedure has become the Moscow International University ranking “The three University missions” (MosIUR). The article justifies the necessity for the development of the Russian system of ranking of domestic and foreign universities, which will improve the political status of Russia and motivate universities to compete. As part of the improvement and development of “The three University missions” rating there has been proposed the group rating of universities. The proposed recommendations for the formation of ranking groups for universities are acceptable not only for MosIUR but also for the ranking systems of universities such as Expert RA rating and Interfax, as well as other domestic and foreign media, agencies and professional communities.

The acceptance of a personal learning environment based on Google apps: the role of subjective norms and social image

The international higher education system should be grounded in an educational approach in which teaching and learning methods aim to transform the student into an active agent in their learning process. The present study aims to learn how intention to use a personal learning environment based on Google applications for supporting collaborative learning is formed, in the context of university student learning. For this purpose, an expansion of the technology acceptance models was proposed including subjective norms and social image. The model was empirically evaluated using survey data collected from 267 students from a marketing management degree course, on which Google applications (apps) were used to design a learning environment to support project work and learning. The results show the suitability of the extended TAM to explain the intention to use Google apps as a personal learning environment in the university context. More specifically, subjective norms contributed to the indirect effect on the intention to use Google apps through social image and had a substantial positive influence on the social image. Meanwhile, social image had a significant positive direct effect on perceived usefulness. The results of the present study have a series of practical implications for the higher education sector.

МИСТЕЦТВО ЯК ЧИННИК ТВОРЧО-ОСОБИСТІСНОЇ СПРЯМОВАНОСТІ ОСВІТИ

The article analyzes the factors of the influence of education on the development of the spiritual culture of the individual and highlights the peculiarities of philosophical and pedagogical comprehension of the role of art in the educational space. It is emphasized that one of the most important cognitive facets of art is the process of functioning of an artistic work in a society, which, appealing to human feelings, forms the possibility of a holistic world perception. It is noted that the process of cognitive activity is no longer a formal-logical alienation from the essence of man, but makes cognitive activity a particular component of the formation of harmonious reality, which implies the presence of semantic-value dialogue between man and the world. It is stressed that the characteristic features of the culture of modern Ukraine are changes in value orientations and spiritual directions, improvement of the system of education, its orientation towards integration into the international educational system. It is stated that the increased attention to the cultural-creative and purely creative potential of education leads to a change in the socio-cultural status of art, which, subsequently, leads to the acquisition of art as an important factor of ensuring the creative and individual-personal orientation of education and the transformation of art into an important component of the content of education, which gives educational entities a unique opportunity to experience and at the same time comprehend and appreciate the social and pedagogical experience and, through this, acquire the universal self-determination, inaccessible intelligence by means of them. Art develops the ability of the individual to inspire, expands the possibilities of human knowledge, makes a person capable for the most complete knowledge of the world and of himself, creates in a person the idea of the aesthetic peculiarity of social life, his aesthetic perfection. Art forms the basis of the development of creative individuality, provided that it is involved in creative interaction with him on the principles of art pedagogy, which combines all of pedagogical functions and represents the inexhaustibility of the pedagogical and creative potential of art.

THE CONCEPTUAL ANALYSIS OF THE CONCEPT «EDUCATION»

SOKOL Mariana – Candidate of Philology, Ternopil State Medical University, Kachaly str., 1/41, Teropil, 46000, Ukraine (maryanasokol@ukr.net)ORCID: http://orcid.org/0000-0003-3876-026XResearcherID: http://www.researcherid.com/rid/G-4104-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140938To cite this article: Sokol, M. (2018). The conceptual analysis of the concept «education». Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 224–236. doi: 10.24919/2313-2094.7/39.140938 [in English].Article historyReceived: 16 April 2018Received in revised form: 8 Juny 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. The problem of conceptual analysis of the concept «education» is analyzed in the article. It explores the meaning of conceptual-categorical apparatus of pedagogical science. The problem of notions’ explication is one of the priorities of teaching pedagogy. Notions explanation is a necessary condition for learning and building theoretical models, understanding the processes of education and training in the dynamics and perspective. The aim of the article is to explain the concept «education» and the basic problems of conceptual-categorical apparatus determination. The main similarities and differences of concept «education»» interpretation are analyzed. The formation peculiarities of the concept «education» in philosophy, psychology, sociology and pedagogy are characterized. It is emphasized that the formation of a conceptual system is in constant development and it follows the cyclic spiral of social evolution. The positively-progressive nature of development process of pedagogical conceptual-categorical apparatus is associated not only with the change of the empirical industry, its vision in a different perspective, but also with the introduction of new elements in it, the further improvement of scientific and pedagogical concepts as tools for pedagogy conceptualization.The need to study the system of basic pedagogical concepts is due to the growing role of the conceptual-categorical apparatus in order to study the historical-pedagogical process. Scientific and pedagogical knowledge as a product of culture and its interaction with the social, natural, informational environment is always in constant development, which imitates the cyclic spiral of social evolution. It develops in two ways: firstly, evolutionary, as the perception and development of knowledge of previous generations in national pedagogical cultures; and secondly, it is jump-free and discrete. In the pedagogical science there are transformations of a global scale, which form a unified system of concepts due to a special type of human activity, that is, professional activity on the exchange of conceptual elements of the international educational system, which can take place only in the form of communications – simple or complex, informational and many other components.The operation of concepts is a prerequisite for the study and construction of theoretical models, as well as for the study of educational processes in dynamics and prospects. We believe that the very understandable system of concepts creates a conceptual-categorical apparatus of pedagogical science. The study of the historical features of the system of pedagogical concepts in the history of the development of pedagogical science will positively influence the decision of the pedagogical problem of systematization of knowledge about the conceptual-categorical apparatus and will improve the intellectual level of society. Acknowledgments. Sincere thanks to my scientific supervisor – Head of the department of Psycological and Pedagogical Sciences professor Anatoliy Vykhrushch.Funding. The author received no financial support for the research, authorship, and/or publication of this article.

Characterization and Perceptions of Surgical Clinician Educators: An International Survey

Surgeons worldwide face unique time and practice pressures differentiating them from other types of physicians, specifically as clinician educators (CEs). The purpose of this study is to identify and describe academic surgical clinician educators (SCEs) in international graduate medical education systems, characterize their perceptions of roles, preparedness, and factors affecting job satisfaction and retention, as compared to nonsurgical international CEs. A cross-sectional survey of CEs was conducted June 2013-June 2014 at academic medical centers in Singapore, Qatar, and the United Arab Emirates that adopted competency-based graduate medical education and received accreditation by the Accreditation Council for Graduate Medical Education-International. Two hundred seventy-six (76.3%) of 359 eligible physicians responded; 64 (23.2%) were SCEs. SCEs were predominantly male (80%), less than 50 years of age (83%), with 64% having been in their current position less than 5 years. Overall, SCEs were significantly less confident, as compared to nonsurgical CEs, in aspects of educational programs, including curriculum development, assessment, and mentorship. SCEs spent significantly more time engaged in patient care activities, as compared to nonsurgeon colleagues. There were no significant differences between SCEs and nonsurgical CEs in terms of work-life balance and satisfaction with responsibilities, position, or potential promotion, with most SCEs intending to stay in academic medicine. Academic SCEs working in the international programs reported overall job satisfaction with a desire to remain in academic medicine. However, SCEs have several faculty development needs. International surgical training programs can develop and expand offerings in teaching and education to improve skills and maintain SCE satisfaction and retention, necessary to successfully train the next generation of surgeons.

Global education challenges: Exploring religious dimensions

Education goals are central to global agendas for sustainable development and humanitarian action, but these agendas tend to deal glancingly, if at all, with religious dimensions. Religious institutions play significant parts in national and international education systems and approaches in many countries, sometimes as critical partners or significant critics. Understanding religious differences is increasingly understood as central to citizenship and peaceful societies. This article explores six topics where religious actors are particularly involved: delivery of education and outreach to underserved populations; specific education approaches for refugees and displaced populations; curricular focus on pluralism and ‘religious literacy’; addressing education challenges surrounding values in education and understandings of citizenship; training of religious leaders; and advocacy for education goals and reforms.

ИСПОЛЬЗОВАНИЕ СИСТЕМЫ MOODLE ДЛЯ КОНТРОЛЯ ЗНАНИЙ ПО ЭКОЛОГИИ УЧАЩИХСЯ УЧРЕЖДЕНИЙ ОБЩЕГО СРЕДНЕГО ОБРАЗОВАНИЯ

The article has analyzed the advantages and disadvantages of test control of knowledge in ecology with implementation of modern computer technologies; work features in the scope of Moodle Learning Management System have been investigated; vulnerable elements in the creation of tests have been found. According to the results of the research, it has been determined that the system of test tasks should include open questions and creative tasks and have an easy-to-use interface, be unified internationally and economically accessible for educational institutions of the country. The training platform Moodle corresponds to the following requirements. The advantages of Moodle are the ability to create tasks of various types and levels of difficulty, optimize the working hours of teachers, adapt Ukrainian students to international educational systems and optimize the educational process for children with special needs. The main drawbacks of knowledge control in the Moodle environment are the sensitivity of the response to a register, case, numeric or verbal indication; failure to take account of synonymous options of answer.

Comparison of Engineering Education in Norway and China

The Washington Accord is an internationally recognized agreement in engineering education of undergraduates. China joined the agreement as the 18th member country in 2016. The exploration technology and engineering major of China University of Petroleum has obtained the professional certification from international engineering education system and will adopt the international standards of personnel training that is substantially equivalent to the Washington Accord to train students. Based on the personal experience of two years of study abroad combining with the major, the author compares the difference of engineering education at home and abroad. At the same time, according to the domestic actual situation of education and the overall situation of students, the author gives corresponding opinions and improvement methods.

RUSSIA-CHINA: EDUCATIONAL MOBILITY OF CHINESE STUDENTS

Ponte Academic JournalAug 2018, Volume 74, Issue 8 RUSSIA-CHINA: EDUCATIONAL MOBILITY OF CHINESE STUDENTSAuthor(s): Tanatova Dina ,Vardgues G. Pogosyan, Ivan V. Korolyov, Anna A.ChernikovaJ. Ponte - Aug 2018 - Volume 74 - Issue 8 doi: 10.21506/j.ponte.2018.8.16 Abstract:Chinese students� educational mobility is determined by a number by factors: geographical proximity, Far � Eastern region of the Russian Federation, in particular; interest in Russian language learning; the quality of education; Russian universities ranking; an opportunity to get an in-demand profession; affordable tuition fees etc. Educational migration flow remains with small increase. Nevertheless, the level of educational migration in Russia is not so high comparing with one in the USA and Europe, despite the stability of Russian � Chinese relations. This situation is connected with changing the trend towards getting education in European countries, due to more favorable social conditions, high university rates, being included in prestigious international rankings. Russia is steadily moving towards international educational system, there are certain contradictions in the internal concept of higher education. Download full text:Check if you have access through your login credentials or your institution Username Password

Spremnost obrazovnog sistema za mobilno učenje

Many international educational systems worldwide have recognized the potentials of mobile learning, such as efficiency increase, use of digital resources, cost reduction, overcoming shortcomings of traditional teaching and achieving educational outcomes. The aim of the paper is to analyze the readiness of the Serbian education system for mobile learning using the 4C method. Key results indicate that mobile learning can be significantly improved by: raising the digital competencies level of teachers and professional associates; system integration of mobile learning; institutional support; promoting the mobile learning concept as well as increasing investments in sustainable progress in terms of education quality and equity.

Would increasing engineering literacies enable untapped opportunities for STEM education?

The main focus here is to examine the benefits of defining and developing an engineering curriculum for elementary schools. Like many other international educational systems, Australian educational settings have been seeking to effectively implement science, technology, engineering, and mathematics (STEM) education. However, current assumptions and expectations of STEM education are broad, poorly defined and intangible. This article deliberates on possible contributions and impediments that are preventing teachers from achieving engineering education in their classrooms. Using positioning theory, this article offers possible ways that the specific literacies of engineering can be better realized in teacher practices. A closer alignment will be necessary between the visions and expectations of STEM education, as perceived by governments, business, industry, and schools, to ensure a realization of the potential of STEM education. Engineering education in elementary school settings warrants the investment of time to understand what it proffers, and to enable teachers to identity and refine their practices to optimize the many benefits afforded.