Modern Education System Research Articles

THE STRUCTURE AND CONTENT OF THE BASICS OF TRANSLATION COMPETENCE OF STUDENTS OF SENIOR SPECIALIZED CLASSES

The integration of profi le-oriented training at the senior stages of school education is aimed at professional self-determination of students. The results of the educational process are defi ned in the relevant regulatory legal documents, on the basis of which the modern system of education is built. According to the requirements refl ected in these documents, the state currently sees the need to teach high school students how to work with textual information as a way of transmitting existing knowledge, for communication, and as a tool for receiving new information, in order to enrich existing knowledge. Such an organization of the learning process is aimed at creating a unifi ed educational space and establishing interdisciplinary connections. According to the requirements of the standards, students of specialized classes must be taught written profi le-oriented translation of popular scientifi c texts. However, in the available scientifi c research on the topic of teaching translation, the question of teaching this type of speech activity directly from a professional point of view is most widely disclosed. The authors argue that it is wrong to talk about the formation of translation competence in the framework of training in a specialized high school class, but it is possible to form the foundations of translation competence. Taking into account the generally accepted structural and content composition of translation competence, the peculiarities of the organization of the learning process in the senior profi le school and the subject results of profi le and noncore subjects (using the example of a socio-economic profi le with a profi le subject “Economics”), the structural and content composition of the foundations of translation competence in the form of three components: linguistic, subject-oriented and information-orientedtechnological, which are implemented in the process of forming the required competence in three aspects: cognitive, activity and analytical.

Modern Multidisciplinary Education: Challenges and Opportunities of Modern Learning Pedagogy

Purpose: The objective of this paper is to study the need for modern multidisciplinary education and how different is modern education from traditional conventional education. The basic focus of traditional education was passing information, skills, and practices to the next generation. Traditional education was based on customs, traditions, and religions. Modern education on the other hand is multidisciplinary and is based on a knowledge-based society. The advancement of technology coupled with Industry 4.0 has brought radical changes in the modern education system. Approach: A review of the literature is performed using keywords, modern education, multidisciplinary education, innovation, entrepreneurship education, and outcome-based education to assess the modern learning pedagogy. Based on the literature review, a questionnaire was framed to collect primary data from 100 faculty members to analyse their assessment of outcome-based education, its importance, and preparedness. Along similar lines, data was collected from 100 students to understand the practical impact of outcome-based modern education. Findings: Case-based learning, problem-solving skills, simulation-based learning, experiential learning, role play, and project–based learning are some innovative teaching pedagogies, to be implemented early in the education system to develop outcome-based education for better employability. Value: Modern multidisciplinary learning pedagogy is imperative for higher education. Integrating the concept of multidisciplinary learning and modern learning pedagogy can address the differences in the learning styles of students and improve their employability skills. Techniques like case-based learning, experiential learning, project-based learning, and roleplay motivate students to think and link theory to real-life situations. Multidisciplinary education also helps to provide freedom to explore knowledge and choose courses by choice. Type of Paper: Exploratory Empirical Study

THE MODERN CONCEPT OF ADULT EDUCATION IN UKRAINE

The intensity of transformation processes and the significant pace of globalization in social relations development are increasingly creating new challenges for the educational system. As a result, they define the role of education as a crucial area that shapes the effectiveness of social and economic progress. Today, special attention is paid to adult education. It can be described by personalization of direction in development, close interconnection with other socio-political institutions, and the ability to increase Ukraine's competitiveness in all spheres (science, politics, economy, social sphere, etc.). The article aims to identify the peculiarities and key trends of adult education in Ukraine. Research goals also include identifying key factors of adult education in contemporary society, the fundamental principles of the development of this sphere, and the problems of adult education development as a structural element of the modern education system. During the research, descriptive, comparative, and analytical-bibliographic methods were applied to study the scientific literature on adult education issues. Systemic-structural, comparative, logical-linguistic methods, abstraction, and idealization were used to analyze and process data in the research area.

Birokrasi dan Struktur Kekuasaan dalam Organisasi Pendidikan Modern: dengan Pendekatan Max Weber

This research examines the role of bureaucracy and power structure in modern educational organizations using the Max Weber's theoretical approach. The primary objective of this study is to understand how Weber's concepts related to bureaucracy and power can be applied in the context of contemporary educational institutions. The research methodology employed in this study is a literature review, involving a comprehensive examination of literature from various sources, including books, scholarly journals, and conference papers, relevant to Max Weber's theory, bureaucracy, and power structure in modern educational organizations. The collected data were qualitatively analyzed to support the research findings. The research findings indicate that Weber's bureaucratic principles, such as division of labor, hierarchy, and rational rules, still hold relevance in modern educational organizations. However, their impact may differ in an educational context, where aspects such as flexibility, innovation, and participation also hold significance. Furthermore, the power structure in modern educational organizations can be understood through Weber's concepts of authority and control. This study provides in-depth insights into how Weber's theory can help us comprehend the dynamics of bureaucracy and power in educational institutions, which, in turn, can support improvements and developments in modern education systems.

Recreating Sustainable Societies through Experiential and Peer Learning in Higher Education

Education System in India was based on culture, traditions and social practices that was passed on to the pupils through inherited values. It was learnt at homes as well in schools such as the Gurukul System, which was the centre of diverse learning. The cultural practices in the society, whether reading the scriptures or acquiring hoplology skills, were needed for all round development of the individual. Art and craft; sports and yoga; and also, daily chores were given the same importance, for holistic learning. To some extent, they were also taught to have restraint on unearthly desires. This exercise was influenced by spiritual enlightenment, awareness about nature and self-discipline. It prepared them for their future life struggles, as well as psychological wellbeing. The modern education system introduced during the colonial era was aimed at competitiveness and exploitation of resources. They destroyed the culture and created social divides amongst children; and encouraged a consumeristic lifestyle. Gradually, these societies divorced themselves from ethical principles and were responsible for destruction of nature. The urban milieu vitiated further in this process, becoming centres of environmental degradation and pollution; and diminished social values. Although one associates education with higher level of consciousness, many modern societies have failed to prevent the ecological devastation. In fact, numerous traditional societies have lived more sustainably despite the people there being less literate. Thus, existing education system requires a certain change geared towards human awakening. The present study elucidates the importance of reviving some practices of the past within the modern curriculum by adopting experiential tools for a sustainable living.

Implementing Project-Based Learning: the Experience of a Military Medical Educational Organization

Introduction. The implementation of project-based learning into programs of advanced professional education is one of the most relevant areas of development in the modern education system. Project-based learning significantly increases the efficiency of the educational process and the interest of students in the subjects studied and contributes to the development of their leadership qualities. The acquired skills can be successfully applied to professional activities.
 The article examines the successful implementation of project-based learning using the example of a military medical educational organization and determines positive aspects that can be used in other education sectors.
 The purpose of the study was to identify the advantages and disadvantages of project-based learning in comparison to traditional forms of education.
 Materials and methods. In the study, methods of sociological research were used. Students engaged in traditional and project-based learning were asked to fill out questionnaires. Then, a comparative content analysis was performed. Statistical processing and analysis of the data obtained were carried out.
 Results and discussion. The study of students' satisfaction with traditional and project-based learning showed that the second group had better motivation, higher interest in the subject, and a higher level of academic performance. The average academic performance score in the project-based groups was 4.8, while in the group of traditional education it was only 4.2.
 Conclusion. The implementation of project-based learning in academic departments is aimed at increasing students’ professional competencies, acquiring and improving additional professional skills, and creating and implementing innovative schemes that can be used later in a medical organization as independent projects.
 Project-based learning is more effective than traditional learning in terms of critical thinking, communication and organizational skills, and teamwork experience. The practice of analytical, strategic, and planning skills as a team is an important skill difficult to acquire in traditional training.

ARABIC LANGUAGE AND EDUCATION BASED ON VALUES IN THE MOROCCAN EDUCATIONAL SYSTEM .QUALIFYING SECONDARY EDUCATION AS A MODEL

Values stand as a fundamental cornerstone that modern educational systems place at the forefront, shaping the personality of learners imbued with distinct attributes. Embedded within educational curricula, programs, and pedagogical strategies is a deliberate focus on specific values, aimed at their tangible manifestation in learners' cognitive processes, behavior, and applied ethics. This engenders a profound responsibility for educational institutions, acting as channels that traverse the expanse between societal norms, cultural heritage, and governance, while fostering the growth of individual learners. The Moroccan educational paradigm, reflecting global trends, ardently adheres to this path. Its educational architecture strives to illuminate values that align harmoniously with the nation's societal tapestry, thereby allowing the curriculum to seamlessly translate these values into lived experiences. Considering this context, this research paper assumes the indispensable role of delving into the multi-dimensional aspects of values within the Moroccan educational framework. This exploration occurs through a specialized lens, centering on the intricate interplay between language and ethical principles. The focal point of this inquiry is the Arabic language curriculum in the sphere of qualifying secondary education, meticulously selected as an exemplar. The primary objective is to underscore the pervasive infusion of ethical values within this curriculum and to rigorously probe their resonance within the contours of Arabic language instruction. Additionally, this research meticulously dissects the inherent essence of values internalized by Moroccan learners, dissecting how these values are channeled within the pedagogical milieu. By doing so, the research nurtures the bedrock of values within the learners' cognitive framework and conduct. Central to this investigation is a pivotal inquiry, addressing the Arabic language curriculum's efficacy in inculcating distinct values within qualifying secondary education, ultimately fostering an ethical scaffold that facilitates positive integration within educational institutions and the broader societal fabric

Unveiling the Pedagogical Epochs: Navigating the Landscape of Ancient Indian Education

The trajectory of education in India unfolds as a dynamic platform, shaping the younger generations to be future-ready. Education serves as the bedrock for imparting knowledge and skills, rendering individuals employable. The Indian education system stands out globally, marked by its transformative journey from ancient to modern methodologies. In the epochs of antiquity and the medieval era, students underwent rigorous training tailored by educators to navigate and thrive in their respective times. Post-independence, the Indian education system experienced remarkable growth, covering diverse facets of teaching and training. However, despite this expansion, there exists a discernible gap in aligning with global market demands. This discourse delves into the nuances of teaching methodologies, curriculum structures, characteristic features, and learning methods employed in ancient and medieval periods. A comparative analysis sheds light on the disparities between historical and contemporary educational paradigms, offering insights into what the modern education system in India can glean and implement from its ancestral counterparts. This exploration, encapsulated with keywords such as education, learning, curriculum, ancient, medieval, and modern, aims to elucidate the variances, advantages, and disadvantages inherent in each epoch. By dissecting these aspects, both students and educators can discern the intricacies of the education system, paving the way for informed adaptations and resolutions to the challenges encountered.

Education System-As A Factor in Ensuring the Quality of the Educational Process

The basis for the ever-accelerating development of world civilization and innovation is today realized by the heuristic capabilities of the modern educational system. After all, the development index of the countries of the world shows that the development of all spheres is associated with the educational process. In particular, the modern educational system is manifested as such a process in which there is a change and stagnation, development or lag, progress or decline. This opens up new opportunities for the dynamics of the formation and development of modern education. At this point, the definition of synergistic laws of the modern educational process as a complex and open system is rising to the current position as one of the requirements of today.

The Impact of Student-Centered Learning on Academic Motivation and Achievement: A Comparative Research between Traditional Instruction and Student-Centered Approach

This research explores the shift in the modern educational system towards student-centered learning based on its comparison to the traditional educational methods in standard classroom settings, emphasizing its distinctive factors and significance in creating intrinsic motivation and academic capabilities essential for success. The research underlines the crucial part that student-centered learning plays in developing intellectual capacity and intrinsic drive, both of which are necessary for academic success. The study, grounded in the theoretical underpinnings of creative pedagogy, emphasizes the value of student-centered learning while simultaneously exploring the impact of outside influences, particularly educators' perspectives, attitudes, teaching methods, and evaluation procedures. In order to fill in any gaps, the research explores the complex interplay of these factors within the framework of student-centered learning. The study urges the evolution of instructional strategies to fit the needs of the modern learning environment by emphasizing the importance of embracing and putting into practice student-centered tactics. The study reviews earlier research on student-centered learning and discusses how it might improve student motivation and performance. Additionally, it analyzes the methodology and theoretical framework that support student-centered approaches, including elements like personalization, active learning, and self-directed learning. It further states the importance of generating a supportive learning environment for students with a student-centered approach, emphasizing autonomy, motivation, and relatedness.

Evolution of education as a constitutional and legal paradigm: historical context and philosophical discourse

This article is devoted to the study of the evolution of education as a constitutional and legal paradigm in the historical context and philosophical discourse. Within the framework of the work, the historical path of education development is considered, starting from primitive and ancient times and ending with the present. Emphasis is placed on the development of the educational paradigm from the point of view of philosophical and cultural changes that had an impact on the perception and regulation of the educational process.
 In particular, the historical gradation of the development and establishment of education as a constitutional and legal category is proposed to be considered through the prism of the following chronological framework:
 Stage I: The Age of the Ancient World (Primitive Age and Ancient times);
 Stage II: The Age of the Middle Ages;
 III stage: Age of Enlightenment;
 IV stage: The period of industrial revolution and modernization;
 Stage V: Modernity.
 The article examines the role of great philosophers and ancient jurists, such as Aristotle, Democritus, Plato, Seneca, Socrates, Ulpian, Cicero, etc., in shaping the concepts of the right to education.
 Special attention is paid to how the history of education reflects social and cultural changes. From primitive forms of learning to modern education systems, this article shows how education has always been not only a right, but also an important factor in social evolution.
 Emphasis is placed on the works of the following famous philosophers, the American - J. Dewey, the Brazilian - P. Freire and the domestic - P. Kulish, who had an impact on the formation and development of the philosophy of modern education.
 The conclusions of the article emphasize that the right to education is determined not only by legal norms, but also by the social context and philosophical views. They emphasize the importance of understanding the historical development of education for the modern understanding of the constitutional and legal paradigm of education, which reflects the dynamics of society and its needs for education and development

Blended Teaching System for College English with Multi-source Data Fusion in Edge Computing

The modern education system involves the online education system with the traditional method of studies. This increases the education system's versatility and helps increase the quality of studies. The use of modern digital technology also helps the students to gather and accumulate information about their study topics. The use of edge computation helps the education system to access all the information in comparatively less time. This increases the performance of the students and teachers in analyzing the different things in the study. Multi-source data fusion is important for comparing synchronized data from different sources. This fusion system helps to allocate the data through the database and helps the students to use data from a distinctive database. This system has saved the time of students to search different contents. They are getting ready-made content from the database as per their requirements. This type of technology is essential to increase students' performance. These systems collectively develop the education system more easily and will enhance students' interest. The students could learn English using different related content and practice sheets. Digital education helps students to get appropriate sources of study materials for developing quality.

HISTORICAL BACKGROUND OF PERSONALITY-ORIENTED EDUCATION

Modern pedagogy owes much to the philosophers and thinkers of the past. A person’s cognitive search has long-standing roots. The search path ran through many spheres of philosophical, pedagogical, psychological, social, humanitarian, and natural research. Thanks to the era of globalization, expansion in the cognition of the human world, and the change in the basic spheres of mankind, education has given a full impetus to the world of education. The theoretical and methodological understanding and practical implementation of personality-oriented education in the modern education system is one of the strategic priorities. It is recommended to analyze the main ideas in modern research on this problem, based on which the relevance of personality-oriented education in terms of changing the goals and paradigms of education. This research paper aims to make an analysis of the problems and historical background of personality-oriented education, which can guide in a thorough and purposeful implementation of personality-oriented education teacher training. This study used the literature review method. Pedagogy and psychology of different historical periods and personality-oriented learning were considered from different perspectives. World conditions created prerequisites for updating the theory and practice of pedagogical education, and new technologies were used in the preparation of future teachers. The article considers the historical prerequisites of personality-oriented education. Therefore, special attention is paid to the historical significance of personality- oriented education. Keywords: personality; education; upbringing; teacher; student.

Required training needs for talented student teachers after the coronavirus pandemic

This study aims to identify the training needs of gifted students and the modern education system during the study of the coronavirus pandemic. This research is a combination of observation and in-depth analysis. One hundred eleven valid survey questionnaires were collected from a sample of 150 teachers in the Capital Governorate schools in Jordan and distributed to the study's participants, which included teachers of gifted students. The conclusion was reached that Jordanian teachers of gifted students require far more training than what is now offered. The study also highlights that the most prominent training demands were related to the field of clarifying teaching plans. In light of the findings from the prior studies, the researcher suggests many recommendations such as, it is vital to pay attention to holding training courses periodically to raise the level of teachers of talented students for modern teaching approaches in the areas of teaching plans, teaching process, and assessment methods. Keywords: Assessment; talented student; teaching plans; teaching process; training

Using Descriptive Logic in Intelligent Educational Systems

The purpose of the article is to study and solve the problems of using the basic principles of the modern formalism of descriptive (terminological) logic in intelligent learning systems that use knowledge bases of educational content. The research methods are the main methodological approaches and technological tools for the development of intelligent learning systems. In particular, systemic and comparative analyses to identify the features of intelligent learning systems, the method of expert evaluation, which involves the analysis of literature and information resources, interviews and surveys of experts in the field of information technology and mathematical logic, as well as the process of developing and testing an intelligent system. The scientific novelty of the study is the development of a system for obtaining expert knowledge for an intelligent system that combines the formation of an expert knowledge base, and the formalism for representing which is descriptive logic. The proposed approach of formalized knowledge representation using descriptive logic can be used in the development of authors’ intelligent learning systems in the field of online education and cognitive skills development. Conclusions. The scope of application of descriptive logic in intelligent systems is constantly expanding, increasing the capabilities of these systems to formally derive new knowledge, including in conditions of incomplete certainty. Descriptive logic, used in intelligent learning systems, provides ample opportunities for building a conclusion (i.e., forming an answer), in particular in situations such as forming and answering various types of queries to the system’s knowledge base (e.g., fully defined and clearly formulated, incompletely defined and vaguely formulated, completely vague, incompletely defined and clearly formulated, completely vague, completely vague and vaguely formulated), helping to specify the query. To do this, it is necessary to formulate a rigorous number system (to build an axiomatic theory). Thus, as a means of solving semantic and logical problems, descriptive logic has become a unique and powerful mechanism for representing knowledge. The successful use of descriptive logic in the author’s intelligent educational system will ensure the improvement of the quality of the educational process; monitoring of the learning process and control of its results; will facilitate the integration of this system into many modern information educational systems; will provide various consultations, advice, interpretations, explanations regarding the educational content or educational process, as well as a wide range of topics of educational content and tests of different levels.

UNDERGRADUATE AGRICULTURE EDUCATION IN NEPAL: A COMPREHENSIVE REVIEW

Higher education is perceived as a capital outlay and a potential transformer of the socio-economic and cultural development of a nation. Nepal has a very brief history of modern educational systems which traces back to 1959 when Tribhuvan University was established as the first university in the country. Though the formal education in agriculture began in 1968 with the upgrade of the School of Agriculture into the College of Agriculture launching a two-year Intermediate of Science in Agriculture program, the institutes offering the undergraduate-level Bachelor of Science in Agriculture are recorded to stretch out only after the 1990s. The trend of establishment of undergraduate agricultural colleges has faced many ups and downs but the highest number of agricultural colleges were found to be established in the year 2018 i.e., 10. In the current situation, seven universities and their thirty-three constituent and affiliated colleges are offering bachelor’s degree in agriculture. Regardless of the ample expansion of agricultural institutes throughout the country, agricultural education is still an underrated subject in comparison to other fields. There is limited information available about the current status of the agricultural education system in Nepal; in fact, the secondary-level graduates lack proper information and guidance related to higher education in agriculture. This paper explores the history of agricultural education in Nepal; trend of agricultural institutional development; quota distribution, eligibility criteria and admission procedures for undergraduate studies in different universities; and has been prepared with a motive to shed light on agricultural academics, and guide students who are seeking a bright future in the agriculture sector.

Prospects for the use of electronic educational resources in the modern education system

Prospects for the use of electronic educational resources in the modern education system

The Educator Standing on Chinese Cultural Ground: A Case Study of Chinese Basic Education Pedagogical Research

Purpose Chinese Educators, referred to as Jiaoyujia (教育家) in Chinese, are esteemed individuals dedicated to education with extensive expertise in theory and practice. Despite their influential pedagogical research, they have received limited scholarly attention. This study aimed to fill the gap by focusing on Jilin Li's (李吉林) contextualized teaching research informed by Chinese educational traditions. Design/Approach/Methods A case study format was adopted, and data were thematically analyzed using NVivo 12. In light of Kuan-Hsing Chen’s “Asia as method” idea, the analysis drew particular attention to the Asian resources employed in the pedagogical studies of interest. Findings Focusing on how Educators utilize diverse educational traditions, this paper presents three functions of Chinese educational traditions applicable to Li's case. The chosen case study demonstrates that elements of Chinese educational traditions still actively inform Educators working in a modern Western-style education system. This paper analyzes how Li combined Chinese and foreign traditions and reveals an element of subjectivity with its own strengths and deficiencies. Originality/Value This study is the first to present and analyze the phenomenon of Chinese educational traditions informing pedagogical studies conducted by Chinese Educators, an influential group that scholars usually overlook in modern China.

Об институционализации профессионального образования и обучения в современных задачах развития. Опыт компаративного анализа

The article analyzes the problems of functioning and development of the education system, the effectiveness of education in the conditions of increasing demands of society and the state, the tasks of designing a modern system of higher education. Educational organizations are an example of an institutionalized form of education that is embedded in solid socio-economic realities, determining the scope and directions of the proposed transformations and reform visions. The cultural factors characteristic of the societies of individual countries also influence, certain non-pedagogical criteria are determined that determine the prospects for the development of education on a national and international scale. The importance of civil society in the formation of priorities and directions for the development of reforms in the education system is stated, attention is focused on the continuity and evolution of education and upbringing. The necessity of research on the experience of non-state corporate universities and pedagogical theories relevant to the tasks of improving the education system is substantiated.

Satisfaction of rural and urban high school students with the functioning of the general secondary education system

The modern system of Russian general education is in a state of permanent crisis. The thing is that during the transition from the Soviet educational system to modern educational standards, all the fundamental foundations of the educational process were changed, while the new standards did not receive due verification. As a result, modern educational standards and programs are regularly adjusted, shifting the vector of study from one direction of school subjects to another. In this case, the most vulnerable element in the educational system is the subject of the educational process – schoolchildren, especially high school students – persons studying from 9th to 11th grade. The existence of a crisis in the education system is confirmed by a wide range of educational services on the market, ranging from private tutors to online schools for preparing for the Unified State Exam. At first glance, there is nothing surprising in the fact that a high school student goes to classes with a tutor or studies at an online school – this will allow him to successfully pass the main state or unified state exam and enroll in a particular educational institution on a budget. But at the same time, this means the fact that the knowledge that is given to the student at school does not satisfy the educational needs of the student, namely the key request regarding the successful passing of the state exam.