National Education Strategy Research Articles

The Effect of National Education Policy 2020 on Teacher Education

Guru Brahma, Guru Vishnu, Guru Devo Maheshwaraha
 Guru Saakshat Para Brahma, Tasmai Sree Gurave Namah
 India enlightened the country in all periods of its history. The history of teacher education in India is the oldest history of the Indian education system. Saint Kabir explains the eminent personality teacher as a "Guru."Guru Govind Dau Kadhe, Kake Lagoo PaiBalihari Guru Aapne, Govind Deyo Bathai.The responsibility of passing on the knowledge of the 'Vedas,' 'Upanishad,' and other holy writings, as well as the teaching itself, was assigned to Brahmins, who were known as 'Gurus' and passed down from one generation to the next. Only those with the greatest experience and knowledge served in teaching roles. "Enjoying the same social standing and reputation as all individuals who excellently serve society," the World Encyclopedia of Teaching and Teacher Education (1987) said, "Educational programmes and levels should be more and more equivalent with the physician's education. "The National Education Strategy 2020 will characterize society as one in which prominent people are referred to as "gurus" for how they impart their knowledge, skills, and ethics to pupils in the most beneficial and optimum way. There have to be initiatives to encourage the most talented individuals to choose careers in teaching. People who have a high regard for educators and a high regard for the teaching profession as a whole. The most recent developments in teacher education should be more forcefully implemented in training institutions, both in terms of the material they teach and the methodology they use with local languages. Service conditions and the empowerment of teachers should be brought up to the necessary levels in conjunction with the quality of instructors' motivation. The level of education that a teacher needs to have is a factor in both selection and placement decisions.

The knowledge and attitudes regarding pressure ulcer prevention among healthcare support workers in the UK: A cross-sectional study

BackgroundPressure ulcers cause significant, detrimental effects on personal wellbeing. They represent a serious health and social care burden. Nurses and those working in support roles are primarily accountable for preventing pressure ulcers. Healthcare support workers are an expanding group of key workers in the UK. ObjectiveTo examine healthcare support workers’ knowledge and attitudes regarding pressure ulcer prevention. MethodsA cross-sectional study was conducted from December 2020 to June 2021, using Knowledge and Attitudes toward Pressure Ulcer Prevention Assessment Tool. ResultsA total of 164 participants completed the questionnaire fully. A low mean knowledge score of 0.42 ± 0.14, but a positive attitude score of 0.76 ± 0.10 per item were reported. The weakest areas of knowledge include aetiology, risk assessment and addressing pressure-reducing interventions for patients at risk. Higher mean scores per item in knowledge of pressure ulcer prevention were reported in participants working in acute hospital wards and nursing homes (0.468 ± 0.15, 0.47 ± 0.08 respectively) than those in other settings (p < 0.05). Participants working in primary care scored lowest (0.33 ± 0.12). The scores of participants with more positive attitudes towards pressure ulcer prevention significantly correlated with higher score of knowledge (p < 0.005). ConclusionWhile positive attitudes towards pressure ulcer prevention exist among healthcare support workers, this is overshadowed by significant knowledge deficits. Findings highlight the importance of continuing structured education for support workers across both acute and community settings. A future national survey and interventional study are needed to examine support workers’ pressure ulcer knowledge and to inform a national continuous education strategy.

National Strategy for Financial Education in India

The concept of implementing National Strategy for Financial Education has been gradually building. Most of the nations globally take initiative for implementing sound National Strategy for Financial Education. Whereas some developed countries already have their unified and coordinated national strategy for financial education. India is having second largest population in the world. There is an urgent need to develop a sound and stable financial system. it is more necessary to quickly formulate and implement a national strategy. Financial Literacy and Financial Education play important role in financial inclusion, inclusive growth and sustainable prosperity. Financial Literacy develops confidence, knowledge and skills to manage financial products and services enabling them to have more control of their present &amp; future circumstances.59 countries worldwide are implementing National Strategy using guidance from the OECD/INFE high level principles on National Strategy for Financial Education. Several empirical studies have found that financial literacy level amongst Indians low by global standards. The need of the hour is to boost up financial education initiatives and comprehensive research should be done on national strategy for financial education. The present study aims at finding the role and relevance of financial education in India.

Bridging troubled water: Preparing school through play and special activities in kindergarten

Play is fundamental in the Nordic kindergarten tradition, which is built upon a Froebelian pedagogy where play is intertwined with learning and interactions between the child and adult. However, kindergarten as an institution has gradually been connected to national education strategies as part of the knowledge economy, including a stronger connection between kindergarten and school. How kindergarten teachers manoeuvre the landscape of cross-pressure between making children ready for school and holding on to the importance of play has only been investigated to some degree in the Nordic context. This study investigated this issue through an empirical approach using focus group interviews of 23 kindergarten teachers in six kindergartens. The results showed that all the kindergartens offered special activities for the five-year-old group. However, the kindergartens were worried about the view of learning in school because play was only a small part of their learning approaches. These findings are discussed in light of the huge gap between kindergarten and school pedagogy in the Norwegian context. It is relevant to attempt to understand how different frameworks and traditions can affect pedagogical practice and that there may be room to discuss the role of play in both kindergarten and school.

BSACI national allergy education strategy for healthcare professionals

BSACI national allergy education strategy for healthcare professionals

Towards high reliability in national pathology education: Evaluating the United States and Canadian Academy of Pathology educational product

The United States and Canadian Academy of Pathology (USCAP) leadership undertook a high level, global review of educational product outcomes data using high reliability organization (HRO) principles: preoccupation with failure; reluctance to simplify; sensitivity to operations; commitment to resilience; and deference to expertise. HRO principles have long been applied to fields such as aviation, nuclear power, and more recently to healthcare, yet they are rarely applied to the field that underpins these—and many other—complex systems: education. While errors in education are less calamitous than in air travel or healthcare delivery, USCAP's educational products impact over 15,000 learners a year, and thus have important implications for the future practice of pathology. Here we report USCAP's experiences using HRO principles to evaluate our keystone educational product, the “USCAP Short Course.” Following this novel method of data review, USCAP leadership was able to better understand diverse learner needs based on practice venue, training level, and course topic. Unexpected lessons included the identification of specifically challenging educational topics, such as molecular pathology, and a need to focus more resources on emerging fields such as quality and patient safety. The results allow USCAP to assess educational product performance using HRO tools, and provide strong data-driven decision support for future national pathology education strategy.

Implementation and Challenges of Online Education during the COVID-19 Outbreak: A National Survey of Children and Parents in China

This study aims to explore the implementation and challenges of China's national online education strategy – “Suspending Classes Without Stopping Learning” (SCWSL) – during the COVID-19 pandemic from the perspective of children and their parents. Altogether 28,334 children (aged 6-8 years) and their parents were randomly sampled from nine cities in five provinces of China, and a mixed-method design involving a questionnaire and interviews was used. The results indicated that: (1) most children had participated in online education characterized by wide-ranging content, teacher-led interaction, and rich learning platforms; (2) online education had an effect on children's physical and mental health; (3) parent pressure was at a medium to high level due to online education; and (4) parents perceived that offline education was more effective than online education, and this perception varied significantly between geographical regions, living areas, and school types. These findings reveal that the sudden implementation of nationwide online education created many challenges, and also provided practical implications for countries carrying out online education in the post-pandemic era.

Geography general education programme: towards competence development

The article summarizes the most important stages of the change of educational content and the work carried out during the 20th anniversary of the education reform, with an exclusive emphasis on the change in the content of geography education. The most important strategic education documents on the basis of which the Framework Programmes were developed and updated are discussed. After the adoption of the State Progress Strategy “Lithuania 2030” (2012), “Let‘s change our world. The National Education Strategy 2013-2022 (2013), the Curriculum Framework for Primary, Primary and Secondary Education (2015)”, the Good School Concept (2015) and the Guidelines for the Renewal of the General Curriculum (2019). One of the most important documents is the Guidelines for the Renewal of the General Curricula, which aims to guide the renewal of the General Curricula for primary, basic and secondary education in order to ensure a higher quality of general education. Based on the modern concept of educational content, which is already well established in Lithuania, modern educational programmes aim to develop students‘ competences, i.e. their ability to act in a particular field and to base their actions on values. It presents the most recent documents in the geography curriculum that focus on the development of pupils‘ competences, and examines the challenges for teachers and schools in the development and implementation of the new learning content and the change in the assessment of pupils‘ achievements. Keywords: education, general curriculum, geography, competences

A New Albanian School in a European Prespective: Towards Decentralization and Essential Autonomy

After the 90s, education in the Republic of Albania underwent changes which nowadays are found sanctioned in the Constitution, Pre-University Education Law, normative provision, and regulation of schools. But, despite these important changes, a complete reform has not been done in the pre-university educational institutions, to conceive the institutional, teaching and management problems closely related to each other. The transition from the totalitarian state to the rule of law, in the first phase, imposed a concentration of competencies in the hands of the central government, in running, administering, and financing the school. Without this focus, a package of legislative-administrative and conceptual changes could not be initiated, which would constitute the premise of a useful and comprehensive reform in the outlines of the European profile in the tradition of Albanian education. At the current stage, the decentralization of political power, the increase of self-government autonomy of local government bodies must necessarily be accompanied by increased social participation and decentralization of the management of the education system in the administrative, financial, and pedagogical plan. First, in addition to the central education development policy, local projects and plans should be considered, which in coherence with the national education strategy, provide the school with the problems of the community in which it belongs; second, the green light for horizontal decentralization must be given, which means expanding public participation in decision-making.&#x0D; &#x0D; Received: 30 October 2021 / Accepted: 2 December 2021 / Published: 9 December 2021

UNESCO'S CONTRIBUTION TO TEACHER EDUCATION QUALITY ASSURANCE

This article is based on an analysis of the leading UNESCO documents on quality assurance in teacher education (Teacher Policy Development Guide (2019), Reimagining our futures together – A new social contract for education (2021), The Futures of Teaching: Background paper prepared for the Futures of Education Initiative (2021)) focuses on the determinants for increasing the effectiveness of teachers' work. The reports also highlight the factors which make teachers more effective and satisfied in their work, create a positive attitude, increase motivation and improve pupils' success, as illustrated by the study of the education systems of various countries. They state that a comprehensive national policy for teachers backed by suffi-cient resources, the necessary political will and appropriate administrative skills is the most effective of all possible investments in education at the national level.The recommendations of the UNESCO International Task Force on Teachers for Education 2030 are reviewed. The UNESCO Teacher Policy Development Guide aims to foster professionalism and teaching excel-lence, including strategies for recruiting and training talented teachers. The Guide is intended to assist gov-ernmental institutions and structures responsible for education policy at the national level. The Guide aims to help educators and educational planners and policy-makers coordinate educational policies with national education sector plans and strategies. The Guide emphasises in particular that education policy should reflect the specifics of the country, but should also be based on the progressive experience of other countries and international organisations.

Perception Of Health Extension Students Towards National Competency Assessment And Factor Associated Among Harar Health Science College Students, Harari Region, Ethiopia

Background: - The national Technical and Vocational Education and Training (TVET) strategy was developed and replaces an older version adopted in 2002. The strategy, with the objective of creating a competent, motivated, adaptable and innovative workforce in Ethiopia Method: - A cross-sectional study was conducted to assess perception and factors associated with national competency assessment at Harar Health Science College in 2020; The study population was all level IV Health Extension Students who attended Harar Health Science College. Data was collected using structured interview questionnaires Appropriateness of the questionnaires was checked by conducting pretest on 5% of the sample. Data collection was facilitated by trained data collectors. The collected data was entered, cleaned by EPI-info and analyzed using SPSS version 20. Logistic regression was used to assess the association between the dependent and independent variables. P< 0.05 considered statistically significant. Result:- This study showed that there was association between students’ ability of understanding English language and the students’ Perception of National Competency Assessment with p<0.05. The likelihood of having positive perception among students who could understand lessons with the English language were 11.5 fold more reported as compared to those who could not understand (AOR = 11.54, 95% CI: 2.99, 19.16) Conclusion and Recommendation:- This study concludes that there is association between students’ ability of understanding English language and the students’ Perception of National Competency Assessment. Therefore, the colleges give due attention to English language

Adult Education in the United Arab Emirates

Adult education plays a critical role in a country’s economic development, but very little information on the sector is available in the UAE. To address this gap, we conducted a landscape review of the key adult education regulators in the country to understand the existing situation and identify challenges and make recommendations for the sector going forward. Using publicly available information, we found a complex system of regulators that lack transparency in roles, processes, and criteria, with some information contradicting public information available elsewhere. To address these challenges, we suggest immediate steps be taken to update and standardize regulator websites across the country and create a centralized portal for all adult education regulators and providers with a dashboard of key indicators. This can be further supported by developing a national adult education strategy and conducting a needs assessment to adopt a more inclusive approach, to TVET in particular, and a greater focus on quality provision. Finally, we emphasize the importance of greater collaboration between the regulators as well as the private sector across the country. Together, we hope these recommendations will lead to a more efficient adult education sector that aligns with market demands and supports the continued growth and development of the nation.

From Clinic to Kindergarten: A Path Toward Equity in School Readiness.

Poverty1 and systemic racism2 are critical causes of disparities in early child development and school readiness. Because these early disparities result in lifelong barriers to educational achievement, health, and economic security, there is consensus regarding the urgency of early preventive efforts. Pediatric primary care provides a unique opportunity for population-level engagement of the highest-risk families to support nurturing parent-child relationships critical to healthy child development.3,4 Parent-child book sharing supports early relational health,5 social emotional development,6,7 and early literacy,8 representing a modifiable target for intervention.Over 30 years, Reach Out and Read (ROR) has achieved the highest level of evidence and implementation, to our knowledge, of any early childhood developmental promotion program, with 6100 medical practices reaching 4.5 million children annually.9 In numerous studies, authors have documented large impacts on reading aloud and child language development from the infant-toddler periods through school entry10–12 at a fraction of the cost of intensive parenting interventions like home visiting.In the current issue, Szumlas et al13 added significantly to the evidence base for ROR and health care–based population-level prevention through an innovative study design. First, they combined ROR with Dolly Parton’s Imagination Library (DPIL),14 greatly increasing families’ access to books. Second, they leveraged ROR infrastructure to integrate DPIL enrollment across 23 sites, reducing family barriers. Third, they tied participation to children’s performance on kindergarten readiness assessments, a national education strategy used in 37 states and Washington, DC.15The study’s most important finding was a reduction in early literacy gaps at kindergarten entry in three successive cohorts, each participating for longer periods. Importantly, findings linked family participation in developmental promotion targeting the home learning environment to potential increases in school readiness as measured by a state’s kindergarten readiness assessment. Although the study was exploratory, findings are critically important given the programs’ low cost and high scalability, strongly supporting the need for both further research and strengthened implementation.In addition, the study revealed the feasibility of population-wide early literacy promotion in primary care using ROR, with potential synergies when complemented with community-level promotion through DPIL. Findings therefore provide support for using the medical home as a platform for multilevel initiatives, an approach increasingly recognized as critical for significant population impacts (eg, New York City Council City’s First Readers16,17 and Get Ready Guilford,18 large-scale initiatives including ROR).In addition, findings provide strong support for the role of children’s books as a key component of developmental promotion, revealing that increasing books at home may reduce school readiness gaps. Although extensive research reveals that books promote verbal interactions,19–21 this is the first study to our knowledge highlighting the potential for book quantity to enhance outcomes. This suggests that children’s books should be integrated within antipoverty efforts seeking to bolster family resources.Finally, by linking this program to educational data, investigators achieved a methodologic breakthrough for demonstrating community-level effects. Their approach effectively reduced silos between health and education, providing a pathway for future studies seeking to show population-level impacts of health care–based programs, something rarely achieved in research.22In short, this study revealed a critical role for pediatric primary care in universal promotion of early child development. This is important because policies have frequently focused instead on primary care’s role in screening and referral. A comprehensive, blended strategy supporting families as their child’s first teacher through universal prevention in primary care (eg, ROR), complemented by additional supports for families with identified needs, is necessary to prevent and eliminate disparities. Meeting the needs of families, especially low-income families, requires effective referral and linkage to a cross-sector network of community-based services within a coordinated early childhood system23,24 that includes health services, family support and parenting programs, and early learning.25,26Implementing universal developmental promotion in the medical home requires both ongoing payment for providers (Medicaid and other payers) and a funded infrastructure to implement a population-wide program across disparate clinical systems and communities. ROR, with a national center, 30 affiliates, 6100 clinic sites, and 33 000 trained pediatric clinicians, is by far the largest population-level network in existence. It is urgent that such infrastructure be sustained and expanded to provide a strong foundation for program quality and health care integration within kindergarten readiness initiatives nationwide.27Economic and racial inequities are a defining force in American society that must be actively dismantled. The coronavirus disease 2019 pandemic has exacerbated inequities in both health and education28 and has highlighted the critical importance of supporting early parent-child relationships. We know that children need books at home and that parents who are supported will share books with their child and help them be ready for school. We know that ROR works and how to scale it. Implementing an affordable, scalable, proven strategy to support families that measurably increases kindergarten readiness while reducing inequities would be a true game changer for educational opportunity. If we do not act for equity in health and education now, then when?

AESTHETIC TASTES VALUE EDUCATION - LIFE IDEAL EDUCATION, REVOLUTION IDEAL EDUCATION FOR ETHNIC MINORITY STUDENTS IN THE CURRENT INDUSTRIAL REVOLUTION 4.0 AND 4.0 EDUCATION - SITUATION AND SOLUTIONS

Aesthetic tastes value education - Life ideal education, revolution ideal education for ethnic minority students in universities and academies in the context of the industrial revolution 4.0 and education 4.0. Now is one of the important contents of the current national education strategy. This article has pointed out the basic characteristics in the aesthetic tastes value education and pointed out the content and form of aesthetic taste value education for ethnic minority students in the higher education system in our country. Along with the integration and extensive development process, ethnic minority students are increasingly aware of their roles and responsibilities towards the country. However, Vietnamese students in general also have disadvantages in terms of psychology, physiology and limited worldview, making the education of ideas and aesthetic tastes a lot of difficulties. The article has assessed the current situation and proposed a number of solutions to improve the awareness and value of healthy aesthetic tastes for ethnic minority students through aesthetic cultural and artistic tastes education; by setting an example of good people and good deeds; through building the structure and curriculum content of the subjects in a comprehensive way; derived from the educational environment of their family, harmonious combination and close relationship between home, school and society.

Review of national financial education policies aimed at the young

Purpose: The paper investigates and synthesizes an in-depth overview of national financial education policies and strategies aimed at the young, highlights the best practices, gives recommendations for the most efficient financial education efforts at the national level and the implementation of an efficient financial education policy in Croatia. Methodology: The analysis is conducted as a case study of financial education policies and strategies aimed at the young of the countries that achieved the best results on the OECD PISA test, Australia, the United States of America and the United Kingdom. Results: The examined countries have national financial education policies with similar aims, fields of financial education and strategies of evaluation but, although they are part of the curriculum, the programs are mostly not standardized and financial education efforts towards teachers and parents are not emphasized. Conclusion: To be efficient, a financial education program aimed at the young has to be relevant, customized according to participants’ characteristics, has to relate knowledge to a specific action, has to be longterm, successfully evaluated, standardized on the national level, implemented at a younger age and have a specified aim. Financial education should be considered as an independent subject in formal education.

NATIONAL STRATEGY FOR FINANCIAL EDUCATION IN INDIA

The concept of implementing National Strategy for Financial Education has been gradually building. Most of the nations globally take initiative for implementing sound National Strategy for Financial Education. Whereas some developed countries already have there unified and coordinated national strategy for financial education. India is having second largest population in the world. There is an urgent need to develop a sound and stable financial system. it is more necessary to quickly formulate and implement a national strategy. Financial Literacy and Financial Education play important role in financial inclusion, inclusive growth and sustainable prosperity. Financial Literacy develops confidence, knowledge and skills to manage financial products and services enabling them to have more control of their present &amp; future circumstqnces.59 countries worldwide are implementing National Strategy using guidance from the OECD/INFE high level principles on National Strategy for Financial Education. Several empirical studies have found that financial literacy level amongst Indians low by global standards. The need of the hour is to boost up financial education initiatives and comprehensive research should be done on national strategy for financial education. The present study aims at finding the role and relevance of financial education in India.

Factors associated with undiagnosed type 2 diabetes in Germany: results from German Health Interview and Examination Survey for Adults 2008–2011

IntroductionTo identify characteristics of people with undiagnosed type 2 diabetes (T2D) among adults in Germany.Research design and methodsThe study population comprised participants aged 40–79 years of the German Health Interview...

The Reconstruction of Khilafah : Study on The New KMA183 Curriculum for Madrasah

This paper discusses the concept of caliphate which is one of the substances of Islamic education learning in Islamic School, and the development of its paradigm toward a form of contextualization of the vision, mission and strategy of national education development. This study focuses on several changes in the content of the Islamic Education Studies and Arabic Studies which included in KMA 183 in 2019, the lesson of caliphate has been moved from the Fiqh subject to Islamic Cultural History. This study uses an interpretive descriptive approach, which is a method and approach in the study of beliefs, ideas and discourses that are developing around the KMA 183 policy. This study produces a conclusion about policy-making from various aspects, one of them is an effort to contextualize the Islamic Education Studies. and Arabic Studies in order to be “in tuned” with the vision and mission of the national education strategy. The author concludes that the reconstruction of khilafah’s term from the context of Islamic law to Islamic civilization actually builds a new wave of Islamic political treasures which not only touch the cognitive area, but also become a reflection as well as actualization in the dimensions of social life.

The Discussion on the Innovation of Ideological and Political Education Work from the Perspective of Great Ideology and Politics

The convening of the conference of national university ideological and political work marks the formal establishment of the strategic positioning and work pattern of our country’s “great ideology and politics”. Under the vision of great ideology and politics in the national education strategy, the ideological and political education work in colleges and universities should not rest on the traditional teaching idea, but should proceed from the teaching idea, class system, teaching practice, team building and other aspects to actively construct the pattern of “great ideological and political education” and improve the reform and innovation of ideological and political education and teaching in colleges and universities.

MODERN CHALLENGES OF GLOBALIZATION PROCESSES AND INTERCULTURAL COMMUNICATION AS AN ANSWER TO THEM

This study, the object of which is globalization in its modern modifications, is devoted to the analysis of trends in the deployment of globalization processes in modern sociocultural contexts. The features of postmodern societies, which are informational and multicultural societies, risk and knowledge societies are analyzed. Based on the author’s comprehensive research methodology, globalization, its structure, semantics, functional range and constructive potential are considered. Particular attention is paid to intercultural communication as a tool to overcome possible "zones of misunderstanding." It turns out its horizontal and vertical dimensions, gender communication is considered as an example of horizontal deployment. The role of education and upbringing in the formation of the imperative of tolerance is highlighted. It is proved in the work that taking into account the unity of these measurements is of fundamental importance for increasing the efficiency of the formation of a person’s readiness to respond to life's challenges. Investigated problem. Among modern challenges, globalization pays special attention, absorbs light at an accelerated pace. Despite the fact that this thematic field was developed by a number of researchers, this problem remains relevant today especially since sociocultural contexts are changing, emphasis is shifting. Due to the global pandemic, the corona of the virus of the state is becoming more closed. The perception of globalization processes occurs through an analysis of potential risks for self-preservation. Despite this, integration processes continue, therefore, teaching a person intercultural communication skills remains relevant. The main scientific results. The scientific novelty of research is to create a metatheoretical model of globalization and intercultural communication as its component in general civilization and national contexts on the basis of the author’s methodological program, the application of which made it possible to significantly deepen the understanding of the globalization construct, to reveal the functional potential of intercultural communication as necessary in the construction and implementation of successful life-saving strategies. Scope of the practical application of the research results. Practical value is determined by the totality of the analyzed problems, which expand the horizons of understanding the phenomenon of globalization and intercultural communication. The proposed methodological research program can be used in the further development of problems of national education strategies in the era of globalization, in the teaching of special courses in the philosophy of education, theoretical and comparative pedagogy, the sociology of education and culture. The results of the study were introduced into the educational process of the H. Skovoroda Kharkiv National Pedagogical University, the Ternopil V. Hnatiuk National Pedagogical University, the Kharkiv College of Trade and Economics of the Kyiv National University of Trade and Economics.