Journal articles on the topic 'Decentralization in government – Scotland – Study and teaching'

The problem of power decentralization is up to date in a modern political science. We can trace its historical genesis first in European and further in the USA political ideas. Decentralization of power was considered along with the study of a perfect state system, civil society and local self-government. It is argued that the major part of successful process of power decentralization in the Western Europe was due to the idea nature for their political culture. The article attempts to retrace the history of the idea of power decentralization. As a background of the investigations of such thinkers as J. Bodin, J. Althusius, J. Locke, J.-J. Rousseau, C.-L. Montesquieu, R. Owen, C. Fourier, J. S.Mill, T. Jefferson, A. de Tocqueville and M. Dragomanov were thoroughly investigated. The paper also considers the modern definitions of power decentralization. Likewise the value of structural functionalism, symbolic interactionism and constructivism are argued in terms of further surveys of power decentralization. To conclude, the author opines that civil servants training, their theoretical teaching and moral education have to become the main objectives in perspective investigations. Furthermore, the success of power decentralization depends not only on devoting authority by central government, but also on capacity of its implementation by deputies on the local level. Keywords: Decentralization of power, deconcentration of power, administrative and political decentralization, classical and non-classical philosophy, structural functionalism, symbolic interactionism, construc-tivism

This study aimed to describe and analyze the implementation of decentralization in educational management in Sawahlunto, specifically in School Based Management (SBM) at the level of secondary education. It uses the concept of decentralization, Educational Management, and School-Based Management (SBM). This study applies a qualitative approach design of descriptive analysis case study and collecting the data by interviewing and documentation. Informants were selected by purposive sampling. The study shows the implementation of decentralization in educational management particularly in the implementation at the level of secondary education must be completed so it can be more optimal. In its implementation efforts, carried out the stages to improve the performance of school management organizations, the management of human resources, teaching-learning process, administrative resources, Educational Services School-Based Management, and Quality Improvement of Education and Manpower Education. The local government is currently implementing the three pillars of educational development. In accordance with the Local Government Work Plan (RKPD), School-Based Management Improvement Program is one of the Educational Department programs. It is one form of decentralization in educational management, the implementation is expected to improve the quality of education in Sawahlunto at every level of education

This paper explores the relationship between established teachers’ professional learning and their use of practitioner enquiry, or action research, as a means of improving the quality of their classroom teaching. It reports on one aspect of a ten-month pilot study jointly funded by the Scottish Government and the General Teaching Council for Scotland (GTCS) to explore means of evaluating the impact of the Chartered Teacher initiative on pupil learning. Whilst the study found evidence for the beneficial effects of teachers’ engagement in practitioner research, as part of the requirement for the completion of Chartered Teacher programmes, it also raised a number of issues as to exact nature of participants’ learning and whether current approaches to the use of practitioner research in teacher education need to be revised.

In 2014, the newly inaugurated Government of Panama launched the Panamá Bilingüe initiative, considering that sustainable development demanded taking emergency measures to improve the teaching of English in public schools. The program is designed to impact at least 250,000 students in a five-year period, gradually training approximately ten thousand pre-service and experienced English teachers. Using a narrative inquiry method, twelve teachers who sojourned for eight weeks in the United States, England, and Scotland under the program were interviewed after their return, to study their perceptions of the benefits and challenges of cultural and linguistic immersion on EFL teacher development, and how it specifically affected their teaching skills. The teachers appreciated practicing English in an immersion environment, learned new teaching techniques, and reflected on their prior knowledge and practices. Nevertheless, they felt that the ESL approach prevalent at the host universities responds to needs that differ from those they deal with in Panama, where the low proficiency of primary school teachers and inadequate school facilities are major obstacles to teaching and learning English.

The main purpose of the article is to analyze the devolutionary processes in Great Britain, which have intensified and institutionalized since the late twentieth century and continue to the present days, as well as their impact on the political and socio-economic development of its member countries – England, Wales, Scotland and Northern Ireland. Theoretical and methodological basis of the study are scientific methods and methodological approaches to understanding the process of interaction of public authorities under conditions of devolution. An important condition of the chosen research strategy is the observance of the principles of objectivity, multifactoriality and systematicity. The study is based on methodological principles of a systematic approach. Using a systems approach makes it possible to study the interaction of public authorities in the UK in the context of devolution as a single system. Based on the fact that devolution involves the creation of certain institutions, as well as institutional adaptation to a management system that adapts to new conditions, the main methodological approach to analysis was the institutional approach. The article emphasizes that for a long time the United Kingdom has been a model of decentralized political governance based on the culture of civil society and the representation of local interests in the national government. To a large extent, Britain's sustainable development depends on a periodic political compromise. It can alleviate the main contradiction of the British political system – the dichotomy of the principles of the supremacy of parliament and regional self-government. It is proved that the decentralization of public administration in the UK means the devolution of central government and increasing the responsibility of local government in the expansion and development of various forms of interaction between state and society. In general, the process of decentralization of power in the UK is complex and ambiguous one. The process of devolution in the UK is characterized by asymmetry, as evidenced by the lack of legislative powers of England. In this context, it is stated that the procedure of interaction between public authorities at different levels is not well established. Today there is a significant number of control functions, levers of administrative and financial pressure on central offices, as well as the lack of clear recommendations by which local authorities could determine what is within their competence and address urgent issues more effectively.

Abstract Introduction Additional Cost of Teaching for Pharmacy (ACTp) funding from Scottish Government supports the development of experiential learning (EL) placements for student pharmacists [1]. Interprofessional learning (IPL) has been built into initial education for many healthcare professionals [2]. In 2019, a National Pharmacy EL Stakeholder event recommended exploring the further development of IPL within EL for the MPharm. Aim To scope existing IPL in EL and explore the feasibility for further development within the MPharm in Scotland Methods Online qualitative interviews were conducted with key stakeholders from Schools of Pharmacy, NHS Education for Scotland, EL sites, and Scottish health boards. All were involved in the development/delivery of these activities. The interview schedule was developed by the research team, reviewed for face and content validity, piloted prior to use, and modified based on early interviews. All interviews were audio-recorded, transcribed, and independently thematically analysed by two researchers. Interviews continued until data saturation and good representation from all settings were achieved. All ethical approvals were sought prior to the interviews. Results Twenty interviews were conducted with three key themes emerging; (1)current IPL within EL activities, (2)future developments, and (3)perceptions of enablers and barriers to developing/delivering IPL within EL. There were limited examples of existing IPL within EL activities including: a pilot pharmacy longitudinal clerkship and hospital-based pharmacy/medical student IPL week. Some stakeholders indicated that current IPL involves mainly campus-based activities but other EL based initiatives were planned but not yet implemented. Respondents indicated that future developments should be carefully planned in collaboration with other stakeholders and tailored to students’ stage of study to ensure their success. There was significant support for incorporating IPL within EL initiatives as part of the MPharm course to complement traditional ways of teaching. “I think if we don't do it, we're missing a big trick… Doing something in a classroom or doing something within a small tutorial is a very false way of learning, whereas in practice, where they're going to end up working together, it seems ideal.” Many enablers were highlighted mainly relating to the expected benefits of such activities on students, facilitators, patients, and the healthcare system. Logistics and planning difficulties were perceived to be barriers to implementation of IPL within EL. “We've tried to do it, it was with the medical school and they were receptive to it, but the logistics just didn't work out… when you've got two very different timetables to try and bring together, it is very, very difficult to do.” Conclusion Pharmacy stakeholders highlighted that the majority of IPL currently undertaken in Scotland is not based in EL settings but they supported developing it. Enablers and barriers articulated highlight the need for careful planning of these activities. A strength of this study is it involved a broad range of key stakeholders from across Scotland ensuring representativeness of views and ideas. A limitation may be that, given the Scottish focus, findings may lack direct transferability to other countries. Future research should focus on designing a framework for developing and implementing IPL within EL in Scotland. References 1. NHS Education for Scotland, 2020. Experiential learning for student pharmacists in Scotland. [online]. Edinburgh: NHS Education for Scotland. Available from: https://www.nes.scot.nhs.uk/our-work/experiential-learning-for-student-pharmacists-in-scotland/ [Accessed 07/10/2020]. 2. Barr H. Interprofessional Education-The Genesis of Global Movement. 2015. https://www.caipe.org/resources/publications/barr-h-2015-interprofessional-education-genesis-global-movement. [Accessed 4 Aug 2020]

Learning for Sustainability (LfS), as conceived by Education Scotland and the General Teaching Council for Scotland (GTCS), spans all curricular areas and it is positioned as the responsibility of all - teachers, learners and educational leaders (Scottish Government 2016). Yet, such comprehensiveness has the potential to render the term and its purpose equivocal and perfunctory. Our experience working with teachers in this area suggests that the concept and term ‘Learning for Sustainability’ are not widely understood, leading teachers to raise questions about the relevance of LfS policy in relation to their everyday professional practice. Beginning from this position our paper explores the tension between the policy vision and the professional reality. We follow three lines of enquiry: first, we outline the existing policy architecture in Scotland; second, we examine the basic understanding of the terminology and conceptual understanding of LfS across Scotland through a recent study conducted by Kirk (2017); third, we review a professional learning programme we have developed and deployed across Scotland. We suggest four key areas for change that would support the enactment of LfS within Scottish schools and so realise some of the potential the LfS agenda affords - namely, high quality professional learning, motivated staff working with others, interdisciplinary learning tailored to the needs of the students, and leadership within a clear strategic framework. We conclude with a note of caution, that although there is evidence that LfS can have a positive impact on attainment, helping learners to strive towards ‘sustainable futures’ is too important to be reduced to the current narrow national focus on attainment outcomes.

The reform of secondary education has been a fundamental part of national educational policy in Argentina since the beginning of the 1990s. Along with the decentralization of responsibilities to provinces and a new structure of primary and secondary education, changes have affected the areas of curriculum design, teaching methods, teacher training, school management, and information and evaluation systems. This study describes the main policies on secondary education implemented during the last decade, including their objectives and rationales. Focusing on how the reform can be seen to relate to issues of access, quality and equity, the study presents an analysis of its implementation, and discusses some of its effects. We argue that political, economic and technical factors as well as the strategies chosen by the national government resulted in a limited implementation, and we highlight the need for considering more focused reform strategies, alternative models of teacher training, and a more active involvement of teachers.

Twenty percent of Scotland’s primary schools have fewer than 50 pupils each and these very small schools were the subject of research in 1996 and 2006 funded by the Scottish Government. This article draws upon findings from the follow-up conducted in 2006. It is based upon a postal survey of 100 very small schools and interviews in nine case study schools. Its aim is two-fold: first, to provide a profile of very small schools in Scotland; and second to identify the difficulties inherent in the role of teaching headteacher. By way of a conclusion, the author argues that although small schools may not be endangered, their structure and the role of their headteachers may have to change.

Nearly a decade into the new millennium, the teaching of political literacy as a strand of education for citizenship has taken on a new urgency throughout much of the world. In most developed countries there is now a feeling that young people need to develop a healthy respect for democratic procedures and consequent methods of participating to shape modern society and an understanding that real political literacy means moving beyond the strictures of traditional civics courses. The introduction into places as far apart as Scotland and Hong Kong of aspects of political education in primary schools (Cheung & Leung 1998; Maitles 2005) has itself reflected a worry (almost a moral panic) in government circles about youth alienation, albeit with some debate as to whether schools should be the places where this is developed. This paper examines the attitudes of young people towards politics, explains some peculiarities of education in Scotland and reports on research into the knowledge, interest, cynicism/trust and values/attitudes of approximately 1600 pupils – 50% of whom study Modern Studies whilst the others study history or geography. The paper explores whether those pupils studying Modern Studies have a stronger basis in some elements of political literacy than those who do not study it. The results suggest that Modern Studies students have more knowledge, greater interest and are less cynical but, that in terms of values, there is no discernible difference.

Subject of research is the sources of funding for the social development of united territorial communities (UTC). The purpose of the article is to determine the prospects and measures to attract financial resources for the development of local communities in a decentralized environment. Methods which were used in course of research: method of system-structural analysis and synthesis, method of comparative analysis, generalization, statistical, general scientific, special methods of scientific knowledge and other research methods. Study results.The article identifies the main obstacles to effective financial support for the development of territorial communities, considers some experience in finding and raising funds for the development of territories, describes the sources of such funds. Measures that will contribute to the investment attractiveness of the territory are analyzed and substantiated. Application of results. The results of the study can be used by the united territorial communities for the formation of financial resources, as well as in higher education institutions in the teaching of economic disciplines. Conclusions. After conducting the research, it should be noted that the process of uniting territorial communities in Ukraine and, consequently, attracting financial resources to their budgets is a rather complex process and therefore requires consolidation of efforts at all levels of government and support from European partners. Due to the reform of decentralization of management in Ukraine, capable territorial communities should be created that are able to ensure the development of the territory, quality provision of social services and promote the well-being of their residents and Ukraine in general. It is determined that the main sources of funds for socio-economic development of UTC are: international technical assistance, additional subventions from the state budget to local budgets for the formation of community infrastructure, local taxes from businesses.

The purpose of the study was to establish the influence of teacher supervision on the quality of early childhood development and education. The study adopted a descriptive survey design. The study targeted 97 ECDE Centres. A simple random sampling technique and a purposive sampling technique were used to select the respondents. Data was collected using a questionnaire and interview guide. The reliability of the instruments was estimated at 0.83 by the use of Cronbach’s Alpha Correlation Coefficient. The hypothesis was tested at alpha α = 0.05 using Chi-square model and simple linear regression. Qualitative data analysis from the interviews was categorized according to the themes based the on research hypothesis. Descriptive such as mean, standard deviation, percentages and frequencies was also used. The findings of the study revealed tha the decentralized teacher supervision function has a significant influence on the quality of ECDE in Nyamira South Subcounty of Nyamira County, Kenya with chi square value χ2 = 42.655 and P< 0.00 with 11.4% variation. The study recommended that decentralized government should ensure regular supervision of ECDE teaching and learning to improve the transition and participation rate and competence achievement among ECDE learners. Key Words: Supervision, Decentralization, Quality, Early Childhood Development and Education, Competence, Transition rate.

Peran pemerintah daerah dalam mewujudkan negara kesejahteraan sangat besar, hal ini dikarenakan negara Indonesia dengan konsep negara kesatuan memilih asas desentralisasi, sehingga pemerintah daerah diberikan urusan pemerintahan oleh pemerintah pusat yang dikenal dengan istilah otonomi daerah, namun otonomi daerah sangat sulit terhindar dari praktik korupsi yang dilakukan oleh pejabat daerah, bahkan korupsi ini menjadi musuh besar yang sering menghantui pemerintah daerah. Hal ini disebabkan karena peran pengawas internal pemerintah tidak kuat, bahkan yang ada adalah sebagai bawahan dari kepala daerah. Permasalahannya adalah bagaimana merekonstruksi sistem pengawasan pemerintahan di daerah. Penelitian ini bertujuan untuk menganalisis sistem pengawasan pemerintah daerah, jenis penelitian ini adalah deskriptif analisis, dengan menggunakan pendekatan perundang-undangan (statute approach) dan pendekatan konseptual (conceptual approach). Hasil dari penelitian ini dalam rangka mengurangi terjadinya korupsi di pemerintah daerah adalah dengan cara memperkuat sistem pengawasan pemerintah daerah, antara lain; Pertama, aparat pengawas internal pemerintah harus diperkuat dengan undang-undang. Kedua, Paran DPRD juga harus dikembalikan sebagaimana ajaran trias politica Montesque, yaitu perannya sebagai kontrol terhadap pemerintah daerah dalam rangka mewujudkan Checks and Balances. Ketiga, Partisipasi Masyarakat juga memiliki peran penting untuk mencegah terjadinya praktik korupsi di pemerintahan daerah, karena dalam negara demokrasi tanpa adanya partisipasi masyarakat maka akan sulit untuk mewujudkan tata kelola pemerintahan daerah yang baik. The role of local governments in realizing a welfare state is very large, this is because the Indonesian state with the concept of a unitary state chooses the principle of decentralization, so that local governments are given government affairs by the central government known as regional autonomy, but regional autonomy is very difficult to avoid corrupt practices carried out by regional officials, even this corruption is a big enemy that often haunts local governments. This is due to the role of internal government supervisors is not strong, even existing as subordinate to regional heads. The problem is how to reconstruct the peerintahan surveillance system in the regions. This study aims to analyze the local government supervision system, this type of research is a discriptive analysis, using a statutory approach (statute approach) and a conceptual approach (conceptual approach). The results of this study in order to reduce the occurrence of corruption in local governments are by strengthening the local government supervision system, including; First, the government's internal supervisory apparatus must be strengthened by law. Second, Paran DPRD must also be restored as the teaching of Montesque's trias politica, namely its role as a control of local government in order to realize Checks and Balances. Third, Public Participation also has an important role to prevent corrupt practices in local governments, because in a democratic country without public participation it will be difficult to realize good local governance.

The purpose is to study the mechanisms of improving the managerial efficiency of rural akims in Kazakhstan in the example of the Aktobe region. The ongoing reforms on the introduction of the institute of elections of rural akims, the decentralization of powers and the expansion of the competence of rural akims, and the introduction of independent rural budgets will strengthen the lower level of the executive branch of government. The effectiveness of the activity of akims is determined by the characteristics of the success of the professional activity of civil servants in terms of the degree of achievement of the planned result and the desired social effect, as well as the ratio of the results achieved with the resources spent on its implementation. The methods of observation, surveys, focus groups, analysis, systematization and generalization were used. In determining the effectiveness of the activities of akims by teaching methods - facilitation and brainstorming, a number of problems and ways to solve them have been identified. Materials on akims in the Department of Economy and Budget Planning and the Department of the Agency of Kazakhstan for Civil Service Affairs were also received. As the results of the study, the problematic issues identified during the training courses, seminars of rural akims of the Aktobe regional branch, and solutions identified by various active teaching methods are presented. Рossible solutions to the problematic issues identified during the survey and training are proposed. Research will be reflected in the scientific works of the doctoral student.

Subject area Public sector management, stakeholder management, collaboration and strategy. Study level/applicability Undergraduate (final-year) or master's-level students (Master in Public Administration, Master in Management). Designed for courses in nonprofit management, public administration and/or international development. Can also be used in any course, such as strategic management, sustainable development or corporate social responsibility, that covers stakeholder theory, or stakeholder management as a topic. Case overview Decentralization has changed the way core services are delivered to local populations in sub-Saharan Africa. This in turn has forced nongovernmental organizations, international aid agencies, corporations and other development partners to change the way they engage with government in their shared efforts to help improve the living conditions of people living under the threshold of poverty in this and other parts of the world. This modular ethnographic teaching case uses the specific example of the water sector in Malawi to help highlight the complexity of multiple stakeholder relations in an international development context. Expected learning outcomes Upon completion of this case, students should be able to: identify and understand the different goals and issues that individual stakeholders in cross-sector partnerships are dealing with; identify and understand the power/control dynamics at play in these relationships; analyse the advantages and disadvantages associated with different ways of coordinating multi-stakeholder partnerships; and develop recommendations for structuring multi-stakeholder relationships in developing and emerging markets that balance efficient service provision with concern for individual stakeholder priorities. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

This research article gives a holistic view of the status of school management committee in our country. Education is one of the basic needs of human beings which has brought changes all over the world. Today, we are around the formal schooling system for which school level is the first step. We are also in the hold of globalization of education and social structure for which we have to compete globally for employment. In such situation, the system and management of education should be of global standard. School management has been a kind of burning issue at the present situation in education system. The state has to follow the trends of decentralization of education. But in Nepal, there is fully centralized education system. Due to this reason, it is thought that the state is the only responsible body for overall education sector. The SMC members are not fully authentic bodies in Nepalese schools. They have no more interest about the problems related to school. They are mostly politically related and also there is absence of true guardianship of SMC members. Most of the SMC members' children do not study in public schools but they are selected with political sources. As a whole school management committee has not supported for the improvement of teaching learning activities. They have no any plan to raise funds and support the school. Most of the children in public schools are also from lower class people. The guardians also cannot support their children by providing necessary things. As a consequence, the SLC result of public schools is very poor except some rare cases. SMC members are not found capable of taking management responsibility of schools. The state also has not fixed any criteria to become SMC members. This research study has found clear obstacle in education system of the politicalized group in management sector. Political interference should not be given emphasis and priority in education sector. Moreover, politics in education sector should be strongly discouraged to make public sector responsible towards school management in public schools in Nepal. This research study tries to reply the research question “What type of management at schools should be developed to improve the quality of education?” The general objective of this study is to analyse the overall status of the school management committee (SMC) in public schools in Nepal.

Quality education is an absolute requirement to achieve national development goals; thus, education will produce superior and competitive human resources. Many government efforts improve the quality of education, among others, with regional autonomy or decentralization, which produces school-based management in the world of education. School-Based Management enables schools to be more independent through the granting of authority (autonomy), greater flexibility for schools in managing resources, and encouraging the participation of school members and the community to improve the quality of education. This research aims to determine how to implement school-based management to improve the quality of education in elementary schools. This research uses a qualitative descriptive method with data collection through interviews and observation. The subjects in this study were principals, teachers, school committees, community leaders, and stakeholders. This data analysis used data reduction, data presentation, and data validation (concluding). The results of the research findings indicate that the implementation of school-based management in improving the quality of education in elementary schools has been going well; the activeness of the school committee evidence this by providing suggestions/considerations, supporters, controllers, and mediators, the direct participation of parents in the planning and implementation of the program. In schools as well as management of curriculum and teaching programs, management of students, management of educators and education staff, and management of facilities and infrastructure are carried out well.

The perceived inadequacies in the decentralization of administrative power and authority to the school-based management committee seems to hamper quality education service delivery and is partly responsible for the relatively low level of students’ academic performance in Nigerian public secondary schools. This study therefore examined the key roles performed by the school-based management (SBM) in the aspects of decision-making, physical plant planning, school-community relations, coordination of academic program and policy intervention, as well as implication of these key roles on students’ academic performance in secondary schools in Owo Local Government, Ondo State, Nigeria. The study adopted the descriptive survey research design. Respondents comprised 99 key members of the SBM randomly sampled from nine public secondary schools. Data were collected using School Based Management Questionnaire [SBMQ] and Students’ Academic Performance Inventory [SAPI]. Two research questions and one hypothesis guided the study. Data were analyzed using percentage, mean and multiple regression analysis. The result indicated that the school-based management committee made moderate contributions in all the different dimensions of the key roles that are performed in secondary schools. The result further revealed that a combination of the key roles of SBM jointly accounted for 28.6% (0.286) contribution to students’ academic performance at < 0.05. The study concluded that the School Based Management Committee (SBMC) made a moderate contribution to the school management which accounted for a low contribution to the students’ academic performance; limited contributions of the SBMC were also recorded in the award of school projects, capacity training of teachers and selection of students’ textbooks. It was recommended that the Government through the Ministry of Education should reinvigorate SBM practice and prioritize the significant inputs of the school-based management committee to enhance the quality of decision-making and mobilize adequate resources for infrastructural development and support for teachers’ capacity training to improve the quality of teaching-learning process for better academic performance of students in public secondary schools.

The article examines the management models of general secondary education at the local level in Finland, Canada and Singapore. The importance of analyzing the educational systems of local communities in the context of tendencies towards decentralization of management in various spheres of social life is emphasized. Since education and training are key to the socio-economic progress of the country, it is useful for Ukraine to study and use foreign experience in education management, which covers a variety of approaches, strategies and methods that can contribute to the improvement of its own education management systems. Finnish education policy was found to be based on the principles of decentralization and democracy, giving local governments and school boards considerable autonomy. In Canada, education management is mixed in nature, with centralized and decentralized elements, the provinces are responsible for education, but receive funding from the federal budget. In Singapore, the education management system is centralized, significant attention is paid to the continuous professional development of teachers and the use of innovative approaches to learning and teaching. It was concluded that the analysis of the experience of education management at the level of local communities in different countries of the world indicates the importance of Ukraine's search for its own, unique approach based on the best practices of the global community. However, before adapting this experience, it is necessary to take into account the peculiarities of our mentality, history and cultural attitudes. Active exchange of experience with countries such as Finland, Singapore and Canada can be carried out through partnerships between territorial communities, educational institutions, international organizations and government agencies. Adapting the experience of these countries to Ukrainian realities and the needs of specific communities is extremely important. When implementing foreign experiences, it is necessary to take into account the opinions of various stakeholders, including teachers, parents, students, administrators and community organizations. This will contribute not only to the improvement of the quality of education at the level of a separate territorial community, but also to the achievement of success in the field of education at the level of the entire state.

Purpose of Study: Concentration fully reform the institutional aspects and teaching, still remaining implicates fundamen- tal problem that has not gotten way out until today. The fundamental problem in question is still ongoing inconsistencies between the various national education policies. The disharmony generates serious impacts in the process of education reform in the country after the collapse of the New Order. Especially for education stakeholders, this disharmony makes their confusion, how education reform agenda should be executed. They are confronted with education policies that sub- stantially contradict or at least overlap with one another. Worse yet, stakeholders of education in educational institutions is not only confused but also become a victim of unwanted effects (unintended impact) or wild effect (spillover impact) on the implementation of the policy. So whether the Islamic educational institutions and academic staff who manage this institution "forced" to accept other forms of discriminatory treatment as a result of the policy of disharmony. Methodology: This study is library research, using a qualitative type with a factual historical model. Results: The disharmony of education policy is still quite prominent since the presence of the reform era until now. Disharmony is very potential to develop institutions that involve Islamic education institutions or madrassas in Indonesia. Implications/Applications: The disharmony manifestation is the overlap between the policy of implementing religious affairs which have been the responsibility of the Ministry of Religion and the decentralization policy of education. The consequence of this disharmony, namely the Regional Government, has a reluctance to place madrassas as part of their authority.

Autonomy of education as a form of education decentralization results in an important concept for education implementations. One of them is School Based Management (MBS) which then forms School Committee and Education Board as society participations in the education field. Education is a shared responsibility between family, society, and government. Therefore, the school committee as an element of society affiliated in institutions of education has important and strategic roles in the implementation of education. Thus, its roles and functions need to be optimized to improve the quality of education. In general, this study aims to describe objectively the roles of the school committee in improving the quality of education in Tuban Regency. As samples, four primary schools (elementary scholls and madrasah ibtidaiyah) are observed. The research method used is descriptive qualitative research in the form of naturalistic by design or research strategy of the case study. The types of data sources are (1) events, namely the role of school committees in schools, (2) Informants or interviewees consisting of element school committee, principals, and teachers, and (3) Archives or documents. Data collection is performed by observation, in-depth interviewing and document analysis. To analyze data, the interactive analysis model is conducted. The results show that (1) In improving the quality of education, the school committee has collaborated with the school manager in various forms, as well as providing supports both morally and materially. (2) Giving considerations to the school is done through discussions of school committee members. (3) Instructions and supports are manifested by recommending to add the number of teaching staffs and educational personnel as needed. (4) Consideration in the determination and implementation of education policy is realized by the role of the school committee in arranging RAPBS, plenary meetings or school activities. (6) The monitoring is carried out periodically by requesting accountability reports of learning activities and financial management of the school to assure the transparency and accountability. (7) The mediation role is conducted by delivering government policies in the plenary meeting regarding the education program. Based on the results mentioned, in improving the quality of education in school (madrasah), it is suggested that (1) the school committee is always active and creative in empowering the existing resources in schools and society to support the improvement of education optimally. (2) The school principal can cooperate with the school committee in synergy. (3) Teachers always take care the suggestions from school committee to improve the teaching quality and service for students. (4) Education Ministry and Education Board in Tuban as to their authorities always contribute to school committee to be more empowered in supporting government programs at the level of primary education units

Actuality of research theme. The problem of development of effective control system by finances of territorial communities acquires in the modern terms of decentralization of the special actuality. Raising of problem. One of basic problems of process of decentralization there is conditioning for providing of financial firmness and all-sufficientness of territorial communities. Analysis of the last researches and publications. The modern aspects of decision of problems of development of territorial communities and local self-government such scientists engage in, as Pavliuk A.P., Oliinyk D.I., Batalov O.A., Datsko O.I., Murkovych L. L., Molodozhen Yu.B.and other [1-4]. The results of own researches of problem are in to [5-11]. Selection of unexplored parts of general issue. In spite of changes to the Budgetary and Tax codes, there are mechanisms that restrain development of the incorporated territorial communities and create the threat of them to financial possibility. One of such mechanisms there is a base and reversible grant. Their influence on the financial state of incorporated territorial communities needs a separate analysis and research. Raising of task, research aim. There is a necessity of analysis of influence of the operating system of interbudgetary mutual relations on the financial state of the incorporated territorial communities. Method or methodology of realization of research. In the process of realization researches drawn on scientific (analysis and synthesis, induction and deduction, analytical grouping) and special (abstracting, economical-mathematical design, etc.) methods of study of the economic phenomena and processes. Exposition of basic material (job performances). In-process the conducted analysis of indexes of efficiency of reform of administrative-territorial device that takes place in Ukraine from 2015. It is shown that during 2014 - 2017 as a result of decentralization is positive tendencies in relation to the improvement of the financial state of the incorporated territorial communities. It is well-proven that the positive results of decentralization of management were attained in 2014 - 2016 and conditioned by active sponsorship of reforms. Negative progress of communities trends in 2017 it maybe to explain that the accumulation of unsolved problems took place during a previous period. It is shown that such support is envisaged during five years - 2020 to and that is why there is a necessity of creation within the limits of incorporated territorial communities of financial mechanisms of their break-even functioning. It is well-proven that the new mechanism of the budgetary smoothing negatively influences on financially solvent communities, restrains their development because of exception of money in the State budget with simultaneous artificial support of financially helpless communities due to a base grant. It offers to define the possible limits of reversible grant in intercommunication with the rates of increase of acuestss on one habitant of incorporated territorial communities. The model of determination of limits of reversible grant offers in intercommunication with the rates of increase of acuestss on one habitant incorporated territorial communities, confirmed by calculations on the basis of official statistical figures. Industry of application of results. The got practical results can be drawn on by incorporated territorial communities in the process of development of politics of receivership and by the charges of budget. Scientific results can be drawn on at teaching of disciplines of economic aspiration. Conclusions. Unefficiency of operating mechanism of the interbudgetary adjusting is well-proven, as he creates terms in order that not putting the certain regions of country efforts, functioned due to base grants. At the same time regions that provide the stable indexes of the economic development appear in a situation, when the further increase of their potential a reversible grant interferes with, as after her help part of facilities is withdrawn from the budget of incorporated territorial communities.

PurposeAn increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one's life. However, Higher Education strategies have not yet caught up with this agenda.Design/methodology/approachA student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centred on the technical and higher-level digital competences of students and drawing from students' self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants.FindingsStudents' self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students' digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education.Originality/valueHigher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life.

The concept of "Super-wicked" problems is attracting increasing attention and scrutiny through research and publication in wide-ranging interdisciplinary areas. The concept is being lionised in the literature to draw attention to the urgency that is required to act immediately on problems such as climate change and sustainability. Importantly, the solutions to super-wicked problems are not based on defeatist attitudes but seek instead to build resilience among key stakeholders specifically to bring about change. This paper charts the internationally unique alignment in Scotland between Scottish Government education policy and the General Teaching Council for Scotland's Professional Standards. In so doing, it distinguishes between the international concept of Education for Sustainable Development (ESD) and the more expansive Scottish concept known as Uearning for Sustainability (UfS). A qualitative case study based on Appreciative Inquiry was adopted to answer the Research Question: “How do students and their Programme Director on a Programme designed to promote teacher activism understand and engage with LfS?” The Programme Director and then four students from the recently-accredited MSc in Transformative Uearning and Teaching (TUT) were interviewed to discover how they were navigating their way through the UfS policy landscape and whether, and to what extent, the Professional Standards for UfS were embedded in the Programme. The study found that all five were very aware of some of the implications of UfS because they valued contested interpersonal relationships, views and ideologies. Furthermore, they advocated the use experiential learning in diverse places in order to include the emotional and cognitive domains of learning. As such, the Programme was found to be an early innovator of UfS implementation, specifically in demonstrating an ethical disposition towards the human community. In keeping with the essential UfS concept of interconnectedness, this study recommends that these ethics should be extended beyond the human community to include care for the non-human. Furthermore, if one of the purposes of the Professional Standards is to embed UfS within Scottish Programmes, and by extension educational responses to sustainability worldwide, the early innovators who are working to embed this into their practices need greater support from the registration bodies responsible for monitoring and enhancing professionalism. Finally, in keeping with the concept of super-wicked problems, in order to bring about systemic change to ITE programmes worldwide, there is a need for additional support from bold, futurethinking, decision makers at all levels of leadership among stakeholders, including universities that offer ITE programmes.

IntroductionDo Not Attempt Resuscitation Orders(DNAR) and their contemporary counterparts are cornerstones of End of Life care and as such, of importance within medical education. Previous research indicates the need for a better understanding of patient and physicians perceptions of DNAR topics.Aims and methodsThe objective of the study was to explore medical students(MS) and non-medical students perspectives on DNAR discussions(DNARD), and explore any differences. This was a cross-sectional questionnaire study. MS and Education students(ES) were asked how they felt regarding DNARD taking place in 5 scenarios, a number of questions regarding previous experience, knowledge of DNARD, future preferences, and basic demographics.ResultsThe number of valid respondents was 601 (375[MS],226[ES]) representing a response rate of over 70%. There were statistically significant differences between MS and ES in the presented clinical scenarios and future preferences. Ranking of clinical scenarios, highest agreement to lowest, for DNARD to take place were: before surgery, when critically ill, at a GP appointment, on admission to hospital, at an outpatient appointment. Statistically significant demographic differences were also found: 93% of MS having heard of DNAR previously as compared to 59% of ES. Both groups held the view that a DNARD would be beneficial for them in the future but that they should have the final decision regarding DNAR.ConclusionMS and ES were found to hold differing views regarding DNARD in scenario preferences and personal future preferences. However, the majority of both groups felt that DNARD would be beneficial to them in the future.References. Mary Catherine Beach, R Sean Morrison. The Effect of Do-Not-Resuscitate Orders on Physician Decision-Making.Ethics, public policy, and medical economics2002;50:2057–206.. Cathy Charles, Tim Whelan, Amiram Gafni. What do we mean by partnership in making decisions about treatment?BMJ1999;319:780.. James Downar, Tracy Luk, Robert W Sibbald, Tatiana Santini, Joseph Mikhael, Hershl Berman, Laura. Why Do Patients Agree to a “Do Not Resuscitate” or “Full Code” Order? Perspectives of Medical Inpatients. Journal of internal medicine2011;26(6):582–587.. Thomas H. Gallagher, Steven Z. Pantilat, Bernard Lo & Maxine A. Papadakis (1999) Teaching Medical Students to Discuss Advance Directives: A Standardised Patient Curriculum, Teaching and Learning in Medicine, 11:3, 142–147, DOI: 10.1207/S15328015TL110304. Paul Garrud. (2011). Who applies and who gets admitted to UK graduate entry medicine? - an analysis of UK admission statistics. BMC Medical Education. 11:71.. General Medical Council. (2013). Chapter1: The changing shape of the profession and medical education. In:The state of medical education and practice in the UK report: 2013. General Medical Council. 32.. GMC, 2010. End of life treatment and care: Good practice in decision-making. Specifically paragraphs 11, 132 and 134. Can be accessed at: http://www.gmcuk.org/guidance/ethical_guidance/end_of_life_care.asp. Todd E. Gorman, MD, FRCP(C), Ste'phane P. Ahern, MD, FRCP(C), Jeffrey Wiseman, MD, FRCP(C), MA, and Yoanna Skrobik, MD, FRCP(C). (2005). Residents’ End-of-Life Decision Making with Adult Hospitalised Patients: A Review of the Literature. Academic Medicine. 80 (7), 622–633.. Gorton, A.J., Jayanthi, N.V.G., Lepping, P., Scriven, M.W., 2008. Patients’ attitudes towards “do not attempt resuscitation” status.J Med Ethics. Vol 34; 624–626.. W. Hafferty, Joseph F. O’Donnell (2015).The Hidden Curriculum in Health Professional Education. United States of America: Dartmouth College Press. 5.. Karen Hancock, Josephine M Clayton, Sharon M Parker, Sharon Wal der, Phyllis N Butow, Sue Carrick, David Currow, Davina Ghersi, Paul Glare, Rebecca Hagerty, Martin HN Tattersall . (2007). Truth-telling in discussing prognosis in advanced life-limiting illnesses: a systematic review.Palliative Medicine. 21 , 507–517.. Jan C. Hofmann, Neil S. Wenger, Roger B. Davis, Joan Teno, Alfred F. Connors, Norman Desbiens, Joanne Lynn, Russell S. Phillips. (1997). Patient Preferences for Communication with Physicians about End-of-Life Decisions .Annals of Internal Medicine. 1 July 1997.. NHS Scotland. (2016).NHSScotland.Available: http://www.gov.scot/Topics/Health/About/NHS-Scotland. Last accessed 25th Nov 2016.. NRS: National Records of Scotland. (2013).Religion, Scotland, 2001 and 2011.Available: http://www.scotlandscensus.gov.uk/documents/censusresults/release2a/rel2asbtable7.pdf. Last accessed 25th Nov 2016. ONS: Office for National Statistics. (2011).Full story: What does the Census tell us about religion in 2011?.Available: http://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/religion/articles/fullstorywhatdoesthecensustellusaboutreligionin2011/2013-05-16. Last accessed 25th Nov 2016.. Stephen R. Porter and Michael E. Whitcomb. (2005). NON-RESPONSE IN STUDENT SURVEYS: The Role of Demographics, Engagement and Personality.Research in Higher Education. 46 (2).. Amy Sanderson, David Zurakowski, Joanne Wolfe. (2013). Clinician Perspectives Regarding the Do-Not-Resuscitate Order.JAMA paediatrics. 167 (10), 954–958.. Scottish Government, 2010. Do Not Attempt Cardiopulmonary Resuscitation (DNACPR): Integrated Adult Policy. Reviewed 2015. Can be accessed at: http://www.gov.scot/Topics/Health/Quality-sImprovement-Performance/peolc/DNACPR. Clive Seale. (2010). The role of doctors’ religious faith and ethnicity in taking ethically controversial decisions during end-of-life care.Journal of Medical Ethics. doi:10.1136/jme.2010.036194.. C O Sham, Y W Cheng, K W Ho, P H Lai, L W Lo, H L Wan, C Y Wong, Y N Yeung, S H Yuen, A Y C Wong. (2007). Do-not-resuscitate decision: the attitudes of medical and non medical students.Clinical Ethics. 33 (5), 261–265.. UKMCRG: UK Medical Careers Research Group (2001).1999 cohort of UK Medical Graduates: Report of First Survey. Oxford: Institute of Health Sciences, University of Oxford. 14.. Jacqueline K. Yuen, M. Carrington Reid, and Michael D. Fetters. (2011). Hospital Do-Not-Resuscitate Orders: Why They Have Failed and How to Fix Them.Journal of General Internal Medicine. 26 (7), 791–797.. Rocksheng Zhong, Joshua Knobe, PhD, Neal Feigenson, JD, and Mark R. Mercurio, MD, MA. (2011). Age and Disability Biases in Paediatric Resuscitation Among Future Physicians.Clinical Paediatrics., 1–4.

Issue 6, Volume 6 of the Journal of Training and Development has been published with the objectives of sharing the recent research findings in the field of Technical Vocational Education and Training (TVET) in research, training and development. This publication has a collection of valuable articles from TVET experts, scholars and educationalist. This training and development journals are considered to be valuable resources for the scholars, educationist and TVET experts and stakeholders. This issue consists of seven articles on different aspects of Training and Development. The first article by Jiwak Raj Bajrachrya examines the existing models and framework that has been used to integrate technology into Teaching and Training (2Ts). As described in numerous literatures, currently instructors use TPACK, SMAR, and TPACK-based ID models such as TPACK-COPR model, TPACK-IDDIRR1 model, and TPACK-IDDIRR2 model to achieve the specific goal of an effective 2Ts. He highlighted a few hurdles found in the empirical-based studies in the above-mentioned models and framework and how those hurdles could be alleviated by addressing an extraneous cognitive load of an instructors carrying out technology integration as well as future recommendations for research. The article by Rajendra Bahadur Shrestha highlights the current situation, discovers issues, and share some feasible initiations of employer engagement in the TVET programme. The involvement of employer in TVET system is important to ensure the TVET is demand-driven, quality oriented, future focused and provides skills workers who contributes to the economy’s growth. It also assists to develop responsive labour market skill needs, training design and development, training delivery and post training support. Employer involvement in TVET programs has long been a priority in many nations, however in Nepal, employer involvement in training delivery of TVET programme is under-explored. The article by Thakur Prasad Bhatta aims to explore the governing issue of TVET in the framework of Nepal’s federal government. He focuses on qualitative research approach in scrutinizing policy and practice of TVET in Nepal. This paper explores how the process of governing TVET in Nepal has remained highly centralized despite the rhetoric of decentralization as the main agenda of regulating development over the decades. Arguably, there is a reluctant tendency in devolving TVET as per the new structure of federal governance. Instead, like in other development sectors, disputes between the three levels of government – federal, provincial, and local – are emerging in the case of TVET. He concludes the paper by drawing insights on the federal form of TVET governance. The article by Dr. Prakash C. Bhattarai, Durga Prasad Baral and Prakash Kumar Paudel focus on establishing a TVET fund and sketches the possible alternative approaches with a reformed TVET structure. The literature review focuses on international practices of implementing TVET fund. In addition, the authors have collected opinions from TVET stakeholders on the establishment of a TVET fund in Nepal and based on the findings, they have proposed five possible models for TVET fund mechanism in Nepal. They revealed that all the models have their strengths and challenges, so it would be rational to adopt the idea of strengthening an existing structure rather than attempting to make it stand alone. Its effective implementation requires strong research and innovation, an effective implementing body and an independent quality assurance and accreditation system. The instructors of TECS schools and their perspectives of profession is discussed by Bikash Ghaju, and Dr. Prakash C. Bhattarai. The authors focused to comprehend the experience of TECS instructors on their teaching profession. The narrative inquiry approach was utilized to study the cases in-depth for which four instructors from the Diploma in Civil Engineering program of two TECSs were purposively selected. The paper concludes that while instructors are interested in the teaching profession which assists in career growth but they are unwilling to work at remote TECS schools due to limited career advancement and earning opportunities. Mobile technology has brought about innovative changes in all aspects of life, including interpersonal communication, the economics, and teaching and learning.. Shesha Kanta Pangeni discusses the use of android mobile in education institute of Nepal. His paper is based on the persistence of encouraging the Mobile App for e-learning, which subsidizes access to e-learning resources and prompt communication for learning activities. He collected data through online survey, informal interaction and interview. He discovered that although the facilitators rarely used Mobile App, students used the Mobile App and they wanted the updated version with more user-friendly interface. He summarized that the responsibilities of institutions and facilitators are critical in creating and providing mobile-friendly learning options, and that the success of App use is dependent on facilitators' active role in technology learning facilitation. Devendra Adhikari explores the life experiences of workers in the construction-sector during and after the COVID-pandemic. He implements a qualitative approach under the socio-constructionism paradigm and selected three participants from different sectors masonry, house-painting, and plumbing for in-depth interviews. He discovers that the COVID-pandemic has brought new resilient strategies in the lives of the construction workers such as maintaining high concern for personal safety and the well-being of their families and exploring employment opportunities of the construction sector. Finally, the editorial team wishes to convey their profound gratitude to all of the authors who have contributed by sharing their relevant and significant creations. We would also like to express gratitude to the reviewers and TITI management team for their continuous support in publishing this journal. The team would also like to welcome articles from TVET experts, trainers and stakeholders in the field of training, development and research. We are also grateful to Tribhuvan University Central Library (TUCL) for providing their professionals support and encouragement to publish this journal online. Last but not least, we are thankful to the publisher for the publication of the print version of this journal.

Biomedical sciences graduates are employed in a variety of different settings and form a significant part of the Life Sciences sector workforce in Scotland. Their degrees should equip them with the skills and knowledge to not only enter the workplace, but be adaptable in an environment that will inevitably change over the course of their careers. Industry and student feedback continue to identify perceived skills gaps, necessitating regular government-backed upskilling initiatives together with industry concerns about graduate readiness. For more than a decade, this Scottish Modern University has worked in partnership with industry and Scottish Government agencies to provide upskilling courses and incorporate relevant skills into the biomedical sciences curriculum, from problem solving and reflection to more applied, practical skills. Using the recent Advanced Therapies Skills Training Network collaboration as an instrumental case study this paper describes current best practice which has significantly impacted teaching and workplace training, ensuring biomedical sciences graduates have the knowledge and skills required for employment within the Life Science sector. Limits to the current life science skills model in Scotland are also identified (availability of placements, ad-hoc and inefficient collaborative structures, incompatible provider strategies) and recommendations made to ensure that biomedical sciences degrees continue to be part of a more sustainable, scalable solution to the skills gap. Recommendations include: better industry acknowledgement of accreditation, and more coherent, authentic and strategic collaboration which should improve skills advice and training, through a supported alliance between Industry and University Life Science Skills Committees and the establishment of regional training Centres of Excellence that would provide a focus for pooled resources and a simulated industry experience.

Higher education in India has expanded rapidly over the past two decades. This growth has been mainly driven by private sector initiatives. There are genuine concerns about many of them being substandard and exploitative. Due to the government’s ambivalence on the role of private sector in higher education, the growth has been chaotic and unplanned. The regulatory system has failed to maintain standards or check exploitation instead, it resulted in erecting formidable entry barriers that have generated underside results. Voluntary accreditation seems to have no takers from amongst private providers and apparently serves little purpose for any of its stakeholders. The higher education system in India grew rapidly after independence. [1] By 1980, there were 132 universities and 4738 colleges in the country enrolling around five percent of the eligible age group in higher education. Today, while in terms enrolment, India is the third largest higher education system in the world (after China and the USA) with 17973 institutions (348 universities and 17625 colleges) and is the largest higher education system in the world in terms of number of institutions [2] There are different types of universities and colleges in the higher education system in the country. They vary terms of their academic, administrative and financial arrangements. Universities can either be established by an Act of Parliament or by the state legislatures. Those established by the Act of Parliament are the central universities and the ones set up by the state legislatures are state universities. Some higher education institutions are granted the ‘deemed university’ status by the central government through gazette notifications. A few institutions are established by the Parliament / state legislatures as institutions of national importance. Universities, deemed universities and institutions of national importance are degree-granting institutions. The expansion of higher education system in India has been chaotic and unplanned. The drive to make higher education socially inclusive has led to a sudden and dramatic increase in numbers of institutions without a proportionate increase in material and intellectual resources. As a result, academic standards have been jeopardized. There are many basic problems facing higher education in India today. These include inadequate infrastructure and facilities, large vacancies in faculty positions and poor faculty outmoded teaching methods, declining research standards, unmotivated students, overcrowded classrooms and widespread geographic, income, gender and ethnic imbalances. There is an inadequate and diminishing financial support for higher education from the government and from society. Many colleges established in rural areas are non-viable, are under enrolled and have extremely poor infrastructure and facilities with just a few teachers. Apart from these, the system of higher education has met several setbacks with regard to its regulatory framework, finding and frances and the much debated and controversial move of privatization of higher educational institutions. These underlying issues will be identified and addressed in the paper. Keywords—Higher Education, India. Research methodology A. Aims and Objectives The objectives of this paper is to identify the major issues and problems relating to the system of higher education in India. The researcher has narrowed down the scope of this paper to three main concerns relating to higher education viz., the present regulatory framework, and privatization and funding and financing. The paper examines various arguments, cases and recommendations in highlighting the issues concerned. B. Scope and Limitations The scope of this paper is limited to the identification and study of the major issues concerning the Indian higher education system. C. Mode of Citation A uniform mode of citation is used throughout the paper. D. Sources of Data This paper is based on researched complied from numerous articles, working papers, statistical data and case laws. E. Research Questions The following questions are sought to be addressed in the course of this paper :  What are the major issues and problems affecting higher education in India ?  Why is the existing regulatory mechanism problematic for the growth and development of higher education in the country ?  How can student loans help in improving the accessibility of higher education?  How can the issues discussed in the paper be addressed to resolve the existing conflicts ? F. Chapterization The paper is divided into three broad chapters : Chapter 1: The problems with the existing regulatory framework are identified along with a discussion of the recommendations of various committee. Chapter 2: This chapter deals with the issue of privatization of higher education in India. Chapter 3: The decline in public expenditure on higher education and the inextricable link between the present regulations and funding/finances of educational institutions is examined in the last chapter. II. CONCLUSION Government regulation of higher education has been the subject of an acrimonious debate across the policy spectrum. Proponents argue that regulation is essential for delivering quality education. Without regulation, they further argue, profit maximization rather than education would be the raison deter of private education institutions. In their opinion, the abysmal quality of most private institutions-despite decades of stifling regulations-justifies more government intrusion; not private institutions-despite decades of stifling regulations-justifies more government intrusion; non less, it is perceived to be State’s responsibility to protect those who avail of higher education. The inability to incentives quality in private institutions of higher learning is the key failure of India’s education regulators. Rather than improving quality, the state’s stranglehold on higher education has created an artificial shortage leading to an acute supply-demand mismatch. The demand for higher educational institutions then the growth in number of higher educational institutions. The regulatory process is thoroughly politicized; it is well documented that most private colleges are owned by politicians or well-connected business houses. The poor quality of such institutions offers a readymade excuse to impose even stronger government regulations, notwithstanding the fact that high entry barriers-ostensibly erected to improve quality of such institutions to thrive in the first place. While the regulatory bodies seek to guard the portals of higher education, and are entrusted with the responsibility of ensuring adherence to minimum guidelines by existing institutions, however, these regulations. In their current form are simply erecting entry-barriers rather than working to remove the asymmetry. Regulation, therefore, needs to be well structured and thoroughly researched to take full account of relevance, therefore, needs to be well structured and thoroughly researched to take full account of relevance, requirement, practical constraints and market realities. The objective of encouraging growth of educational institutions rather than restricting them should not be lost sight of higher education offers a wide variety of subjects and with continuing education it needs to be demand driven. Over the last few decades, higher education has been handled casually and, for the most part, is lacking in initiative or direction. In addition to this, the process of accreditation remains a strenuous bureaucratic exercise. While the bogus or poor quality colleges are a matter of concern for every regulator, the problem in India is that University Authorities do not have a proper monitoring and surveillance system for colleges. This leads to episodes of sudden de-recognition as in the case of Chattisgarh University an a large number of affiliated colleges which was very distressing for a large number of students. Another important measure to be undertaken is that of decentralization. The purpose of decentralization is to eliminate or reduce the cumbersomeness and inefficiency, to convert high costs per unit into low costs and replace diseconomies of scale. In the absence of decentralization, the introduction of new techniques becomes meaningless as the already over expanded monolithic system does not leave any room for improvement.

Every crisis at the same time reveals, forewarns and implies changes with cyclical trends that can be analyzed from different disciplinary perspectives, building scenarios to anticipate the future, despite uncertainties and risks. And the current crisis certainly appears as one of the most problematic of the modern era: recently, Luigi Ferrara, Director of the School of Design at the George Brown College in Toronto and of the connected Institute without Boundaries, highlighted how the pandemic has simply accelerated undergoing dynamics, exacerbating other crises – climatic, environmental, social, economic – which had already been going on for a long time both locally and globally. In the most economically developed contexts, from North America to Europe, the Covid emergency has led, for example, to the closure of almost 30% of the retail trade, as well as to the disposal and sale of many churches. Places of care and assistance, such as hospitals and elderly houses, have become places of death and isolation for over a year, or have been closed. At the same time, the pandemic has imposed the revolution of the remote working and education, which was heralded – without much success – more than twenty years ago. In these even contradictory dynamics, Ferrara sees many possibilities: new roles for stronger and more capable public institutions as well as the opportunity to rethink and redesign the built environment and the landscape. Last but not least, against a future that could be configured as dystopian, a unique chance to enable forms of citizenship and communities capable of inhabiting more sustainable, intelligent and ethical cities and territories; and architects capable of designing them. This multifactorial and pervasive crisis seems therefore to impose a deep review of the current unequal development models, in the perspective of that “creative destruction” that Schumpeter placed at the basis of the dynamic entrepreneurial push: «To produce means to combine materials and forces within our reach. To produce other things, or the same things by a different method, means to combine these materials and forces differently» (Schumpeter, 1912). A concept well suiting to the design practice as a response to social needs and improving the living conditions. This is the perspective of Architectural Technology, in its various forms, which has always placed the experimental method at the center of its action. As Eduardo Vittoria already pointed out: «The specific contribution of the technological project to the development of an industrial culture is aimed at balancing the emotional-aesthetic data of the design with the technical-productive data of the industry. Design becomes a place of convergence of ideas and skills related to factuality, based on a multidisciplinary intelligence» (Vittoria, 1999). A lucid and appropriate critique of the many formalistic emphases that have invested contemporary architecture. In the most acute phases of the pandemic, the radical nature of this polycrisis has been repeatedly invoked as a lever for an equally radical modification of the development models, for the definitive defeat of conjunctural and emergency modes of action. With particular reference to the Italian context, however, it seems improper to talk about a “change of models” – whether economic, social, productive or programming, rather than technological innovation – since in the national reality the models and reference systems prove to not to be actually structured. The current socio-economic and productive framework, and the political and planning actions themselves, are rather a variegated and disordered set of consolidated practices, habits often distorted when not deleterious, that correspond to stratified regulatory apparatuses, which are inconsistent and often ineffective. It is even more difficult to talk about programmatic rationality models in the specific sector of construction and built environment transformation, where the enunciation of objectives and the prospection of planning actions rarely achieve adequate projects and certain implementation processes, verified for the consistency of the results obtained and monitored for the ability in maintaining the required performance over time. Rather than “changing the model”, in the Italian case, we should therefore talk about giving shape and implementation to an organic and rational system of multilevel and inter-sectorial governance models, which assumes the principles of subsidiarity, administrative decentralization, inter-institutional and public-private cooperation. But, even in the current situation, with the pandemic not yet over, we are already experiencing a sort of “return to order”: after having envisaged radical changes – new urban models environmentally and climatically more sustainable, residential systems and public spaces more responsive to the pressing needs of social demand, priority actions to redevelop the suburbs and to strength infrastructures and ecosystem services, new advanced forms of decision-making decentralization for the co-planning of urban and territorial transformations, and so on – everything seems to has been reset to zero. This is evident from the list of actions and projects proposed by the National Recovery and Resilience Plan (NRRP), where no clear national strategy for green transition emerges, even though it is repeatedly mentioned. As highlighted by the Coordination of Technical-Scientific Associations for the Environment and Landscape1, and as required by EU guidelines2, this transition requires a paradigm shift that assumes eco-sustainability as a transversal guideline for all actions. With the primary objective of protecting ecosystem balances, improving and enhancing the natural and landscape capital, as well as protecting citizen health and well-being from environmental risks and from those generated by improper anthropization phenomena. The contents of the Plan explicitly emphases the need to «repair the economic and social damage of the pandemic crisis» and to «contribute to addressing the structural weaknesses of the Italian economy», two certainly relevant objectives, the pursuit of which, however, could paradoxically contrast precisely with the transition to a more sustainable development. In the Plan, the green revolution and the ecological transition are resolved in a dedicated axis (waste management, hydrogen, energy efficiency of buildings, without however specific reform guidelines of the broader “energy” sector), while «only one of the projects of the Plan regards directly the theme Biodiversity / Ecosystem / Landscape, and in a completely marginal way» (CATAP, 2021). Actions are also limited for assessing the environmental sustainability of the interventions, except the provision of an ad hoc Commission for the streamlining of some procedural steps and a generic indication of compliance with the DNSH-Do not significant Harm criterion (do not cause any significant damage), without specific guidelines on the evaluation methods. Moreover, little or nothing in the Plan refers on actions and investments in urban renewal, abandoned heritage recovery3, of in protecting and enhancing areas characterized by environmental sensitivity/fragility; situations widely present on the national territory, which are instead the first resource for a structural environmental transition. Finally yet importantly, the well-known inability to manage expenditure and the public administration inefficiencies must be considered: a limit not only to the effective implementation of projects, but also to the control of the relationship between time, costs and quality (also environmental) of the interventions. In many places, the Plan has been talked about as an opportunity for a real “reconstruction”, similar to that of post-war Italy; forgetting that the socio-economic renaissance was driven by the INA-Casa Plan4, but also by a considerable robustness of the cultural approach in the research and experimentation of new housing models (Schiaffonati, 2014)5. A possible “model”, which – appropriately updated in socio-technical and environmental terms – could be a reference for an incisive governmental action aiming at answering to a question – the one of the housing – far from being resolved and still a priority, if not an emergency. The crisis also implies the deployment of new skills, with a review of outdated disciplinary approaches, abandoning all corporate resistances and subcultures that have long prevented the change. A particularly deep fracture in our country, which has implications in research, education and professions, dramatically evident in the disciplines of architectural and urban design. Coherently with the EU Strategic Agenda 2019-2024 and the European Pillar of Social Rights, the action plan presented by the Commission in March 2021, with the commitment of the Declaration of Porto on May 7, sets three main objectives for 2030: an employment rate higher than 78%, the participation of more than 60% of adults in training courses every year and at least 15 million fewer people at risk of social exclusion or poverty6. Education, training and retraining, lifelong learning and employment-oriented skills, placed at the center of EU policy action, now require large investments, to stimulate employment transitions towards the emerging sectors of green, circular and digital economies (environmental design and assessment, risk assessment & management, safety, durability and maintainability, design and management of the life cycle of plans, projects, building systems and components: contents that are completely marginal or absent in the current training offer of Architecture). Departments and PhDs in the Technological Area have actively worked with considerable effectiveness in this field. In these regards, we have to recall the role played by Romano Del Nord «protagonist for commitment and clarity in identifying fundamental strategic lines for the cultural and professional training of architects, in the face of unprecedented changes of the environmental and production context» (Schiaffonati, 2021). Today, on the other hand, the axis of permanent and technical training is almost forgotten by ministerial and university policies for the reorganization of teaching systems, with a lack of strategic visions for bridging the deficit of skills that characterizes the area of architecture on the facing environmental and socio-economic challenges. Also and precisely in the dual perspective of greater interaction with the research systems and with the world of companies and institutions, and of that trans- and multi-disciplinary dimension of knowledge, methods and techniques necessary for the ecological transition of settlement systems and construction sector. Due to the high awareness of the Technological Area about the multifactorial and multi-scale dimension of the crises that recurrently affect our territories, SITdA has been configured since its foundation as a place for scientific and cultural debate on the research and training themes. With a critical approach to the consoling academic attitude looking for a “specific disciplinary” external and extraneous to the social production of goods and services. Finalizing the action of our community to «activate relationships between universities, professions, institutions through the promotion of the technological culture of architecture [...], to offer scientific-cultural resources for the training and qualification of young researchers [...], in collaboration with the national education system in order to advance training in the areas of technology and innovation in architecture» (SITdA Statute, 2007). Goals and topics which seem to be current, which Techne intends to resume and develop in the next issues, and already widely present in this n. 22 dedicated to the Circular Economy. A theme that, as emerges from the contributions, permeates the entire field of action of the project: housing, services, public space, suburbs, infrastructures, production, buildings. All contexts in which technological innovation invests both processes and products: artificial intelligence, robotics and automation, internet of things, 3D printing, sensors, nano and biotechnology, biomaterials, biogenetics and neuroscience feed advanced experiments that cross-fertilize different contributions towards common objectives of circularity and sustainability. In this context, the issue of waste, the superfluous, abandonment and waste, emerge, raising the question of re-purpose: an action that crosses a large panel of cases, due to the presence of a vast heritage of resources – materials, artefacts, spaces and entire territories – to be recovered and re-functionalized, transforming, adapting, reusing, reconverting, reactivating the existing for new purposes and uses, or adapting it to new and changing needs. Therefore, by adopting strategies and techniques of reconversion and reuse, of re-manufacturing and recycling of construction and demolition waste, of design for disassembly that operate along even unprecedented supply chains and which are accompanied by actions to extend the useful life cycle of materials , components and building systems, as well as product service logic also extended to durable goods such as the housing. These are complex perspectives but considerably interesting, feasible through the activation of adequate and updated skills systems, for a necessary and possible future, precisely starting from the ability – as designers, researchers and teachers in the area of Architectural Technology – to read the space and conceive a project within a system of rationalities, albeit limited, but substantially founded, which qualify the interventions through approaches validated in research and experimental verification. Contrarily to any ineffective academicism, which corresponds in fact to a condition of subordination caused by the hegemonic dynamics at the base of the crisis itself, but also by a loss of authority that derives from the inadequate preparation of the architects. An expropriation that legitimizes the worst ignorance in the government of the territories, cities and artifacts. Education in Architecture, strictly connected to the research from which contents and methods derive, has its central pivot in the project didactic: activity by its nature of a practical and experimental type, applied to specific places and contexts, concrete and material, and characterized by considerable complexity, due to the multiplicity of factors involved. This is what differentiates the construction sector, delegated to territorial and urban transformations, from any other sector. A sector that borrows its knowledge from other production processes, importing technologies and materials. With a complex integration of which the project is charged, for the realization of the buildings, along a succession of phases for corresponding to multiple regulatory and procedural constraints. The knowledge and rationalization of these processes are the basis of the evolution of the design and construction production approaches, as well as merely intuitive logics. These aspects were the subject of in-depth study at the SITdA National Conference on “Producing Project” (Reggio Calabria, 2018), and relaunched in a new perspective by the International Conference “The project in the digital age. Technology, Nature, Culture” scheduled in Naples on the 1st-2nd of July 2021. A reflection that Techne intends to further develop through the sharing of knowledge and scientific debate, selecting topics of great importance, to give voice to a new phase and recalling the practice of design research, in connection with the production context, institutions and social demand. “Inside the Polycrisis. The possible necessary” is the theme of the call we launched for n. 23, to plan the future despite the uncertainties and risks, foreshadowing strategies that support a unavoidable change, also by operating within the dynamics that, for better or for worse, will be triggered by the significant resources committed to the implementation of the Recovery Plan. To envisage systematic actions based on the centrality of a rational programming, of environmentally appropriate design at the architectural, urban and territorial scales, and of a continuous monitoring of the implementation processes. With the commitment also to promote, after each release, a public moment of reflection and critical assessment on the research progresses. NOTES 1 “Osservazioni del Coordinamento delle Associazioni Tecnico-scientifiche per l’Ambiente e il Paesaggio al PNRR”, 2021. 2 EU Guidelines, SWD-2021-12 final, 21.1.2021. 3 For instance, we can consider the 7,000 km of dismissed railways, with related buildings and areas. 4 The two seven-year activities of the Plan (1949-1963) promoted by Amintore Fanfani, Minister of Labor and Social Security at the time, represented both an employment and a social maneuver, which left us the important legacy of neighborhoods that still today they have their own precise identity, testimony of the architectural culture of the Italian twentieth century. But also a «grandiose machine for the housing» (Samonà, 1949), based on a clear institutional and organizational reorganization, with the establishment of a single body (articulated in the plan implementation committee, led by Filiberto Guala, with regulatory functions of disbursement of funds, assignment of tasks and supervision, and in the INA-Casa Management directed by the architect Arnaldo Foschini, then dean of the Faculty of Architecture), which led to the construction of two million rooms for over 350,000 families. See Di Biagi F. (2013), Il Contributo italiano alla storia del Pensiero – Tecnica, Enciclopedia Treccani. 5 From Quaderni of the Centro Studi INA-Casa, to Gescal and in the Eighties to the activity of CER. Complex theme investigated by Fabrizio Schiaffonati in Il progetto della residenza sociale, edited by Raffaella Riva. 6 Ferruccio De Bortoli underlines in Corriere della Sera of 15 May 2021: «The revolution of lifelong learning (which) is no less important for Brussels than the digital or green one. By 2030, at least 60 per cent of the active population will have to participate in training courses every year. It will be said: but 2030 is far away. There’s time. No, because most people have escaped that to achieve this goal, by 2025 – that is, in less than four years – 120 million Europeans will ideally return to school. A kind of great educational vaccination campaign. Day after tomorrow».