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RAJU, Dr ERICHARLA, and Prof B. SAMBASIVA RAO. "Educational Growth and Women Education." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–6. http://dx.doi.org/10.15373/22778160/august2014/88.
Usmanov, Azamat Juraboyevich. "The Educational Significance Of Economic Education." American Journal of Social Science and Education Innovations 03, no. 01 (January 17, 2021): 105–9. http://dx.doi.org/10.37547/tajssei/volume03issue01-20.
In his speech at the conference "Ensuring social stability, preserving the purity of our sacred religion" in Tashkent on June 15, 2017, the President of the Republic of Uzbekistan Shavkat Mirziyoyev spoke about the education of the younger generation: "Another important issue that always concerns us is the morality of our youth. Today, the world is changing rapidly. Who are the young people who feel these changes more than anyone else? Let the young people meet the requirements of their time. But at the same time, do not forget the few. Who we are, how great we are. "Let the call that we are the generation of the people always resonate in their hearts and encourage them to remain faithful to the minority. How can we achieve this? At the expense of upbringing, education and only upbringing." [1]
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Kayihan Erbas, Mustafa. "Determination of physical education teachers' educational beliefs." International Journal of Academic Research 5, no. 5 (October 15, 2013): 386–92. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.60.
Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education." American Journal of Engineering And Techonology 02, no. 07 (July 30, 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.
Adamboeva, Gulsara. "IMPORTANCE OF STUDENT EDUCATION IN EDUCATIONAL PROCESSES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 09 (September 1, 2022): 1–2. http://dx.doi.org/10.37547/pedagogics-crjp-03-09-01.
The educational reforms being carried out in our country, the achievements in the fields of science, technical production and technology require the creation of new generation training manuals for educational institutions operating at all stages of the continuous education system. Information is given about the importance of student education in educational processes.
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Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.
Baymakhanova, G., S. Baymakhan, and D. Summers. "Open educational resources in education: efficiency, targeting, perspective." Bulletin of the Karaganda University. Pedagogy series 98, no. 2 (June 30, 2020): 46–53. http://dx.doi.org/10.31489/2020ped2/46-53.
Shomirzayev, M. Kh. "Technology Of Educational Process In School Technology Education." American Journal of Social Science and Education Innovations 02, no. 07 (July 30, 2020): 212–23. http://dx.doi.org/10.37547/tajssei/volume02issue07-28.
Muzyka, Olha. "The Role of Arts Education in Today's Educational Process." Revista Gestão Inovação e Tecnologias 11, no. 4 (July 10, 2021): 2066–75. http://dx.doi.org/10.47059/revistageintec.v11i4.2254.
Atamanova, N. P., O. Ya Emel’yanova, and S. A. Khramova. "ЦИФРОВАЯ ТРАНСФОРМАЦИЯ ОБРАЗОВАНИЯ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ." Educational Psychology in Polycultural Space 59, no. 3 (2022): 60–68. http://dx.doi.org/10.24888/2073-8439-2022-59-3-60-68.
The purpose of this work is to identify and study the conditions for using digital technologies in the educational space, which act as drivers for changing the model of the domestic education system in the global, social and economic aspect. The article analyzes the phenomena denoted by the concepts of “digitalization of education”, “digital transformation of education”, which have become markers of sociocultural changes in the life of Russian society and are widely discussed in scientific communities. The trends of the digital transformation of domestic education in the world, information, economic aspects are presented: engineering and technological, subject-environmental, organizational and methodological, etc. The relevance of the study is due to the fact that the content components of changes in the educational space are considered as strategic factors for the modernization of the domestic education system. The authors believe that the formation of the education system at all levels goes through a difficult path from the integration of digital tools to the formation of a complex worldview of the modern generation. Today, digital technologies are most actively implemented in additional and additional professional education: digital verified content, personalization of the educational route based on the student's digital footprint. The formation of a digital competence profile in the system of continuous education based on individual characteristics and activity experience reflected in the digital footprint already has successful examples of implementation in the form of practical solutions in domestic and foreign practice. As an effective practice, the achieved results of the digitalization of the educational process in the “Quantorium” technopark (Voronezh) are considered. The subject of scientific interest is the factors and conditions for the formation of the ecosystem of the educational space in the context of the digital transformation of the leading sectors of the economy and the professional self-determination of students.
Wilcox, Susan. "Educational development in higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.
This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.
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Long, Jonathan C. "Spiritual education in an educational context." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286649.
McNamee, M. J. "The educational justification of physical education." Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275801.
Lai, Shu-Ju Alice. "Virtualizing art education : An educational ethnographic case study of a distance art education course /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785818.
Watkins, Larae Anne. "Contributions of vocational education to educational reform as perceived by vocational education policy influencers." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.
Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.
Thesis (Ed. D.)--Illinois State University, 1997. Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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Stanley, Monica. "Co-operative education : an effective educational strategy." Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/482.
Published Article Co-operative Education is an integrated learning model that consists of an academic and Experiential Learning component. The concept of Co-operative Education is based on the application of theory and knowledge obtained in the classroom, and the development of practical skills using current technology and techniques in a real workplace context. Co-operative Education is formally recognised as an educational strategy and academic program that is part of the integrated curriculum. The primary aim of Co-operative Education is to prepare a graduate for a particular vocation or profession and is based on a co-operative partnership between a learning institution, an employer and a student, with specified responsibilities for each stakeholder or partner.
Experiential Learning is a component of Co-operative Education and consists of interactions such as a formal training module, vocational learning and career experiences. Experiential Learning plays a crucial role in the development of attitudes such as responsible citizenship and professional ethics. The interdependence of the academic and Experiential Learning component of certain curriculum provide a learning experience adequate to meet the demands specified in learning outcomes of teaching programmes and qualifications. The purpose of this paper is to introduce the fundamental concept of Co-operative Education and to briefly explain and evaluate the current practices at the Central University of Technology, Free State.
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Duta, Adriana. "Parental education, intergenerational educational mobility and fertility." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/397605/.
Hoveid, Halvor, and Marit Honerød Hoveid. Making Education Educational. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27076-6.
International Conference on Education and Educational Technology (2nd 2011 Chengdu, China). Education and educational technology. Berlin: Springer, 2011.
Robb, William M. Values education for more effective: Moral education, religious education, citizenship education, health education, sex education, environmental education, alcohol education, multicultural education, and personal and social education. Aberdeen: Centre for Alleviating Social Problems Through Values Education, 1996.
Brown, Adam. "EDucation, eDUcation, eduCAtion, educaTION?" In Activities and Exercises for Teaching English Pronunciation, 97–99. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003092247-22.
Maduro, Winniey E. "Education: Educational Aspiration." In Caribbean Achievement in Britain, 89–103. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65476-8_6.
Firmin, Carlene. "Education, Education, Education." In Abuse Between Young People, 91–112. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679389-6.
Reddie, Anthony G. "Education, Education, Education." In Black Theology in Transatlantic Dialogue, 113–41. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601093_5.
Maloney, John. "Education, Education, Administration." In The Political Economy of Robert Lowe, 38–51. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230504042_4.
Hoveid, Halvor, and Marit Honerød Hoveid. "Introduction." In Making Education Educational, 1–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27076-6_1.
Hoveid, Halvor, and Marit Honerød Hoveid. "Teaching." In Making Education Educational, 29–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27076-6_2.
Sharma, Hemant P. "Asthma Education." In AM:STARs: Asthma and Diabetes in Adolescents, Vol. 21, No. 1, 72–85. American Academy of Pediatrics, 2005. http://dx.doi.org/10.1542/9781581105179-education.
Janicic, Radmila. "Strategic Marketing in Education." In Society’s Challenges for Organizational Opportunities: Conference Proceedings. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.3.2022.23.
The topic of this paper is theoretical and practical aspect of strategic marketing in the field of education. In the paper is emphasized that the first and the most important step in strategic marketing in education is strategic analysis, with models for analysis of global education’s market place. Implementation of marketing strategies in development of education get new approaches, according to trends on global educational market place. Strategic control is important step in strategic development of educational institutions, through point out on gaps in process of implementation of marketing strategies. The goal of the paper is to define modern approach of strategic marketing in positioning of educational institutions in global environment and digital environment. The key hypothesis in the paper is that strategic marketing present’s platform for development and positioning of the educational institutions. In the paper are present results of the in-depth interviews with professors at the educational institutions in Europe, and comparative analysis of good examples at the education. The results of the paper have scientific, professional and social contributions. Scientific contributions of the paper is in development models of strategic marketing in education. Social contributions of the paper is development of the most important social field, education.
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Keles, Ibrahim. "THE CONTRIBUTIONS OF THE SEBAT INTERNATIONAL EDUCATION INSTITUTES TO KYRGYZSTAN." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/bwqd1441.
Sebat International Education Institute has been operating for over 15 years in Sebat, Kyrgyzstan, educating and training the Kyrgyz youth. The institution has won a high reputa- tion for quality education through excellent results, demonstrated by its students’ high grades in international and domestic scientific competitions. This paper studies the impact of this institution on values among Kyrgyzstan youth, and compares its educational principles, poli- cies and effects with those of other educational institutions in the city and country.
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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.
There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.
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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.
Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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Avdeeva, Natalya V., and Yu V. Minkina. "Ecological education of schoolchildren at the natural sciences museums." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-33-35.
Various approaches toward ecological education of schoolchildren using the resources of museums (Darwin Museum, MSY Zoological Museum, Moscow Zoo, MSU Agriculture Museum, K. Timiryazev Biological Museum) are discussed. The ecological approach makes the founding principle of structuring displays and research and educational activities of the museums of the natural sciences. Their educational environment provides support for personal creative development, for educating ethical principles of social behavior and attitudes toward nature.
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Yatsyshyn, Uliana. "The problem of implementing inclusive education in higher education institutions in Ukraine." In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.102.
Background: Ukraine took a major step towards promoting inclusive education by adopting a new law on education in 2017. This law guarantees the right to education for all individuals, regardless of their disabilities, and aims to enhance their socialization and educational opportunities. However, most higher education institutions require adaptation to the individual needs of individuals with special educational needs. Purpose: The purpose of this article is to explore the conceptual foundations and identify practical problems in implementing the strategy for creating an inclusive educational environment in higher education institutions in Ukraine. Methods: We used document analysis as a method to identify the problems in the way of implementing the strategy for creating an inclusive educational environment in higher education institutions in Ukraine and ways to address them. Results: The results of the study of the conceptual foundations and implementation problems of inclusive education principles in higher education institutions in Ukraine showed an increasing number of individuals who require the creation of an inclusive educational environment, as well as practical problems with implementing these principles, including unprepared facilities, insufficient qualification of teaching staff, and a lack of adapted educational materials. Conclusion: The aim of inclusive education for individuals with special educational needs is to ensure full and equal access to education and to develop their potential, enabling them to function successfully in society. Inclusive education prevents the exclusion of such individuals from the educational process and creates an environment where everyone can freely express their ideas and needs, develop their potential, and receive support from teachers and other students. Keywords: inclusion, inclusive educational environment, person with special educational needs
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Abdulova, Akzhibek S. "Information and ecological education at the Regional Special Library for Blind and Visually Impaired Citizens and other educational organizations in Western Kazakhstan, Republic of Kazakhstan (based on the publication)." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-13-27.
Within the main topic, the following goals and tasks are defined as: – to support patriotic education, improve health conditions of the young generation; educate environmental friendliness, responsibility and nature-oriented attitude in the young generation; – to identifyg main vectors and conditions for efficient ecological education at the Regional Special Library and other educational organizations in Western Kazakhstan; – to coordinate ecological activities of secondary schools and other educational organizations of the region. Methodologically, the paper is based on the Library’s information reports for 2016–2019, paper by V. P. Fomin, Director of the Regional Center for Children’s Creativity and Ecology, «Educating Eurasian Personal Culture through Local Studies, Tourist and Ecological Activities».
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Kudrina, Ekaterina L. "Changing library education in the context of developing human capital of Russia." In Twenty Sixth International Conference and Exhibition «LIBCOM-2022». Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-257-9-2022-81-85.
The author addresses the problems of changing library education in the context of developing human capital of Russia. She substantiates the need for educating library professionals with changed competences in accordance with the new approved professional standard of specialists in library and information activities and updating Federal State Educational Standard for Higher Education. The author suggests to revive the library and information department of Moscow State Institute of Culture as a promising initiative aimed at improving the quality of library education.
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Tashmakova, Saniya M., Zhanna K. Sagilova, Venera M. Salmanova, and Elena T. Akhmedova. "Inclusive education in the general education environment." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-241-247.
This article examines the main ways of implementing inclusive education in a single educational space of a modern school. The main focus of the implementation of special conditions to meet the special educational needs of students in the general educational environment is presented. The author shares statistical data on students with special educational needs, notes both positive and critical factors of inclusive education at the present stage.
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Dhungana, Parbati. "Living Educational Values for Enhancing Self-Educating Strategies for Equitable Education." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887232.
Abney, James, Joyce Barr, Dave Buller, Evelyn Crawford, Jefferson Ewing, Craig Franklin, Gail Jennings, Brent Johnson, Mike Joyner, and Stanislav Korostelev. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada524048.
Arcano, Joseph, Gregory Boddorf, Ralph Butler, Karen Carleton, Jim Edens, George Fadok, Thomas Frooninckx, Denise Hanley, Daniel Hughes, and Hassan Maamoun. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada525285.
Belue, Lisa M., Carmen L. Branham, Shirley R. Bryant-Harper, Joanne T. Callahan, and Thomas A. Carlson. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada424432.
Birmingham, Rob, Jerry David, Alan Davis, Darryl Dean, and Debbie Fix. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada425295.
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
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Lahtinen, Hannu, Pekka Martikainen, Kaarina Korhonen, Tim T. Morris, and Mikko Myrskylä. Educational tracking and the polygenic prediction of education. Rostock: Max Planck Institute for Demographic Research, April 2023. http://dx.doi.org/10.4054/mpidr-wp-2023-015.
Hoxby, Caroline. The Economics of Online Postsecondary Education: MOOCs, Nonselective Education, and Highly Selective Education. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19816.
Dye, Jason R. Educating Captains For War: Deliberately Designing Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001279.
Chowdry, Haroon, Luke Sibieta, and Alastair Muriel. Education policy. Institute for Fiscal Studies, April 2010. http://dx.doi.org/10.1920/bn.ifs.2010.0098.
