Journal articles on the topic 'Education and Training Systems Policies and Development'
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1
Polimenov, Mincho. "Tourism Education Policies, Competencies and Development Incentives." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 3 (June 10, 2022): 313–24. http://dx.doi.org/10.53656/str2022-3-7-tou.
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The article seeks to draw the attention of government institutions, schools, universities and the tourism business so as to link educational policies in such a way that young people would be motivated in the profession they choose and would have a guaranteed job in tourism. The aim is to innovate educational systems in order to improve the quality of knowledge and skills and increase competencies and competency models. The possibility for validation of knowledge and skills in the work environment has been considered and a constructive differentiated system, star class qualification for a specific position has been proposed. Education is focused on market demand and the possibility of establishing a link between secondary and higher education, credit recognition in certain disciplines, and creating opportunities for upgrading in the profession and certification of knowledge and skills. We are looking for an opportunity for freedom in education, duality and class in business training, which will materialize in adequate financial remuneration for the work invested.
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Sancak, Merve. "Partisan politics of skills in middle-income countries: Insiders, outsiders and the vocational education system of Turkey." Competition & Change 24, no. 3-4 (November 25, 2019): 291–314. http://dx.doi.org/10.1177/1024529419888430.
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The literature on the political economy of development argues that many middle-income countries could not develop strong vocational education and training systems because of the lack of political coalitions that would support such systems. However, these researchers have overlooked the role of partisan politics, domain of political competition and the links of insiders and outsiders with political parties. This article addresses this gap by studying the case of Turkey in the 2000s, when the country was governed by the Justice and Development Party and experienced important changes in its vocational education and training system. It investigates the political shifts in these years and the impact of these shifts on vocational education and training policies. The article argues that the governing Justice and Development Party played a key role in the changes in the Turkish vocational education and training system. Small and medium enterprises and labour market outsiders, which were the outsiders of the political and economic system, formed Justice and Development Party’s main constituents. Different from the previous parties, Justice and Development Party focused on the economic interests of outsiders and vocational education and training became an important tool to address such interests of both groups. The Justice and Development Party governments integrated the interests of both small and medium enterprises and workers into the vocational education and training policies in the 2000s, which has led to a vocational education and training system with high state commitment, higher firm involvement and higher permeability between vocational and general education. This research is based on process-tracing of the political dynamics and vocational education and training system developments in Turkey in 2002–2011. The data comprise primary and secondary documents, as well as interviews with several stakeholders.
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Spirina, Tеtiana, and Tеtiana Liakh. "SOCIAL WORKERS TRAINING IN CONTINUING EDUCATION SYSTEM." Modern Higher Education Review, no. 4 (2019): 27–34. http://dx.doi.org/10.28925/2518-7635.2019.4.3.
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The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles. The rapid changes in current development of society, related to the humanization of education, the high demands on each member of society, both individual and professional, and make the relevance of adult education as an integral part of continuing education and expanding research in this field. Particularly valuable are studies on the lifelong learning of social workers who are mediators between the state and society, agents of change and improvement of social and educational policies. Recognizing the competence approach in education and training of social workers, which should be reflected in updating the content of education in response to social transformations, engages the creation of conditions for the development of lifelong education in the field of professional activity of a social worker as a generalized condition for the ability to act effectively in a particular professional situation. The article deals with the problem of professionals training in the social field in continuing education system, which provides the professional development of adults, in particular social workers. The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles.
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Haley, Connie K. "Online Workplace Training in Libraries." Information Technology and Libraries 27, no. 1 (March 1, 2008): 33. http://dx.doi.org/10.6017/ital.v27i1.3261.
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This study was designed to explore and describe the relationships between preference for online training and traditional face-to-face training. Included were variables of race, gender, age, education, experience of library employees, training providers, training locations, and institutional professional development policies, etc. in the library context. The author used a bivariate test, KruskalWallis test and Mann-Whitney U test to examine the relationship between preference for online training and related variables.
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Nthiga, Purity M., Gatitu E. Kiguru, and Phyllis W. Mwangi. "Adult education and development." Msingi Journal 1, no. 1 (February 8, 2019): 18–34. http://dx.doi.org/10.33886/mj.v1i1.93.
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The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the improved living conditions in many African countries since the 1990s. Few countries have specific, ratified national adult education policies while in some others adult education is seen as a human right but only practically enforceable subject to availability of resources. This paper outlines evidence of positive changes accrued from literacy and skills training project in one region in Somaliland. In addition to literacy and numeracy, the participants in the project were trained in tailoring or cookery as well as on health, nutrition, hygiene and entrepreneurship. More so, the project offered micro-credit to those wishing to start small businesses. Major developmental changes including employment, healthier families, businesses and better civic participation were realized by the individual participants, their families and the community. From this evidence the paper argues that it is important for countries in Africa to seriously harness the adult education sub-sector for development as one way of translating the Incheon commitment to tangible achievements
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Monyooe, Lebusa A. "Inclusive education and training systems: Illusion or reality? The story of Nothemba." education policy analysis archives 13 (January 7, 2005): 3. http://dx.doi.org/10.14507/epaa.v13n3.2005.
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This article explores the challenges facing the South African National Department of Education in its commitment to provide equal educational opportunities for all. The Story of Nothemba is central to the theme of this paper. It describes the story of a South African girl born in eQebe, whose physical disability and systematic disregard for her constitutional rights dashed her life time dream and passion to become a lawyer in a democratic South Africa. The paper argues for a critical interrogation of the following dynamics that have the potential to complicate both the implementation and optimization of the Inclusive Education Policy: (i) Understanding the social stereotypes about disability, (ii) Teacher empowerment, (iii) Systemic imbalance between support and expectations, (iv) Adopting relevant curriculum policy and assessment strategies and practices, and (v) Utilizing the research logic to inform policy implementation. The paper further calls for a robust interrogation at conceptual level about disability' to inform the current policies on education and training, teacher training and development, curriculum and assessment strategies.
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Naydenov, Kliment. "Innovative Educational Practices and Policies through the Application of Geoinformation Systems and Technologies." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 29, no. 5 (September 15, 2021): 481–91. http://dx.doi.org/10.53656/str2021-5-4-geoin.
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Modern global education is characterized by an active transition to the use of new geographic information technologies. The new educational policy orients teachers and university professors towards the introduction of modern teaching methods based on the use of geoinformation and communication technologies. Modern educational technologies provide an opportunity for maximum solution of the problems for the development of education and its individualization. The system for retraining and in-service training of teachers (and teachers in pedagogical universities) also does not sufficiently take into account the vital need to master information technology by working teachers. So far, the processes of self-education predominate in the development of such technologies. Information and communication technologies (ICT) are evolving rapidly on a daily basis. Geographic information technologies, such as geographic information systems (GIS), remote sensing (RS) or global positioning systems (GPS) are important parts of ICT. They are used especially in geography education, but are not limited to this. Geographic information technologies provide such new methods and means of information processing that provide high visibility for displaying diverse information and an accessible set of tools for reality analysis. GIS has great potential for information analysis in order to make management decisions in the socio-economic sphere. The publication reveals the problems of higher and secondary education related to modern geoinformation technologies for searching, interpreting and demonstrating various geographical data. Basic guidelines for the development of the implementation of geoinformation technologies in the learning environment are presented.
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Kılıç, Muharrem. "The Right to Education and Education Policies in the Context of the Transformative Effect of Digital Education Technology in the Pandemic Period." Yuksekogretim Dergisi 11, no. 1 (April 29, 2021): 25–37. http://dx.doi.org/10.2399/yod.20.012000.
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'Social distance', which is the most important health precaution taken to minimize the transmission risk of Covid-19 pandemic, whose impact on our social life and institutional structures is expected to continue unpredictably, has completely disrupted the dynamics of social life. In this context, many sectors, especially education and training services, which can only be delivered in an organic social context, have had to undergo a rapid formation process through new building dynamics apart from their traditional structural elements. Leading to a crisis in education systems, the pandemic required the urgent development of new education policies, and the prevention of disruption in education through the use of the most widely available technological opportunities available locally. Our study aims to analyze the transformative effect of the 'artificial techno-social network' as the new education and training method during the pandemic period on the education paradigm. In addition, the possibilities and problems presented by the new technological equipment (some AI-based) some of which were already in use to supplement education before the pandemic will be discussed in terms of the right to education. The 'distance education' or 'online education' practices, which can be described as the digital presentation of education and training services, are the main focus of the discussion.
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Беландо-Монторо, Марія Ремендіос, Марія Аранзазу Карраско Теминьо, and Марія Наранхо Креспо. "EVOLUTION OF THE ADULT EDUCATION IN SPAIN IN THE CONTEXT OF EDUCATION LAWS." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 15 (January 20, 2020): 163–71. http://dx.doi.org/10.35387/od.1(15).2019.163-171.
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Today, after several decades of international recognition and support, adult education continues to be a subject of special relevance and topicality for Spanish society. The concept of Lifelong Learning appears in the education laws; however, its implementation is not developed in the same way. Therefore, it is necessary to analyze the normative development, since it will help us to develop policies that improve the coverage of this educational sector. The article reviews Spanish education laws since 1970 with the aim of studying the evolution of adult education, especially objectives laws.
The analysis included some conclusions that demonstrate the need to develop further studies on adult education in Spain. On the one hand, it is important to highlight the lack of national legislation regulating adult education in a global manner. On the other hand, there is also a need for teacher training in this area. The laws developed in recent years have begun to include adult education within the education system, but they have not considered the development of specialized educators in the area. Therefore, we can see the need to propose policies that recognize the teaching profession of adult educators, due to currently it is an informal profile and it is not necessarily require pedagogical training, what is an aspect that reduces the quality of this education.
In short, adult education is being developed in parallel with the official education systems, which leads to a loss of quality and of the normative officiality of the initiatives carried out in this area. From an educational point of view, it is crucial to address this need for improvement and to provide educational processes that are adapted to the demand of individuals and groups within a society in which continuous training is increasingly in demand.
Key words: Adult Education; Lifelong Learning; educational legislation; Ministry of Education; Spain; teaching objective.
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Stomp, Ágnes, and Marianna Móré. "COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (July 2021): 397–405. http://dx.doi.org/10.47535/1991auoes30(1)044.
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Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.
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Wang, Bin, Genutė Gedvilienė, Hongfeng Li, and XinYue Wang. "The Implementation of Network Big Data on Vocational College Teacher Training Strategy." Wireless Communications and Mobile Computing 2022 (June 30, 2022): 1–13. http://dx.doi.org/10.1155/2022/5485498.
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Teachers’ teaching level and teaching philosophy have an important impact on students. As the country pays more and more attention to education, the relevant level of teachers also needs to be continuously improved. Training for teachers is one of the important ways to improve teachers’ level. Although the strategy of training teachers in vocational colleges has a long history, there is no analysis of its implementation. With the popularity of the Internet of Things, lives are full of data information and data, and the field of education and training is no exception. Network big data refers to a collection of data that cannot be captured by conventional software tools within a certain time frame. It is an information asset that requires new processing modes to have stronger decision-making, insight, and process optimization capabilities. This paper aims to study the analysis of network big data on the implementation of teacher training policies in vocational colleges. It is expected that with the support of network big data, the implementation of vocational teachers’ training policies will be analyzed, and the implementation effects of relevant policies will be explored, so as to help teachers improve their professional abilities and promote the development of the education industry. In a broad sense, the implementation of educational strategy refers to the identification, construction, and termination of educational policies. Educational strategy in a narrow sense refers specifically to the educational strategy, educational setting plan, educational budget, and educational plan formulated by the competent educational authority. From the perspective of career management, this paper briefly analyzes the situation of teachers participating in training in vocational colleges and reexamines the connotation of current higher vocational teacher training. It takes the teacher training of vocational colleges as the content and makes a brief analysis of the relevant situations, attitudes, and achievements in the process of teacher training by means of a questionnaire survey. The results showed that the largest number of teachers who participated in the training received scores between 80 and 100 points, indicating that the implementation of training policies is in place; the proportion of schools that attach importance to teacher training is as high as 80%, indicating that the environment for strategy implementation is better.
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Chon, YoungOk, SeGil Jang, and JiAn Kang. "Priority Analysis of Local Government Content Policy using AHP." National Association of Korean Local Government Studies 23, no. 4 (February 28, 2022): 23–42. http://dx.doi.org/10.38134/klgr.2022.23.4.023.
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This study is started with the purpose of empirically verifying the priority of institutional design for revitalization of the content industry of local governments. This is to suggest improvement measures to pursue the effectiveness of content support policies based on the opinions of expert groups when designing systems for content policies of local governments.
As for the method of the study, the AHP structure diagram was designed through the analysis of previous studies and the current content system of local governments. Through this structural diagram, the priority of support policies was confirmed when designing the system. In addition, policy implications according to system design were derived based on the contents described in this study.
As a result of the research, detailed tasks for policy direction include technology development (23.280), start-up (22.488), occupancy space and rent (18.297), employment and education and training subsidies (18.00), education and training funds for manpower nurturing (16.884), advanced technology and equipment (15.768), participation and promotion of domestic and foreign exhibitions (14.056), overseas location incentives (12.347), content promotion fund installation (10.162), and tax benefits (9.585) were in the order. Experts judged that direct support and continuous support policies should be supported by companies in designing important systems for the content industry.
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Aragón, Fernando M., and Anke S. Kessler. "Custom Elections and Local Policies: The Case of Canada’s First Nations." AEA Papers and Proceedings 111 (May 1, 2021): 238–42. http://dx.doi.org/10.1257/pandp.20211100.
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We examine the effect of community-designed electoral codes on Canadian First Nation communities. Adopting a custom code for local elections allows for changes such as increasing term duration, creating appeal and supervisory bodies, and incorporating traditional governance elements. To reduce biases due to selective opt-in, we exploit the timing of the electoral reform and a rich set of controls. We find that bands using the custom systems pay lower remunerations to their chiefs, spend more on education and training and less on band development, and have better wastewater services but show no sizable differences in income, population, or employment.
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Savinykh, Galina P., Anna G. Shmeleva, Vladimir G. Ponomarev, Nadezhda P. Kozlova, and Irina V. Polozhentseva. "Data-driven education quality management." LAPLAGE EM REVISTA 7, Extra-A (May 20, 2021): 509–18. http://dx.doi.org/10.24115/s2446-622020217extra-a869p.509-518.
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A review of foreign and Russian research on the problems of assessing the quality of education at the institutional level is undertaken. Various aspects of the problem including the cross-country and sub-national contexts, the impact of international comparative research about in-school assessment, and teachers’ training in working with assessment data are compared. The effect of regional policies on the development of internal education quality evaluation systems in Russian schools is studied through analyzing official departmental websites. Expert evaluation method and the concordance coefficient are used to determine the key factors of the internal quality assessment system in general education institutions. The authors go beyond the control and inspection paradigm of education quality management and consider said systems from the point of the information-analytical paradigm. Data-driven management involves using data analysis and interpretation to predict students’ progress and motivational choice of educational profiles to design the content of electronic educational environments and individual educational trajectories.
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Psifidou, Irene, and Antonio Ranieri. "European cooperation in vocational education and training: towards a common ambition." Revista Española de Educación Comparada, no. 36 (July 1, 2020): 32. http://dx.doi.org/10.5944/reec.36.2020.26879.
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As the policy cycle for European cooperation in vocational education and training (VET) is coming to an end in 2020, the need for high-skilled labour is increasingly seen as paramount to ensure future sustainable and inclusive development in Europe. Drawing on Cedefop review and analysis of VET policies and their implementation, this article provides a brief overview of the progress made so far, areas of weakness, and persistent and new challenges ahead. Analysis confirms the gradual but continuous progress being made over the last decade despite the years spent in the long shadow of the financial crisis and the consequent economic and political uncertainty affecting many European countries. While participation to and, importantly, quality of VET varies across national systems, most Member States have progressed towards the achievements set in the Bruges Communique in 2010. This includes improved transparency, quality assurance and permeability of national qualification systems, as well as the enhanced responsiveness of VET provision to labour market needs through the wider recognition of the role of work-based learning and apprenticeship schemes. What is apparent today, more than ever before, is that the European institutional and policy framework represents a unique strength for Member States to focus on the big picture over the long term and make the most of the opportunities that an enhanced cooperation among national systems may offer to improve the overall performance, quality and attractiveness of VET in Europe.
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Mohammad, Dahiru Sale, and Sarimah Ismail. "Comparative Analysis Between Nigeria and Malaysia Education Policies and Employability Skills in Tvet Curriculum." Open Journal of Science and Technology 2, no. 2 (October 19, 2019): 1–5. http://dx.doi.org/10.31580/ojst.v2i2.912.
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Nigeria and Malaysia have almost similar historical background; both had sultan as spiritual and government leader in their major areas, colonized by British and got independence in 1960 and 1957 respectively. Presently, Malaysia has recorded human development increments from 1980 to date and aspire to be a developed country in 2020. While Nigeria has recorded poverty increments from 1980 to date and it may likely be among underdeveloped countries in 2020. The purpose of this study was to make judgments about Technical and Vocational Education and training (TVET) systems of Malaysia and Nigeria. The idea was to see what makes Malaysian system successful and how Nigeria addressed its TVET problems. The methodology employed in this paper was analytical method of study that involved evaluation based on critical reading and review of materials which include Nigeria and Malaysia education philosophies, policies, TVET curriculums, employability skills, Malaysian Human Development Index and Nigeria’s Poverty Incidence. Findings revealed that education philosophy and education policy of Malaysia is intellectually, spiritually, emotionally and physically balanced based on firm belief and devotion to God while Nigerian education philosophy and policy are limited to intellectual and physical development. Malaysia TVET curriculum is equipped with employability skills including core skills, generic skills and personal attributes which are likely contributed to Malaysian human development and full employment of TVET graduates. Malaysia has recorded increments in human and economic developments from 1980 to date while Nigeria TVET curriculum has not been integrated with employability skills which are likely contributed to Nigeria’s poverty incidence and high Nigerian unemployment rate across all educational levels including TVET graduates at both secondary and tertiary levels. Nigeria has recorded steady increase of poverty incidence from 1980 to date.
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Romanovskyi, Oleksandr, Yuliia Romanovska, and Oleksandra Romanovska. "THE IMPACT OF ACADEMIC CAPITALISM ON THE FORMATION OF INNOVATION POLICIES IN HIGHER EDUCATION AND SCIENCE." Baltic Journal of Economic Studies 7, no. 5 (December 27, 2021): 169–83. http://dx.doi.org/10.30525/2256-0742/2021-7-5-169-183.
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Innovation policy in the field of higher education and science is one of the main components of the state socio-economic policy of social development and is aimed at creating favorable conditions for the market launch of new ideas created in this sphere. The purpose of the study is to analyze the decisive influence of academic capitalism on the formation of innovation policy in higher education and science, contributing to the creation of an innovative environment for transformational change in this sphere. The methodology of the research is based on an objective standardized approach to the analysis of factual data on the development and implementation of innovation policy in higher education systems and leading universities of the world, the latest published results of experiments, materials of scientific literature on innovation policy and innovation management. Research results. The main directions of innovation policy of entrepreneurial university and innovation relations in the sphere of higher education and science are investigated. It is shown that innovative transformations in the sphere of higher education and science, as a rule, take place within the framework of the innovative policy determined by the leaders of this sphere. It is noted that innovation policy in higher education is a link between the policy of research and scientific (scientific and technical) activities, search and dissemination of knowledge, education and training of qualified specialists in the field of technological development, industrial policy and environmental policy. The authors studied the following: the types of activities promoted by innovation in higher education and innovative environment of this activity; the main directions and main components of innovative policy of entrepreneurial university; innovative relations in higher education and science; innovative environment; the importance of having the necessary competencies, their formation and development; internal and external sources of competencies for universities, etc. Practical implications. The authors suggest that innovation policy in higher education is a link between the policy of research and scientific (scientific and technical) activities; search and dissemination of knowledge; education and training of qualified specialists – on the one hand, and technological development; industrial policy and environmental policy – on the other. This can be used in the creation of the theory and practice of innovation policy development in higher education. The article as a whole is devoted to the further development of the theoretical foundations of higher education innovatics.
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Piştav Akmeşe, Pelin, and Nilay Kayhan. "An examination of the special education teacher training programs in Turkey and European Union member countries in terms of language development and communication education." Cypriot Journal of Educational Sciences 11, no. 4 (December 29, 2016): 185–94. http://dx.doi.org/10.18844/cjes.v11i4.742.
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The academic terms and the periods of the courses related to the language development and communication differs considerably in the programs of the countries which train teachers for the special education department. The aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher Education Programs for hearing-impaired, intellectual disability, gifted and talented multiple disabilities, visual impairment education at the special education department. In this study in which the descriptive research method is used, the data have been collected from the sources of Turkey and European Union member countries, called Agencies of the European Union, Eurydice-Network on Education Systems and Policies in Europe. The courses in Special Education Teacher Training undergraduate programs of higher education institutions of each country stated in the reports of National Education System Descriptions have been examined to reach these data. While there are undergraduate programs for four years of study related to each disability type in Turkey, it has been seen that the department of hearing impaired education teacher training is the department which mainly includes the language development and communication skills courses among mentioned programs. The countries such as Luxemburg, Sweden, Greece, Belgium, Ireland, Finland Ireland and Lithuania give common ground courses of special education department to the preservice teachers in 6 to 7 academic terms.
Keywords: Special education, teacher training program, communication and language development education
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D’yakova, L. "Civil Society and Educational Development: the Latin American Experience." World Economy and International Relations 66, no. 2 (2022): 101–11. http://dx.doi.org/10.20542/0131-2227-2022-66-2-101-111.
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Civil society organizations, whose activity increased in the first decade of the 21th century, play a significant role in improving and correcting public policies at the local level. The article examines the ideological principles and practical activities of NGOs in the field of education, represented by both regional and local organizations, as well as interaction between the state, society and business in promoting joint projects, increasing the inclusiveness and quality of educational systems, and developing new approaches. Special attention is paid to non-state educational institutions that offer a possibility of additional training, as well as alternative universities created by Indian organizations to implement the principles of intercultural dialogue and genuine equality. Activities of Latin American civil society have a significant impact on the social life of the region. It is a complex social phenomenon of particular interest. The author acknowledges that NGOs are not able to solve most urgent problems of education as they remain a subject to a targeted strategy of the state, which consists in attempts to radically improve the entire system, ensuring equal chances for children from poor backgrounds. Nonetheless, by exerting a significant impact on public life in the region, minimizing the costs and failures of state policies, these NGOs play an important stabilizing function as they develop an alternative and additional education and provide opportunities to vulnerable social groups. At the new stage of development, in the conditions of disillusionment with the state’s capabilities, the social role of civil society will inevitably increase, expanding the social space of creative activity, complementing, correcting and improving public policies.
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Mitrev, Krassimir. "USINGSTEM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, AND MATH) BASED APPROACH IN PROJECT-BASED ENTREPRENEURSHIP EDUCATION AT A TRAINING INSTITUTE." Proceedings of CBU in Economics and Business 3 (December 1, 2022): 40–49. http://dx.doi.org/10.12955/peb.v3.291.
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The education system in the 21st century is continuously transforming due to modern trends in human sciences, particularly the accelerated development of pedagogical science. New approaches are required based on the increased quality of education, personality development, the principles of democratic learning, STEM education, current trends in entrepreneurship education. Ensuring quality professional education and training requires compliance with the European and national priorities and policies in this area. In education systems, the requirement for developing social competencies, qualities of taking initiative and entrepreneurship, personal responsibility and special skills related to business and entrepreneurial activity is increasing.
This article presents a model for combining and upgrading traditional entrepreneurship training with STEM-based training and active learning methods in an interactive educational environment. The aim of the research is to develop an innovative model for entrepreneurship education through a training institute, with the application of STEM based integrated activities. For the study the following tasks have been defined: analysis of the current state of the problem in the scientific literature and a study of good European and national practices for entrepreneurship education, analysis of the didactic aspects of entrepreneurship training through a training institute for students aged between 15-19 years, development of an experimental program for extracurricular activity using active methods and an integrated STEM approach, development of variants of interdisciplinary situations and learning projects combined with STEM. Achieve functional literacy, analytical skills and creativity, rapid adaptation to modern technologies and the resulting changes in the labor market. In parallel, the focus is on the formation of interdisciplinary and practically oriented knowledge and problem-solving skills, entrepreneurship, creative and critical thinking, and civic engagement.
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Bernardino, Marjorie Cristina da Cruz, and Barbara Lucchesi Ramacciotti. "WELFARE STATE: AN ANALYSIS ON THE EDUCATION DEVELOPMENT INDICES ON BRAZILIAN EDUCATIONAL SYSTEM." International Journal of Innovation Education and Research 7, no. 3 (March 31, 2019): 141–61. http://dx.doi.org/10.31686/ijier.vol7.iss3.1361.
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This text proposes to present briefly topics related to the state and social protection theme and their impact on the quality of education. They aim to scrutinize the historical order and evolution of the state of social protection and its emergence, as well as its importance not only in Brazil but also in the world within the field of public policies. The discussions about the quality of education in Brazil raise questions about teacher training, financing, physical structure of the building, pedagogical practice, socioeconomic profile of the student and school management - elements considered determinants of the quality of education in a school unit. Within the framework of the discussions are the external evaluations as a way of qualifying the schools and the education systems in the country. The application of tests that assess the academic performance of students from public and private schools in Brazil became a constant from the 1990s, after the State reform and with a new political agenda for the educational area, in view of the reconfiguration of the economy and the valuation of criteria such as efficiency, effectiveness, productivity and competences for Brazilian education. The guiding problem of work is pubic and social policies as an instrument of the Welfare State. It is based on the hypothesis of the need for public policies at the federal, state and municipal levels that relate to the quality of education and to what is the citizen's right or need in its basic aspects. It is a study described in documentary review and literature. It is hoped to contribute between the relationship of the state of social protection and education and reaffirm its importance for the social and political development of citizens and citizenship.
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Urbano, Cláudia. "Similitudes and singularities of higher education systems in the Mediterranean countries: Historical construction, policy and evolution of key indicators." REGION 6, no. 1 (August 6, 2019): 25–44. http://dx.doi.org/10.18335/region.v6i1.207.
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Higher education is one of the most important key values for changes in societies and exchanges among different societies. Analysing higher education systems in Europe, it is clear that Southern Europe has been determining many differences with the rest of the continent, despite the effort of the Bologna Process to ensure comparability in the standards and quality of higher education qualifications.
Taking into account four Southern Europe countries – Portugal, Spain, Italy and Greece – and regarding their link to a certain Mediterranean culture, our proposal is to analyse these countries’ higher education systems, their growth, using indicators on educational stock, economic growth and development, supply and demand of higher education and economic indicators relating training and the economy such as graduated employment rates. Also education public policies will be considered in the analysis as they interfere in higher education systems’ trajectories. Comparing them we will be able to identify similitudes and singularities in these educational realities, leading us to conclude about the existence of a Southern European way of making higher education a specific value in Mediterranean culture.
This topic is even more important as it may be related to the recent key focus of EU activities in Southern Mediterranean region. The Mediterranean Strategy for Sustainable Development (MSSD) recognises that education in the Mediterranean needs strengthening by introducing sustainable development, through a holistic approach, into educational curricula, from primary school right up to higher education. The search for synergies between higher education research and innovation in the Mediterranean area already started. With our post-doctoral research project focusing on higher education and its links to societies, educational policies and national economies, our goal is to share some questions and to contribute to the debate on higher education reinforcing and enriching sociological analysis on higher education between Mediterranean countries.
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Aspeling, Jonathan M., and Roger B. Mason. "Towards an E-Learning Support Strategy for the Retail Sector in South Africa." International Journal of Web-Based Learning and Teaching Technologies 15, no. 3 (July 2020): 1–18. http://dx.doi.org/10.4018/ijwltt.2020070101.
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E-learning is of increasing importance in delivering flexible and distributed programmes for workforce skill development such as induction, product knowledge, systems compliance, and customer service. This research consists of a desktop exploratory review of e-learning concepts, policies, surveys, and a set of proposals and recommendations from research into e-learning in the retail sector. The article presents international and local experience, relevant post-school education and training policies and key variables and themes that impact on e-learning. Institutional approaches in supporting e-learning within different countries are also contrasted. The outcomes are general recommendations regarding the focus, alignment and integration of e-learning for the retail sector, with activities proposed to support e-learning.
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Berbar, Hicham, Said Lotfi, and Mohammed Talbi. "Validation and Development of a Moroccan School Quality Evaluation System." Education Research International 2021 (December 31, 2021): 1–11. http://dx.doi.org/10.1155/2021/1829259.
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Evaluation is currently at the heart of the priorities of education systems. It is not limited to learning but affects several aspects: teachers, schools, training, management, education policies, and the system as a whole. There is a need in this area where research is extremely scarce in Morocco and especially in the teaching and education sector. The notion of transposing quality evaluation to the pedagogical side is very difficult and ambiguous. The evaluation of a school is a complex process, with varied practices and multiple actors. The first objective of this work is to present, within a rigorous methodological framework, the validation of pedagogical and administrative quality indicators in schools. This tool is a dashboard with precise indicators for the pedagogical audit of schools and educational institutions adapted to the Moroccan context. To select the best indicators, we used several techniques (structured interviews, focus groups, factor analysis, etc.) with the actors who carry out their activities. We identified three (03) fields and ten (10) criteria with indicators that form the basis of a quality assessment. The fields are management and strategic planning, administrative and sector management, and pedagogical organization.
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San Nicolas-Rocca, Tonia, Benjamin Schooley, and Janine L. Spears. "Exploring the Effect of Knowledge Transfer Practices on User Compliance to IS Security Practices." International Journal of Knowledge Management 10, no. 2 (April 2014): 62–78. http://dx.doi.org/10.4018/ijkm.2014040105.
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Institutions of higher education capture, store and disseminate information that is protected by state and federal regulations. As a result, IS security policies are developed and implemented to ensure end user compliance. This case study investigates end user knowledge of their university's IS security policy and proposes a new approach to improve end user compliance. The results of this study suggest that users may be contributors to the transfer of IS security policies when provided with an opportunity to participate in the development of an IS security awareness and training program.
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Tsoneva, Magdalena, and Kristina Georgieva. "INNOVATIVE METHODS FOR EVALUATING QUALITY CRITERIA FOR QUALIFICATION PROCESS WITH TEACHERS." Knowledge International Journal 31, no. 2 (June 5, 2019): 461–66. http://dx.doi.org/10.35120/kij3102461t.
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In the fast-changing realities of the modern world arises a new concept of education that defines new educational goals and policies. Conceptually new is the understanding of education as a factor of social and cultural cohesion and as an economic potential.The quality of education is measurable in every aspect and at each of the levels at which it can be operationalized. It is a measurable figure at school, regional, national and international level; there is a social, pedagogical and economic aspect; attribute is to each of the key features of the educational system - resources, functioning, results.The new concept of education requires positive changes in the following areas:- education management - decentralization and guaranteed participation of civil society in the development, implementation and monitoring of education development strategies; planning of enough resources for education;- educational environment - building a tolerant, healthy and secure educational environment that promotes individual development; clearly defined mandatory knowledge and skills; practical direction of educational content; attractive forms of education representing understandable educational content; measurable educational outcomes; widespread penetration of new information and communication technologies;- teaching profession - targeted policies on teacher qualifications and distribution of effective pedagogical practices;- monitoring - creating systems for effective measurement of educational achievements and systems for monitoring the activity of the teacher and the school.The European Quality Report on School Education identifies 16 indicators, divided into four areas, as follows:- achievements - mathematics, reading, science, information and communication technologies, foreign languages, learning skills, civic education;- student progress - dropping out, completing secondary education, entering higher education institutions;- monitoring of school education - evaluation and management of school education;- resources and structures - education and training of teachers covered in pre-school education, number of students per computer, educational costs per student.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." Journal of Information Technology Education: Research 15 (2016): 049–73. http://dx.doi.org/10.28945/2335.
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This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Akther, T., M. K. K. Rony, A. Anowar, M. U. Habiba, O. J. Akhi, E. Tabassum, S. H. Nishat, K. I. Riyad, and I. E. Shuha. "Comparative analysis of the government investments and revenue from different sectors in Bangladesh and its impact on the development of HRM sectors: A 20 years of study." International Journal of Business Management and Social Research 10, no. 01 (December 30, 2021): 553–62. http://dx.doi.org/10.18801/ijbmsr.100120.58.
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Human resource management divisions are such critical areas of both the public and private sectors that can regulate a country's socio-economic and financial status via generating and manipulating skilled workforces for all possible revenue sectors. Nominal GDP with purchasing power parity (PPP) of a nation is directly interlinked with the human resource policies. For such a developing country as Bangladesh, human resource development and management issues are often very challenging, when the government has to face the demands of a vast population with the least amount of resources. In this research, different highest to the lowest revenue sectors of our country have analyzed depending on the opinions of the HRM experts and the data records of the government, where a correlative study have preferred with the government invest to revenue scale for sector wise human resource development over twenty years. In all aspects, the correlation was significant, because only the highest emphasized sectors of the Govt. could ensure better subsidiaries, higher investments and phenomenal human resource management such as- agriculture and textiles than the inferior looking sectors namely- healthcare and socio-economic. Comprehensive factorial analysis has taken place in this research which can help to figure out the concerns and prospects of the HRM sectors means skilful training facility, health insurance, gender discrimination, education level, corruption, public private partnerships, government policies and so on. A business friendly environment and job sector comparative education and training systems can ensure sound HRM in Bangladesh with proper and cutting edge integrative policies.
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Taira, Derek. "Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi’s Public Schools, 1913–1940." Teachers College Record: The Voice of Scholarship in Education 123, no. 8 (August 2021): 59–85. http://dx.doi.org/10.1177/01614681211048625.
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Background/Context: Current historical understanding of Hawaiʻi’s territorial period celebrates American education as a crucial influence on the islands’ political development. In particular, the territory’s public school system represents an essential institution for spreading democratic freedom, fostering social mobility, and, more importantly, establishing America’s presence as a positive influence on Hawaiʻi’s political destiny. There has yet, however, to be a critical look at how White territorial school leaders used the public school system as a settler colonial institution with the intent of producing a compliant non-White population accepting of the nation’s racially stratified social, political, and economic systems of inequality. Focus of Study: Making Hawaiʻi American was about controlling the islands’ past and determining its future. Cultivating consent, as this article contends, was a critical strategy to reach this end. White school officials used their uncontestable authority to uproot local history and social systems and replace them with narratives affirming American exceptionalism and racial segregation. Throughout the territorial period (1900–1959), they designed and supported formal and informal schooling practices and policies to inculcate Hawaiʻi’s majority nonwhite students with American values, norms of behavior, and political beliefs to socially engineer acceptance of White American authority and racial hierarchy. Through repetition and enforcement of these practices and policies, they sought to replace the unfavorable local memory of American involvement in the forced 1893 overthrow of Queen Liliʻuokalani and Native protests over U.S. annexation in 1898 with an affirmative, progressive narrative justifying America’s presence and jurisdiction as a beneficent enterprise. Research Design: This article brings historical inquiry to this topic and uses archival materials from the University Archives and Pacific-Hawaiian Collections at the University of Hawaiʻi at Mānoa. Those include the entire collection of the Hawaii Educational Review, correspondence and memos produced by schoolmen (White male school officials and administrators), and newspaper clippings. It also draws on secondary literature to help further contextualize this topic. Conclusions/Recommendations: The history of White educators in territorial Hawaiʻi reveals how public education under their leadership constituted a colonizing project designed to limit student opportunities and determine their futures. The challenge for scholars and educators is not to consign such histories to mere reflections on past mistakes but to identify how forms of oppressive education continue to manifest in schools today and impact student lives.
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Costache, Cătălina, and Dănuţ Dumitru Dumitrascu. "Worldwide Good Practices in Managing the Orientation of Technical Education Towards Sustainable Development." Balkan Region Conference on Engineering and Business Education 1, no. 1 (November 1, 2015): 259–68. http://dx.doi.org/10.1515/cplbu-2015-0029.
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AbstractOur study aims to provide a global picture of good sustainable practices and initiatives in the field of Technical and Vocational Education and Training (TVET). In order to outline the major positive practices worldwide, a document analysis was performed on international relevant documents (reports, academic studies, guides, rules and regulations, work papers). This method was complemented by discussions with local representatives of school administration, who provided specific evidence on curricular and extracurricular activities conducted locally. Our findings confirm that various sustainable initiatives in TVET took place at an international level, mostly involving multiple stakeholders in the public sector, private sector and civil society. However, it is difficult to assess the effectiveness of these initiatives due to the unequal cooperation of several countries in responding to the UNESCO questionnaires, and to the targets they address. Many of the initiatives outlined in our study appear to have a strong cultural and ethnical dimension. The organization of such examples of good practices according to the different types of learning systems (formal, non-formal and informal education) provides a large framework for different Education actors at international, national and local level, allowing them to inspire when making policies decisions to integrate Sustainable Development in Technical educational courses.
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Revtiuk, Yevhen. "Ethical policy management processes research on the example of Ukrainian universities." Socio-Economic Research Bulletin, no. 2(77) (June 30, 2021): 82–96. http://dx.doi.org/10.33987/vsed.2(77).2021.82-96.
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The article considers the processes of development and implementation of ethical policy in higher education institutions on the examples of Ukrainian universities. The aim of the study is effectiveness assessing of management processes for ethical policy implementation in domestic universities. The object of the research is the twenty top-rated universities in Ukraine, according to the 2021 Consolidated Rating of Higher Education Institutions. In the proposed study, the method of content analysis was used for analysis of regulatory documents in the field of ethical policy of selected universities. The analysis focuses on the proposed basic criteria that characterize the effectiveness of the ethical policy implementation, namely, on availability: approved ethical programs; an officials responsible for implementing programs; ethical training; feedback systems; developed motivational mechanisms; ethical audit procedures; procedures for reviewing ethical programs. As a result of the study, problems are identified related to the implementation of ethical policies that are specific to the universities in question, namely: the formalistic nature of ethical programs, the lack of responsible persons for the policies implementation (ethical officers), the focus of ethical trainings solely on improving academic integrity, the lack of effective feedback systems, refusal to use employee motivation systems to comply with ethical standards, the lack of ethical audit, the lack of procedures for verifying the ethical standards of new employees. The elements of ethical policy management, which will allow its effective implementation in domestic universities, are proposed. The study should help the university management corps to use ethics more effectively as a management tool.
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Di Gennaro, Diana Carmela, Erika Marie Pace, Iolanda Zollo, and Paola Aiello. "TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION." Problems of Education in the 21st Century 60, no. 1 (July 10, 2014): 54–66. http://dx.doi.org/10.33225/pec/14.60.54.
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In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers’ attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts. Key words: critical reflective practice; continuous professional development; inclusive education; inclusion; teacher training.
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Ferraris, Kevin Paul, Hideaki Matsumura, Dewa Putu Wisnu Wardhana, Theodor Vesagas, Kenny Seng, Mohd Raffiz Mohd Ali, Eiichi Ishikawa, et al. "The state of neurosurgical training and education in East Asia: analysis and strategy development for this frontier of the world." Neurosurgical Focus 48, no. 3 (March 2020): E7. http://dx.doi.org/10.3171/2019.12.focus19814.
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OBJECTIVEThe authors, who are from Indonesia, Japan, Malaysia, the Philippines, and Taiwan, sought to illustrate the processes of training neurosurgeons in their respective settings by presenting data and analyses of the current state of neurosurgical education across the East Asian region.METHODSThe authors obtained quantitative data as key indicators of the neurosurgical workforce from each country. Qualitative data analysis was also done to provide a description of the current state of neurosurgical training and education in the region. A strengths, weaknesses, opportunities, and threats (SWOT) analysis was also done to identify strategies for improvement.RESULTSThe number of neurosurgeons in each country is as follows: 370 in Indonesia, 10,014 in Japan, 152 in Malaysia, 134 in the Philippines, and 639 in Taiwan. With a large neurosurgical workforce, the high-income countries Japan and Taiwan have relatively high neurosurgeon to population ratios of 1 per 13,000 and 1 per 37,000, respectively. In contrast, the low- to middle-income countries Indonesia, Malaysia, and the Philippines have low neurosurgeon to population ratios of 1 per 731,000, 1 per 210,000, and 1 per 807,000, respectively. In terms of the number of training centers, Japan has 857, Taiwan 30, Indonesia 7, Malaysia 5, and the Philippines 10. In terms of the number of neurosurgical residents, Japan has 1000, Taiwan 170, Indonesia 199, Malaysia 53, and the Philippines 51. The average number of yearly additions to the neurosurgical workforce is as follows: Japan 180, Taiwan 27, Indonesia 10, Malaysia 4, and the Philippines 3. The different countries included in this report have many similarities and differences in their models and systems of neurosurgical education. Certain important strategies have been formulated in order for the system to be responsive to the needs of the catchment population: 1) establishment of a robust network of international collaboration for reciprocal certification, skills sharing, and subspecialty training; 2) incorporation of in-service residency and fellowship training within the framework of improving access to neurosurgical care; and 3) strengthening health systems, increasing funding, and developing related policies for infrastructure development.CONCLUSIONSThe varied situations of neurosurgical education in the East Asian region require strategies that take into account the different contexts in which programs are structured. Improving the education of current and future neurosurgeons becomes an important consideration in addressing the health inequalities in terms of access and quality of care afflicting the growing population in this region of the world.
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Diyorova, Nargiza. "Organization And Opportunities Of Distance Learning In The It System." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 416–19. http://dx.doi.org/10.37547/tajssei/volume03issue04-65.
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Increasing the professionalism and competence was recognized as the main driving force of progress and activities leading to the goals of sustainable development. The modern education system involves the further improvement of the mechanisms for raising the competence of future specialists on the basis of a creative approach and an innovative system for putting them into practice. From this point of view, the research competence of future specialists on the basis of a creative approach is of particular importance for creating innovation, creating intellectual resources for socio-economic development through the development of cognitive and divergent thinking based on modern pedagogical processes that create new knowledge, and expanding the training opportunities for competitive personnel. The article looks into the requirements and policies for the competent teaching staff.
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Ritonga, Utan Sahiro. "Analisis Soft System Methodology Pembangunan Agroindustri Pangan Berbasis Pengembangan UMKM di Indonesia." Jurnal Riset Ilmu Ekonomi 2, no. 3 (January 2, 2023): 110–29. http://dx.doi.org/10.23969/jrie.v2i3.36.
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This study is action research with a qualitative research approach using a soft system methodology (SSM) as an analytical technique to the problems. By carrying out 7 stages of SSM obtained indicators for development of food agroindustry based on Micro Small and Medium Enterprises (MSMEs) development includes business productivity, market demand, business protection, market guarantees, business policies, business operational systems, business administration, ability to innovate, ability to identify opportunities, financial performance, asset formation, which can be done with openness and participatory actors as well as being able to look for opportunities to anticipate change. In this case, it is necessary that role of academics needs to be encouraged to function as an educational institution by prioritizing to entrepreneurial development mission through education, training, and research by establishing partnerships with various parties widely. Industry and private sector need to be involved in providing business capital and assistance, providing goods and services for food agroindustry actors and cooperation that supports the involvement of academics through empowerment. For this reason, it is necessary to regulate overall food agroindustry development system with MSMEs development policies that in line with appropriate needs and desires according to the interests of all parties.
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Barros, Rosanna Maria, and Maria Belando-Montoro. "Europeização das Políticas de Educação de Adultos: reflexões teóricas a partir dos Casos de Espanha e Portugal." education policy analysis archives 21 (September 23, 2013): 71. http://dx.doi.org/10.14507/epaa.v21n71.2013.
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The current processes of Europeanization of national public policies are recorded in the historical process of European construction, and to understand this process requires to pay attention to a dual perspective: the relationship between the construction of this regional bloc and the progressive development of a European mandate for education in general and for adult education and training (AET) in particular. To do this, we need to observe, first, that the educational field as a field of transnationalization, is a dynamic fluid construction between international and national dynamics, while we observe, moreover, that the concept of Europeanization designates a process among national political systems and the community political system. This article contextualizes the current role of the European Union in the expansion of the paradigm of lifelong learning. The process of Europeanization of education today takes on central importance in interpreting the diacritical new institutions and the emerging educational processes in current Spanish and Portuguese AET.
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Camilleri, Mark Anthony. "Corporate sustainability and responsibility toward education." Journal of Global Responsibility 7, no. 1 (May 9, 2016): 56–71. http://dx.doi.org/10.1108/jgr-08-2015-0015.
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Purpose This paper aims to deliberate on how corporate social responsibility (CSR) ought to be reconceived for better educational outcomes. It suggests that there are win-win opportunities for corporations and national governments to nurture human capital and address any skill gaps and mismatches in the labour market. Design/methodology/approach The businesses’ involvement in setting curriculum programmes may help to improve the quality and effectiveness of extant educational systems. This contribution reports on how different organisations are already engaging in responsible behaviours with varying degrees of intensity and success across many contexts. Findings Many firms are often training and sponsoring individuals to pursue further studies for their career advancement. It also indicated that there are businesses that are engaging in laudable behaviours to attract prospective employees. Moreover, this paper contends that the provision of education, professional development and training will boost the employees’ morale and job satisfaction, which may, in turn, lead to lower staff turnover rates and greater productivity levels in workplace environments. Social implications This contribution implies that organisational cultures and their business ethos could be attuned with the governments’ educational policies to actively respond to the diverse needs of today’s learners and tomorrow’s human resources. Originality/value There is a business case for CSR as the corporations’ strategies realign their economic success with societal progress. Arguably, there is potential that such responsible behaviours can bring reputational benefits, enhance the firms’ image among external stakeholders and could lead to a favourable climate of trust and cooperation within the company itself.
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Jayanti, Ajeng Dwi, Sri Suwartiningsih, and Petsy Jessy Ismoyo. "DIPLOMASI PUBLIK KOREA SELATAN DI INDONESIA MELALUI SEKTOR PENDIDIKAN KOREA INTERNATIONAL COOPERATION AGENCY (KOICA)." KRITIS 28, no. 1 (May 9, 2019): 11–28. http://dx.doi.org/10.24246/kritis.v28i1p11-28.
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Public diplomacy is currently the most frequent diplomacy by many countries in the world. South Korea is one country that uses Public Diplomacy to achieve its interests. Public diplomacy conducted by South Korea is not only happening through the field of cultural art alone, public diplomacy is also done by South Korea in the field of education. Through the education sector of Korea International Cooperation Agency (KOICA), South Korea is helping developing countries to advance education in their country. The purpose of this study is to explain South Korea's public diplomacy in Indonesia through the Korea International Cooperation Agency (KOICA) education sector. This topic, analyzed with the concept of Public Diplomacy, Soft Power and Constructivist theory. This research uses qualitative approach through data analysis technique. Researchers used literature searches related to the topics that researchers covered. An important conclusion is that the education sector has an objective strategy in its efforts to help improve education in Indonesia, namely Quality Primary Education, Training Technical Resources and Development of Human Resource through Higher Education. Projects implemented in Indonesia conform to the main objectives of KOICA's education sector, to provide quality basic education, training of technical resources and other resources through higher education, and to facilitate educational opportunities and improve the quality of education, education policies and systems From partner countries.
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Huai, Lin, and Chenghu Wang. "The Informationization Development Strategy of Teachers' Professional Morality in the Internet Era." International Journal of Information and Education Technology 12, no. 6 (2022): 583–88. http://dx.doi.org/10.18178/ijiet.2022.12.6.1657.
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With the further development of Internet technology, profound changes have taken place in various fields of society. Benefiting from the convenience brought by Internet technology, forms of education tend to be diversified and new forms like MOOC and micro-class have met the needs of different target groups, thus refining the education market. Moreover, affected by the market demand, the offline mode of education has also changed to the online mode in accordance with the times. In the educational environment, all kinds of policies, systems, and educational behaviors could be regarded as the embodiments of the external driving force of education. As the internal driving force of education, moral accomplishment is still the research object that should not be ignored, which has a profound impact on the quality of sustainable development of education. In the Internet era, as the main subject of educational behaviors, teachers use Internet technology to improve teaching methods and promote teaching quality. The Internet, in turn, could also be called the endogenous dynamic carrier of teachers to realize the dominance of teachers’ values. To achieve the moral education of teachers, this paper proposes that the CIPP model could be systematically applied to assess educational effectiveness. As essential parts of CIPP input evaluation, six aspects of teacher moral training measures are put forward in this study from the perspective of the Internet. Furthermore, to achieve the informatization construction of teachers’ professional morality combined with the application of technology, higher satisfaction data is expected to be obtained.
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Park, Hye-Lim, Hun-Soo Lee, Byung-Cheul Shin, Jian-Ping Liu, Qinghua Shang, Hitoshi Yamashita, and Byungmook Lim. "Traditional Medicine in China, Korea, and Japan: A Brief Introduction and Comparison." Evidence-Based Complementary and Alternative Medicine 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/429103.
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Background and Purpose. Traditional medicine (TM) has been widely used in China (including the Taiwan region), Korea, and Japan. The purposes of this paper are to summarize the basic data on TM systems in these three countries and to compare them in terms of overall policy, education, and insurance.Methods. Government websites, national statistics, and authoritative papers from each country were fully searched. Further data were gathered by TM experts from each country.Results. China and Korea showed similar patterns in TM systems, whereas Japan showed different patterns. In China and Korea, TM was practiced in a dual system with conventional medicine (CM), and TM education was 6-year training programs on average for TM doctors, and acupuncture, moxibustion, and cupping were completely insured. Whereas, CM was dominant in Japan, and TM was practiced by each health care worker who has received different TM education respectively, and main TM therapies were partially insured.Conclusions. TM was developed similarly or somewhat differently based on differences in cultural background and national policies in East Asia. We cautiously propose that this study could contribute to the development of TM and also be used for reference in complementary and alternative medicine systems.
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Dokupilová, Dušana, Vladimír Baláž, Vladimíra Čavojová Kurincová, Eva Ballová Mikušková, and Dagmar Gombitová. "Identifying major policy challenges and policy interventions via expert methods." Review of Economic Perspectives 20, no. 3 (September 1, 2020): 361–77. http://dx.doi.org/10.2478/revecp-2020-0017.
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AbstractThis paper presents the application of expert decision methods for the formulation and prioritization of the long-term economic, social and environmental policies in the Slovak Republic. The Partnership Agreement for the Slovak Republic (PA) is an underlying strategy for investments from the European Structural and Investment Funds (ESIF) in the period 2021-2027. Policies implemented under the PA will allocate €13.4b on four policy objectives. This paper concentrates on the policy objective 4 ‘Social development’. The authors co-operated with the Deputy Prime Minister Office and assembled panels of top Slovak experts on social and economic issues. The Delphi and Analytical hierarchy process (AHP) methods were combined for analyzing major development challenges and eliciting policy priorities. The methods combined the bottom-up and top-down approaches to policy making. Nine potential policy measures in three policy areas emerged from the Delphi exercise. The AHP exercise applied three criteria (relevance, urgency and feasibility) to rank the abovementioned measures within three policy areas. As for the Policy Area 1 (Labour market, employment, training and institutions) the measure 4.1.1 ‘Improving access to employment and modernizing institutions and services on labour market’ clearly dominated over the measure 4.1.2 ‘Supporting a better work-life balance’. The measure 4.2.2 ‘Equal access to quality and inclusive education’ emerged substantially more important than measures 4.2.1 ‘Improving the quality and effectiveness of education and training systems’ and 4.2.3 ‘Support to life-long learning’ in the Policy Area 2 ‘Education and skills’. Finally, measures 4.3.2 ‘Supporting social and economic integration of marginalized Roma communities’ and 4.3.3 ‘Ensuring equal access to healthcare including primary care’ received the highest ranks in the Policy Area 3 ‘Health and social services’.
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Yellowlees, Peter. "An analysis of why telehealth systems in Australia have not always succeeded." Journal of Telemedicine and Telecare 7, no. 2_suppl (December 2001): 29–31. http://dx.doi.org/10.1258/1357633011937056.
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Telehealth programmes are rather similar to humans in the way that they are planned, develop, grow and ultimately die or disappear. To achieve good life expectancy for a telehealth programme there appear to be three major needs: nurturing, which includes the provision of money, ideas, education, training and innovation; experience, which involves an integrated management process, the achievement of long and wide patterns of usage, the development of updated policies and procedures and the involvement of multiple disciplines; success, which involves evidence of outcomes, evaluation and research, and, most important, the sharing of information through scientific and popular press publications, and conferences and collaborations with internal and external groups. The future of telehealth in Australia is at a watershed. There are now a substantial number of programmes, and there has been a large amount of financial and human investment in telehealth around the nation. There is, however, no forum for national leadership, no national association and little support at federal government level.
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Xia, Yuanyuan, Dongxu Qu, Nataliya Stoyanets, and Hejun Zhao. "Policy evolution of personnel management in Chinese educational institutions: A comprehensive policy circle analysis." Problems and Perspectives in Management 20, no. 4 (December 23, 2022): 544–59. http://dx.doi.org/10.21511/ppm.20(4).2022.41.
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The reform of education personnel management policies has been carried out progressively to ensure the achievement of educational goals. A systematic analysis of the personnel management policy circle, including policy design, content, and implementation, is crucial to improving the accuracy and effectiveness of such policies. Through a comprehensive review of policy evolution, this study aims to systematize the design and content of policies on personnel management in educational institutions in China. It was determined that personnel management is increasingly concerned with the efficiency and effectiveness of goal achievement, policy design, system reform, and mixed-used management methods. A questionnaire survey was conducted among 420 respondents in 25 preschool institutions in five cities of Henan province in China. A total of 362 questionnaires were deemed valid out of 397 retrieved, including 24 from principals and 338 from teachers. The statistical analysis results identified the problems in policy implementation, including the laxly enforced teacher qualification system, inadequate teacher professional development, poorly implemented training policies, unattractive salaries and benefits, and the undesirable assessment system. For example, 5.89% of the respondents still need teaching qualification certificates. Only 1.1% of the respondents had senior titles. 2.76% of the respondents are still paid less than the minimum standard. In response to the situation, this study suggests effective countermeasures for educational administrative authorities and institutions. The findings could provide a reference for further optimization and development of personnel management policies. AcknowledgmentsThis study is supported by Sumy National Agrarian University in Ukraine and the Talent Special Support Program for Doctoral Studies of Henan Institute of Science and Technology in China.
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Reading, Jeffrey, Charlotte Loppie, and John O’Neil. "Indigenous health systems governance." International Journal of Health Governance 21, no. 4 (December 5, 2016): 222–28. http://dx.doi.org/10.1108/ijhg-08-2016-0044.
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Purpose Almost 20 years after the Royal Commission on Aboriginal Peoples, indigenous peoples living in Canada continue to pursue their legitimate aspirations for greater control over factors affecting their lives. The purpose of this paper is to summarize two major policies (the Royal Commission on Aboriginal Peoples and the Truth and Reconciliation Commission (TRC)) that aimed to create equity for indigenous peoples’. Design/methodology/approach Commentary and rapid communication to inform and clarify evolving high-priority policy and governance issues related to indigenous peoples’ of Canada. Findings A need exists to create a platform for implementing the TRC actions to protect and promote education, language and culture, justice, youth programming, and professional training and development. Research limitations/implications Innovative intervention research needs to develop solutions to multi-generational disparities in health and well-being for indigenous peoples of Canada and globally. Practical implications Failure to implement longstanding changes to improve indigenous health and well-being will result if a growing burden of premature morbidity and mortality among indigenous population of Peoples’ of Canada, the fastest growing population group with the most challenging health status in Canada. Social implications Indigenous peoples continue to experience profound health vulnerability leading to high health risks, growing health disparities and unequal access to health care services. Originality/value Connecting policy over two decades, for implementation to proceed, sharing of knowledge is essential to formulate innovative approaches, to engage research and build capacity to implement policy actions related to closing educational gaps, to developing culturally appropriate curricula acknowledging and protecting Aboriginal languages, as well as skills-based training in intercultural competency, conflict resolution and respect for human dignity and human rights equality in settings of anti-racism and free of all forms of prejudice and discrimination.
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Banwo, Adetoro Olaniyi. "Reducing recidivism rate: A comparative study of Nigeria and China’s Prison Systems." African Journal of Social Issues 4, no. 1 (April 19, 2022): 1–21. http://dx.doi.org/10.4314/ajosi.v4i1.1.
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This study examined the two prison systems of two different countries, Nigeria and China with the aim of identifying the rates of recidivism among them. One of the goals of any criminal justice system is to rehabilitate criminals and turn them into responsible citizens that can be reintegrated into the society. A sound criminal justice system aims to end crime not the lives of the citizens that committed the crimes. Data for this research work were obtained through critical case sampling and content analysis was used to study this work. Certain factors such as prisoners, criminal justice system, recidivism and crimes were selected for this study. It adopted the Person in Environment perspective and the Systems Theory as its theoretical framework. It depicted that the environment has an impact on the behaviour of people and that there were certain systems that interact to influence the conduct of humans. This study observed that the Chinese government has implemented effective correctional programmes and policies for prisoners to get accepted in the society while the Nigerian government has failed to design and implement policies and programmes aimed at reducing the rate of recidivism. It argued that China takes care of the rights of prisoners while in Nigeria prisoners‟ rights are alienated with inappropriate prisons conditions. This study recommended that prisons should facilitate prisoners‟ employment and skills development which can assist them to deviate from their offensive acts. It concluded that improved prisoners‟ conditions through education, training, skill development, and restoration of rights are of great necessity for prisoners while undergoing rehabilitation.
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Tharp, Jamie C., Rajkiran K. Kullar, and Matthew A. Tupps. "Designing a microbiological monitoring program for compounding facilities." American Journal of Health-System Pharmacy 78, no. 2 (November 6, 2020): 158–67. http://dx.doi.org/10.1093/ajhp/zxaa350.
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Abstract Purpose We describe the evolution of a large multicenter health system’s microbiological monitoring program to improve standardization of viable sample collection practices; results review, interpretation, and response; and record keeping. We also describe lessons learned and considerations for other organizations considering microbiological monitoring program enhancements. Summary Developing a robust microbiological monitoring program requires policy and procedure development; training and education of staff involved in viable sample collection, results interpretation, and investigations; establishing a robust sampling plan; reviewing trend data; reviewing systems data; and conducting investigations. Well-defined policies and procedures ensure consistent response to “out of level” (ie, violative) sampling results. Staff education ensures staff involved in microbiological monitoring are educated on adequate sampling techniques and microbial contamination sources and mitigation strategies. Thorough record keeping is essential for microbiological monitoring sampling activities and ongoing systems monitoring. The records should include results, investigations, assessments, recommendations, and records of completed follow-up actions. Conclusion Facilities management requires a comprehensive microbiological monitoring and systems monitoring plan. In health systems with multiple sites, a centralized oversight and management program may be beneficial to standardize records, response planning, and overall control of controlled compounding environments.
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Авшенюк, Наталія. "UNESCO'S CONTRIBUTION TO TEACHER EDUCATION QUALITY ASSURANCE." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 3 (October 31, 2021): 7–12. http://dx.doi.org/10.35387/ucj.1(3).2021.7-12.
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This article is based on an analysis of the leading UNESCO documents on quality assurance in teacher education (Teacher Policy Development Guide (2019), Reimagining our futures together – A new social contract for education (2021), The Futures of Teaching: Background paper prepared for the Futures of Education Initiative (2021)) focuses on the determinants for increasing the effectiveness of teachers' work. The reports also highlight the factors which make teachers more effective and satisfied in their work, create a positive attitude, increase motivation and improve pupils' success, as illustrated by the study of the education systems of various countries. They state that a comprehensive national policy for teachers backed by suffi-cient resources, the necessary political will and appropriate administrative skills is the most effective of all possible investments in education at the national level.The recommendations of the UNESCO International Task Force on Teachers for Education 2030 are reviewed. The UNESCO Teacher Policy Development Guide aims to foster professionalism and teaching excel-lence, including strategies for recruiting and training talented teachers. The Guide is intended to assist gov-ernmental institutions and structures responsible for education policy at the national level. The Guide aims to help educators and educational planners and policy-makers coordinate educational policies with national education sector plans and strategies. The Guide emphasises in particular that education policy should reflect the specifics of the country, but should also be based on the progressive experience of other countries and international organisations.
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Wochowska, Małgorzata. "Non-formal Learning And The Acquisition Of Skills – How Does The EU Support Youth Employment?" Comparative Economic Research. Central and Eastern Europe 18, no. 2 (June 16, 2015): 161–79. http://dx.doi.org/10.1515/cer-2015-0017.
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In recent years the issue of youth unemployment has been identified as one of the most pressing for young people, who are affected particularly hard by the economic crisis in the European Union. In response, the EU institutions have designed and introduced a complex mix of political instruments, agencies, programmes and studies that are supposed to establish a complementary and systemic approach to education and youth policies. Youth policy, as a socioeconomic field of EU political intervention began in 2014 to be subject to a paradigm of employability and “the economy of fighting the crisis”, including issues such as non-formal and informal learning and youth work outside of schooling systems. Thus the EU policy in question has significantly shifted from “personal and cultural development, and inspiring a sense of active citizenship among young people,” as it was formulated in the Youth in Action Programme 2006-2013, towards “the acquisition of professional skills of youth workers, validation systems of non-formal learning, and greater complementarities with formal education and training”, as it is formulated in the Youth Sector of the EU programme for Education - Erasmus+ 2014-2020. The objective of this article is to provide a comparative insight into the context that frames the design of EU policies aimed at mitigating the phenomenon of unemployment among young people, and to show how this has changed in light of the new EU programming period.
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Zorska, Anna. "Narodowy system innowacyjności jako filar gospodarki opartej na wiedzy." Kwartalnik Kolegium Ekonomiczno-Społecznego. Studia i Prace, no. 2 (December 3, 2012): 27–56. http://dx.doi.org/10.33119/kkessip.2012.2.2.
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Growth of the knowledge-based economy has been influenced by economic and technological processes in the contemporary world, particularly globalization and information revolution. Research and development activities, knowledge, new technologies and innovations have assumed a crucial significance at all levels of economic activity and for that reason are supported by government policies. According to a World Bank concept growth of the knowledge-based economy can be stimulated by four groups of determinants – or so-called pillars – including: economic and institutional system of a given country, education and training, information infrastructure and national innovation system. Activity of the innovation system promotes creation and diffusion of new knowledge and its application as innovations by national enterprises in co-operation with universities, research centers and public institutions. The activities of all entities can be stimulated by government innovation policies. The problems of national innovativeness are discussed from theoretical and empirical viewpoints, focusing on experience of Finland which is one of the leading countries in world’s rankings of knowledge economy and national innovation systems. The final conclusion underlines the fact that cross-border linkages of innovation systems within enterprises and countries can generate some threats to a national economy during global economic crisis.
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Ancheta-Arrabal, Ana, and Carlos Segura. "Comparing Mathematics Early Years Education in Spain, Portugal and Slovenia." Mathematics 10, no. 15 (July 25, 2022): 2590. http://dx.doi.org/10.3390/math10152590.
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This work aims to examine how the learning of mathematics in early childhood is developed in different policies, particularly within the processes of formal education and care in early years institutions. A comparative analysis of early mathematics education policies across countries must consider cultural differences, teaching practice, structural differences and institutional framework conditions, as well as the initial training and professional knowledge of teachers and educators. Extracted from the official country regulations, the following pages include some of the main characteristics of the national systems of early childhood education and care (ECEC) in Portugal, Slovenia and Spain, as well as a comparison of the ECEC guidelines concerning mathematics education between these three countries. There is an international consensus on an approach to early mathematics education inspired by realistic mathematics education (RME), i.e., on the importance of working mathematically in context, as well as on the idea of doing so through play, developing the language to communicate mathematical ideas. However, we found that these three aspects are reflected very differently in the official regulations of the three countries: while in Spain the development is very detailed and emphasizes the holistic approach and the role of mathematics in exploring the environment, the Portuguese curriculum emphasizes the role of mathematics as a form of language. The Slovenian curriculum, at last, focuses on the concepts and procedures associated with each mathematical sense. Furthermore, there are structural features concerning the regulation and type of ECEC system that have an influence in the implementation of the curriculum.