Relevant bibliographies by topics / National educational system

Academic literature on the topic 'National educational system'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "National educational system"

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Stukanova, S. S., and I. P. Stukanova. "INTEGRATION OF INTERNATIONAL EDUCATIONAL PROJECTS INTO NATIONAL EDUCATIONAL SYSTEM." Scientific Journal ECONOMIC SYSTEMS 13, no. 1 (2020): 176–84. http://dx.doi.org/10.29030/2309-2076-2020-13-1-176-184.

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Educational environment and education system in particular are the key institutions participating in human resources quality formation and development. Reforms undertaken in these spheres are aimed to enrich and improve qualitative characteristics of population regarding its educational, cultural and professional components. National educational system has developed its own rich traditions and methodological instruments. However, global processes taking place in the world require international trends in educational sphere consideration and analysis. The purpose of this article is to research the degree of educational services market subjects involvement in international educational projects implementation as well as to analyze the effectiveness of international cooperation expansion of in the field of education. The research methodology includes bibliographic, analytical and statistical research methods. The findings are based on statistical data, collected and provided by official statistics bodies, research centres and agencies, analysis. The results of this research have made it possible to identify factors that reduce the effectiveness of international educational projects realization. Consequently, these factors elimination will lead to an increase in professional and academic mobility, quality of education and the competitiveness of Russian educational organizations improvement
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Stetskyi, Vasyl. "Local educational system." Visnyk of the Lviv University. Series Geography, no. 47 (November 27, 2014): 265–72. http://dx.doi.org/10.30970/vgg.2014.47.971.

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The article deals with social and geographical theoretical questions of formation and development of local educational systems (LESs), general methodological approaches of their studies and results of organizational and functional development. The determining position of local educational systems as lower element of educational process organization in the structure of national educational complex is also described. It was remarked that LESs possess certain educational potential, have several aspects of evaluation such as determining the levels of population education and forming the structure and network of educational institutions regarding the population multiplicity and labor market in particular. Key words: educational system, territorial system of education, local educational system, elementary local educational system, local educational systems of minimum normative services, local educational systems of maximum normative services.
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Spillane, James P., Donald J. Peurach, and David K. Cohen. "ComparativelyStudying Educational System (Re)BuildingCross-Nationally: Another Agenda for Cross-National Educational Research?" Educational Policy 33, no. 6 (August 20, 2019): 916–45. http://dx.doi.org/10.1177/0895904819867264.

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Institutional theory, an important research tradition in analysis of schooling, has examined the development of mass schooling in the United States and worldwide. But research in this tradition has given little attention to the internal working of mass school systems, to problems of inequality and the quality of instruction, or to relating those problems to the organization and management of mass school systems. Building on the first three articles, which document how education system building has become a key instrument in efforts to improve the quality and equality of educational opportunity for students, we argue for a program of comparative research on education system building cross-nationally. We outline a program of research that would extend our comparative approach to studying school systems’ efforts to build, use and manage educational infrastructure as they attempt to transition to education systems in the United States by including such efforts in several other nations.
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Koren, Andrej, and Arthur Shapiro. "A National Educational Cultural Reform Model: Professionalizing the Principalship to Reform a Nation's Educational System." International Journal of Educational Reform 15, no. 3 (July 2006): 302–8. http://dx.doi.org/10.1177/105678790601500301.

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Kazakovich, Khayrullayev Chorikul. "Main factors for improving the national educational system." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 11 (2021): 227–32. http://dx.doi.org/10.5958/2249-7137.2021.02443.5.

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H. Varga, Katalin. "National defence education in the hungarian educational system." Képzés és Gyakorlat 13, no. 1-2 (2015): 69–84. http://dx.doi.org/10.17165/tp.2015.1-2.4.

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Ginsburg, Mark B., Susan Cooper, Rajeshwari Raghu, and Hugo Zegarra. "National and World-System Explanations of Educational Reform." Comparative Education Review 34, no. 4 (November 1990): 474–99. http://dx.doi.org/10.1086/446975.

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Simion, Anca Georgiana, and Olga Chis. "Developing learning abilities through flexible teaching strategies." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 336–43. http://dx.doi.org/10.18844/prosoc.v6i1.4186.

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The national Romanian curriculum challenges practitioners to apply it through educational and structured activities so as not to delineate the structure indicated by the national curriculum. Due to a common dialogue with other educational systems, the current Romanian educational system addresses at the micro-pedagogical level educational practices specific to other educational systems. The Finnish educational system manages to effectively combine current curriculum structures, the social vision based on trust and the implementation of educational software. This triad of components provides Finnish practitioners and foreign practitioners with the Finnish educational system, a design of educational activities validated by the educational outcomes. We wanted to discover the Romanian teachers' vision of the opportunities of the Finnish education system, as well as finding out about the continuous training of teachers in the national educational system. Keywords: Romanian curriculum, Finnish educational system, cooperation, curriculum implementation.
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Ahearn, Eileen M. "Special Education in the New National Educational Data System." Communication Disorders Quarterly 29, no. 4 (August 2008): 236–38. http://dx.doi.org/10.1177/1525740108321449.

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For more than 5-years, the U.S. Department of Education has been developing and implementing a new data system, ED Facts, designed to contain all the educational data it collects from states. This article provides a summary of the development of the new federal system and describes some of the benefits and challenges it poses for states, districts, and schools. The addition of data from special education to the new system is also described.
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WITHRINGTON, DONALD J. "SCOTLAND: A NATIONAL EDUCATIONAL SYSTEM AND IDEALS OF CITIZENSHIP." Paedagogica Historica 29, no. 3 (January 1993): 769–10. http://dx.doi.org/10.1080/0030923930290304.

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Dissertations / Theses on the topic "National educational system"

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Sanusi, Olufunke M. "National integration and the Nigerian educational system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/2106.

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The purpose of this study is to analyze the various factors affecting national unity or integration in Nigeria. The study sought to determine the extent to which education, especially civil education, could help bring this about. Through the use of documents, it was found that, not only was the educational system inefficient, but it was also deliberately neglected by both the colonialists as well as the national elites. However, this author suggests that to help promote and achieve a government policy of national unity, there is an urgent need for political re-orientation in the country. This can only be achieved through an education that will inculcate in students the positive values of democracy and unity.
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Cohen, Stacy E. "National Incident Management System| A case study of collaboration and the 2012 Chardon, Ohio, high school shooting." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714470.

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Public safety organizations in rural communities often face unique challenges during an emergency response that differ from their metropolitan counterparts. Despite implementation of the National Incident Management System (NIMS) in 2004 to better facilitate collaboration among local, state, and federal emergency response partners, many rural communities have had difficulty complying with the policy. Using a case study design, the current study considers the successful collaborative response to the 2012 Chardon, Ohio, high school shooting within the context of three foundational theories: meta-leadership, structural functionalism, and social constructivism. The perspective of the successful response comes from 10 public safety response personnel who worked for organizations in Northeast Ohio and who responded to or were familiar with the collaborative response to the 2012 shooting incident. The findings from the study consider the unique challenges faced by the Chardon emergency response community and identify the benefits of pre-disaster preparedness training as recommended by NIMS, the need to build relationships through informal channels, and, most importantly, that alternative approaches to NIMS may be necessary in small communities that lack resources or have other inherent challenges.

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Foushee, Kenneth M. "The relationship between adult basic and adult secondary educational instructional styles and learner outcomes when measured as educational gain on the national reporting system." Thesis, University of Missouri - Saint Louis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705174.

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The research activity was designed to explore the idea of a predominance of one of two teaching styles, defined as teacher-centered or learner-centered, among adult basic education and adult secondary education teachers in Missouri. The Principles of Adult Learning Scale (Conti, 1985), consisting of 44 questions, was employed to identify the teaching style of respondents. The scores on the survey were compared to the educational outcome measure provided by the Department of Education and State of Missouri with the intention that conclusions as to the efficacy of one of the two styles would be revealed.

The survey was distributed to the 36 adult education programs in Missouri Three total attempts to obtain responses were made during the survey period. Of the 756 full- and part-time teachers in the Missouri system, 89 surveys were returned but due to improperly identified or unidentified numbers, only 34 of the survey responses were deemed usable.

Requiring a minimum sample of approximately 250 upon which to draw inferential conclusions, no generalizations could be drawn about the larger population of Missouri adult basic education and adult secondary education teachers. Descriptive statistics relative to the 34 participants revealed that most of the teachers were female and the highest education level was the doctorate, but most teachers held masters. The sample group average age was above 40 with 42 % older than 60. As to tenure in adult education 62 % of responding teachers had taught adult education for more than five years and 42% greater than 10 years. The 34 teachers favored teacher-centered instructional methods versus student-centered instructional methods.

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Maboe, Tshose Phillip. "Educational law basis for parental involvement in the school system / T.P. Maboe." Thesis, North-West University, 2005. http://hdl.handle.net/10394/632.

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The rights and responsibilities of parents are viewed very seriously in South Africa in that they are emphasised by the Act of Parliament. The South African Schools Act, No 84 of 1996, places the governance of every school in the hands of parents. The parents are in this way required to perform their roles within the orbit of this Act of parliament. This study is therefore directed at analysing the Schools Act and those sections of the law are discussed which have a direct bearing on the responsibilities and the rights of parents when involved with the school. A comparison is drawn between the national determinants of yesteryears regulating parental involvement as well as the new paradigm statutes regulating parental involvement in the school system. The findings of the literature study led to the empirical study. A questionnaire on this study comprising 46 items was developed. The subjects of this study were made up of 150 parents in the Lichtenburg District of the Department of Education in the North-West Province. The results of 137 respondents were statistically analysed. The study revealed that parents lack knowledge on the statutes relating to their involvement in the schools. Also, there are no measures taken by the schools to capacitate the parents to understand and apply the laws correctly. Finally, parents are not performing their roles adequately as is expected by the law. The findings of this study led to the recommendations on how parents could be helped to do what the law requires.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Samples, Agnes Mary Banks. "Validity of Self-Reported Data on Seat Belt Use: The Behavioral Risk Factor Surveillance System." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0315104-172201/unrestricted/SamplesA032604f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0315104-172201. Includes bibliographical references. Also available via Internet at the UMI web site.
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Pimpytė, Agnė. "Švietimo srities finansavimo problematika." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070109_151903-91948.

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Magistrinio darbo tema pasirinkta dėl jos aktualumo. Šio darbo autorė yra akademinės bendruomenės narė, todėl minėtoje srityje kylančios problemos ir nesklandumai yra aktualūs ne tik valstybiniame ar tarptautiniame, bet ir asmeniniame lygmenyje. Šiuo metu viena iš labiausiai aptarinėjamų sričių Lietuvoje - švietimo ir mokslo sistema, jos struktūra, o ypatingai finansavimas. Prie temos aktualumo nemenkai prisidėjo ir 2005 m. spalio 13 d. visuotinis studentų streikas, Lietuvos įstojimas į ES, kur mokslas ir žinios seniai tapę vienais iš esminių prioritetų, todėl itin svarbu užtikrinti tinkamą švietimo srities finansavimą ir lėšų paskirstymą taip, kad tai maksimaliai atitiktų visų suinteresuotų socialinių grupių interesus ir esamas galimybes. Šiuo metu švietimo sistemos finansavimas Lietuvoje yra nepakankamas, lėšos skirstomos neefektyviai. Lietuvos švietimo sistemą sudaro keli etapai – tai pagrindinis ugdymas, aukštasis ir profesinis mokslas, suaugusiųjų mokymas, perkvalifikavimas arba kvalifikacijos kėlimas. Jos finansavimui skiriami asignavimai iš valstybės biudžeto, savivaldybių biudžetų bei ES paramos (struktūrinių fondų). Nagrinėjant baigiamojo darbo temą, remtasi Lietuvos Respublikos ir ES įstatymais, poįstatyminiais teisės aktais, lietuvių ir užsienio autorių darbais, periodiniais LR Švietimo ir mokslo ministerijos leidiniais ir kita literatūra. Darbe pateikiamos švietimo, švietimo sistemos, biudžetinio finansavimo ir su tuo susijusios sąvokos, jų išaiškinimai... [to full text]
This theme of the science work was chosen taking it into account its urgency. The authoress of this work belongs to the academic society, so the problems, which arise in this field, are important and urgent at the State or international level as well as at the personal level. Nowadays one of the most discussed spheres in Lithuania is the system of the education and science, its’ structure, especially its’ funding. The theme of this work is topical as well for the universal strike of students on the 13th of October 2005, Lithuania’s joining EU, where the education is one of the most important priorities for long time, that’s why it is so important to ensure the proper funding of the educational system and assure that funds would be distributed in the way, which would maximally accord interests and current possibilities of all interested social groups. The system of the education in Lithuania consists of few stages – it is the main education, high and professional education, adults’ education, re-qualification or constitution of qualification. Assignations from the State budget, budgets of local administrations and EU financial support (structural funds) are addressed for its’ funding. In the analysing of this work’s topic where used laws of the Republic of Lithuania and EU, under-legal acts works of Lithuanian and abroad authors, periodical publications of the Lithuania’s ministry of education and science and other literature. In the science work are presented notions of... [to full text]
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Ward, Donna Maree. "The effects of standardised assessment (NAPLAN) on teacher pedagogy at two Queensland schools." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63662/1/Donna_Ward_Thesis.pdf.

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The purpose of this qualitative interpretative case study was to explore how the National Assessment Program – Literacy and Numeracy (NAPLAN) requirements may be affecting pedagogies of two Year 3, Year 5 and Year 7 teachers at two Queensland schools. The perceived problem was that standardised assessment NAPLAN practices and its growing status as a key measure of education quality throughout Australia has the potential to limit the everyday literacy and numeracy practices of teachers to instructional methods primarily focused on teaching to the test. The findings demonstrate how increased explicit teaching of NAPLAN content and procedural knowledge prior to testing has the potential to negatively impact on the teaching of everyday literacy and numeracy skills and knowledge that extend beyond those concerned with NAPLAN. Such teaching limited opportunity for what teachers reported as valued collaborative learning contexts aiming for long-term literacy and numeracy results.
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Levy, Gal. "Ethnicity and education : nation-building, state-formation, and the construction of the Israeli educational system." Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/849/.

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The dissertation is about the ethnicisation of social relations in Israeli society and its reflection and manifestation in education. My main aim in this study is twofold: first, to offer a critical account of the development of ethnic relations in Israeli society and to examine the role ethnicity has played in the processes of nation-building and state-formation; and, second, to propose a history of the educational system in Israel which accounts for the role of education in creating and perpetuating ethnic identities. The first part of the dissertation consists of a critical reading of existing analyses of ethnicity in Israel. Its aim is to bring the state into the analysis of ethnic relations and demonstrate that such an approach is vital to the understanding of ethnic relations and identities. In the following part, I trace back the processes of nation-building and state-formation demonstrating how governments and major political actors became involved in the formation and re-production of ethnic boundaries within Israeli society. In these two parts, I am arguing against both functionalist and critical accounts of ethnicity in Israel, which tend to ‘essentialise’ ethnic categories and thus deny the political nature of ethnicity and its power as an organising basis for political action. In the third and major part of the dissertation, I seek to re-construct the history of the Israeli educational system within an understanding of ethnicity as a structural feature of state-society relations. This re-construction reveals how ‘ethnicity’ became an organising feature of this system since its inception as a Zionist national educational system in the early days of the Jewish colonisation of Palestine. Whereas the ‘national’ educational system was characteristically sectorial, non-European (mizrahi) Jews were denied the same autonomy that their European counterparts enjoyed. With the transition to statehood, and the massive influx of Jewish immigrants, the educational system was re-organised under the aegis of the state. Yet, it turned out, this new system retained the ‘old’ lines of division between Arabs and Jews, and between European and non-European Jews, thus imposing upon the latter the stigma of being ‘non-modern’ and ‘non-Zionist’. This re-emphasised ethnic boundaries, and entrenched ethnicity as a powerful basis for political action. In the 1960s, when the state engaged itself in reforming the educational system, making it compatible with the new needs of industrialisation and nationhood, ethnicity again played a critical role in legitimising state policies. ‘Integration’, that is, the de-segregation of the educational system, turned out to be nothing but a political token and, in fact, a means for entrenching ethnic boundaries and identities. The state, I argue, has thus been a crucial factor in perpetuating those ethnic images and realities, and hence a focus of ethnic discontent in the 1980s and 1990s.
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Abdourahman, Houssein. "Pour l’enseignement du français et des « langues nationales » à Djibouti : conditions pour une didactique intégrée dans l’enseignement des langues." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30080.

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Ce travail se veut une réflexion sur l’usage de la langue française à l’école à Djibouti. Devant la surpopulation des classes et la baisse généralisée du niveau en français des élèves en début du primaire, il a fallu revoir la situation didactique du français en république de Djibouti pour améliorer le rendement du système éducatif djiboutien. Pour améliorer la maîtrise de la langue française au sein de l’école et ainsi contribuer à la réussite scolaire, il est apparu nécessaire de prendre en compte les langues nationales djiboutiennes, de transmettre les enseignements de base (du moins dans les premières années) à travers elles mais aussi de les enseigner en même temps que le français. Ainsi, l’apprenant, par un travail de va et vient métalinguistique (inconscient puis conscient), pourra comparer les deux langues, opérer des transferts positifs et prendre conscience et éviter les interférences avec la langue source dans l’apprentissage du français. L’élève bilingue réussira, non seulement, mieux dans l’apprentissage des contenus scolaires mais développera aussi des stratégies d’apprentissages des langues
This brainwork is a reflection about using french language in schools in Djibouti. Faced with overcrowded classrooms and the general decline in the level of french language in early elementary school, it was necessary to review the condition of french teaching in the republic of Djibouti to improve the performance of the educational system. To improve mastery of French language in school and to contribute to success, it should be necessary to take into the djiboutians nationals languages. Through these it is more efficient to transmit the basic elementary curriculum (at least for the early year) without neglecting French language instruction. Thus, the learner, by working back and forth meta-linguistically (unconsciously and consciously), can compare the two languages, make positive transfer by cross-linguistic influence and avoid interference with the source language in learning french. The bilingual students perform better in classroom content and also develop strategies for learning languages
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Neves, Carla Malinowski. "A intersetorialidade no sistema nacional de atendimento socioeducativo : experiências no município de Porto Alegre-RS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/115068.

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No Brasil, o adolescente que comete ato infracional acessa uma política social, regulamentada pela Resolução nº 119/2006 SINASE-CONANDA e pela Lei nº 12.594/2012, que institui o Sistema Nacional de Atendimento Socioeducativo - SINASE e regulamenta a execução das medidas socioeducativas. Entre uma série de questões importantes, os respectivos documentos afirmam que a integração entre as políticas sociais destinadas a adolescentes deve ocorrer através do estímulo à prática da intersetorialidade e que a avaliação da gestão do Sistema Nacional de Atendimento Socioeducativo terá por objetivo a articulação intersetorial das políticas. No campo das práticas das políticas sociais, a intersetorialidade é enunciada como estratégia de gestão e de atendimento, de forma naturalizada, quanto à sua proposta e operacionalidade. Nessa direção, a presente pesquisa propõe problematizar como as práticas intersetoriais estão operando no campo das medidas socioeducativas de meio aberto de Liberdade Assistida de uma microrregião do município de Porto Alegre. A intersetorialidade é analisada como prática discursiva e estratégia de governo, circunscrita no campo da Proteção Integral que, a partir do Estatuto da Criança e do Adolescente e do fortalecimento da economia política neoliberal, configura um novo arranjo político-institucional que organiza a forma como as políticas de atendimento da Criança e do Adolescente devem funcionar no Estado brasileiro. Trata-se de um estudo documental, inspirado em princípios da análise discursiva e genealógica de Michel Foucault, problematizando as práticas intersetoriais sob uma perspectiva histórica singular. A proposta visa descrever e desnaturalizar as práticas intersetoriais, percorrendo a trama de relações que permitiu sua emergência no cenário do SINASE, e analisar seus efeitos na vida do adolescente em cumprimento de medida socioeducativa de Liberdade Assistida em determinada região. O corpus de análise foi constituído por documentos regulatórios do SINASE (Resolução 119/2006 e Lei 12.594/2012) e pelo Plano Individual de Atendimento - PIA de adolescentes em cumprimento de medida socioeducativa de Liberdade Assistida de uma microrregião do município. Trabalhamos com a série “Responsabilidades - Sujeito de Direitos – SINASE”, destacando certa regularidade discursiva sobre as práticas intersetoriais, relacionadas às novas alianças público-privadas, à concepção do adolescente como sujeito de direitos que atua como força reguladora da sociedade capitalista e, por fim, ao sistema socioeducativo como um dispositivo de segurança. Nessa perspectiva, o SINASE visa regular a vida do adolescente autor de ato infracional, com práticas de controle e de vigilância dirigidas a este, visibilizando-o na condição de risco e, como sujeito inapto, no plano produtivo. As práticas intersetoriais são uma das estratégias desse dispositivo que tendem a operar, paradoxalmente, como práticas de segurança, produzindo efeitos de exclusão e inclusão, na medida em que esse adolescente é inscrito e incluído num corpo populacional que será objeto da política, compondo índices estatísticos. Mas também será excluído, neste mesmo plano de passagem, por uma política que não garante, necessariamente, a condição de sujeito de direitos. Por outro lado, como práticas de gestão e atendimento, algumas articulações intersetoriais contemplam forças contrárias, ao romperem algumas lógicas que constituem o sistema, viabilizando novas possibilidades de fazer, coletivamente, tais processos.
In Brazil an adolescent who commits crime has access to a social policy, which is regulated by Resolution No 119/2006 SINASE-CONANDA and by the Law No 12.594/2012, which establishes the National System of Socio-Educational Services - SINASE and regulates the implementation of socio-educational measures. Among a number of important questions these documents state that the integration among social policies aimed at adolescents should encourage the practice of intersectionality and that the evaluation of the management of the National System of Socio-Educational Services will aim at the intersectoral coordination of the policies. Considering social policies, intersectionality is claimed to be a management and service strategy seen as normal, in respect of its proposal and operability. Taking in account the above, this research aims to discuss how intersectional practices are operating in the field of assisted freedom of educational measures in a specific area of Porto Alegre. Intersectoriality is analyzed as a discursive practice and as a government strategy, restricted to the field of Full Protection, which, from the Statute of Children and Adolescent and the strengthening of neoliberal political economy, sets a new political-institutional arrangement which organizes the way the Children and Adolescents service policies should work in the Brazilian state. This is a documentary study, motivated by the principles of discourse and genealogical analysis of Michel Foucault, problematizing intersectorial practices under a unique historical perspective. The proposal aims to describe and denaturalize intersectorial practices, going through a web of relationships which allowed their emergence at the SINASE framework, and analyze what are their effects on the adolescent’s life when complying with socio-educational measures for assisted freedom in a given region. The corpus of analysis consisted of the SINASE regulatory documents (Resolution N° 119/2006 and Law N° 12.594/2012) and the Plan of Individual Service (PIA) from adolescents complying with the socio-educational measures for assisted freedom from a specific area in the chosen city. We work with the “Responsibilities - Subject of Rights – SINASE” series, pointing out certain discursive regularities on the intersectorial practices, related to new public-private alliances, to the conception of the adolescent as a subject of rights who acts as a regulatory force of the capitalist society, and, finally, with the SINASE as a security device. In this view, SINASE aims to regulate the life of the adolescent who commits crime, with control and surveillance practices aimed at them, exposing them to the risk conditions and as an unfit subject in the production plan. Intersectorial practices are one of the strategies of this instrument and tend to inconsistently operate as security practices, producing effects of exclusion and inclusion, to the extent that the adolescent is inserted and included in a populational body which will be the subject-matter of the policy, composing statistical indicators. However, they will also be excluded in this very same plan by a policy that actually does not guarantee the conditions of a subject of rights. On the other hand, as management practices and services, some intersectorial groups include opposing forces, by breaking the logic of some aspects that constitute the system, enabling new possibilities for collective action of such processes.
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Books on the topic "National educational system"

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Smallwood, Carol. An educational guide to the national park system. Metuchen, N.J: Scarecrow Press, 1989.

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Singapore's new education system: Education reform for national development. Pasir Panjang, Singapore: Institute of Southeast Asian Studies, 1988.

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Balocu, Nabī Bak̲h̲shu K̲h̲ānu. A national system of education and education of teachers. Larkana: Sindh Institute of Policy Studies, 2003.

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Towards a national system of education: Educational development in India, 1937-51. New Delhi, India: Mittal Publications, 1989.

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National Forum on Education Statistics (U.S.). National Education Statistics Agenda Committee. Improving the capacity of the national education data system to address equity issues: An addendum to A guide to improving the national education data system. Washington, DC: The Center, 1995.

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National Forum on Education Statistics (U.S.). National Education Statistics Agenda Committee. A guide to improving the national education data system: A report. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1991.

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National Forum on Education Statistics (U.S.). National Education Statistics Agenda Committee. A guide to improving the national education data system: Executive summary. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1991.

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Halliday, Ian G. Teacher management and records in the national education system: Resource book for educational administrators. London: Commonwealth Secretariat, 1989.

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Halliday, Ian G. Teacher management and records in the national education system: Resource book for educational administrators. London: Commonealth Secretariat, 1989.

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Interagency Low Income Opportunity Advisory Board (U.S.), ed. Up from dependency: A new national public assistance strategy : The national public assistance system. Washington, D.C.]: Executive Office of the President, Office of Policy Development, 1987.

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Book chapters on the topic "National educational system"

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Bin, Li, Ma Shenghong, Dong Wenjuan, Xiong Yan, and Chen Guangming. "Integrating Renewable Energy Education Into National High Educational System." In Proceedings of ISES World Congress 2007 (Vol. I – Vol. V), 3005–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-75997-3_606.

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Akenson, Donald H. "The Irish National System as an Educational Surprise." In Routledge Library Editions: Education Mini-Set H History of Education 24 vol set, Vol1:Cover—Vol1:430. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203181119-1.

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Angus, Max, and William Louden. "Systemic Reform in a Federal System: The National Schools Project." In International Handbook of Educational Change, 831–54. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_41.

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Pande, Badri Dev. "Integration of Environmental Education into the National Education System of Nepal." In Reorienting Educational Efforts for Sustainable Development, 151–63. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7622-6_9.

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Langston, Keith, and Anita Peti-Stantić. "Models of Linguistic Perfection: The Role of the Educational System in Croatian Language Planning." In Language Planning and National Identity in Croatia, 212–46. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137390608_9.

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VanOverbeke, Marc A. "Charles W. Eliot and the Early Campaign for a National Educational System." In The Standardization of American Schooling, 115–42. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612594_6.

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Nortvedt, G. A., K. B. Bratting, O. Kovpanets, A. Pettersen, and A. Rohatgi. "Improving Equity Through National-Level Assessment Initiatives." In Equity, Equality and Diversity in the Nordic Model of Education, 225–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_9.

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AbstractThis chapter investigates how a national-level assessment initiative may improve equity in early years numeracy education, taking the Norwegian mapping tests for primary grades 1–3 as an example. Three assessments, one test for each grade level, were launched in the 2013–2014 school year and have been used every year since. In accordance with Nordic model principles, the test content is available to teachers to ensure familiarity with the test content and the formative use of the assessment outcomes to improve teaching and learning for students identified as at risk of lagging behind. Analysis of student data reveals that, 6 years after the first implementation, no inflation can be seen in test scores. Thus, an exposed assessment may remain robust within an educational system that aspires to transparency, such as the Norwegian one. However, analyses of interview data and achievement data reveal that teachers often struggle to use the assessment outcomes to improve teaching. These results suggest that the initiative to improve equity in primary school numeracy education depends on teachers’ assessment literacy. In accordance with Nordic model principles, schools have significant autonomy and are responsible for identifying professional development needs for their teachers. This research confirms the dilemmas in the Nordic model between national-level and local initiatives and responsibilities.
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Torres Irribarra, David, and Álvaro Zapata. "The Portfolio in the National Teacher Evaluation System in Chile: Collecting Evidence of Validity as Part of the Instrument Construction Process." In Validity of Educational Assessments in Chile and Latin America, 431–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78390-7_18.

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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education, 49–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.

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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.
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Genkova, Petia, and Benita Flohr. "Social Competence and National Identity Predict Pupils’ and Students’ Intercultural Competence." In Diversity nutzen und annehmen, 95–116. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35326-1_5.

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AbstractThe following chapter presents a study examining the influence of social competence and social identity on intercultural competence among pupils and students.Social and intercultural competences have become an important educational objective of schools and universities. The current study investigates how social competence and national identity relate with pupils’ and students’ intercultural competence. Furthermore, the study examines in which educational system (school versus university) intercultural competence is supported more. Applying a cross-sectional study design with 544 pupils and students (aged 16–34 years), we test for differences between male and female and age groups. Results showed social competences to be a suitable predictor for pupils’ and students’ intercultural competence. Additionally, positive correlations were found between intercultural competence and positive attitudes towards the outgroup. Limitations and implications for future research are discussed.
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Conference papers on the topic "National educational system"

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Karakulka, Yu A. "INTERACTION OF THE BELARUS AGRICULTURAL LIBRARY WITH THE NATIONAL EDUCATION SYSTEM." In БИБЛИОТЕКИ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ: СОХРАНЕНИЕ ТРАДИЦИЙ И РАЗВИТИЕ НОВЫХ ТЕХНОЛОГИЙ. ООО «Ковчег», 2020. http://dx.doi.org/10.47612/978-985-884-010-5-2020-261-267.

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The article presents the main areas of educational activities in the Belarus Agricultural Library. The library has long-term experience in organizing and carrying out advanced training courses on the programme «Information and Software Support for Professional Activities (Librarianship)». Examples of interaction between the library and educational institutions are given. The article illustrates the informational support of quality educational processes in the agrarian institutions of higher education rendered due to their servicing under the agreements for the provision of paid library and information services.
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Nuraini, Fransisca, and Asma Aisha Aisha. "Model Development of the National Examination System." In International Conference on Educational Assessment and Policy. Badan Pengembangan dan Pembinaan Bahasa, 2018. http://dx.doi.org/10.26499/iceap.v1i1.67.

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Leuciuc, Eugenia Gabriela, and Daniela Mihaela Neamtu. "LEGISLATIVE GOVERNANCE IN THE EUROPEAN AND NATIONAL EDUCATIONAL SYSTEM." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1831.

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Ohtsuki, Mika, Tetsuro Kakeshita, and Mitsuhiro Takasaki. "National survey of Japanese universities on computing education: Analysis of educational computer system." In 2017 Twelfth International Conference on Digital Information Management (ICDIM). IEEE, 2017. http://dx.doi.org/10.1109/icdim.2017.8244671.

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Soncheva, Elena, Larisa Isner, and Mikhail Chervyakov. "FORMATION AND DEVELOPMENT OF THE NATIONAL QUALIFICATION SYSTEM IN RUSSIA: LEGAL PERSPECTIVES." In NORDSCI International Conference Proceedings. Saima Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b2/v2/32.

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Today, the main event in the social and labour sphere of Russia is, of course, the introduction of the National Qualifications System (abbreviated NSC), which comes to replace the old system of qualification characteristics. In general, the NSC in Russia is represented by four interrelated elements: professional standards, independent assessment of qualifications, professional and public accreditation of educational programs and a directory of the most popular professions. The professional standard at the legislative level states the requirements for the type of activity. Independent assessment of qualifications is a mechanism for personnel certification for compliance with professional standards, and professional public accreditation of educational programs is their assessment for compliance with the requirements of professional standards. In European countries, such systems have existed for a long time and accumulated some experience in this field. The purpose of this article is to consider the common and distinctive features of the European and Russian systems of national qualifications, as well as the experience of building such a system in Russia. In addition, the work will present the differences between the previously existing system of qualifications in Russia and the modern one. The article will show the difficulties of embedding the new system in Russian labour legislation. In addition, problems in the activities of society that were caused by the new system will be considered, its advantages and disadvantages will be considered. Particular attention will be paid to the analysis of the new qualification assessment system and its comparison with similar ones abroad. Today, Russia is trying, using the experience of European countries, to introduce a system of awarding qualifications outside educational institutions in special centers for the assessment of qualifications. The difference between the Russian model and the existing analogues abroad is that these centers are represented by commercial organizations, while education is carried out by state educational institutions. Such a docking of the state system of education and business has given rise to a number of problems, which will be discussed in the article. The main feature of the national qualifications system in Russia is a synthesis of the obligation (imperativeness) and the market fundamentals of the system itself.
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Kruhlik, Yury Viktorovich, and Natalia Leonidovna Titova. "Digital transformation of the national educational system: Perspectives and risks." In 3rd International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2020. http://dx.doi.org/10.20948/future-2020-18.

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L. Ekiel-Jeżewska, Maria. "The System of Learning and Teaching Organized by the Polish Commission of the National Education (1773-94)." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100376.

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In a successfully developing system, goal, principles and processes are coupled with each other and with a continuous increase of knowledge. Analyzing these relations, Wilson, Barsky and Daviss (1996-2000) proposed universal criteria to assess progress of systemic changes. These criteria can be applied to develop\pment of a modern technology or science, as well as to education reforms. The goal of this work is to apply these criteria to analyze effectiveness of the system of learning and teaching created by the Polish Commission of the National Education (KEN). It has been shown (Ekiel-Jeżewska, 2012) how the overarching goal of education, economical and political development of Poland, was consistent with the KEN basic principles: common goals, freedom and autonomy, ownership of accumulated knowledge. We have demonstrated how KEN kept alive the six processes inherent to successful system reforms: knowledge accumulation, sustained professional development within a recognized hierarchy of practitioner's expertise and transmission of this expertise to others, design of complex entities, improvement of quality, diffusion of innovations, and redesign. In this way, we have provided an example how a similar assessment can be performed for modern educational initiatives, programs, systems and reforms, in contrast to common evaluation of individual teachers and students. Following the best Polish educational tradition, we have reminded that, nowadays, we need to rethink what does it mean to learn and teach productively, and what should be the overarching goal of education in the society of the XXI century.
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Tzolov, Bisser, Aleksandra Haralampieva, and Aleksandra Gencheva - Vasileva. "POSTGRADUATE EDUCATION AT NATIONAL SPORTS ACADEMY “VASSIL LEVSKI”– RETROSPECTIVE ANALYSIS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/104.

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ABSTRACT An important element in the system of educational and scientific activity of the National Sports Academy “Vassil Levski” is the Postgraduate education. This is dictated by both the mission and educational traditions of the Academy, as well as by the needs of Bulgarian society and the legal framework in higher education. The purpose of the study is to make a retrospective analysis of the Postgraduate studies at NSA “Vassil Levski”. The analysis was made by studying historical information included in different reports, Educational-Scientific Council’s minutes of meetings, memo reports, references with statistical data, regulatory documents, questionnaires and other documentary sources. Part of the collected data is subject to quantitative analysis and expert-analytical evaluation and summery. In the retrospective analysis, the Postgraduate studies at the Academy are differentiated into three stages through the prism of political, economic, legal and educational features over time. Some strategic goals, structural units, types and forms of Postgraduate studies are characterized and this is supported by information about the specializations and courses conducted over the years. The overall analysis, revealing the stages and the trends in the development of Postgraduate education provides opportunities through additional research to derive main perspectives that will serve to make strategic decisions for its expansion and improvement at NSA “Vassil Levski”.
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Pasaribu, Ida Mariani, Antonius Gultom, and Nora Marienta Pasaribu. "School Facilities and Infrastructure Management System to Comply the National Standar for Education." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.091.

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Semenets, Valerii, Iryna Svyd, Oleksandr Vorgul, Valeriia Chumak, Olha Myttseva, and Natalia Boiko. "ASPECTS OF QUALITY ASSURANCE OF THE EDUCATIONAL PROCESS OF HIGHER TECHNICAL EDUCATION." In 2021 III International Scientific and Practical Conference Theoretical and Applied Aspects of Device Development on Microcontrollers and FPGAs. MC-ampFPGA-2021, 2021. http://dx.doi.org/10.35598/mcfpga.2021.017.

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Abstract The principles of quality assurance of higher education are considered in the work. The analysis of aspects of quality assurance of the educational process of higher technical education on the example of Kharkiv National University of Radio Electronics is given. Measures to develop a quality system of higher education at the university level are proposed as well. Keywords: thigher education, technical education, quality of education, educational process, microcontroller, FPGA, educational laboratory, remote laboratory.
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Reports on the topic "National educational system"

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Nefodov, Dmytro. Local Studies in the System of School Historical Education. Intellectual Archive, December 2022. http://dx.doi.org/10.32370/ia_2022_12_8.

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The aim of the article is to comprehensively study the place and role of historical local studies in the system of historical education of general educational institutions in Ukraine. Being a component of national education, historical local studies contributes to the revival of regional traditions and nation’s consolidation. Nowadays historical local studies in Ukraine has become a powerful means of the Ukrainians’ national self-awareness awakening, their national-historical memory, without which the process of establishing independent Ukrainian statehood would be impossible.
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Bulatetska, Lesya V., Vitaliy V. Bulatetskyi, Tetyana O. Hryshanovych, Yulia S. Pavlenko, Tetyana I. Cheprasova, and Andrey V. Pikilnyak. Operation system features and cloud services for lecturer work. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4443.

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The work proposes a conception of setup and use of teacher’s or lecturer’s workspace using common software and hardware products. The research object is a system built by using operating system capabilities in conjunction with office suite and public cloud service, as a foundation for teacher’s digital workspace. Research is made on how to set up, scale, and operate such a system, by studying the experience of national and foreign scientists and teachers, and using our own experience in educational processes, and working with operating systems and cloud services. As a result, we got a system which is easy to set up, learn, and apply by teachers without significant experience working remote education systems, and could be used for initial learning of remote education principles. It could be used as an initial step before migrating to specialized remote education systems. In the future, the system itself could be improved by adding additional objects into the system and a higher integration level between objects and external subjects.
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Tarasenko, Roman A., Viktor B. Shapovalov, Stanislav A. Usenko, Yevhenii B. Shapovalov, Iryna M. Savchenko, Yevhen Yu Pashchenko, and Adrian Paschke. Comparison of ontology with non-ontology tools for educational research. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4432.

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Providing complex digital support for scientific research is an urgent problem that requires the creation of useful tools. Cognitive IT-platform Polyhedron has used to collect both existing informational ontology- based tools, and specially designed to complement a full-stack of instruments for digital support for scientific research. Ontological tools have generated using the Polyhedron converter using data from Google sheets. Tools “Search systems”, “Hypothesis test system”, “Centre for collective use”, “The selection of methods”, “The selection of research equipment”, “Sources recommended by Ministry of Education and Science of Ukraine”, “Scopus sources”, “The promising developments of The National Academy of Sciences of Ukraine” were created and structured in the centralized ontology. A comparison of each tool to existing classic web-based analogue provided and described.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Lysokon, Ilia. Analysis of the Definition "Management of Education" in the Ukrainian Pedagogical Discourse. Тернопіль, 2022. http://dx.doi.org/10.31812/123456789/6472.

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The national system of education has always been a subject of scientific discussions in the pedagogical paradigm. It should be noted that this system is multi-vector special processes and factors created by the state to implement the social mission of education in the society. Education as a constituent phenomenon includes many areas of work: educational process, scientific and scientific-technical activities, psychological and psychological-pedagogical counselling, financial and economic work and more. All these processes are united not only by the attitude to education as a system, but also to the process of governance in general. Therefore, the definition of "management of education" in various processes plays a particularly important role.
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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
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London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.

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Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.
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Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Edited by Liliana Horal, Vladimir Soloviev, and Andriy Matviychuk. Atlantis Press, 2019. http://dx.doi.org/10.31812/123456789/3614.

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The Ivano-Frankivsk National Technical University of Oil and Gas will hold the 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019: http://mdsmes.nung.edu.ua/), which will take place on October 24-25, 2019 in Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk and Polyanytsia village (TC Bukovel), Ukraine. The purpose of the Conference is to exchange the experience and share the results of the scientific research, generalization and development of policy recommendations based on the strategic management of economic systems as well as development partnerships for the future collaboration. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted a significant contribution to the knowledge in these up-to-date scientific fields. We invite scientists, practitioners, teachers of educational institutions, doctoral students and graduate students to participate in the conference. The Organizing committee would like to express our sincere appreciation to everybody who has contributed to the conference. Heartfelt thanks are due to authors, reviewers, participants and to all the team of organizers for their support and enthusiasm which granted success to the conference. Hopefully, all participants and other interested readers benefit scientifically from the proceedings. We look forward to seeing you in the MDSMES 2019. We hope that this conference will be an annual event so we look forward to seeing you at MDSMES 2020. The Organizing Committee of MDSMES 2019
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Pillay, Hitendra, and Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.

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Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult to change the system. However, as the world transitions from industrial revolution to information revolution and now to knowledge economy, the foundational education sector has been confronted with several simultaneous challenges. The monograph reviews and analyses how these challenges may be supported in a system that is reliant on traditional rigid time frames and confronted by complex external pressures that are blurring the boundaries of the school education landscape. It is apparent that doing more of the same may not provide the necessary solutions. There is a need to explore new opportunities for reforming the school education space, including system structures, human resources, curriculum designs, and delivery strategies. This analytical work critiques current practices to encourage K-12 educators recognize the need to evolve and embrace disruptions in a culture that tends to be wary of change. The key considerations identified through this analytical work is presented as a set of recommendations captured under four broad areas commonly used in school improvement literature
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