Academic literature on the topic 'Western education system'
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Journal articles on the topic "Western education system"
Mardonov, Ravshan. "Eastern Philosophy Of Education And Educational Policy: Features And Priorities." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.
Full textRoald, Anne Sofie. "Islamic Versus Modern Western Education." American Journal of Islam and Society 11, no. 1 (April 1, 1994): 116–19. http://dx.doi.org/10.35632/ajis.v11i1.2459.
Full textZhou, Tian. "Drama Education Differences Between China and Western Countries." Asian Education Studies 4, no. 2 (September 6, 2019): 31. http://dx.doi.org/10.20849/aes.v4i2.657.
Full textBagwasi, Mompoloki Mmangaka. "The major educational policies, models and ideas that have influenced Botswana’s education system." Policy Futures in Education 17, no. 3 (October 25, 2018): 370–82. http://dx.doi.org/10.1177/1478210318807779.
Full textNgale, Ilongo Fritz, and Mahlatsi Monaheng. "Holistic Education." Humanities and Social Science Research 2, no. 1 (February 25, 2019): p15. http://dx.doi.org/10.30560/hssr.v2n1p15.
Full textMalani, Joji, and Gregory J. Dever. "Telemedicine demonstration projects in the Western Pacific." Journal of Telemedicine and Telecare 3, no. 1_suppl (June 1997): 43–46. http://dx.doi.org/10.1258/1357633971930328.
Full textErić, Ognjen. "Education and Economic Growth of the Western Balkans Countries." ECONOMICS 6, no. 2 (December 1, 2018): 27–35. http://dx.doi.org/10.2478/eoik-2018-0021.
Full textOkakok, Leona. "Serving the Purpose of Education." Harvard Educational Review 59, no. 4 (December 1, 1989): 405–23. http://dx.doi.org/10.17763/haer.59.4.j774101814p68423.
Full textTsybulko, O. S. "SPIRITUALITY IN THE HIGHER EDUCATION SYSTEM: THE IDEAS OF WESTERN PEDAGOGY." Innovate Pedagogy 1, no. 20 (2020): 54–58. http://dx.doi.org/10.32843/2663-6085-2020-20-1-11.
Full textOvermars, Danika. "Indigenous Knowledge, Community and Education in a Western System: An Integrative Approach." First Peoples Child & Family Review 5, no. 2 (May 5, 2020): 88–95. http://dx.doi.org/10.7202/1068934ar.
Full textDissertations / Theses on the topic "Western education system"
Young, Kathryn, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN ONGOING COLONIAL LEGACY: CONTEMPORARY EDUCATION BELIEFS AND PRACTICES IN PAPUA NEW GUINEA." Deakin University. School of Education / School of Social & Cultural Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040726.102645.
Full textEngle, Marshall. "Occupational stress amongst lecturers with specific reference to a further education and training college in the Western Cape." University of the Western Cape, 2012. http://hdl.handle.net/11394/5046.
Full textResearch on stress has indicated that people in the helping professions dealing with people, especially those in the teaching profession, are particularly prone to emotional distress. However, information regarding the stress-related emotions specifically experienced by academic lecturers at institutions of Further Education and Training is not abundant. University teaching has traditionally been conceived of as a relatively stress-free occupation, or at least has been seen in this way by outsiders. Nevertheless, there is overwhelming evidence attesting to the fact that academia is a highly stressful occupation.The contemporary academic context in South Africa is characterised by changes such as the incorporation of colleges and the merging of universities and technikons, now referred to as universities of technology. Consequences such as financial predicaments, insecurity of employees, short-term contract positions, fewer fringe benefits, increasing emotional disturbance and stress, are unavoidable. Although they are not highly paid in comparison to professionals in the commercial sector, academics have been envied for their tenure, light workloads, flexibility and freedom to pursue their own research.Concerns about academic stress have been articulated over the past three decades. Research conducted in the United Kingdom (UK), United States of America (USA), Australia and New Zealand has identified several key stressors commonly associated with stress among academic staff. These include work overload, time constraints, lack of promotion opportunities, inadequate recognition, inadequate salary, changing job role, inadequate management and/or participation in management, inadequate resources and funding and student interactions. Other sources of stress, such as high self-expectations, poor interactions with colleagues, inequality in the system and lack of regular performance feedback have been highlighted in a few studies. Although some studies found high levels of stress relating to work relationships, control, resources and communication and job insecurity, excessive overload and work-life imbalance are among the most frequently reported stressors by academics. Since academics do not represent an homogeneous group of professionals, it is considered inappropriate to examine academic stress without taking all their professional and personal characteristics into account. Research has shown that workload, inadequate salaries and a lack of public recognition were perceived as more significant sources of pressure by men than by women, whilst job insecurity, isolation from colleagues, a lack of institutional recognition of worth and work politics were more salient for women. Since academia is still largely a male dominated occupation, female academics may experience more stressors and strains than their male counterparts due to a lack of role models, less socialisation from women from their own rank, gender stereotypes and increased role conflict as they endeavour to balance roles at work and at home. Researchers have also noted the importance of age-based differences, and conventionally believe that stress universally declines with chronological age.Data was collected through a biographical questionnaire and the Experience of Work and Life Circumstances Questionnaire (WLQ). A convenience sample of lecturers in an FET College (n=150) completed the questionnaires, which were analysed using the Statistical Package for the Social Sciences (SPSS), version 20. Statistical procedures for data analysis include: T-Test, Multiple Regression Analysis and Analysis of Variance (ANOVA).The results in the current research reveal that there are statistically significant differences in stress levels of academic staff at the FET college based on gender, age, race, marital status and tenure. Based on the responses obtained, 35.33% of the variance in total stress could be explained by Organisational functioning, Task aspects, Salary, benefits and personnel policies, Extra-organisational factors and Career aspects, and suggest that other unexplored variables could explain the variance in stress levels experienced by academics at the FET college.
Wafula, Robert J. "Male ritual circumcision among the Bukusu of Western Kenya : an indigenous African system of epistemology and how it impacts Western forms of schooling in Bungoma District /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220621.
Full textVan, Wyk Christoffel. "The development of an education management information system from a sensemaking perspective and the application of quantitative methods to analyse education data sets." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1276.
Full textHunter, Lawrence Crittenden. "Public Relations: Its Importance in the Public School System." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1690.
Full textOwen, Julie. "Development of a culturally sensitive program delivering cardiovascular health education to indigenous Australians, in South-West towns of Western Australia with lay educators as community role models." University of Western Australia. School of Population Health, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0061.
Full textRobert, Makuna Kananga M. "Administration of the adjusted Rorschach comrehensive system to learners in a previously disadvantaged school in the western Cape." University of the Western Cape, 2013. http://hdl.handle.net/11394/4269.
Full textThe study focuses on the administration procedure of Adjusted Rorschach Comprehensive System (ARCS) to learners from a previously disadvantaged school in the Western Cape. ARCS is the Rorschach administration procedure developed by Moletsane-Kekae (2004) in her research study. The aim of the study was to determine the response rate of learners from a previously disadvantaged school when they were exposed to the Adjusted Rorschach Comprehensive System (ARCS). The objectives are to determine the possible factors that can lead to high and low response rate when administering Adjusted Rorschach Comprehensive System (ARCS). The main assumption that guides the study was that the responses of the administration of Adjusted Rorschach Comprehensive System (ARCS) to the learners from a previously disadvantaged school in the Western Cape would yield more than 14 responses (R>14). The study adopted a qualitative approach, case study design, interpretivist paradigm. The Rorschach test, ARCS procedure, observation, interview, and Field notes were used as data collection techniques. The sample was made of six learners (3 girls and 3 boys) in Year 1 selected from a previously disadvantaged school in Cape Town. In order to analyze the data, the thematic analysis and interpretation procedures were used. The results revealed that the majority of the learners gave high responses, because the ARCS accommodated their cultures, believe and backgrounds. This study found out that language, seating arrangement, strategies using during the ARCS procedure were the factors that influenced the higher response rate. Furthermore, the study also found that the lack of previous exposure and experience of the psychological test was a factor that can lead to low response.
Stoltenkamp, Juliet. "An integrated approach to e-learning implementation in a complex higher education setting: A case study of the University of the Western Cape." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/8474.
Full textThere has been a global transformation of higher education institutions (HEls) in response to a wave of dynamic education sector reforms; specifically, this is related to the adoption of educational technologies to enhance teaching-and-learning practices, education management, research and administration. This situation has placed a strain on HEls in South Africa and elsewhere, due to changing societal expectations, the inevitable integration of technology, and specifically eLearning into traditional interventions; and at the same time, the increasing pressure on practitioners to deliver quality education. Equally important, the question arises whether Information and Communication Technology (ICT) is indeed constructively impacting teaching-and-learning practices. Consequently, a need has arisen for ePedagogy training and support for academics and students within challenging, complex HE settings. Within this context, the research has endeavoured to position the eLearning discourse within a global perspective; as well as to explore the theoretical underpinnings which impact the application of learning, and specifically eLearning. In particular, the merging of learning theories; different teaching and learning approaches, and technology that enables the creation of effective eLearning models and provides a more structured approach to the implementation of eLearning, were studied. Building on this theoretical basis, the importance and content of models within the discourse have highlighted the recent emphasis on the delivery of quality education. The principal thrust of this research was, therefore, to highlight the main developmental phases towards the creation of an Integrated eLearning model to influence organisational cultural change in Higher Education Institutions. The research was built on an in-depth case study of a large HEL namely: the University of the Western Cape (UWC), over the period September 2005 to October 2011. This explorative, longitudinal study was undertaken because of the numerous "unsuccessful" or "incomplete" eLearning implementations in developing countries, as well as the many challenges faced by academics. As a result, the study explored the factors that contribute to the successful implementation of eLearning within the empirical setting of UWC, a complex higher education environment. This has been an accumulative exercise that started shortly before the establishment of the E-Learning Development and Support Unit (EDSU) and the 'el.earning Awareness Campaign' - reflecting on the deployment of a non-coercive approach to the implementation of el.earning and its impact on the organisational culture of the institution. The result was the development of an Online Course Creation model, which forms the core of phase 1 (September 2005 - December 2006) of the case study. Subsequently, phase 2 (January 2007 - August 2008) of the case study showcased gaps in the Online Course Creation model and emphasised that eLearning implementation in a complex higher education setting should go beyond thefocus on ePedagogy with regard to effective online course creation. Hence, this second phase of the case study involved the development of a revised eLearning model, the Inclusive ePedagogy model. Consequently, phase 3 (September 2008 - October 2011) of the case study highlighted the main developmental stages implemented in the creation of a final Integrated el.earning model, and discussed how these integrated factors contribute to the implementation of eLearning, and ultimately, influence the organisational cultural change within UWC. Interaction with various stakeholders during the phases of the study included interviews and questionnaires. As a result thereof, the research reflected on the exponential growth of eLearning; improved attitudes and mindsets; strategic commitment for the infusion of technology and ePedagogy; and the institutional teaching and learning strategy. On the other hand, these results are in stark contrast to the lack of management in the development of the home-grown Open Source platform, coupled with intermittent access to internet connectivity. This shortcoming has often hindered online teaching and learning initiatives and support processes. Furthermore, the research has indicated how educational technology has positively impacted on prevailing communities of practice, and has even led to sound practices, such as sharing online courses/modules within the institution and with the global community. The escalating numbers of students seeking eLearning training and support have been supported by blended eLearning approaches. These approaches reflect the importance of integrated curriculum design. Moreover, the presented Integrated eLearning model, shows that 'eLearning success' can never be claimed, but is rather a process undergirded by a dedicated support team committed to continuous eLearning marketing, together with the review of processes within dynamic, complex higher education settings. Equally important, eLearning implementation within a HEI inherently impacts the organisational cultural changes. This is not just a once-off event, as it entails the difficult task of changing mindsets toward the use of new pedagogies, in order to supplement traditional instruction. At the same time, considering people-development processes; as well as organisational issues, which include peoples' perceptions at different times of the eLearning continuum, is presented as various factors, which contribute to the successful implementation of eLearning. The most important factors contributing to successful eLearning implementation, as established through the research, and also incorporated into the proposed Integrated eLearning Model are: the provision of holistic online activities; integrated institutional ICT infrastructure and systems; the support of educators and students; the necessary positive attitude by lecturers to take a hands-on role in the application of blended eLearning practices - aligned to research - and the contribution to the knowledge era; the importance of communities of practice within and outside the institution; the need for motivated formal leadership and educators to take ownership of the development of aligned, integrated curriculum strategies supportive of emergent educational technologies; continuous commitment to eLearning support, and quality-assurance processes; sustainable eLearning change management and marketing strategies; as well as crucial integrated professional leadership, management and support of the elements of the Integrated eLearning model.
Al-Eissa, Mohammed A. "A conceptual plan for a functional educational resource system as a core to create a new learning environment in the western province (as a sample province) in Saudi Arabia : with emphasis on the secondary school level." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301789.
Full textEvans, Paul. "A multimedia system to instruct novice users of online library catalogues." View thesis, 1996. http://library.nepean.uws.edu.au/about/staff/thesis.html.
Full textBooks on the topic "Western education system"
The impact of Western education system in Sindh. Jamshoro (Sindh): Pakistan Study Centre, University of Sindh, 1998.
Find full textSleight, Weldon. Development of an interstate cooperative research and educational system for colleges of agriculture in the Western United States. [Logan, Utah: Utah State University], 1989.
Find full textShuang chong qi yuan yu zhi du sheng cheng: Zhongguo xian dai da xue zhi du qi yuan yan jiu = Dual origin and system formation. Wuhan: Hua zhong ke ji da xue chu ban she, 2011.
Find full texthr, Christoph Fu. On the education system in the five new Laender of the Federal Republic of Germany: Brandenburg, Mecklenburg-Western Pomerania, Saxony, Saxony-Anhalt, Thuringia. Bonn: Inter Nationes, 1992.
Find full textOdamtten, S. K. Indigenous and western educational systems in Ghana. Accra: Ghana Universities Press, 1996.
Find full textDaun, Holger. Childhood learning and adult life: The functions of indigenous, Islamic and western education in an African context. Stockholm: Institute of International Education, Stockholm University, 1992.
Find full textInternational Conference on Simulation in Engineering Education (1996 San Diego, Calif.). 1996 International Conference on Simulation and Multimedia in Engineering Education (ICSEE '96) : proceedings of the 1996 Western Multiconference. San Diego, CA: Society for Computer Simulation, 1996.
Find full textBulgakova, Irina. Anthropology of education in the Russian culture. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1044191.
Full textCoffey, Simon, ed. The History of Grammar in Foreign Language Teaching. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616.
Full textInternational Conference on the Western Pacific Diabetes Information Network (WPDIN) (1st 2000 Kyoto, Japan). e-Health for diabetes in the Western Pacific: Proceedings of the 1st International Conference on the Western Pacific Diabetes Information Network (WPDIN) : held in Kyoto on 14 November 2000. Edited by Akazawa Yoshiharu, Aoki Norihiko 1938-, and LaPorte Ronald. Amsterdam: Elsevier, 2000.
Find full textBook chapters on the topic "Western education system"
Xu, Guobin, Yanhui Chen, and Lianhua Xu. "Education System." In Understanding Western Culture, 117–48. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8150-7_5.
Full textRisku, Michael, and Letitia Harding. "The Western Education System." In Education for Tomorrow, 73–86. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-158-0_6.
Full textAnweiler, Oskar. "Research Concerning the Educational System and Pedagogy in the Soviet Union: Some Observations and Inferences." In Western Perspectives on Soviet Education in the 1980s, 19–29. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-07179-1_2.
Full textWanger, Thomas-Cherico, and Mingqi Xie. "A western view on Westlake University’s way to reform China’s education system." In China im Blickpunkt des 21. Jahrhunderts, 341–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-63378-6_21.
Full textYanhui, Lu. "Vocational Teacher Training in the New Curriculum System." In Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education, 147–53. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-010-1_18.
Full textIsakhanli, Hamlet, and Aytaj Pashayeva. "Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan." In Palgrave Studies in Global Higher Education, 97–121. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_4.
Full textUllán de la Rosa, Francisco Javier, and Hugo García Andreu. "Roma Population in the Spanish Education System: Identifying Explanatory Frameworks and Research Gaps." In Social and Economic Vulnerability of Roma People, 201–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_13.
Full textRumyantseva, Nataliya L., and Olena I. Logvynenko. "Ukraine: Higher Education Reforms and Dynamics of the Institutional Landscape." In Palgrave Studies in Global Higher Education, 407–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_16.
Full textLi, Ling, Jinzhen Lu, and Jiafu Zheng. "A Model for Rural Teachers Supplement in the Western Part of China: An Approach Based on the Compensatory Wage Differential Theory." In Chinese Elementary Education System Reform in Rural, Pastoral, Ethnic, and Private Schools, 105–18. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4561-5_4.
Full textSursock, Andrée. "Autonomy and Accountability in Higher Education, Western Europe." In Encyclopedia of International Higher Education Systems and Institutions, 1–4. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_162-1.
Full textConference papers on the topic "Western education system"
Wang-Peng. "Distance education service system in western underdeveloped regions." In 2010 International Conference on Optics, Photonics and Energy Engineering (OPEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/opee.2010.5508060.
Full textLi Cuiqing, Guo Juncheng, Liu Jinghua, and Jiang Zhongwu. "Inspirations from Western Modern Apprenticeship to higher vocational education reform in China." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485726.
Full textWenyan, Ji, Wang Qiang, and Liu Chengshui. "The Analysis and Reference for Western Urban Management System." In 2015 3d International Conference on Advanced Information and Communication Technology for Education (ICAICTE-2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icaicte-15.2015.61.
Full textGuo, Yangyang. "Research on the Innovation of Western Music History Teaching System." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesame-18.2018.80.
Full textXu, Rui. "Research on Chinese and Western Traditional Festival Culture Contrast." In 2014 2nd International Conference on Education Technology and Information System (ICETIS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icetis-14.2014.87.
Full textNedorezov, Vadim, and Leonid Pisarchik. "WORLD SYSTEM, GLOBALIZATION AND RUSSIA NATIONAL INTERESTS." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-179-184.
Full textPu, Rong. "On Optimization and Innovation of Rural Circulation System in Western China under the Targeted Poverty Alleviation Strategy." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.176.
Full textZiqi Liu and Xinyi Sun. "Notice of Retraction: Information Management and Information System major education comparison between Chinese and western universities from students' perspective." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC 2011). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6009764.
Full textSaade, Raafat, Fassil Nebebe, and Tak Mak. "Canada - China Cultural Differences in E-learning: A Motivation Perspective." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3346.
Full textAdonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.
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