Relevant bibliographies by topics / Western education system

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Western education system'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Western education system"

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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.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.
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Roald, 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.

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The Islamization of education, which is part of the more overarchingdiscussion of Islamizing knowledge, has activated Muslim social and naturalscientists as well as scholars in the humanities. The wide extensionof scholarly fields involved has colored the discussion and multiplied itsviews. For a reader in the subject of Islamic education, this multiplexpicture can be confusing and make it hard to distinguish petween the differentcomponents.In his research, Kitaji has attempted to compare the modem westernand Islamic educational systems. He has divided his research into fourmain parts. First he gives an outline of national education. In this part, hedeparts from the problems faced by the Japanese educational system,where the drop-out rates have nearly doubled in the last ten years. In thecase of Japan, he finds that the curriculum is rigid and does not take intoaccount individual differences in the ability to absorb information. Hefurther argues that the psychological atmosphere discourages pupils, forthe system tries to control them by regulating their attitudes and psychicalappearance (i.e., hair-style and clothes).From the particularity of Japanese schooling, he turns to a descriptionof the western educational system in general. What Kitaji does is to generalizethe western educational system in terms of Japanese actual experiences,western educational philosophy (mostly French), and westerndomestic critics. This results in a generalization that is far too broad, andI, who live in Sweden, tecognize only a few of the author’s characteristicsof the western educational system. However, Kitaji makes an importantpoint, which I assume pertains nearly to all western countries’national educational system: neglecting the pupils’ identity formation, particularlythe spiritual part. He also emphasizes the fact that nationaleducation is based upon the state’s demands rather than the pupils’ individualneeds. Although Kitaji stresses the state’s role in the developmentof structure and of curriculum, his recurrent emphasis of the state’s rolein curriculum development makes it difficult to grasp whose conscious orunconscious forces are actually working. The research would maybe bemore substantial if some comments had been made on this subject ...
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Zhou, 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.

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There are overall differences between the education policies and system between the Chinese and western education systems. These differences are brought up by the differences in government policies, the existing student's and orientation system, the country's population and school size, and community attitudes towards the country’s education system. By contrast, the education policies in western cultures are designed to prepare students to be more successful people in society by gaining enough educational skills and developing a strong friendship. There are several ways in which the Chinese education system completely varies with the western education system. Western countries focus on adopting varieties of learning methods in achieving a democratic government. For the Chinese, there is the management of the massive population, which is managed by a different mode of government. This paper tries to explain the differences between drama education in China and the Western cultures.
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Bagwasi, 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.

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Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.
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Ngale, 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.

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This paper posits that it is the blend of Botho, or Human Factor ethos of Basotho traditional education with the scientific perspectives of 21st century western education, that can effectively lead to holistic education. The methodology is basic research, while the theoretical framework is critical theoretical analyses articulated around triple axes of the traditional Basotho educational system, the modern western educational system, and a hypothetical third perspective or holistic education. This paper will highlight the Botho tenets of Basotho traditional education, 21st century skills, and resultant holistic education. This paper proposes educational transformation or holistic education through the integration of both the experiential, participative, and social learning orientation of traditional Basotho education, with the scientific, virtual, technological and entrepreneurial perspectives of modern western education. The paper proposes policy recommendations for the development of holistic education in modern Lesotho.
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Malani, 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.

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Telemedicine demonstration projects in the Western Pacific are attempting to provide distance medical consulting and distance medical education for the isolated health-care workforce of the region. The Picasso Phone system is a low-cost telemedicine system which requires only the standard telephone network for its operation, needs little additional equipment and is user-friendly. The demonstration projects have shown the utility of the system in both international, inter-island and on-island communications. All demonstration activities used the various existing island telephone systems. With the adaptation of such a user-friendly telemedicine systemas the Picasso Phone system to the Peacesat public-interest education al network, the capacity of the telemedicine network will expand to include isolated islands with Peacesat capacity which do not have access to the commercial island telephone systems.
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Erić, 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.

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Summary Numerous theoretical and empiric studies investigate the correlation between education and human capital and economic development. Full affirmation of knowledge and the role of education in stimulating economic growth were provided by endogenous theory. The subject of this paper is to analyse the correlation between education and educational system and the economic growth of the Western Balkans countries (WB). The hypothesis of this work says that: education and educational system in the WB affect the growth of GDP per capita. A better education system stimulates and accelerates the economic growth and development. The aim of this research is to prove that an optimal education system stimulates the growth and development in each observed national economy. In this paper, the results of the correlation analysis indicate high compliance of higher education with GDP per capita i.e. higher education population is particularly important for the level of development whereas there is a highly compliant but inverse relation of the population with informal level of education and economic development in the WB countries.
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Okakok, 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.

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In this article, Leona Okakok analyzes differences between the Northwest Alaska Inupiat and the Western world views, discusses the history of Western culture's influence on her own culture, and explains why the Native school board has taken full control of the educational system. She includes a discussion of the Inupiat's struggle to preserve their mother tongue and details how the school board has managed to adapt a foreign educational system to contemporary Inupiat culture (which accommodates both Western institutions and a traditional, subsistence-based lifestyle). Okakok's perceptive analyses encompass multiple viewpoints and engage the reader with concrete images and experiences of community-based education.
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Tsybulko, 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.

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Overmars, 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.

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Colonization attempted to eradicate Indigenous knowledge and Indigenous Ways of knowing through coerced education, yet education may be the key to the healing journey for Aboriginal people in Canada. At present the educational system is not serving Aboriginal students well as measured by levels of student success. The integration of Indigenous knowledge, community and education increases the likelihood of success of students in educational settings and promotes healing from colonization. Research suggests that a community based model of education is not only appropriate for Aboriginal students but is likely to enhance their education by providing community controlled and culturally relevant experiences.
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Dissertations / Theses on the topic "Western education system"

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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.

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In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: „P a critical review of the imported educational system and related practices and related issues since Independence „P narrative report of the experience of two colleagues in western education „P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.
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Engle, 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.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
Research 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.
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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.

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Van, 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.

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Hunter, Lawrence Crittenden. "Public Relations: Its Importance in the Public School System." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1690.

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Literature was reviewed to determine the importance of a public relations program in the public school system. Information was retrieved from various published sources, including materials from the National School Public Relations Association, professional journals, books relating to public relations and a variety of other educational reports. An analysis of the literature reveals the following components of a successful public relations program: A plan of action benefits the public relations program. Staff participants benefit the public relations program. Parent involvement is an important aspect of the public relations program. Community involvement is essential to a successful public relations program
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Owen, 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.

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[Truncated abstract] Indigenous Australians suffer cardiovascular disease (CVD) at a rate six times greater than the general population in Australia and while the incidence of CVD has been reduced dramatically amongst the majority of non-indigenous Australians and amongst Indigenous populations in other countries in the last 30 years, there has been little change in the figures for Aboriginal Australians, showing that heart health campaigns have little impact, for this group of people. Aims : The principal aims of this study were firstly, to determine and record the barriers to the development and delivery of CVD prevention programs amongst Indigenous Australians and secondly, to develop an alternative, effective and culturally sensitive method of delivering heart health messages. Methods and results : The study was qualitative research undertaken in three South-West towns of Western Australia where the incidence of CVD was high amongst the Aboriginal community members. The use of semi-formal interviews, informal individual consultation, observation, and focus groups were methods implemented to obtain information. The first phase of the research was to identify the barriers which affected the Aboriginal Health Workers’ ability to deliver specialist educational programs. Questionnaires and interviews with the Aboriginal Health Workers and other health professionals in the towns, and community focus groups were undertaken in this phase of the study. The second phase of the research was aimed at developing an alternative strategy for delivering heart health messages. The focus changed to adopt more traditional ways of passing on information in Indigenous communities. The idea of small gatherings of friends or family with a trusted community member presenting the health message was developed. The third phase of the research was to implement this new approach. Lay educators who had been identified within focus groups and by Aboriginal Health Workers were trained in each of the towns and a protocol involving discussions of health issues, viewing a video on CVD, produced by the National Heart Foundation, sharing in a ‘heart healthy’ lunch and partaking in a ‘heart health’ knowledge game which was developed specifically for the gatherings. Several of these gatherings were held in each of the towns and they became known as ‘HeartAware parties’.
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Robert, 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.

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Magister Educationis - MEd
The 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.
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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.

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Philosophiae Doctor - PhD
There 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.
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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.

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Evans, 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.

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Books on the topic "Western education system"

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The impact of Western education system in Sindh. Jamshoro (Sindh): Pakistan Study Centre, University of Sindh, 1998.

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Sleight, 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.

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Shuang 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.

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hr, 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.

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Odamtten, S. K. Indigenous and western educational systems in Ghana. Accra: Ghana Universities Press, 1996.

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Daun, 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.

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International 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.

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Bulgakova, Irina. Anthropology of education in the Russian culture. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1044191.

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The monograph is devoted to a systemic study of education in the context of Russian culture. We propose an approach corresponding to the postnonclassical type of rationality, to overcome Biologicheskie and sotsiologicheskie extremes in understanding the nature of education. Anthropology of education, according to the author, is a metatheoretic concept, which can be a basis for the systematic study of education. Used methodological principles of synergetics as the basis of innovative models in the sphere of upbringing and education. Investigated in detail the peculiarities of interpretation of Russian education in psychoanalysis and pedagogical anthropology. Composite monograph is structured as a dialogue between representatives of Western European and domestic anthropology of education. Can be useful for anyone who deals with the problems of methodology of the Humanities and problems of creativity in the field of pedagogy. Will also be of interest to philosophers, anthropologists, psychologists, pedagogues, historians of Russian philosophy.
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Coffey, Simon, ed. The History of Grammar in Foreign Language Teaching. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616.

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Taking a broadly chronological approach, this volume of original essays traces the origins of the concept of ‘grammar’. In doing so, it charts the social, moral and cultural factors that have shaped the development of grammar from Antiquity, via the Middle Ages, Renaissance and Modern Europe, to current education systems and language learning pedagogy. The chapters examine key turning points in the history of language teaching epistemology, focusing on grammar for language teaching across different European cultural contexts. Bringing together leading scholars of classical and modern languages education, The History of Grammar in Foreign Language Teaching offers the first single-source reference on the evolving concept of grammar across cultural and linguistic borders in Western language education. It therefore represents a valuable resource for teachers, teacher-educators and course designers, as well as students and scholars of historical linguistics, and of second and foreign language education.
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International 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.

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Book chapters on the topic "Western education system"

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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.

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Risku, 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.

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Anweiler, 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.

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Wanger, 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.

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Yanhui, 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.

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Isakhanli, 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.

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AbstractThe development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.
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Ullán 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.

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AbstractThis chapter makes a literature review based on the Grant and Booth qualitative systematic methodology of the studies about the educational situation of the Roma in Spain, with an wider, extended scope that allows to compare the findings with those conducted on other countries’ Roma populations. Studies on the Roma educational situation in Spain are hindered by the lack of official, periodical statistics, having to rely on sample-based surveys and ethnographic studies. In spite of the inaccuracy of the studies all of them show, as a general picture, a staggering educational gap between the Roma and the rest of society which is common to all Western countries. Most of the studies on Roma education have concentrated in this negative aspect. Numerous theoretical frameworks have been developed to explain this staggering education gap. All them acknowledge the phenomenon as a multidimensional one but for heuristic purposes they can be ordered along an endogenous/exogenous factors continuum depending on how much they stress the weight of factors stemming from characteristics of the Roma ethnic group itself or, on the contrary, of the majority non-Roma society. The literature review has also identified an emergent critical current that sees this studies focused on educational underachievement as a sharing a common essentialist bias that helps to reinforce the stigmatization of Roma and have turned to focus, instead, on the study of academic success among the Roma. Although this emerging field is very promising, our review has identify several significant research gaps in this regard: a lack of longitudinal studies, a lack of studies on the Roma upper and middle classes and a lack of studies on Roma students in post-compulsory education, particularly the university level. This article encourages researchers to fill this gaps with the conviction that the knowledge obtained can help combat the negative stereotypes and the self-fulfilling prophecy effect that approaches focused on Roma underachievement may have.
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Rumyantseva, 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.

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AbstractThe chapter explores the developmental trajectory of Ukraine’s higher education system since the middle ages. Starting with just a few comprehensive universities in the western parts at first and later Eastern parts of the country, the system gradually evolved into a diverse and differentiated institutional landscape. The variety and scope of HEIs reflects the internal logic of the system’s own development as well as outside factors, including changes of the ruling governments, fluctuations in the demographic trends, shifts in political alliances and cultural and language oscillations, which have been characteristic of the Ukrainian history. The authors elaborate on several policy rationales that came to underpin some of the changes since the collapse of the Soviet Union as well as policy discussions and policy silences (lack of dialog amongst various stakeholders) that have taken a lot of energy and yet have not lead to any noticeable changes in the institutional scene. The chapter also discusses the most recent changes in the legislation and practical implementations leaving space for future research to draw conclusions as to their effectiveness.
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Li, 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.

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Sursock, 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.

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Conference papers on the topic "Western education system"

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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.

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Li 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.

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Wenyan, 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.

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Guo, 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.

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Xu, 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.

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Nedorezov, 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.

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The authors of the article analyze the view of the World-system of I. Wallerstein, the F. Fukuyama concept of the “end of history” and the W. Beck concept of globalization. The authors focus not only on the concept and essence of globalization, but also on the problem of opposition of modern nation states to globalization processes that negatively affect the statehood and culture of sovereign states. The process of globalization is objective, but the loss of the country's sovereignty threatens to destroy its original culture. The authors show that globalization also carries threats that must be neutralized if we want to survive as a country and as a people. These are threats associated with the widespread dissemination of Western values (Westernization), models of upbringing and education, with Western sanctions against Russia. The neoliberal reforms of the 90s brought our country to its knees. Over the past twenty years, something has been corrected. The authors show that in the current situation it is necessary to make efforts to ensure the sovereignty and defense of the country, its economic growth and protection of the original values of our civilization.
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Pu, 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.

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Ziqi 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.

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Saade, 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.

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There are relatively few empirical studies that examine cultural differences in students’ beliefs and use of web-based learning systems. Asian and Western countries have different systems of thought which are rooted in their respective national culture. Although there are a number of theories to explain individuals’ behavior within different cultures, there are few that focused on web-based learning differences. In this study, we investigate the motivational differences among Chinese and Canadian online learners. We enhance our body of knowledge in two respects: moderating and mediating effects of intrinsic motivation in the two groups and the use of the ‘cognitive system of thought’ theory to extract meaning from the results.
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Adonis, 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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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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