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Auteur : Grafiati

Publié le 26 juillet 2024

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1

Howladar, Dr Mita. « Barriers and Opportunities of Inclusive Education in Present Educational System ». International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (30 juin 2018) : 2018–25. http://dx.doi.org/10.31142/ijtsrd14290.

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Alokhon, Alikarieva. « THE QUALITY MANAGEMENT SYSTEM OF EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS ». International Journal of Advance Scientific Research 4, n^o 5 (1 mai 2024) : 137–43. http://dx.doi.org/10.37547/ijasr-04-05-26.

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This article reveals the institutional foundations of the education quality management system. In the era of globalization, the growing trend of science, education and intercultural integration reinforces the social need to apply an innovative approach in all areas. The radical reforms taking place in New Uzbekistan in recent years have revealed a number of theoretical and practical problems that are of great importance for the development of the education system. For this reason, the theory and practice of social management of the quality of education puts on the agenda the development of promising discursive approaches to achieving the effectiveness of education, and the determination of the main directions for modernizing this process.

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Ramírez Díaz, José Antonio. « Configuraciones disciplinares para la producc ión científica en la educación de México. Una revisión desde la sociología de la educación y la formación del Sistema Educativo ». Nóesis. Revista de Ciencias Sociales y Humanidades 30, n^o 58 (novembre 2020) : 1–31. http://dx.doi.org/10.20983/noesis.2020.2.1.

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El presente texto es producto de una pesquisa sobre la conformación disciplinar de la investigación educativa en México en su relación con la institucionalización del sistema nacional de investigación a través del Consejo Nacional de Ciencia y Tecnología (CONACYT). Ha sido escrito para identificar la articulación de los núcleos teóricos y metodológicos procedentes de la sociología con los acontecimientos históricos más relevantes en la creación del Sistema Educativo de México, los cuales han estimulado la formación del campo científico de la educación en el país. A lo largo del trabajo se establece la relación entre los paradigmas de investigación, la producción teórica clásica y contemporánea de la sociología de la educación y los sucesos críticos con los cuales se consolidó el sistema educativo nacional.

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A. R., Sattarov. « ORGANIZATION OF INDEPENDENT EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS USING MOBILE LEARNING SYSTEMS ». International Journal of Pedagogics 4, n^o 2 (1 février 2024) : 13–16. http://dx.doi.org/10.37547/ijp/volume04issue02-03.

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This article discusses the possibilities, types, methods and possibilities of using mobile educational systems in organizing independent learning for students of higher educational institutions. Today's foreign experience in using mobile educational systems has been studied.

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Nyugap, Charly R. « Restructuring Cameroon’s Educational System Towards Ensuring Quality Education for Children with Visual Impairment ». International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (31 octobre 2018) : 1172–82. http://dx.doi.org/10.31142/ijtsrd18843.

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Singh, Manisha. « Evolving Educational Landscapes : A Comparative Analysis of Women's Education in Traditional and Modern Systems ». International Journal of Science and Research (IJSR) 13, n^o 3 (5 mars 2024) : 1206–8. http://dx.doi.org/10.21275/sr24318123939.

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Anisimov, Nikolay. « Dual education system ». Scientific Bulletin of Flight Academy. Section : Pedagogical Sciences 8 (septembre 2020) : 190–96. http://dx.doi.org/10.33251/2522-1477-2020-8-190-196.

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Ruzikulova, Nigora Sh. « USING THE DIDACTIC CAPABILITIES OF INTERACTIVE EDUCATIONAL RESOURCES TO IMPROVE THE PRIMARY EDUCATION SYSTEM ». American Journal of Interdisciplinary Innovations and Research 04, n^o 11 (1 novembre 2022) : 34–39. http://dx.doi.org/10.37547/tajiir/volume04issue11-06.

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The effectiveness of the digital learning process is determined by the educational resources used. The educational environment, which is implemented in the process of digital learning, and the unity of this process form an ecosystem of digital learning. The article discusses the issues of use of interactive educational resources in improving primary education system.

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Costello, Monica. « Systemic Compliance Complaints : Making IDEA's Enforcement Provisions a Reality ». University of Michigan Journal of Law Reform, n^o 41.2 (2008) : 507. http://dx.doi.org/10.36646/mjlr.41.2.systemic.

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Since the passage of what is now known as the Individuals with Disabilities Education Act ("IDEA") in 1975, this country has recognized the importance of providing appropriate educational services to students with disabilities. When a school district fails to provide these services, an organization can file a compliance complaint with the state's designated education agency to investigate the violation. This Note uses California as a case study and argues that state education agencies should be required to investigate systemic violations, even when the names of affected students are not provided. To effectively protect the rights of students with disabilities and to help organizations conserve their limited resources, this Note argues that Congress should reduce the barriers to obtaining relief for students with disabilities by outlining a clear statement of the state education agencies' obligation to investigate all valid compliance complaints.

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Рудий-Трипольський, Владислав. « Взаємодія систем і технологій навчання у забезпеченні ефективності формування професійної компетентності здобувачів вищої освіти в умовах медичного закладу ». Теоретичні і прикладні проблеми психології, n^o 1(57)Т2 (2022) : 49–59. http://dx.doi.org/10.33216/2219-2654-2022-57-1-2-49-59.

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У статті розкрито взаємодію систем і технологій навчання у забезпеченні ефективності формування професійної компетентності здобувачів вищої освіти в умовах медичного закладу. Визначено освітні системи та технології (технологія модульного підходу; технологія розвитку критичного мислення; технологія рефлексивного навчання; технологія проєктного навчання; технологія педагогічного супроводу) та показано, що розширення форм й технологій викладання фундаментальних дисциплін спрямоване на формування у здобувачів вищої освіти професійної мотивації для здійснення їх подальшої професійної діяльності, закріплення та конкретизацію отриманих знань і навичок. Наголошується, що вміле поєднання інноваційних методів та традиційних форм навчання, достатній науковий рівень та педагогічний досвід викладачів, їх уміння донести інформацію до здобувачів вищої освіти та достатня мотивація дозволяють досягти високих результатів у формуванні професійних та соціально-особистісних компетенцій у процесі навчання у медичних університетах, підготувати фахівців-медиків, які відповідають сучасним запитам охорони здоровʼя. Ключові слова:системи навчання, технологій навчання, професійна компетентність, здобувачі вищої освіти, медичний заклад.

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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, n^o 02 (28 février 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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Batsurovska, Ilona, Nataliia Dotsenko, Olena Gorbenko, Pavlo Polyansky et Gennady Ivanov. « The Creation of Educational Video Content in the Learning Management System of Higher Education Institution ». Modern Economics 42, n^o 1 (31 décembre 2023) : 5–11. http://dx.doi.org/10.31521/modecon.v42(2023)-01.

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Chhugani, Manju. « Changes in Education System ». International Journal of Nursing & ; Midwifery Research 6, n^o 1 (1 juillet 2019) : 1–2. http://dx.doi.org/10.24321/2455.9318.201901.

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Park, Jong-Ryeol, et Sang Ouk Noe. « 교육감과 관련한 일본의 지방교육자치제도에 대한 연구 ». K Association of Education Research 8, n^o 1 (28 février 2023) : 91–109. http://dx.doi.org/10.48033/jss.8.1.6.

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The purpose of this study is to identify the problems with the education autonomy system and conflicts of the Japan, which is implementing the local education autonomy system to find a way to resolve conflicts and disputes that occur between the Minister of Education and the educational superintendent., and to suggest reasonable improvements. In Japan, as in Korea, there are conflicts and disputes between the central government and local governments. However, what is different from us is that the autonomy of local governments has been strengthened following the decentralization reform promoted by Japan in the 1990s. The Local Autonomy Act restricts the central government's involvement with local governments, and requires its intervention to meet the specified requirements and to follow due process, detailed in the relevant laws. In other words, the case of Japan, where there is a legal regulation making the central government not restricting or interfering autonomy of local governments, suggests that more detailed regulations are required within the scope that the government’s involvement and intervention doesn’t undermine the autonomy of local governments to us, where the requirements and process of the central governments’ intervention in local governments are simplified. In Korea, similar to the National and Local Dispute Resolution Committee in Japan, an administrative consultation and mediation committee exists under Article 168, but it is ineffective because there are insufficient regulations on the authority of the committee and the effect of the decision of the committee on the central and local governments. It is necessary to prepare a new type of dispute mediation body and related regulations that can minimize the loss that may occur in case of a dispute or conflict through comparative review of dispute mediation bodies in Korea and Japan.

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Beara, Mirjana, et Gorana Rakić-Bajić. « УЧИТИ, РАДИТИ И БИТИ ДОБРО – ПОЗИТИВНО ОБРАЗОВАЊЕ КАО ШАНСА ЗА ОБРАЗОВНИ СИСТЕМ У СРБИЈИ ». Узданица XX, n^o 3 (2023) : 13–39. http://dx.doi.org/10.46793/uzdanica20.s.013bb.

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The aim of this paper is to offer one of the possible paths to support the sense of well-being and satisfaction for all education stakeholders in Serbia, which is called ’positive education’. Recent research studies indicate the presence of concerning indicators of mental health and stress both in students and teachers, seemingly affecting the achieve-ments and the realization of education goals and outcomes. Positive education is an applied discipline of Positive Psychology in the educational context, giving equal importance to both achievements and mental health, optimal functioning, and well-being of all involved in the processes of learning and teaching. Models of positive psychology and positive education, as well as some experiences in the application of these models are presented, along with the possibility of their implementation in our country.

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Singh, Ankit. « Reservation in Indian Education System ». International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (31 août 2018) : 1230–34. http://dx.doi.org/10.31142/ijtsrd17072.

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Paramar, Bharat. « Communication in Library Education System ». Indian Journal of Applied Research 1, n^o 12 (1 octobre 2011) : 111–13. http://dx.doi.org/10.15373/2249555x/sep2012/38.

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Singh, Dr Manoj Kumar, et Dr Neerja Singh. « Exploring the Possibilities and Effects of Carrier Oriented Continuous Education on Teachers Performance in the Educational system ». International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (28 février 2018) : 78–80. http://dx.doi.org/10.31142/ijtsrd8336.

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Okolo, Ann Nkechi, Okolo, Ann Nkechi, Ezegbe, B. N. Ezegbe, B. N et ESKAY, M. ESKAY, M. « Sociology of Education : A Tool for Shaping Education System in Nigeria ». Global Journal For Research Analysis 3, n^o 8 (15 juin 2012) : 67–70. http://dx.doi.org/10.15373/22778160/august2014/21.

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Shahade, A. K., Diksha Bhutekar, Harshada Parne, Nikita Patond et Prajesha Peshattiwar. « REVIEW ON EFFICIENT VIRTUAL EDUCATION SYSTEM ». International Journal of Research Publication and Reviews 4, n^o 4 (27 avril 2023) : 4954–57. http://dx.doi.org/10.55248/gengpi.234.4.4957.

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تنزه‌ای, محمد طاهر. « چالش‌های نظام آموزش تحصیلات عالی در افغانستان ». ghalib quarterly journal 12, n^o 4 (21 décembre 2023) : 235–52. http://dx.doi.org/10.58342/ghalibqj.v.12.i.4.12.

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پیش‌رفت یک کشور مستلزم نظام تحصیلات عالی نیرومند است. توانایی یک جامعه توسط تحصیلات عالی، که نیازهای ملّی را تأمین می‌کند پیشتی‌بانی می‌شود. در دنياي امروز، بیش‌تر مراکز آموزش عالي سه مأموريت اصلی؛ آموزش، پژوهش و ارائۀ خدمات را بر عهده دارند. اين نهادها نقش مهمی در ابعاد گوناگون اقتصادی، اجتماعی، فرهنگی و سياسی جامعه دارند، به همین جهت باید نگاه ویژه‌یی به آن‌ها داشت. بررسی جای‌گاه و نقش تحول‌آفرین نهادهای اکادمیک در فرایند توسعه از اهمیتِ فراوانی برخوردار است. امروزه در تمام دنیا نهادهای اکادمیک سرمنشأ و مظهر تحول و توسعۀ کشورها تلقی می‌گردند. از طرفی پایین‌بودن کیفیت آموزش عالی خود را به‌صورت یک مسأله در حوزۀ اجتماعی نشان می‌دهد و ضعف‌ها و نارسایی‌ها در نظام تحصیلی نشان از فقدان سازوکارهای مناسب برای آموزش می‌باشد. هدف این مقاله نقد و ارزیابی وضعیت نظام آموزشی کشور می‌باشد، و این سؤال مطرح شده است، که چالش اصلی نظام آموزش عالی در افغانستان چیست؟ و چرا با گذشت زمان زیاد از تأسیس اولین نهادِ تحصیلات عالی در کشور، هنوز کشور فاصلۀ زیادی با توسعه دارد؟ و چرا آموزش عالی قادر به حل مسأله در جامعه نیست؟ در پاسخ نیز، فرضیۀ ما این خواهد بود که نظام تحصیلات عالی با مجموعه‌یی از چالش‌های درونی و بیرونی درگیر بوده است، و به‌همین جهت نتوانسته در حل مسائل جامعه اثرگذار باشد. این پژوهش بر اساس روش توصیفی - تحلیلی بوده، و شیوۀ گردآوری داده‌ها و اطلاعات به‌صورت کتاب‌خانه‌یی می‌باشد. یافته‌های تحقیق نشان می‌دهند: آموزش عالی در افغانستان بر نظام کهنه و فرسودۀ تدريسی متمرکز شده و کیفیت آموزش به‌طور گسترده‌یی مورد بی‌اعتنایی قرار گرفته است، که اين موضوع باعث اثرات زیان‌بار تحصيلی، عدم برون‌دهی نيروی متخصص و ضعف کارکردی این نهادهای اکادمیک گرديده است.

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Esenalieva, Gulzat. « CYBER SECURITY IN THE EDUCATION SYSTEM ». Alatoo Academic Studies 2022, n^o 1 (30 janvier 2022) : 167–71. http://dx.doi.org/10.17015/aas.2022.221.21.

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In the modern educational process, the field of informatization and cybersecurity threats is of great relevance today. It should be noted that informatization processes and cybersecurity problems in the educational environment are interconnected. The rapid development of information technologies and widespread digitalization has seen a trend of large-scale application in the field of education of new ways of communication, organization of the educational process, and knowledge control. A number of problems that have been observed recently in the process of using information technologies in the educational process, potential threats to cybersecurity (such as filtering unwanted information, unauthorized access to data, cyberterrorism, problems of regulating the use of social networks) are described. The problem of pedagogical support of students on the formation of their information-safe behavior on the Internet and social networks is also considered.

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Chisala, Moses. « Decolonisation of the Education System, A Zambian Respose to Redesigning an Education System for Learners with Special Education Needs and or Disabilities (LSEND) ». International Journal of Research Publication and Reviews 4, n^o 11 (6 novembre 2023) : 1025–32. http://dx.doi.org/10.55248/gengpi.4.1123.113025.

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Kostyuk, Yaroslavna I., Aleksey V. Barchukov et Yulia A. Tyurina. « АНАЛИЗ РОССИЙСКОЙ СИСТЕМЫ ВЫСШЕГО ОБРАЗОВАНИЯ И ВЫЯВЛЕНИЕ ИСТОЧНИКОВ КОНФЛИКТНЫХ СИТУАЦИЙ В ВЫСШЕМ УЧЕБНОМ ЗАВЕДЕНИИ ». Humanities And Social Studies In The Far East 19, n^o 2 (2022) : 154–60. http://dx.doi.org/10.31079/1992-2868-2022-19-2-154-160.

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The article, based on the analysis of the higher education system, identifies the sources of production contradictions in a higher educational institution and determines the need to develop scientific tools for studying, as well as practical solutions to labor conflicts that entail destructive consequences. A comprehensive study of the educational process in order to ensure a comfortable socio-psychological component of the professional activities of teachers, which will positively affect the quality of educational services and the image of the educational institution, should become the basis for preventive protection of university employees from sources of conflict situations

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Rayevnyeva, Olena, et Kostyantyn Stryzhychenko. « Autonomy of the system of higher education in the conditions of integration of Ukraine into the European educational area ». Problems and Perspectives in Management 16, n^o 3 (27 septembre 2018) : 501–10. http://dx.doi.org/10.21511/ppm.16(3).2018.40.

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In the conditions of Ukraine’s integration into the European educational area, it is vital to follow the trend of democratization of the society and obtaining freedoms in various spheres of the Ukraine’s development. Therefore, the concept of university autonomy is one of the key in development of the Ukrainian higher education system, whereas obtaining additional freedoms in management of the higher educational institutionsenhances its competitiveness. The concept of autonomy has a dual nature, thereby impacting the need to determine such a level of autonomy that would ensure high quality of higher education in the frame of the country’s national development. The article analyzes methodological approaches to calculation of autonomy of the higher education system in Ukraine. As a result, the methods of the European University, which include examination of autonomy by four components: organizational, staff, financial and academic, are chosen for the research. The development level method and the cluster analysis are selected as mathematical tools. Following the development level method, an integral indicator for each component of autonomy is obtained. On the basis of calculation, it is determined that Ukraine has a low level of autonomy across all the components. Through the use of the cluster analysis, 5 clusters of autonomy of the higher education system are built, whereupon they obtain their economic interpretation. Analysis of the Ukrainian higher education system’s place in the European educational area shows that the system of the Ukrainian higher education is categorized within the cluster with a low level of autonomy.

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Valencia Montero, María Isabel, et Marcela Aravena Domich. « Educación en derechos humanos : ¿cómo el sistema colombiano aborda la enseñanza en derechos humanos ? » I+D Revista de Investigaciones 17, n^o 2 (1 juin 2022) : 123–32. http://dx.doi.org/10.33304/revinv.v17n2-2022010.

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Los centros escolares deben promover la enseñanza de DDHH abordada desde una pedagogía transformada, con base en un enfoque interdisciplinar, que implique a todos los individuos que componen a la comunidad educativa. El presente artículo tuvo el objetivo de analizar cómo el sistema colombiano aborda la enseñanza en derechos humanos, por lo tanto, se realizó un estudio bibliográfico de investigaciones realizadas a nivel nacional e internacional con relación a la temática expuesta, por lo que se consideró necesario abordar los aspectos teóricos relativos a la formación en derechos humanos con la práctica en la educación. Se evidencia, una mínima praxis de los derechos humanos, pues se ve reflejada en las conductas antisociales. Además, se revela la urgencia de estructurar una pedagogía significativa, en el que la educación en derechos humanos este fortalecida de nociones de convivencia, todo esto articulado desde lo teórico con lo práctico

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МАРУСИНЕЦЬ, Мар’яна, et Вікторія ІВАНОВА. « СТАНОВЛЕННЯ БРИТАНСЬКОЇ СИСТЕМИ ПРОФЕСІЙНОГО РОЗВИТКУ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ У СИСТЕМІ НЕПЕРЕРВНОЇ ОСВІТИ ». Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (avril 2020) : 349–58. http://dx.doi.org/10.31494/2412-9208-2020-1-1-349-358.

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Показана історія розвитку освіти в Сполученому Королівстві Великої Британії та Північної Ірландії, що в другій половині XX – на початку XXI століття містить конструктивний початок, який зумовив становлення і поступовий розвиток та визначив шляхи в системі професійного розвитку вчителів дошкільної освіти. Мета статті – схарактеризувати різні аспекти проблеми професійного розвитку фахівців дошкільної освіти Сполученого Королівства Великої Британії та Північної Ірландії в системі неперервної освіти. У 80-90-ті роки ХХ ст. відбулися значні зміни в організації професійного розвитку вчителів дошкільної освіти, зокрема створювалися різні форми такої діяльності. Основними організаторами професійного розвитку були: місцеві органи влади, заклади дошкільної освіти, університети, в яких організовувались спеціальні курси; різні консультативні комітети типу кванго (quango) – неурядові організації, які створені й фінансуються урядом (отже, підзвітні йому), але формально незалежні у своїй діяльності. На початку ХХІ століття почалася нова хвиля професійного розвитку фахівців дошкільної освіти, адже ним займаються на всіх рівнях: національному, регіональному, місцевому, зокрема запроваджено посаду Міністра у справах шкільної реформи; оновлено стандарти в освіті. Особливу роль у підвищенні рівня професійного розвитку відіграє британська асоціація дошкільної освіти, яка розробила різні курси, програми, сформулювала конкретні цілі в системі професійного розвитку фахівців дошкільної освіти; підвищується рівень знань, умінь, навичок, їх оновлення у процесі професійного розвитку; до основних постачальників професійного розвитку фахівців дошкільної освіти, крім місцевих органів влади, самих навчальних закладів, належать чартерні ЗВО, університети, створюються і поширюються різні моделі, які пропонують низку курсів, програм для неперервного професійного розвитку фахівців дошкільної освіти; використовуються різноманітні форми і методи навчання, які сприяють підвищенню кваліфікації вчителя-дошкільника. Ключові слова: Сполучене Королівство Великої Британії та Північної Ірландії, британська система професійного розвитку фахівців, дошкільна освіта, вчитель-дошкільник, система неперервної освіти.

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A., Krishnamoorthy. « Student Support System in Higher Education Institutions ». International Journal of Psychosocial Rehabilitation 24, n^o 5 (20 avril 2020) : 3705–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr202079.

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M. Meenakshisundaram, M. Meenakshisundaram, G. P. Raja G. P. Raja et Dr A. R. Saravanakumar Dr. A R. Saravanakumar. « Perspectives of Stress Management In Education System ». Indian Journal of Applied Research 1, n^o 5 (1 octobre 2011) : 75–76. http://dx.doi.org/10.15373/2249555x/feb2012/27.

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Malipatil, Goudappa. « Development of Management Education System in India ». Indian Journal of Applied Research 1, n^o 9 (1 octobre 2011) : 157–58. http://dx.doi.org/10.15373/2249555x/jun2012/56.

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Nilufar, Gulboyeva. « CHANGES IN THE SYSTEM OF PRESCHOOL EDUCATION ». European International Journal of Multidisciplinary Research and Management Studies 02, n^o 06 (1 juin 2022) : 89–92. http://dx.doi.org/10.55640/eijmrms-02-06-16.

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This article discusses the current state of the preschool education system. Kindergarten, educator, and parenting are thought to be integral and important. Changes in the pre-school education system are unique and predict future outcomes.

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Canales-Cruz, Alejandro, Rubén Peredo-Valderrama, Leandro Balladares-Ocaña, Iván Peredo-Valderrama et Humberto Sossa-Azuela. « Arquitectura de sistemas tecnológicos para la educación basada en Web ». Ingeniería, investigación y tecnología 10, n^o 2 (1 avril 2009) : 145–57. http://dx.doi.org/10.22201/fi.25940732e.2009.10n2.014.

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Bhatnagar, Anjani Kumar. « Higher Education System : Knowledge, State & ; Potential ». Revista Gestão Inovação e Tecnologias 11, n^o 3 (30 juin 2021) : 1791–803. http://dx.doi.org/10.47059/revistageintec.v11i3.2050.

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Abdullakhanova, Gulbakhor, et Nargis Alimatova. « Digitalization Of The Education System In Uzbekistan ». American Journal of Social Science and Education Innovations 02, n^o 12 (31 décembre 2020) : 331–34. http://dx.doi.org/10.37547/tajssei/volume02issue12-56.

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This article is devoted to the issue of digitalization of the education system at the present stage of the development of society. In particular, it is noted that digitalization is aimed at training specialists who are guaranteed to be in demand in the labor market, easily and fluently own mobile and Internet technologies. In the age of informatization and digitalization, the teacher himself must change. He should develop new methods and forms of teaching. Attention is drawn to the advantages of the digitalization of education and some of its disadvantages.

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NEAGU, Gabriela. « Information Society and Education System in Romania ». Revista Romaneasca pentru Educatie Multidimensionala 5, n^o 2 (31 décembre 2013) : 17–39. http://dx.doi.org/10.18662/rrem/2013.0502.03.

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Muxtorjonovna, Avazmatova Marhabo. « Significance Of Blended Learning In Education System ». American Journal of Social Science and Education Innovations 02, n^o 08 (29 août 2020) : 507–11. http://dx.doi.org/10.37547/tajssei/volume02issue08-82.

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Tleuzhanova, G. K., A. B. Mekezhanova et E. A. Uteubaeva. « Peculiarities of the education system in China ». Bulletin of the Karaganda University. Pedagogy series 107, n^o 3 (29 septembre 2022) : 63–67. http://dx.doi.org/10.31489/2022ped3/63-67.

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Modern processes of internationalization of education create the need to study and analyze the features of education systems in different states. The high position of Chinese education, close proximity and cooperation with the PRC prompted us to consider the specific features of the Chinese education system. The Chinese education system, along with the world’s leading educational trends, is also characterized by traditional cultural and spiritual guidelines. The need to reform the Chinese education system is dictated by the fact that the country is experiencing rapid economic growth and, therefore, needs highly qualified specialists, that is, highquality and affordable education. The status and value of education among all segments of the population is rising. In addition to the education of children, educational institutions are also engaged in extensive educational work. In general, having adopted the system of Soviet pedagogy, since 1978, the PRC has been going through certain stages of reforming the education system, ranging from restoring the school education system and raising the status of a teacher to improving the quality and accessibility of education for ordinary people. In the article, we have reviewed the modern system of Chinese education, consisting of preschool education, school education and higher education. The study of the system and modern trends of Chinese education, as well as the education systems of other countries, makes it possible to enrich the educational system of the Republic of Kazakhstan, adopting the strengths and successful pedagogical experience.

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Pattier, Daniel, et Pedro Daniel Ferreira. « El vídeo como recurso educativo en educación superior durante la pandemia de la COVID-19 ». Pixel-Bit, Revista de Medios y Educación, n^o 65 (2022) : 183–208. http://dx.doi.org/10.12795/pixelbit.93511.

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La implementación del vídeo como recurso educativo se ha generalizado en los últimos años impulsada por plataformas de gran accesibilidad como YouTube. El objetivo de nuestra investigación es estudiar el uso que se está dando, durante la pandemia de la COVID-19, a los recursos audiovisuales en educación superior y evidenciar la satisfacción con su utilización por parte de profesorado y estudiantado. Asimismo, mostrar la existencia de variables que mejoran dicha satisfacción o repercuten significativamente en un mayor uso de vídeos educativos de manera informal. Para ello, se aporta un estudio descriptivo-inferencial basado en una encuesta online con una muestra total de 684 respuestas provenientes de la Universidad de Oporto. Se discuten los resultados con la literatura más reciente sobre la temática. Se concluye una utilización regular del vídeo por parte de la mitad de la muestra y un significativo uso de vídeos informales por parte de los estudiantes, obteniendo, en ambos colectivos, una satisfacción positiva con su uso. Destacan las variables que influyen en la satisfacción en la implementación de vídeos en la educación formal: competencia tecnológica, nivel económico y área disciplinar. Además, las que condicionan el uso de vídeos informales entre el estudiantado: género, nivel económico y área disciplinar.

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Jabborova, Onakhon Mannapovna. « Systems For The Development Of Primary Education In The Process Of Higher Pedagogical Education ». American Journal of Social Science and Education Innovations 03, n^o 04 (30 avril 2021) : 449–53. http://dx.doi.org/10.37547/tajssei/volume03issue04-71.

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Alijonovna, Maqsudova Nodira. « CHARACTERISTICS OF IMPLEMENTING INCLUSIVE EDUCATION SYSTEMS IN UZBEKISTAN ». American Journal Of Social Sciences And Humanity Research 03, n^o 03 (1 mars 2023) : 59–61. http://dx.doi.org/10.37547/ajsshr/volume03issue03-13.

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The article outlines the techniques of introducing inclusive educational institutions and preparing future teachers for inclusive education. The essence, objectives and principles of inclusive education of special needs children and adolescents need inclusive education, the role of international organizations in implementing this form of education.

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Jamal, Abu-Hussain. « Leadership Styles and Value Systems of School Principals ». American Journal of Educational Research 2, n^o 12 (22 novembre 2014) : 1267–76. http://dx.doi.org/10.12691/education-2-12-22.

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E., Borkach. « Education Quality Guarantee Systems in Ukraine and Hungary ». American Journal of Educational Research 2, n^o 12B (13 novembre 2014) : 7–10. http://dx.doi.org/10.12691/education-2-12b-2.

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Qandov, Bakhodir, Hamza Juraev, Rustam Oymatov, Mukhtorov Uzbekkhon et Mukimov Bakhriddin. « Creation of a New System of Education and Education in the Bukhara People’s Republic ». International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (28 février 2020) : 496–501. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201182.

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Adizov, Bobir Bakhtiyorovich. « FEATURES OF CORPORATE GOVERNANCE IN HIGHER EDUCATION SYSTEM ». Scientific Reports of Bukhara State University 4, n^o 4 (28 août 2020) : 252–56. http://dx.doi.org/10.52297/2181-1466/2020/4/4/15.

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The entry of our country into the system of market relations, which has caused many social, organizational, economic, institutional, cultural, personnel, ethical and other problems has affected higher education. Sector reform, innovation development policy, and flexible government regulation require the development of mixed models using market mechanisms to increase the efficiency of a socially significant sector. The article discusses some issues of implementing corporate governance in higher education in the context of the transition to self-financing of universities

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Thanky, Dr Peena. « Education System in Present Scenerio : Problems & ; Remedies ». Indian Journal of Applied Research 3, n^o 7 (1 octobre 2011) : 166–67. http://dx.doi.org/10.15373/2249555x/july2013/49.

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Aloxunov, Alisher. « CONCEPTUAL BASIS OF EDUCATION SYSTEM DEVELOPMENT IN UZBEKISTAN ». CURRENT RESEARCH JOURNAL OF HISTORY 02, n^o 06 (30 juin 2021) : 62–66. http://dx.doi.org/10.37547/history-crjh-02-06-14.

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The article discusses the ongoing reforms in the field of education in Uzbekistan, their gradual development, the legal framework, the attention paid by the government to the sector, international cooperation and achievements.

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Abdullaeva, Nafisa. « Management of Preschool Education System in Cluster Approach ». Revista Gestão Inovação e Tecnologias 11, n^o 3 (30 juin 2021) : 1671–80. http://dx.doi.org/10.47059/revistageintec.v11i3.2040.

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Jamshidovna, Boltayeva Moxichexra, et Fayzullayev Sherzod Bahodirovich. « INNOVATIVE METHODS AND TECHNIQUES IN THE EDUCATION SYSTEM ». CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, n^o 11 (1 novembre 2021) : 147–51. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-28.

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“Pedagogical system” Defining the role of innovative technologies in the development of education. Pedagogical substantiation of development and introduction of innovative methods in education. The role and application of methods in the education system. Intensive development and extensive development in the education system. Development and introduction of innovative methods in the modern education system. VF Shatalov "methodical". G.K.Selevko “methodology”, S.N.Lisenkova “methodology”.

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Kendjaev, Shavkatdjon. « IMPROVING THE MORAL EDUCATION SYSTEM OF FUTURE TEACHERS ». CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, n^o 03 (1 mars 2022) : 48–51. http://dx.doi.org/10.37547/pedagogics-crjp-03-03-10.

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All over the world, there are currently contradictions in the development of material and moral qualities. In the process of development of world civilization under the influence of scientific and technological world ownership, human thinking becomes purposeful, rational, purely instrumental and unable to critically analyze the strategic goals of scientific and technological culture. The work of education and upbringing in the country is undoubtedly connected with the development of society, which poses important tasks.

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BERNIK, VALERIJA. « PERSPEKTIVE IN IZZIVI SLOVENSKEGA VOJAŠKEGA ŠOLSTVA ». CONTEMPORARY MILITARY CHALLENGES, ISSUE VOLUME 2021/ISSUE 23/1 (14 mai 2021) : 29–42. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.23.1.2.

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Vojaško izobraževanje je v Slovenski vojski organizirano znotraj Centra vojaških šol in ima že tridesetletno tradicijo. Zaradi hitrih sprememb na področju vojaštva in težnje po enakopravnem vključevanju v evropski in okvir Nata se tudi slovenski sistem vojaškega šolstva srečuje z izzivi, povezanimi z zagotavljanjem visoke kakovosti. Prizadevanja na tem področju so usmerjena predvsem v vključevanje v javni izobraževalni sistem. V zadnjem času nam je uspelo vzpostaviti Višjo vojaško strokovno šolo in akreditirati višješolski študijski program Vojaški menedžment. Posodobitev sistema izobraževanja častnikov ostaja izziv tudi zaradi omejitev trenutne nacionalne zakonodaje. Ključne besede Vojaško izobraževanje in usposabljanje, višješolsko strokovno izobraževanje, visokošolsko izobraževanje Abstract Military education in the Slovenian Armed Forces is provided by the Military Schools Centre and has a thirty-year tradition. Due to rapid changes in the military, and the desire for equal integration into the EU and NATO framework, the Slovenian military education system has been facing high quality-assurance challenges. The efforts in this area are mainly focus on the integration of military education into the public education system. Recently, we have managed to establish the Higher Military Vocational School (NCO College) and accredit the higher vocational study programme Military Management. Due to the limitations dictated by the current national legislation, the modernization of the officer education system also remains a challenge. Key words Military education and training, post-secondary vocational education, higher education

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