Artykuły w czasopismach na temat „Universities and colleges, commonwealth of nations”
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Chang, Ya-Ching, i Hsing-Lung Lien. "Mapping Course Sustainability by Embedding the SDGs Inventory into the University Curriculum: A Case Study from National University of Kaohsiung in Taiwan". Sustainability 12, nr 10 (22.05.2020): 4274. http://dx.doi.org/10.3390/su12104274.
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A course inventory module, based on the Curriculum Framework for the Sustainable Development Goals (SDGs) published by the Commonwealth Secretariat, has been embedded into the online curriculum system at the National University of Kaohsiung (NUK) since 2018. The primary aim of this study is to explore the sustainability status of the course offerings and to understand the interdisciplinary capacity in pursuing the SDGs at NUK. At the university level, a total of 1200–1300 courses (approximately 57% of courses) were reported to be related to SDGs, where the curriculum of NUK mainly emphasized SDGs 3, 4, 8, 9 and 16. However, our study indicates that many SDGs are still not focused in the curriculum of all colleges. Two patterns of the SDGs-related course framework were observed at the college level: One is the college course offerings linked to a wide variety of SDG content; while the second pattern is the college course offerings linked only to specific SDG content, mainly dependent on the subject areas of colleges. Our study suggests that the number of SDGs covered by a course reflects the diversity of the sustainability topics covered in the course. The metric gives an indication of the areas covered and, thus, also points to blind spots (i.e., insufficiencies). Moreover, it can also give an indication of the diversity within colleges, which could suggest future paths for transdisciplinary development. An understanding of the baseline status of sustainability in the university curriculum provides opportunities for universities to plan their strategies for sustainability and prioritize the allocation of resources accordingly.
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Antoniuk, Halyna. "Social and historical preconditions for the formation of the national education system in the period of the late 16th and early 17th centuries". Visnyk of Lviv University. Series Pedagogics, nr 38 (2023): 15–28. http://dx.doi.org/10.30970/vpe.2023.38.11850.
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The article describes the social and historical preconditions for the formation of the Ukrainian schooling in the period of the 16th–early 17th centuries. The special focus is placed on the Western European Renaissance and the Reformation, as well as the influence of these epochs on the formation of the Ukrainian educational model in the specified time period. It is argued that the Union of Lublin (1569) was an important historical factor which made it possible for ethnically Ukrainian territories to enter the European context. As a result of the Union, most Ukrainian lands became a part of the Polish-Lithuanian Commonwealth, thus falling under the influence of Western culture. At the initial stages of mentioned period, Ukrainian education did not have the appropriate means to conduct an equal dialogue with the opponent whose intellectual culture had been improved over centuries in colleges and universities. The national education had the resourses inherited from the preceding Greco-Byzantine tradition, which played a positive role as a translator of educational and scientific experience within the eleventh and fifteenth centuries, but by the beginning of the sixteenth century they proved to be insufficient and inappropriate for the actual time period. At this stage, Ukrainian pedagogy was confronted with the urgent task of establishing its own national education system, based on previous historical and cultural experience, but, at the same time, the one that met social needs and the best Precisely within the chronological framework of the late sixteenth and early seventeenth centuries the national school as an institution was formed and the public demand for this institution was established. It is concluded that Ukrainian pedagogy, through refraction of the Slavic cultural tradition and certain duration in time, chose the path of the development that met the existing social demands – the path of synthesis of two main types of culture of that time – Latin and Greco-Slavic. This synthesis was reflected in the structural organization and practice of educational institutions that began their activities in the Ukrainian lands in the 16th – 17th and later in the 18th centuries. This also determined the vector of the development of national education in the next era. Keywords: social and historical conditions, Ukrainian cultural and educational space, Greek and Slavic educational tradition, Western European educational model, educational institutions, school, education, culture.
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Crazy Bull, Cheryl, Cynthia Lindquist, Raymond Burns, Laurel Vermillion i Leander McDonald. "Tribal Colleges and Universities: Building Nations, Revitalizing Identity". Change: The Magazine of Higher Learning 52, nr 1 (2.01.2020): 23–29. http://dx.doi.org/10.1080/00091383.2020.1693819.
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La Noue, George R. "Campuses as Faux Nations". Academic Questions 34, nr 3 (23.08.2021): 48–53. http://dx.doi.org/10.51845/34.3.7.
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Universities and colleges resemble nothing so much as separate sovereign nations, adopting rules and regulations that clearly deprive students and staff of constitutionally protected rights and liberties. How did this come to be? How the courts might effectuate change?
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JC Mubangizi i DJ McQuoid-Mason. "Teaching Human Rights in Commonwealth University Law Schools: Approaches and Challenges, With Passing References to Some South African Experiences". Obiter 41, nr 1 (1.04.2020): 106–21. http://dx.doi.org/10.17159/obiter.v41i1.10551.
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There have been a number of international commitments by members of the United Nations, including Commonwealth countries, to include human-rights education in their formal and informal education programmes. In addition, the Commonwealth Legal Education Association (CLEA), under the auspices of the Commonwealth Secretariat, has produced a Model Human Rights Curriculum for Commonwealth countries. Despite these initiatives, there appears to have been no systematic programme for introducing human-rights education at Commonwealth universities. An increasing number of Commonwealth law schools, however, have introduced human-rights law by integrating it into existing law courses as a “stand-alone” optional or core course, or as a combination of both. In addition, university-based centres for human rights have been established. The importance of the role that universities can play in advancing human rights in countries transitioning from autocracy to democracy is illustrated with passing references to the South African experience.
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Wijaya, R., i W. H. Putri. "Readiness of sustainability course in accounting curriculum at Indonesian Higher Education". IOP Conference Series: Earth and Environmental Science 1181, nr 1 (1.05.2023): 012026. http://dx.doi.org/10.1088/1755-1315/1181/1/012026.
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Abstract Colleges and universities significantly impact society and play a vital role in reaching global sustainable development goals (SDGs). The SDGs set by the United Nations aim to propel countries towards a more sustainable future. This survey was conducted to assess the readiness of Indonesian universities in preparing the sustainability learning process, especially in the accounting study program. This research examined 100 samples of Indonesian higher education universities. Purposive sampling is used, and the sample criterion is that Indonesian higher education institutions must have an undergraduate accounting study program and offer sustainability courses. According to the descriptive test, just 10% of public colleges and 24% of private universities offered sustainability courses. This result indicates that there still need to be more aware of preparing themselves for the process of sustainable development at universities in Indonesia.
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Kaba, Amadu Jacky. "Challenges to the Study of Islamic Education in African Universities". American Journal of Islam and Society 31, nr 3 (1.07.2014): 23–49. http://dx.doi.org/10.35632/ajis.v31i3.283.
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This article examines the challenges to the study of Islamic education in African colleges and universities. I claim that such a study, especially in sub-Saharan Africa, is not a priority even though Muslims accounted for 44 percent of the continent’s population in 2009 and 22 of its nations have a Muslim population of 50 percent or more. I present four main factors responsible for this phenomenon: European colonization; the relatively small number of Arabic speakers in most African nations; the negative implications of connecting Islamic fundamentalism/al-Qaeda to Arabs and Islam; and the humiliation, abuse, and severe punishment experienced by Black Africans in Arab-majority societies.
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Kaba, Amadu Jacky. "Challenges to the Study of Islamic Education in African Universities". American Journal of Islamic Social Sciences 31, nr 3 (1.07.2014): 23–49. http://dx.doi.org/10.35632/ajiss.v31i3.283.
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This article examines the challenges to the study of Islamic education in African colleges and universities. I claim that such a study, especially in sub-Saharan Africa, is not a priority even though Muslims accounted for 44 percent of the continent’s population in 2009 and 22 of its nations have a Muslim population of 50 percent or more. I present four main factors responsible for this phenomenon: European colonization; the relatively small number of Arabic speakers in most African nations; the negative implications of connecting Islamic fundamentalism/al-Qaeda to Arabs and Islam; and the humiliation, abuse, and severe punishment experienced by Black Africans in Arab-majority societies.
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Eze, John F., i Anthony C. Nwali. "Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations". American Journal of Business Education (AJBE) 5, nr 4 (10.07.2012): 401–8. http://dx.doi.org/10.19030/ajbe.v5i4.7117.
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Entrepreneurship is one of the key drivers for development in any society. The level of awareness of individual members, of a society, of their capacity to contribute to the economic, social and political development of their society is a key factor in development. A process of creating this self-awareness and the development of individual capacity for creative and innovative thinking, decision making and action/policy implementation should be an integral constituent of what people learn in schools, colleges and universities. The ability of the educational system to provide such training for individuals depends on the availability of the requisite capacity in terms of personnel and other facilities for appropriate transfer of knowledge, skills and building of mindset. Thus, this paper focuses on ways for developing the capacity appropriate for providing entrepreneurship education at all levels of education particularly in Africa. This paper is of the view that a wholesome education integrating entrepreneurship as part of the curriculum will provide the catalytic platform for jumpstarting development in all spheres of life, particularly in the developing world. The paper tries to find out how capacity building for entrepreneurship education has been pursued with particular reference to Nigeria, and opine how best this can be achieved in the light of the perceived lack of entrepreneurial approach to doing things, including in the public service. Also, the low level of entrepreneurship education as exemplified in the number of entrepreneurship courses offered in our Higher Educational Institutions (HEIs) and the absence of entrepreneurship as courses of study that award certificates, diplomas and degrees in this part of the world are part of the factors necessitating this paper. Part of the focus of the paper also includes the possibility of inclusion of entrepreneurship in the educational curricula at all levels of education, establishing faculties of entrepreneurship studies in the colleges, polytechnics and the universities. It is obvious that these cannot be achieved without the necessary capacity in terms of personnel and other facilities that facilitate learning. Thus we are canvassing for a holistic approach to developing capacity for this, which should include training and retraining of personnel, including faculty members in the colleges, polytechnics and universities. There should also be a collaborative effort in terms of partnership with universities in the West where entrepreneurship education has taken root and are more developed. Such partnership should also include the private sector and the non-governmental organizations. The increasing economic and social challenges, especially in the developing countries, makes all this imperative.
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Serena, Silvia, i Karmelka Barić. "Hybrid learning with the help of the framework curricula for teaching german to university students - necessity or fun?" Germanistik in der ukraine, nr 18 (19.06.2024): 93–109. http://dx.doi.org/10.32589/2408-9885.2023.18.305068.
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After a brief clarification of the terms hybrid learning, blended learning, analogue learning and digital learning, a reflection is introduced on what hybrid learning and blended learning can mean in the case of foreign language teaching to students and to what extent it can relate to GFL teaching at universities and colleges in any faculty or field of study. Examples of working methods from practice are presented which show that the competences mentioned in Agenda 2030 (United Nations, 2015) can not only be developed through foreign language teaching, but that this development can even be enjoyable.The didactic methodological framework for the development of these competences is provided by the framework curriculum for German language teaching at Ukrainian colleges and universities (Goethe-Institut, RC 2014), which was developed as part of an international university project that lasted over twenty years (1998 – 2014).The project was created immediately after the fall of the Wall in response to the questions arising from the new historical situation regarding the aims, content and methods of foreign language teaching at universities and colleges. These questions are just as relevant today as they were then, because universities and colleges are facing a similarly serious change today: They have the task of facing up to the requirements of the ESD goals of Agenda 2030 and to the current social, technological, climatic, ecological and economic challenges of our time. They have the task to be a hybrid system of study, life and work – and our article shows that foreign language teaching can make an important contribution today, just as it did then.
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Dufour, Emanuelle. "« Une école où tu réapprends à être fier de ce que tu es… »". Recherches amérindiennes au Québec 45, nr 2-3 (15.11.2016): 163–76. http://dx.doi.org/10.7202/1038048ar.
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Depuis son ouverture en 2011 à Odanak, l’Institut collégial Kiuna constitue le seul établissement postsecondaire conçu par et pour les Premières Nations du Québec. Il s’inscrit dans la ligne directe de son prédécesseur, le Collège Manitou de La Macaza (1973-1976) et des Tribal Colleges and Universities (TCU) américains en matière de sécurité et de continuité culturelles. Or, l’introduction de perspectives autochtones et de cursus adaptés au sein du système d’éducation provincial pose un certain nombre de défis conceptuels et logistiques. L’établissement postsecondaire peut-il s’avérer un environnement favorable au développement identitaire des étudiants autochtones ? L’adaptation de programmes postsecondaires peut-elle contribuer à la persévérance et à la réussite des étudiants des Premières Nations ? Cet article vise à analyser les dispositifs inscrits au sein du projet pédagogique du programme Sciences humaines – Premières Nations de l’Institution Kiuna. À la lumière des témoignages d’étudiants, de diplômés et de professionnels autochtones recueillis entre 2013 et 2015, il tend à démontrer que l’adaptation de cursus et de services postsecondaires contribue à la sécurité culturelle, à l’enracinement identitaire et, donc, à la persévérance scolaire d’étudiants des Premières Nations.
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Bratt, Kenneth. "Hearts and Minds: Honors Programs in North American Christian Institutions". Journal of Education and Christian Belief 14, nr 2 (grudzień 2010): 7–18. http://dx.doi.org/10.1177/205699711001400202.
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For readers of this journal outside North America, the very concept of “honors education” may be confusing (since the word honours features in British and Commonwealth degree titles) or obscure (bringing to mind associations with aristocratic privilege or elitist competition). But in the United States the development of honors programs in colleges, and later honors colleges within universities, has been an important and growing trend of the last fifty years. Intended to recruit students of high intellectual aptitude, to serve their special needs, and to raise the academic profile of the host institution, honors programs have proliferated from a handful in the 1940s to more than 600, as catalogued in the most recent edition of Peterson's Guide to Honors Programs and Colleges (Digby, 2005). Even though the phrase “honors education” may have a peculiarly North American ring, the issues raised for those who teach highly talented university students are the same for Christian educators around the world, and very little has been published on the topic. With these essays we aim to identify some of the issues that are particularly relevant to Christian higher education for “honors” students, to explore how different theological traditions offer different pedagogical resources for teaching the gifted, and to describe some successful paradigms for cultivating hearts and minds toward service in the kingdom of God.
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Lake, Rebecca S. "How College/University Presidents around the World Make Decisions". Research in Comparative and International Education 1, nr 1 (marzec 2006): 109–19. http://dx.doi.org/10.2304/rcie.2006.1.1.9.
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The world is rapidly changing into a different kind of world where the wealth of a nation is defined by the educational level of its people. Higher education institutions throughout the world provide the means to meet today's information and knowledge requirements dictated by the ever-fluid global marketplace. Colleges and universities offer courses and programmes allowing nations to reap the benefits of an educated workforce and compete globally. College/university presidents by their position wield great power and authority to direct their respective institutions. Decisions made by presidents of colleges/universities have significant consequences on complex transnational tertiary education issues. If college/university presidents around the world are expected to make similar types of decisions to foster a borderless transnational tertiary education system, then it is important to know more about the substance of their work and how they make administrative and fiscal management decisions. The purpose of this global study was to identify ‘pre-choice’ factors employed by presidents of higher education institutions around the world when making decisions. Seven college/university presidents, one participant on each continent (North America, South America, Africa, Asia, Australia and Europe, with an island representative as a substitute for Antarctica) was selected to accommodate global distribution.
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Reid, Steven John. "Aberdeen's ‘Toun College’: Marischal College, 1593–1623". Innes Review 58, nr 2 (listopad 2007): 173–95. http://dx.doi.org/10.3366/e0020157x07000054.
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While debate has arisen in the past two decades regarding the foundation of Edinburgh University, by contrast the foundation and early development of Marischal College, Aberdeen, has received little attention. This is particularly surprising when one considers it is perhaps the closest Scottish parallel to the Edinburgh foundation. Founded in April 1593 by George Keith, fifth Earl Marischal in the burgh of New Aberdeen ‘to do the utmost good to the Church, the Country and the Commonwealth’,1 like Edinburgh Marischal was a new type of institution that had more in common with the Protestant ‘arts colleges’ springing up across the continent than with the papally sanctioned Scottish universities of St Andrews, Glasgow and King's College in Old Aberdeen.2 James Kirk is the most recent in a long line of historians to argue that the impetus for founding ‘ane college of theologe’ in Edinburgh in 1579 was carried forward by the radical presbyterian James Lawson, which led to the eventual opening on 14 October 1583 of a liberal arts college in the burgh, as part of an educational reform programme devised and rolled out across the Scottish universities by the divine and educational reformer, Andrew Melville.3
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Yang, Chen. "Fostering Scientific Research Ability of Graduate Students in Chinese Local Universities: A Critical Review". Education Reform and Development 6, nr 2 (27.02.2024): 33–43. http://dx.doi.org/10.26689/erd.v6i2.6482.
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Local universities and colleges constitute a significant portion of China’s educational landscape, with graduate enrollment increasing steadily each year. Against the backdrop of escalating technological competition between nations, the cultivation of Scientific Research Ability (SRA) among graduate students has garnered increasing attention. While the initial aim of postgraduate education is clear – to nurture research-oriented talent for future academic pursuits – the objectives of graduate training have evolved over time. Today, they encompass not only the development of academics but also the cultivation of high-level professionals for various industries. This paper offers a systematic overview of relevant studies in the field of postgraduate SRA cultivation, delving into the entrenched challenges within Chinese educational institutions regarding the fostering of SRA among postgraduates. Additionally, it proposes a theoretical model for SRA-oriented training and provides insights into future reforms and developments in this area.
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Emmons, Nichlas, i Elizabeth LaPensee. "“I see my ancestors”: exploring tribal college student experiences playing When Rivers Were Trails". AlterNative: An International Journal of Indigenous Peoples 17, nr 2 (30.05.2021): 284–92. http://dx.doi.org/10.1177/11771801211022329.
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The educational video game, When Rivers Were Trails, was launched in 2019. The purpose of the game is to teach players about Indigenous perspectives of history, US federal allotment policies affecting tribal nations, and some of the effects of these policies on Indigenous peoples. This article explores tribal college student experiences playing When Rivers Were Trails in hopes that it provides the basis for further research into how tribal college faculty may be able to teach the game within their own classrooms. Tribal colleges and universities were created by tribal nations to provide for the higher education needs of their citizens. Using phenomenological research methods, seven college students volunteered to participate in a brief study about their experiences playing the video game. Upon transcription and analysis of the interview data, three themes were developed that capture how these students define their experience with When Rivers Were Trails: feelings of representation, histories of land dispossession, and resilience of communities.
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Hammond, Grant T. "The State of Undergraduate Education in International Relations". Political Science Teacher 2, nr 1 (1989): 1–4. http://dx.doi.org/10.1017/s0896082800000441.
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There can be no doubt about the increased attention focused on international relations. There is a need for, and interest in, undergraduate programs of instruction in the subject. Such initiatives are important to enable the U.S. to compete in the increasingly interdependent world of the 21st century. In the last few years, there have been a number of reports by various educational associations, task forces, panels and commissions all underscoring the need to do more in international studies and foreign language instruction. A number of colleges and universities have responded by changing curricula, starting new programs, and expanding existing ones. All this is admirable.Yet, it is possible to graduate from most colleges and universities in the country and know nothing about international relations. Students are woefully ignorant of world geography, recent world history, the importance of international economics in our daily lives, the circumstances in which the rest of the world lives, and how to communicate in another language. This situation is compounded by their lack of knowledge about different political systems and how they operate as well as the significance of many important political issues in the world today. We are in our education, if not our circumstances as a nation, essentially uninformed and isolationist towards other nations. Certainly this is a challenge to American undergraduate education.
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LeCrom, Carrie W., Mark Slavich, Lisa Rufer, Greg Greenhalgh i Brendan Dwyer. "Recalibrating the Scale: A Case of Reseating a Sold-Out Arena". Case Studies in Sport Management 5, nr 1 (styczeń 2016): 10–16. http://dx.doi.org/10.1123/cssm.2015-0013.
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Reseating a stadium or arena is not a new phenomenon. It offers colleges and universities the opportunity to reward donors who have contributed financially to the athletic department as well as to create or maintain an equitable seat allocation system. At the same time, a poorly planned or poorly executed reseating project has the potential to upset current donors to the point of alienation. ABC University is looking to take on a reseating project, and it is looking to Virginia Commonwealth University for guidance because of its successful 2013 reseating project. With the success of its men’s basketball program and highly engaged fan base, the time is right to undertake this project. Factors involved in the decision to reseat, communication with fans, and the method involved with the actual reseating are among the topics discussed. This case study would be beneficial to other schools looking to reseat or future athletic administrators interested in an insider’s perspective at a major revenue generation project.
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Perna, Laura. "Transitioning From High School to College in the United States". Journal of Postsecondary Student Success 3, nr 2 (30.01.2024): 1–17. http://dx.doi.org/10.33009/fsop_jpss134577.
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As in other nations, higher education has many benefits for individual participants and for communities in the United States. But, the opportunity to attain higher education is unequal. To understand the forces that contribute to higher education attainment in the United States, this essay first provides a brief overview of the characteristics of the nation’s higher education system. It then discusses the importance of academic preparation, financial resources, and information to college enrollment and success, as well as structural inequality in the availability of these resources. The essay then discusses how particular practices used by colleges and universities in the United States contribute to stratification in the transition from high school to college.
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Arunachalam, P. "Higher Education Sector in India: Issues and Imperatives". Journal of Global Economy 6, nr 4 (31.10.2010): 266–86. http://dx.doi.org/10.1956/jge.v6i4.66.
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Higher education in India is undergoing rapid changes. The challenges ahead are multifaceted and multidimensional. Though the data show a massive growth in the number of students' enrollment in colleges/universities, holistic view reveals that still only a meager of the total population has access to higher education. Globalization and privatization are imposing new challenges but the nations are still entangled in solving the basic problems of accessibility to higher education for all. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity. Affirmative action, too, has become race-exclusive and gender-neutral.
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Sundresan, Kauthami, Vui Chok Nyen, Nur Zulaikha Mohamed Sa’dom i Siti Haryani Mat Yusoff. "Learn from anywhere, anytime: Factors Influencing the adoption of E-learning System in Malaysian private university". International Journal of Innovation and Business Strategy (IJIBS) 18, nr 1 (2.07.2023): 26–36. http://dx.doi.org/10.11113/ijibs.v18.132.
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E-learning utilization and implementation between many users is a significant challenge for many universities in both developed and developing nations. This study aims to examine the indirect effect of E-learning System Quality on the E-learning system adoption, through trust and self-efficacy. The data were collected via self- administered questionnaires, yielding 129 usable responses from the students of Manipal International University in Nilai, Malaysia. This study revealed that e-learning system quality has a positive effect in building the students’ trust and self-efficacy. The positive effect of trust and self-efficacy on e-learning system adoption were also confirmed. In addition, this study found the mediation effect of trust and self-efficacy in the relationship of the e-learning system quality and e-learning system adoption. The findings from this study are expected to benefit both practitioners, the tertiary education industry, specifically universities and colleges that interested to explore e-learning system and researchers that specialize in education study.
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Ho, Hsuan-Fu, Wei-Ting Huang i Tien-Ling Hu. "Enhancing The Quality Of University Career Services In Taiwan: Perceptions Of University Alumni". Contemporary Issues in Education Research (CIER) 11, nr 3 (3.07.2018): 113–20. http://dx.doi.org/10.19030/cier.v11i3.10182.
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An adequate supply of a high quality labor force is crucial for national economic and social well-being; consequently, nations worldwide have placed significant emphasis on university graduate employability. Nonetheless, in Taiwan, a mismatch between knowledge acquired in universities and competences required by the job market has dramatically encumbered the supply of a high quality labor force. Thus, this research endeavored to determine the major career services that should be offered in higher educational institutions to alleviate the aforementioned human resource problems.The analytic hierarchy process was adopted as the major instrument for calculating the relative importance of each career service task, and 169 university alumni working in four major career fields participated in this research. The results indicated that participants from different career fields and who graduated from different colleges at different times have very different opinions of job service requests; therefore, universities should seriously consider the differences among students and provide the necessary services for each student in line with his/her particular requests. Moreover, although almost all participants agreed that sharpening students’ job-search and interview skills was crucial in assisting students to find their first jobs, this service was extremely insufficient in universities, and universities thus have to place particular emphasis on this task in the future.
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Liu, Mingxing, Zhenhua Liu, Shumin Zhang i Wenge Yang. "Application of Virtual Reality for Teaching Rock Climbing in Colleges Using Big Data". Mobile Information Systems 2022 (3.08.2022): 1–10. http://dx.doi.org/10.1155/2022/6531823.
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Since rock climbing was added to the Olympic Games, nations around the globe have started to pay more attention to the instruction of rock climbing and have established it as a program in colleges and universities to train college students and adolescents, who make up the majority of rock climbers. However, there are many problems faced while teaching rock climbing in colleges and universities, such as no standardized teaching materials, short teaching time, and cumbersome teaching content, which are few to mention. As a result, students can only master the basic methods and techniques of climbing on rock while studying at colleges and institutions, and their climbing ability cannot be improved. Most of the current college’s rock climbing teachers only pay attention to the technical problems. The correct methodology of teaching is a vital factor for student’s guidance. To overcome these issues, this research demonstrates the virtual reality in classroom instruction; this has the potential to improve the impact and standard of collegiate rock climbing. The authors focus on the concept of virtual reality technology, technical characteristics, virtual reality system composition, and virtual reality modeling and apply the theory and technology to college rock climbing teaching for building a teaching model basis on virtual reality in this research paper. This model is applied to college rock climbing teaching, and the experimental group and the control group are set to analyze the students’ interest in rock climbing teaching. The comparison demonstrates that employing virtual reality technology dramatically increases the experimental group students’ enthusiasm in rock climbing education. Upon analyzing the students’ recognition rock climbing instruction in colleges and institutions, the result shows that 93.3% of the experimental group and 60% of the control group agree that the rock climbing course can motivate their own learning initiative and enthusiasm. When analyzing the motivation of students to learn rock climbing, the highest proportion is to get credit and recognition, the proportion of which is 35.6%.
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Min, Young-Kyung. "Contact Zone in TESOL: East and West Immersion". Journal of International Students 2, nr 1 (1.01.2012): 83–85. http://dx.doi.org/10.32674/jis.v2i1.535.
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I was invited to give a talk at the Gwangju International Center (GIC) in Korea in Summer 2011. The GIC was established in 1999 by the Gwangju Citizens' Alliance to promote intercultural understanding and cooperation between foreign residents and local people in Gwangju, the capital of Chonnam Province, in Korea. Under the title of “Images of Writing across Cultures,” I gave my talk about culturally embedded writing practices across nations and presented some practical strategies that the audience could use in various writing contexts. There were about 60 people in the audience. Half of them were Korean and the other half were expatriates, which included high school students, teachers in private language institutes, K-12 schools, colleges and universities, house wives, retired professors, and publishers
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Hussain, Muhammad Shehu, Abdullahi Umar Alhasan i Isah Nahoga Kamba. "TOWARDS INTEGRATING ALMAJIRI EDUCATION INTO BASIC EDUCATION: A STRATEGY FOR ACHIEVING MILLENIUM DEVELOPMENT GOALS". Sokoto Educational Review 14, nr 1 (30.06.2013): 7. http://dx.doi.org/10.35386/ser.v14i1.85.
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This paper dwelt on integrating Almajiri Education into basic education. The objective of the paper discussed the integration of Almajiri Education into basic education as a strategy for achieving Millennium Development Goals. Basic Education and the United Nations Millennium Development Goals were explained. In addition, previous attempts made for integrating Quranic education into modern curricula, an attempt in the early 20th century in the southwestern part of the country were also discussed. Lastly, the use of traditional community authorities, the establishment of Ajami study centres in colleges of education and Universities, embarking on sensitization and mobilization of all stakeholders as well as the establishment of agencies that would coordinate the activities of Almajiri education as good strategies for enhancing the integration processes.
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Evans. "Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities". Sustainability 11, nr 19 (7.10.2019): 5526. http://dx.doi.org/10.3390/su11195526.
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Sustainability studies educators in colleges and universities must identify and teach the knowledge, skills, and abilities their graduates will most need to advance sustainability while confronting perhaps the most serious, sweeping, and integrated set of challenges humanity has ever known. Using a rigorous grounded theory and hermeneutics based analysis/synthesis of the relevant literature, this study articulates and describes in depth a set of five competencies for the sustainability field and suggests potentially effective pedagogies for teaching them. Findings in the areas of both competencies and pedagogies for sustainability education imply the benefits of integrative, active, collaborative, and applied approaches to curriculum development and teaching—approaches that directly involve students in learning and practicing transdisciplinary engagement in service to sustainability. The Bachelor of Arts in Sustainability Studies program at Colorado Mountain College serves as an example of how the articulated competency framework is being applied to evaluate and enhance curriculum and learning outcomes. The competency framework and pedagogical recommendations offered may also serve as roadmaps for educators at other institutions who prepare graduates to address the pressing challenges of sustainability evident in communities, nations, and the world.
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Jaitner, Margarita Levin, i Áine MacDermott. "Arts and Branches of Science Significantly Contributing to Cyber and Cyber Security". International Journal of Cyber Warfare and Terrorism 6, nr 1 (styczeń 2016): 24–40. http://dx.doi.org/10.4018/ijcwt.2016010103.
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Academia plays an important role in shaping a country's cyber readiness. In the past years, nations have started investing in new cyber-related programs at colleges and universities. This also includes promoting academic exchange with partner countries, as well as putting effort into improved cooperation between industries and scholars in the area of cyber. In many cases the efforts focus largely on computer science and closely related branches of science. However, the very nature of the cyberspace as both a continuation and a reflection of the physical world require a broader perspective on academic assets required to create and sustain sound cyber defines capabilities. Acknowledging this premise, this paper sets out to map branches of science that significantly contribute to the domain known as ‘cyber' and searches for new aspects for further development.
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Nahaiko, K. "KYIV UKRAINIAN COMMUNITY AND ST. VOLODYMYR UNIVERSITY. THE PLOT OF THE NATIONAL SELF- FULFILLMENT". Bulletin of Taras Shevchenko National University of Kyiv. History, nr 137 (2018): 13–20. http://dx.doi.org/10.17721/1728-2640.2018.137.2.03.
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This article covers the relationship between Kyiv Ukrainian community as the main formation mover of the national movement in Ukraine in the second decade of the 19 th century and the unification center for Ukrainian scientific- educational elite – St.Volodymyr University. In the context of the establishment of bourgeois society in Europe universities emerged as the main centers which impacted on formation of a national identity of citizens. They became the biggest centers of development of progressive ideas in the south-western part of the Russian Empire which made a tangible impact for its public and political life. According to the Western European example these educational institutions turned into outposts of establishments of a national idea. Due to strong mental potential in their environment the ideas were formed which stimulated self-realization of ‘distinct nations’ that lived in the areas of the Empire. Their practical application occurred both in the cultural and in the political areas. Great importance in these processes was made by Kyiv National St. Volodymyr University. The idea of political separateness as one of European nations progressed among progressive scientific-cultural sphere there. The efforts of Ukrainophiles community made the national desire meaningful by putting forward the ideas of commonwealth in the form of autonomy and then its independent Republic.
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Mahajan, Vishal, i Shailly Mahajan. "Study of COVID-19 impact on teaching community in border area of India". Journal of Community Health Management 8, nr 4 (15.01.2022): 190–95. http://dx.doi.org/10.18231/j.jchm.2021.041.
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The COVID-19 pandemic has made the biggest disturbance of education frameworks in mankind's set of experiences, influencing almost 1.6 billion students in excess of 200 nations. Terminations of schools, Colleges and other learning institutions have affected over 94% of the world's understudy populace. This has brought sweeping changes in all parts of our lives. Social separating and prohibitive development strategies have fundamentally upset conventional instructive practices. Returning of schools after unwinding of limitation is one more test with numerous new standard working methodology set up. Inside a limited ability to focus the COVID-19 pandemic, numerous scientists have shared their chips away at educating and learning in an unexpected way. A few schools, universities and colleges have stopped up close and personal lessons. There is a dread of losing 2020 scholastic year or considerably more in the coming future. The need of great importance is to enhance and carry out elective instructive framework and appraisal procedures. The COVID-19 pandemic has furnished us with a chance to make ready for presenting advanced learning. This article expects to give an exhaustive report on the effect of the COVID-19 pandemic on internet educating and learning of different papers and show the way forward.
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Ikonnikova, Maryna. "Organizational and Content Peculiarities of English Teachers’ Professional Training in Canada". Comparative Professional Pedagogy 6, nr 3 (1.09.2016): 25–31. http://dx.doi.org/10.1515/rpp-2016-0029.
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AbstractThe article deals with studying organizational and content peculiarities of English teachers’ professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided in many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP colleges. Students are offered the curricula ensuring their high mobility as they may define specificity, a mode and a level of study according to their educational needs and interests. It has been concluded that the content of philological training is a process coordinating the content according to its components, namely, theoretical, empirical and practical knowledge and skills form the block system of interrelated elements. It has been defined that main theoretical and methodical principles for structuring curricula and syllabi for English teachers’ professional training in Canada are multiculturalism; combination, concordance and rational correspondence of theory and practice; pedagogical ideas of equal opportunities, respect for cultures, identity and unity of learning and socialization; consistency and succession; collegiality, partnership, transparency and a dialogue of cultures. It has been specified that programme specifications for English teachers’ training are based on such directions of pedagogical activity as developing students’ interest and respect for cultures of the nations of the world, understanding their general and specific values, comprehending the essence of global events and their consequences, accepting different views on them. As a result, future English teachers obtain the abilities and skills that will ensure their effective activity in multicultural environment as well as learn how to solve the issues associated with adaptation, integration and learning of children from different ethnic groups.
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Sime, Tariku, i Gara Latchanna. "Education System in Ethiopia and India: Comparative Analysis of Selected Educational Issues". IRA International Journal of Education and Multidisciplinary Studies 11, nr 1 (27.04.2018): 1. http://dx.doi.org/10.21013/jems.v11.n1.p1.
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In the era of globalization, nations invest in their education system to be the best so that their children can fit to the order of the day through acquiring and developing the necessary skills, knowledge, values and dispositions. The institutions meant to provide these services: schools, colleges/universities, based on the education policy, play indispensable role to face the challenges of contemporary society especially in the 21st century. The article explored how Ethiopian and Indian education systems are similar and different based on the major unit of analysis viz. historical development, education and training policy, structure of the education system, teacher quality and teaching environment, and governance and financing in education. In other words, it dealt with issues where both countries differ and how they are leading the student’s progression from their pre-primary to terminal degree programs with far-reaching recommendations to augment the value of education.
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Egbe, Obona, Edut, Andeshi Wendi Alorye i Udang, Joseph Akor. "The Impact of Entrepreneurship Education Management on Unemployment Reduction Among Tertiary Institution Graduates in Cross River State, Nigeria." International Journal of Research and Innovation in Social Science VII, nr VI (2023): 170–84. http://dx.doi.org/10.47772/ijriss.2023.7615.
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One major challenge in Nigeria today is unemployment. Among this unemployed population are graduates of tertiary institutions. Many stakeholders have expressed concern over the large numbers of graduates produced yearly without commensurate employment opportunities. To address this challenge, the federal government through the National Universities commission (NUC), National Board for Technical Education (NBTE) and National Commission for Colleges of Education (NCCE), approved the introduction of entrepreneurship education into the curricula of the universities, polytechnics and colleges of education. The increase in unemployment among graduates of tertiary institution is an indication that the objectives of entrepreneurship education has not been fully attained and this calls to question the management of entrepreneurship education in the nations tertiary institutions. This study examined the impact of entrepreneurship education management on unemployment reduction among tertiary institution graduates in Cross River State, Nigeria. Three null hypotheses were developed to guide the study. The descriptive survey research design was adopted. Census technique was adopted in selecting the entire population of 113 entrepreneurship education management staff of five tertiary institutions in Cross River State. An instrument titled Impact of Entrepreneurship Education Management on Unemployment Reduction Among Tertiary Institution Graduates Questionnaire (IEEMURATIGQ) was used for data collection. It was validated by five experts. The reliability was established using Cronbach’s alpha and it ranges from 0.79 - 0.88. The null hypothesis was tested at .05 level of significance using Simple and Multiple Linear Regression. The results of the study reveals that planning entrepreneurship programme, staff supervision and student mentoring have significant impact on unemployment reduction among tertiary institution graduates in Cross River State, Nigeria. The study recommended among others, that entrepreneurship education must be efficiently planed to facilitate the smooth attainment of set goals and objectives, namely job creation and unemployment reduction.
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Easley II, Jacob. "A Way Forward Toward Professionalizing Teacher Education". Educational Renaissance 7, nr 1 (14.01.2019): 29–35. http://dx.doi.org/10.33499/edren.v7i1.108.
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Amid countless challenges faced by teacher education, public universities, preparing a large share of the nations' teachers, are called upon to a lead the charge of moving the field forward. The American Association of State Colleges and University's Teacher Education Task Force sought to examine current conditions among member institutions. Presidents, provosts and deans of education responded to a survey with their assessment of the current status of teacher education. The results yielded six recommendations for quality teacher education programs. The latter of which stresses professionalizing the field. Further examination of the recommendations reveals gaps between the current landscape and the recommendations. It is through these gaps that a strategic means to advance the professionalization of teacher education is put forth. Advancing the professionalization of teacher education is a collaborative effort of leadership. The process demonstrates and builds momentum from positive impact on communities and the profession itself. It is undergirded by an ethical imperative.
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Blocker, Jack S. "Grappling with the GAPE: A Canadian Perspective". Journal of the Gilded Age and Progressive Era 1, nr 4 (październik 2002): 296–307. http://dx.doi.org/10.1017/s1537781400000311.
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For a variety of reasons, the study and teaching of both United States history in general and the history of the Gilded Age and Progressive Era in particular should be thriving in Canada more than in other nations. Geographic proximity and shared language would advance this probability, even if the pervasive presence of American mass media did not. For students in Canadian colleges and universities, a combination of exposure to American doings through television and little prior academic opportunity to explore the history of the United States often whets an appetite for study at the post-secondary level. Interest in the GAPE arises — if for no other reason — from the fact that during the late nineteenth and early twentieth centuries, both Canadians and Americans witnessed the emergence of corporate capitalism as a, perhaps the, principal shaper of their societies. At the last count in December 2001, Canada contained the largest concentration of H-SHGAPE subscribers outside the United States (25).
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Paritala, Venu. "An exploratory data analysis of COVID-19 impacts on education". International Journal of Scientific Reports 10, nr 2 (24.01.2024): 57–66. http://dx.doi.org/10.18203/issn.2454-2156.intjscirep20240049.
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The global spread of COVID-19 has significantly impacted in education, leading to the widespread adoption of online learning as face-to-face interactions in schools, colleges, and universities diminished. This article employs an exploratory data analysis (EDA) approach to develop a statistical model that comprehensively assesses the influence of COVID-19 on the world's education system until December 2021. The research delves into the complexities of this impact, examining day-to-day and week-to-week variations in education globally. It also compares the educational effects in different nations, with a specific focus on contrasting India with neighbouring countries and those severely affected by the pandemic. The study analyses immediate effects and addresses implications for the healthcare sector, offering insights for planning in the event of future outbreaks. By exploring data and trends, the article aims to provide valuable insights into the multifaceted impact of COVID-19 on global education, facilitating informed decision-making in the face of unprecedented challenges.
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Saini, Baljit, Sanjay Bansal, Bhupinder Chaudhary i Kinjal Jani. "The Role Of Machine Learning Techniques In Exploration Of Impacts Of E-Learning During Covid-19 Pandemic: A Comparative Analysis Of Models". International Journal of Membrane Science and Technology 10, nr 1 (15.03.2023): 1911–19. http://dx.doi.org/10.15379/ijmst.v10i1.3689.
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The coronavirus, which originated in Wuhan (China), has expanded to both developed and poor nations, with the developed nations like America, Italy, etc. currently suffering the most from its effects. Lockdown has had the greatest negative economic effects. This pandemic also affected the education system, so it is clear that education has been impacted by the COVID 19 outbreak. The occurrence prompted educators to consider different teaching strategies during the confinement. Thus, it opens the door for online learning, Learning has entered the digital realm in the current circumstances. where students and academic experts are virtually connected. E-learning is very easy to use and comprehend. This study will assist in determining the students' interest in online learning, as well as their preferred learning styles, platforms, and methods of material delivery both during and after the COVID-19 Pandemic. To discover more about how e-learning has helped during this pandemic, this study was conducted for technical education students as well as those who attend colleges and universities in Gujrat State. In this study, various machine learning models were evaluated to find out the best model or technique to analyse impact of e-learning during this pandemic and the student’s interest towards the e-learning. The proposed model also compared with the previously implemented models and achieved the higher accuracy i.e. 88.56%, 91.45% for training and testing respectively.
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Dan, Chzhao, Mikhail D. Rozin, Valery P. Svechkarev, Vladimir I. Mareev i Yakov A. Aslanov. "FOREIGN STUDENT IN A RUSSIAN UNIVERSITY: TRENDS OF CHOICE, PROBLEMS OF ADAPTATION AND FORMATION OF RELATIONSHIPS". Humanities & Social Sciences Reviews 8, nr 3 (21.06.2020): 1106–11. http://dx.doi.org/10.18510/hssr.2020.83114.
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Purpose of the study: The object of this paper is to provide a sociological analysis of the situation related to educational process and organization of foreign students in Russian universities in ratings and relationships of students from China that will help to identify the real problems of adaptation to new conditions of socio-cultural and educational space.
Methodology: The fundamental basis of this study is an observational one - an overview of the subject "Investigation of Satisfaction with the Organization of Chinese under studies' life at Russian Universities". N = 615, speaking to Chinese understudies concentrating in Russian colleges. The portrayal of sociological data is given by a multi-stage defined example with quantity determination of units of perception on the last advance.
Results: Preparing of remote understudies in China and Russia ought to completely utilize worldwide experience and training to create first-class universal seriousness, build up the status of China and Russia as nations of ground-breaking instruction on the world training market, reinforce the national security of China and Russia.
Applications of this study: In this study, the barriers to intercultural change in the field of globalization and integration of Eurasia, large educational systems such as Chinese and Russian have been identified that can be used in the global-scale analysis.
Novelty/Originality of this study: The scientific novelty of this research consists in the presentation of adaptation and intercultural transformation strategy of foreign students’ educational process in Russian universities in the context of globalization and Eurasian integration of socio-cultural and educational space.
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Rego, Michelle. "The Global Learning Distinction: an Experiential Learning Research Project". JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, nr 3 (2018): 50–54. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.33.3005.
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The purpose of this paper is to demonstrate the importance of integrating global learning and culturally-responsive teaching as part of a University curriculum to prepare graduates to enter a global workforce. According to the Association of American Colleges and Universities (AAC&U), global learning programs are an important aspect of culturally responsive teaching which help students to “understand and engage the diversities and commonalities among the world’s peoples, cultures, nations, and regions” (AAC&U, 2018). The objective of this experiential learning project, implemented at the College of Business at Johnson & Wales University in Providence, RI, USA, was to research ways to engage students in active global learning both inside and outside of the classroom. Specifically, the problem being explored included needs to assess student attitudes toward global learning (1), understand perceived benefits of a Global Learning Distinction program (2), and identify an opportunity for students to get involved in the promotion of this program prior to the full launch in 2018 (3). Focus group research results are discussed and recommendations for future research in Global Learning.
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Gui, Pingping, i Gazi Alam. "Do Chinese Residential Colleges Narrow the Education Disparity Caused by Socioeconomic Status? A Comparison of Public and Private Universities Using Two Main Approaches to Assess Disparities in Access and Academic Attainment". Sustainability 16, nr 12 (14.06.2024): 5079. http://dx.doi.org/10.3390/su16125079.
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Education is acknowledged as vital for a nation’s economic progress, yet socioeconomic status often dictates access to high quality education, endangering the achievement of the United Nations’ Sustainable Development Goal 4 (SDG 4), where equitable learning is paramount. Previous studies suggest that public residential colleges (RCs) can narrow the gap in achievement among students of varying socioeconomic status (SES). Nonetheless, they do not guarantee participants equal opportunity across all SES levels to attend RCs. Their effectiveness in private higher education institutions, particularly in China, remains underexplored. This study compares RCs in the public and private sectors to examine their role in promoting sustainable education in China. Employing the proportional stratified sampling technique, questionnaires were distributed among 615 RC students from both the public and private sectors. Through descriptive and multiple regression analyses, findings strongly indicate that RCs—whether in public or private universities—cannot guarantee equal access to RCs for learners from various SESs. Particularly, the enrolment disparity in the private sector is more pronounced. Despite these differences, RCs, regardless of institutional affiliation, contribute to narrowing academic discrepancies, as measured by Cumulative Grade Point Average (CGPA), among students from various SES backgrounds. This underscores the significance of RCs in reducing academic attainment disparities across different types of colleges. Consequently, while RCs prove to be effective in narrowing academic discrepancies, there is a pressing need to prioritize equal access to RCs for individuals from disadvantaged SES backgrounds. Addressing this challenge is crucial for tackling issues linked to sustainable education, and in this way, ensure the SDGs are actually achieved.
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Kousar, Shazia, Farhan Ahmed i Syeda Arfa Anam Bukhari. "Macroeconomic Determinants of Brain Drain in the Era of Globalization: Evidence from Pakistan". Liberal Arts and Social Sciences International Journal (LASSIJ) 4, nr 2 (6.10.2020): 24–41. http://dx.doi.org/10.47264/idea.lassij/4.2.3.
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The Brain Drain (BD) is a cynosure of all the eyes because it has become a grave issue for Pakistan. Every year, thousands of students graduate from colleges and universities. Our markets cannot accommodate such a huge number of graduates so; these people prefer to migrate to other parts of the world. This paper attempts to investigate the factors affecting brain drain in Pakistan by utilizing the data for 1990 to 2018. Indices of variables are constructed in this study to measure the potential of factors causing migration from Pakistan to other developed economies. Secondary data has been taken from the World Development Indicator (WDI) and the Bureau of Emigration and Overseas Employment (BEOE). This study finds that in long run governance, financial stability, the standard of living, and infrastructure have a negative and significant impact on the dependent variable (Brain drain). Social openness does not show a significant impact on brain drain in the long run. This study concludes that brain drain in developing nations is a serious matter and it should be addressed on a priority basis. This study helps policymakers to develop policies to reduce the migration of highly skilled labour.
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Verma, Vikrant. "Effect of Covid-19 Pandemic on Teaching". International Journal of Biomedical Investigation 4, nr 1 (30.07.2021): 1–4. http://dx.doi.org/10.31531/2581-4745.1000132.
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In more than 200 nations, the COVID-19 Pandemic has caused the greatest disruption in the history of education systems, affecting up to 1,6 billion students. More than 94 percent of the world's student population have been affected by closures in schools, institutions, and other educational areas. This has brought about profound changes in our life in many facets. Social dissociation and limited rules on movement have greatly disrupted traditional training. Reopening schools following limitation easing is another problem with several new standard operating procedures. Within a brief period of the COVID-19 epidemic, numerous scholars have contributed their efforts on teaching and learning in diverse methods. Several institutions, colleges and universities have ceased face-to-face instruction. In the approaching year, there is a worry that 2020 will be lost or more. The time is needed to develop and implement alternative education and evaluation systems. The COVID-19 epidemic gave us a chance to set the road for digital learning. This article attempts to offer a thorough assessment on the influence on the online learning of various aspects of the COVID-19 epidemic, and to outline the way ahead.
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Paneru, Biplov, i Bishwash Paneru. "Exploring Cloud Computing for Education in Rural Nepal: Possibilities, Challenges, and Prospect". Journal of Ubiquitous Computing and Communication Technologies 5, nr 3 (wrzesień 2023): 291–311. http://dx.doi.org/10.36548/jucct.2023.3.004.
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Rural education is one of the most significant subjects to talk about and a matter to resolve soon. As rural education in Nepal is very challenging, effective solutions can be brought into action, one of which is the use of technology. This study’s main goal is to investigate and evaluate the value and applicability of cloud computing for rural sector education in underdeveloped nations like Nepal. Through the infrastructure it offers, the usage of cloud computing in rural locations significantly increases the accessibility of essential educational computing services and applications to students and instructors. With applications in many different fields, cloud computing has experienced remarkable growth, and one of its most intriguing uses nowadays is in the educational sector. Due to the lack of schools, colleges, and universities in rural areas, the cloud computing system might be extremely helpful in increasing the education of students there. The primary goal of this study is to explore how formal, non-formal, and informal education are mixed for capital formation, empowerment, and self-sufficiency in rural communities. Its secondary goal is to chronicle the potential contributions of community learning centers in the process of rural transformation.
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Onah, Federick C., Felicia N. Ezebuiro, Lilian U. Ekenta, Ogechukwu Onah i Ashagwu Ojang Okadi. "Online teaching and learning as alternative route for sustainable education during and post covid-19 era in Nigeria: challenges and prospects". Integrity Journal of Education and Training 5, nr 4 (30.10.2021): 61–72. http://dx.doi.org/10.31248/ijet2021.118.
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The outbreak of epidemics, pandemics and other natural calamities has become an integral component of humanity. These have produced varying effects and tended to re-write the history and the lifestyle, culture, custom and tradition of communities and nations. The COVID-19 pandemic has produced the biggest disruption of education systems in human history. The global academic calendar has been thrown into a state of disarray by the Coronavirus outbreak. Most schools from basic to universities had to shut down their doors and students returned home to their parents and together self-quarantined. Many schools, colleges, and universities discontinued face-to-face teaching and learning due to school closures thus threatening the sustainability of the education system. This paper reviewed the challenges and prospects of online teaching and learning as alternative route for sustainable education during and post covid-19 era in Nigeria. The concepts of online teaching and learning (OTL), sustainable education, the role of OTL in promoting sustainable education, challenges and prospects of OTL were discussed. It was concluded that online teaching and learning is imperative if the dream of achieving sustainable education especially during emergencies is to be achieved. It recommended among others that intensive training programmes on ICT should be provided for teachers, encourage teachers to view learning as a lifelong process against one-shot terminal learning, encourage students to use different educational apps and the ministries of education, science and technology, and communication and digital economy should take steps and install ICT and online learning infrastructure in schools.
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Ismail, Alice Sabrina, i Muhammad Mujtaba Habib. "Students’ Perception of the Enforcement Model Approach towards Radicalism Movement in Malaysia Higher Learning Institutions (HLI’s)". Jurnal Kejuruteraan 36, nr 1 (30.01.2024): 133–45. http://dx.doi.org/10.17576/jkukm-2024-36(1)-13.
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Radicalism among undergraduates in a higher learning institution (is an HLI’s) thing that is already synonymous in most countries, especially in developing nations. The radicalism brought about by the student movement is not triggered, but it is often influenced by the issue of statehood, which is a factor in social change and the formation of community values. However, the involvement of students in higher learning institutions (HLI’s) in Malaysia is now not as intense and aggressive as in the foreign context. Based on scientific studies, student participation in Malaysia lack awareness and concern about the current political issues and problems around them. The enforcement of the University College University Act (AUKU) 1971 in Malaysia, which prohibits students from engaging in politics for five decades, has caused some passivity and paralysis in the students’ interest in political activities. Therefore, this study’s main objective is to develop a resilience model in preventing radicalism in a more student-friendly scenario that does not constrain students’ rights in Malaysia, like the Universities and University Colleges Act (AUKU), by benchmarking the good practices in Indonesia’s Higher Learning Institution (HLI’s) using the Altbach’s theoretical framework. Thus, questionnaires were conducted among students in three HLI’s – UTM, UKM and UM to understand students’ perception of AUKU from the technical and social sciences backgrounds. The study found that students’ perception of the AUKU enforcement model was poorly satisfactory and required a review, as universities function not as controlled factories but as generators of knowledge for producing great and intellectual national leaders regardless of their calibre and performance.
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PAIRA, KANCHAN. "IMPACT OF COVID-19 PANDEMIC ON STUDENTS’ LIVELINESS AND ACADEMIC PROGRESS: AN E-SURVEY BASED ANALYSIS IN INDIA". ENSEMBLE SP-1, nr 1 (8.04.2021): 60–71. http://dx.doi.org/10.37948/ensemble-2021-sp1-a008.
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COVID-19 infectious disease is now considered as the first major climacteric invasion on humankind of the twenty-first century since the ‘Spanish flu’ of the twentieth. The virus has not only alarmed the mental and physical health of humankind, but its direct impact has severely damaged the economy of maximum nations of the world, and India is no exception to that. Education also was not left out either from the impact. In India, educational institutions had to shut down to break the chain of virus transmission. Instead of offline, the digital mode of classes for colleges and universities has been organized by the Institutional Authorities by getting the direction from University Grants Commission (UGC) of India. However, the regional imbalances and inequalities in families' economic conditions hinder the successful implementation of that. As a result, the students having a standard level of awareness about the COVID-19 disease are affected by its various adverse impacts produced directly or indirectly. Anxiety, negative thoughts, boredom, and future academic uncertainty are engulfing them. This paper describes the students' awareness level about COVID-19. It focuses on the pandemic’s impact on the students' academic swing and mental health and prescribes the possible ways to assuage the impact of the pandemic on students.
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Bafail, Omer A., Reda M. S. Abdulaal i Mohammad R. Kabli. "AHP-RAPS Approach for Evaluating the Productivity of Engineering Departments at a Public University". Systems 10, nr 4 (29.07.2022): 107. http://dx.doi.org/10.3390/systems10040107.
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Education is an essential component for nations preparing to take advantage of the opportunities and confront the challenges of the 21st century. Universities, colleges, and research centers must work effectively and efficiently to achieve maximum results. In order to provide a comparable and verifiable evaluation of such institutions’ efforts, administrators need to adopt measurement tools such as those offered by multi-criteria decision-making (MCDM). The use of MCDM to solve complex real-world problems in the educational sector has dramatically increased in the past decade. This paper ranked the Engineering departments in a public university from 2019 to 2021 using combined MCDM methods between Analytical Hierarchy Analysis (AHP) and Ranking Alternatives by Perimeter Similarity (RAPS). The AHP technique assisted in the weighting for each evaluation criterion covered in this study. The RAPS technique assisted in ranking the Engineering departments using weights derived from the AHP technique. For the first time, the use of RAPS in the educational sector is presented in this paper. The findings revealed some of the departments under investigation’s vulnerabilities, indicating that they require assistance from the institution’s administration. Moreover, the results demonstrate that combining the AHP and RAPS techniques to evaluate and rank university departments is a successful method.
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J. Jose Prabhu. "Perspectives and Empirical Study of Engineering College Students towards Entrepreneurship". Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial 7, nr 4 (17.12.2020): 331–42. http://dx.doi.org/10.33258/konfrontasi2.v7i4.131.
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India experiences large troubles with its high degrees of joblessness amongst the youth particularly college finishes as an outcome of the absence of work experience, lowered abilities base, along college. The major issue managed in our financial scenario is the price, the price is high in India contrasted to all different various other nations, most of the graduates are currently unemployed or else operating in a business which not connected to their core. The emphasis of the study gets on just exactly how the way of thinking differs from a bachelor to an added on the appeal of entrepreneurship as work as well as to research the collaboration in between the business viewpoint along with the business opportunities-entrepreneurial ambiance. The researcher applied a detailed study layout, as well as the populace of the study, is an engineering university student examining in design universities associated with Anna University. A checklist of colleges offering a Design Program in the Pudukottai district connected to Anna University was obtained from the Anna College site. The sample design taken on for the study is organized random sampling with a total sample size of 400. The findings of the research study discloses that aspects towards entrepreneurship considerably affect the overall parental aspects of attitudes towards entrepreneurship.
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Murtaza Ali Laghari, Abdul Jalil, Zubair Ahmed Chachar i Abdul Sattar Gopang. "Impact of Head Teachers’ Democratic Leadership Style on Teachers’ Performance at Public Secondary Schools". Progressive Research Journal of Arts & Humanities (PRJAH) 5, nr 2 (28.03.2024): 157–68. http://dx.doi.org/10.51872/prjah.vol5.iss2.304.
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This paper generally aims to examine the impact of head teachers` Democratic leadership styles on teachers` performance at the public secondary schools. Leadership is a perilous and central problem for all administrations and institutions round the world. Many nations in the world have attempted to highlight and emphasize the perception of effective headship in a variety of ways in their organizations regular events, programs, and presentations. In Pakistan, there is a rapid and growing awareness of leadership in a various sectors and fields, in tandem with a sharp increase in the number of teachers, universities, colleges, and schools, as well as others involved directly or indirectly in the educational domain. The study specifically aims to investigate the impact of Head teachers` Democratic leadership styles on Teachers` Performance at public secondary schools and to examine the difference between Head teachers` Democratic leadership styles and Teachers` Performance at public secondary schools. This research applied descriptive survey design having quantitative approach. The Likert scale five-point was used as a tool to collect the response from representative of the group of interest of the researcher. It revealed that the head teachers` Democratic leadership styles have positive impact on teachers` performance and there is also a strong correlation between the variables.
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Gui, Pingping, Gazi Mahabubul Alam i Aminuddin Bin Hassan. "Whether Socioeconomic Status Matters in Accessing Residential College: Role of RC in Addressing Academic Achievement Gaps to Ensure Sustainable Education". Sustainability 16, nr 1 (1.01.2024): 393. http://dx.doi.org/10.3390/su16010393.
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Following the fourth objective of the United Nations’ Sustainable Development Goals (SDGs), education disparities are one of the most serious issues holding back national development. Despite efforts being made to tackle this discrepancy, it has long been a source of concern for many communities. It is important to note that residential colleges (RCs) have evolved and contributed to higher education for several decades now, aiming to provide an equal and inclusive living and learning environment. Having said that, while disparity is still one of the most challenging issues in this system, it has not been fully examined. Using stratified random sampling on RC students’ data from undergraduate universities piloting RC programs up to 2018 in different parts of China, this study examines the effects of socioeconomic status (SES) on RC access. The study further explores the difference in academic achievement among RC students from diverse SES backgrounds and comprehensively analyzes the impact of RC on sustainable education. The study finds that disparities exist in accessing RC for individuals from varied SES backgrounds. However, RC mitigates the influence of SES on academic achievement to curtail these differences. The findings imply that ensuring access to RC for individuals from underprivileged SES backgrounds should be prioritized to address education-disparity-related challenges.
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Alabi, Olufemi M., Sabainah O. Akinoso i Banwo O. Alabi. "PSIX-36 Animal welfare and its science in Nigeria;past and present outlook". Journal of Animal Science 98, Supplement_4 (3.11.2020): 323–24. http://dx.doi.org/10.1093/jas/skaa278.578.
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Abstract Animal welfare is becoming an interesting global issue which must be given the best of attention by researchers, producers, consumers and the governments. The need to ensure the general well-being of the wild and domestic animals in every aspect of their husbandry is mandatory now in many developed countries of the world, and poultry industries are responding positively to this new dimension of husbandry. Species of animal are sensitive to the way they are being managed in terms of housing and other handlings. Meanwhile, there is little or no concern on subjects of of applied ethology in developing areas of the world such as Africa and Asia, and particular in countries like Nigeria, where livestock production and wildlife conservation is currently experiencing tremendous growth. Unlike developing countries, issue of animal welfare are being promoted by researches, sponsored information, legislation and enforcement by relevant agencies in developed nations of the world. Factors such as poor economic and technological advancements, political instabilities, social insecurities, low level of awareness and lack of information on legal provisions on animal on animal welfare have been identified to be responsible for poor animal welfare and its science in developing countries. Despite the fact that livestock sector carries the highest percentage among agricultural facets commercially in Nigeria, the level of welfare of the domestic animals and those in the wild is still below standard. This paper is however suggesting that regardless of the level of economic development in most of the low and middle-income nations, researchers can be motivated into animal welfare science, the curricula of colleges and universities be expanded to include subjects of applied ethology, professional bodies and associations on animal welfare can be formed with international affiliations. All these may change the orientation of the people and governments in developing countries positively towards animal welfare.