scholarly journals Entropy in Education System: Transformation of an Individual Through Meaningful Interactions in a Community of Inquiry

2021 ◽  
Author(s):  
Muhammad Imran Ahmad ◽  
Irfan Ahmed Khan ◽  
Masuda Ahmad ◽  
Abbas Husain ◽  
Rozinah Jamaludin
Keyword(s):  
Education System ◽  
Community Of Inquiry ◽  
System Transformation

scholarly journals The domestic high school professional education system transformation: constraining factors and the assessment ambiguity

2021 ◽  
Vol 11 (3) ◽  
pp. 23-32
Author(s):  
V. V. Petrov
Keyword(s):  
Education System ◽  
Professional Education ◽  
System Transformation ◽  
Social Transformations ◽  
Functional Changes ◽  
Higher Education System ◽  
The Social ◽  
Legislative Framework ◽  
Higher Professional Education ◽  
Education Science

The social transformations that took place under the influence of globalization and neoliberalization at the turn of the 20th – 21st centuries led to the need for deep structural and functional changes in the system of domestic higher professional education. Despite the fact that over the past twenty years in domestic practice a lot of directive documents have been developed and a number of serious management decisions have been adopted that have a direct impact on the development of the Russian education system at all levels, the domestic higher school in many respects cannot reach a level that makes it possible to make a serious competition to the participants of the world scientific and educational space. A retrospective analysis of the main conceptual documents that determine the development of the domestic education system, carried out in the work, showed that reforms of the domestic higher education system often do not reach their logical conclusion, since they are predominantly declarative in nature, far from always supported by a legislative framework, which leads to inconsistency in practical actions on their implementation. The article reveals that the incompleteness of the reforms is largely due to the existing gaps in cooperation between the institutions of education, science and industrial production, which all conceptually significant documents declare, but in practice, close mutually beneficial cooperation between these actors does not sufficiently manifest itself. The author indicates that such interaction can be carried out through the development of university systems, which, being integrated into the economy of the regions and acting as a driver of innovative development, can contribute to increasing the competitiveness of Russian universities in the international scientific and educational space.

scholarly journals The Impact of Covid-19 on Education System: Transformation of Virtual Learning

2021 ◽  
Vol 11 (11) ◽  
Author(s):  
Harniyati Hussin ◽  
Intan Maizura Abdul Rashid ◽  
Azila Jaini ◽  
Sharina Shariff ◽  
Nurul Zamratul Asyikin Ahmad ◽  
...  
Keyword(s):  
Education System ◽  
Virtual Learning ◽  
System Transformation ◽  
The Impact

scholarly journals Paradoxes of Students’ Non-formal Education

2019 ◽  
pp. 303-321 ◽  
Author(s):  
Galina Z. Efimova ◽  
Evgeniy V. Zyuban ◽  
Marina N. Kicherova ◽  
Ekaterina O. Muslimova
Keyword(s):  
Education System ◽  
Formal Education ◽  
System Transformation ◽  
Theoretical Concepts ◽  
Time Period ◽  
Foreign Countries ◽  
Study Results ◽  
Regulation Mechanisms ◽  
Two Stages ◽  
Short Time

Introduction. The research topicality lies in the inference that formal education system loses its ability to respond quickly to socio-cultural and technological changes in society. The purpose of the article is to study the international and domestic experience of non-formal education, to identify the practices of non-formal education among students, and to examine the prospects and para doxes of non-formal education. Materials and Methods. The study encompassed such levels as macrosocial, mesosocial, and microsocial. The authors’ methodology comprised two stages. The first part of the research was theoretical. The second part included in-depth interviews (N = 126) and questionnaire results processing (N = 894). Results. The examples of foreign countries show institutional opportunities, regulation mechanisms, and means of recognition of non-formal education. The scale of distribution of non-formal education in the world is presented. The empirical research shows that the absolute majority of the Russian students are not involved in non-formal educational practices. The main objective of non-formal education is to obtain actual knowledge, living and vocational skills within a short time period. Only a third of respondents admit that non-formal education has had a positive ef fect on their employment. Discussion and Conclusion. The study allows to deepen knowledge about the education system transformation, to identify possible strategies to remove young people’s qualification gaps and retards and overcome barriers existing on the labor market. The study results can be used to develop theoretical concepts and conduct a comparative analysis, as well as in practical activities of educational organizations. The study will help identify the opinion of employers regarding their readiness to recognize qualifications earned through non-formal education.

scholarly journals The education system transformation during and post COVID-19

2021 ◽  
pp. 589-599
Author(s):  
Irina Grigorievna Malganova ◽  
Diba Mazhitovna Dokhkilgova ◽  
Dzhamilya S. Saralinova
Keyword(s):  
Education System ◽  
Organizational Support ◽  
Social Stratification ◽  
Personal Information ◽  
Educational Process ◽  
Virtual Space ◽  
Educational Institutions ◽  
System Transformation ◽  
Online Tools ◽  
E Learning

The article presents various approaches to the transformation of the modern education system in the world in the context of the COVID-19 pandemic. The authors suggest the following recommendations based on the research: a) the authorities should focus on developing strategies for rapid implementation of specific measures to support students and teachers throughout the forced break in the educational process; b) technical and organizational support is needed for the population of Russian regions due to various reasons that don’t have the necessary equipment, Internet connection and other online tools; c) protecting the rights of employees in secondary and higher education; d) ensuring social equality and inclusiveness, avoiding additional social stratification; e) protecting the personal information of students and teachers, preventing or minimizing risks arising from interaction in the virtual space, including cyberbullying. Also the authors believe that the forced mass transition contributes to the fact that distance technologies are expected to boom in the near future, which has been discussed for several years. Experts in the field of educational policy predict the flourishing of e-learning in Russia. It is predicted that educational institutions will not return to the traditional format of education in full after the end of the quarantine.

Higher education reform in russia:international experience and economics

2014 ◽  
pp. 97-108 ◽  
Author(s):  
V. Tambovtsev ◽  
I. Rozhdestvenskaya
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Education System ◽  
Institutional Environment ◽  
Higher Education Reform ◽  
System Transformation ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Russian Higher Education

The paper is aimed to analyze the current higher education reform in Russia in the context of international experience of higher education systems’ performance and economics’ statements. It is shown that changes put into practice are in discrepancy with Russian higher education system institutional environment. As a consequence the achievement of formal resemblance of Russian higher education system with other effective higher education systems will not result in real improvement of its efficiency and quality. Alternative directions for the Russian higher education system transformation are proposed.

scholarly journals Digital economy and transformation of personnel training for AIC

2020 ◽  
Vol 17 ◽  
pp. 00228
Author(s):  
F.T. Nezhmetdinova ◽  
G. R. Fassakhova ◽  
L. R. Shagivaliev ◽  
N. Kh. Sharypova ◽  
R. I. Zinurova
Keyword(s):  
Education System ◽  
Industry 4.0 ◽  
Digital Economy ◽  
Digital Culture ◽  
Industrial Complex ◽  
System Transformation ◽  
High Productivity ◽  
Digital World ◽  
Culture Development ◽  
The Impact

The article presents the results of research into the impact of the digital economy and Industry 4.0 on the education system as a global mechanism and on the tangible segment of the sectoral economy – agriculture. The aim of this study is to determine the main directions of education system transformation both structurally and substantively under the influence of the digital economy and Industry 4.0. According to the results obtained, Russia’s entry into the digital world system is hindered by a number of factors, including the lag of the Russian Federation from world’s major economies in breakthrough technologies, the shortage of staff with specialization in “Industry 4.0” and the level of digital culture development. The development of agro-industrial complex’s digital economy, provided by modern technologies, including robotics and artificial intelligence, entail high productivity, increased efficiency, safety and convenience. But on the other hand, it also raises complex questions about the broader impact of digitalization on the labor market in the agro-industrial complex, skills and competencies.

scholarly journals Ways of world experience in flipped learning implementation for foreign language training

2020 ◽  
Vol 100 (4) ◽  
pp. 115-123
Author(s):  
T Udartseva ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Education System ◽  
English Language ◽  
Swot Analysis ◽  
Educational Process ◽  
Language Training ◽  
Flipped Learning ◽  
System Transformation ◽  
Level Increase

Inthearticletheauthorsconsiderthe concept of flipped learning method, its features and constituent compo-nents.Flippedlearning (FL) is a pedagogical method aimed at traditional education system transformation. FL method implies the shift of activities performed in group and in individual space (activities previously done in class, now students do outside of class). Due to insufficient level FL application study in homeland education system, authors focused on studying of FL effectiveness in the process of English language teach-ing as a foreign language at universities of 5 countries: Russia, Egypt, Ecuador, Thailand and Indonesia. The universities selection for study was carried out according to such criteria as: level of education, English language study as a foreign language, FL elements implementation in students training, using feedback at the end of the course study.According to the carries out analysis, all participants of educational process demon-strated positive attitude to FL use at5 universities, among leading positive points were mentioned the follow-ing: improvement in language proficiency level, increase in the level of students’independent work in organ-izing their studies, possibility of digital technologies wide implementation in educational process.As the re-sults of performedanalysis at foreign universities in the field of FL method implementation in language train-ing, the authors carried out SWOT analysis, which makes it possible to determine presence of opportunities, difficulties and threats for FL implementation in the process of foreign language training at homelanduniversity.

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