Modern Education in Control and Automation for Developing Countries

This article discusses the history of modern education in developing countries and attempts to look at Public Health (PH) education and curriculum from a Muslim and postcolonial perspective. It argues that, since modern PH pedagogical practices in Muslim countries are derived almost entirely from the western educational model and paradigm, they need reconstruction mainly for compatibility and relevance checks. The reconstruction of PH that this paper proposes aims at complementing and enriching the existing syllabi and involves three stages: fundamental, intermediate and advanced. In the first stage, students are equipped with a strong foundation of western and Islamic philosophies; the second one involves the incorporation of Islamic principles into the existing PH curriculum; while the third entails a critical analysis and deconstruction of some PH concepts and approaches in order to nurture students’ creativity in solving complex, emerging problems in the light of Islamic teachings as well as the need of Muslim sociocultural settings.

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Some Human Factors Problems and Possibilities in Developing Ethiopia

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/001872086801000602 ◽

1968 ◽

Vol 10 (6) ◽

pp. 559-563 ◽

Cited By ~ 1

Author(s):

Simon D. Messing

Keyword(s):

Developing Countries ◽

Human Factors ◽

Cultural Factors ◽

Colonial Period ◽

Mutual Aid ◽

Unskilled Labor ◽

Stages Of Development ◽

Modern Education ◽

Negative Factors ◽

Interesting Area

Both negative and positive cultural factors affect innovative efforts in developing countries. In the case of Ethiopia, negative factors include a low esteem for craftsmanship. Even where modern education is making inroads on some negative factors, as in the towns, feudalistic attitudes toward labor and the preference for unskilled labor on the assumption that it is more economical, act to continue functionally inefficient attitudes. In contrast, positive factors exist in traditions of mutual aid, now spreading from South Ethiopian cultures northward. An excellent model for mutual aid may be found in the practices of the migrant weavers' association of the Gurage and some neighboring tribes. Ethiopia provides an interesting area for the study of human factors in developing countries since it has not passed through a colonial period. Various stages of development can be traced comparatively free of outside influences.

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Educational and Psychological Issues for Kids Education

International Journal of Early Childhood Special Education ◽

10.9756/int-jecse/v13i2.211056 ◽

2021 ◽

Vol 13 (2) ◽

pp. 208-214

Author(s):

Dinh Tran Ngoc Huy ◽

Le Thi Thanh Huong ◽

Do Thu Huong, Nguyen Thi Thuy Hanh ◽

Do Thi Sang

Keyword(s):

Developing Countries ◽

Work Stress ◽

Lesson Planning ◽

Dialectical Materialism ◽

Viet Nam ◽

Psychological Issues ◽

Western Education ◽

Modern Education ◽

Inductive Methods ◽

Education Model

Nowadays both parents and teachers in schools has been in charge of educating our kids and children from 2 to 6 ages in kindergarten in developing countries such as Viet Nam has been integrating into world and Western education method, and has been changing from traditional to modern education model. This papers use mainly qualitative analysis, synthesis and inductive methods and explanatory methods, combined with dialectical materialism methods. We propose suggestions for standardizing kid teachers, as well as lessons from Western education style and method. Teachers or kid instructors need to prepare well by lesson planning. This study also analyzes psychological issues in kid educating at kindergarten and at home for parent and teachers. For instance, we do not need to put heavy punishment, as a result from our work stress, on our children. Moreover, parents need to spend time for our children to understand and listen their needs and fulfill their emotions and emotional intelligence.

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