Education for art librarianship in the Nordic countries

1994 ◽  
Vol 19 (2) ◽  
pp. 7-8
Author(s):  
Charlotte Hanner
Keyword(s):  
Educational System ◽  
Education System ◽  
Art History ◽  
Nordic Countries ◽  
Research Education ◽  
Academic Level ◽  
Research Level ◽  
Close Cooperation ◽  
The Government

Big changes in the educational system of Sweden took place in 1992/1993 because of political changes in the government. Earlier the government and parliament made decisions about course details at the different universities, and research education was offered only by the universities, and not by the colleges. In the early 1970s the College of Librarianship in Borås was commissioned by the government to offer a two-year academic level supplementary course in librarianship. Until the spring term in 1993, education for librarianship in Borås changed course several times, and five years ago courses in art and music librarianship, which had given students some insights in art history, were discontinued. Beginning in the autumn of 1993 the education system in Sweden will be much freer, implying that every university and college will be permitted to make its own decisions about courses. And from now on courses in librarianship will be offered by the universities in Umeå, Stockholm (starting spring 1994) and Lund, as well as in Borås. Librarianship at the research level was established three years ago at Göteborg University in close cooperation with the college of librarianship in Borås

scholarly journals The Arab Educational System in Israel: Challenges and Changes

2020 ◽  
pp. 435-448
Author(s):  
Eid Diala Abu-Oksa
Keyword(s):  
Educational System ◽  
Education System ◽  
Rapid Development ◽  
The State ◽  
Children And Youth ◽  
Human Potential ◽  
Financial Investment ◽  
The Government ◽  
Arab Minority ◽  
Arab Education

Diala Abu-Oksa Eid, The Arab Educational System in Israel: Challenges and Changes [Arabski system szkolnictwa w Izraelu – wyzwania i zmiany]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 435-448. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.24While the Arab minority in Israel has suffered greatly from war events and political definition of the state, its education system has experienced rapid development since the state’s establishment until today. The partial improvement in the level of education of Arab children and youth is evident in qualitative and quantitative indices, as well as in the level of infrastructure of the Arab education system. Nevertheless, socio-economic gaps between Arab and Jewish children and youth continue to exist, and it is apparent that the rate of improvement does not keep pace with the growing needs of Arab society in the field of education. In the last decade, the government has adopted a series of five-year plans for the socio-economic development of Arab minority. However, there is a significant gap between Arab education and Hebrew education in important indicators, such as financial investment per pupil, infrastructure (buildings and classrooms), educational frameworks outside the school hours, and the rate of entitlement to matriculation.At the beginning of the eighth decade of the State of Israel, the real challenge of the Arab education system in Israel is not necessarily quantitative, but qualitative. The more formal and informal educational programs in the Arab educational system will be adapted to the culture of the children and youth integrated into it, the more Arab society will be able to realize its human potential.

Pendidikan Keagamaan Madrasah Diniyah Al Fatah

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Abdul Azis Al Bone
Keyword(s):  
Religious Education ◽  
Educational System ◽  
Education System ◽  
Educational Institution ◽  
National Education ◽  
National Education System ◽  
The People ◽  
The Law ◽  
The Government

According to the law of national education system number 20 year 2003, religious education of madrasah diniyah is a part of national educational system. consequently, madrasah diniyah is not only fully as the responsibility of moslem community to establish, maintain, and develop, but it also a kind of the government’s responsibility and duty. historically, in the early existence, madrasah diniyah comes from-by and for the people. but, now, the government is legally demanded to manage madrasah diniyah in a parallel with the community’s aspiration and needs. this article tries to elaborate how people respond madrasah diniyah as the formal religious educational institution and how is the strategy for developing madrasah diniyah in line with the implementation of national education system law, number 20 year 2003. by taking case of madrasah diniyah al fatah, one of madrasah diniyah in demak, this article comes to conclusion that there are any situational responses to the issue of institutionalization of madrasah diniyah.

The Education of Research Psychologists in Sweden

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Science Department ◽  
Research Education ◽  
The Core ◽  
Social Science Department ◽  
Learning Alliance ◽  
Laissez Faire ◽  
The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

Model Kajian Pesantren: Studi Kritis terhadap Buku Dinamika Sistem Pendidikan Pesantren karya Mastuhu

1970 ◽  
Vol 11 (3) ◽  
pp. 408-421
Author(s):  
Fauzi Fauzi
Keyword(s):  
Educational System ◽  
Education System ◽  
Human Life ◽  
Great Contribution ◽  
Basic Study ◽  
Work Content ◽  
Study Approach ◽  
Cultural Aspect ◽  
Religious Aspect

As typical Indonesian education institute, pesantren with all its component, tradition, culture, and uniqueness have drawn attention many expert and researchers. Pesantren existence has given great contribution to enhancement of the quality of human life. Many role have been played by pesantren; in social, political, economics, cultural aspect; and of course religious aspect which its basic study. These realities in turn have invited the attention of many circles to continuously examine, checking, or studying dynamics, growth, and also existence of pesantren. Among the study result is Mastuhu’s research: Dynamics of System of Education Pesantren, a Study about Element and Value of Pesantren Educational System. With this masterpiece, Mastuhu trying to promote the form of study pesantren which do not merely touching manifest (visible) aspect, but trying to find the values which is consisted inside that manifest; so can found positive, negative, and plus-minus items from pesantren’s education which need and needn’t to be developed in national’s education system. Through this article, the writer will express the work content from a perspective of its study approach.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

Digital literacy as a prerequisite for transforming the modern Russian education system

2020 ◽  
Vol 22 (5) ◽  
pp. 62-66
Author(s):  
NATALIA S. EPIFANOVA ◽  
◽  
MIKHAIL G. POLOZKOV ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
Digital Literacy ◽  
Integrated Approach ◽  
Digital Economy ◽  
Educational Process ◽  
Stage Of Development ◽  
Main Factors ◽  
Russian Education ◽  
Current Stage

The article studies the necessity and features of transformation of the educational system under conditions of accelerated development in the digital economy. Particular attention in the context of this transformation is given to significance and possibilities of digital literacy, which forms the whole complex of fundamentally new requirements for all participants in the education system. The authors argue that the current stage of development of the digital economy requires the education system not only to digitalize its individual elements and links, but to apply a fundamentally new integrated approach that would transform the education system while taking into account new goals, structure and content of the educational process. The authors define digital literacy as the ability to form and apply educational content through digital technologies. The article gives particular emphasis on the significance and potential of individualizing the educational trajectory and the concept of continuing education. The authors consider the main factors in the development and achievement of the level of digital literacy, considering the requirements that the digital economy is currently imposing on the educational system.

scholarly journals How did Sweden Fail the Pandemic?

2021 ◽  
pp. 002073142199484
Author(s):  
Finn Diderichsen
Keyword(s):  
Elderly Care ◽  
The Elderly ◽  
Nordic Countries ◽  
The Other ◽  
Differential Survival ◽  
Adequate Care ◽  
Differential Exposure ◽  
The Government ◽  
Differential Immunity ◽  
Inequalities In Mortality

Sweden has since the start of the pandemic a COVID-19 mortality rate that is 4 to 10 times higher than in the other Nordic countries. Also, measured as age-standardized all-cause excess mortality in the first half of 2020 compared to previous years Sweden failed in comparison with the other Nordic countries, but only among the elderly. Sweden has large socioeconomic and ethnic inequalities in COVID-19 mortality. Geographical, ethnic, and socioeconomic inequalities in mortality can be due to differential exposure to the virus, differential immunity, and differential survival. Most of the country differences are due to differential exposure, but the socioeconomic disparities are mainly driven by differential survival due to an unequal burden of comorbidity. Sweden suffered from an unfortunate timing of tourists returning from virus hotspots in the Alps and Sweden's government response came later and was much more limited than elsewhere. The government had an explicit priority to protect the elderly in nursing and care homes but failed to do so. The staff in elderly care are less qualified and have harder working conditions in Sweden, and they lacked adequate care for the clients. Sweden has in recent years diverged from the Scandinavian welfare model by strong commercialization of primary care and elderly care.

Danish Industrial Policy: Persistent Liberalism

1983 ◽  
Vol 3 (1) ◽  
pp. 49-61 ◽  
Author(s):  
Niels Chr. Sidenius
Keyword(s):  
Technological Innovation ◽  
Industrial Policy ◽  
Policy Instruments ◽  
Economic Recession ◽  
Crisis Response ◽  
Gradual Process ◽  
Close Cooperation ◽  
The Government ◽  
State Industry ◽  
Response Policy

ABSTRACTDanish industrial policy reflects a ‘liberalistic’ paradigm, with industrial subsidies being general rather than selective, and based on profitability. There was an increase in the number of industrial policy instruments introduced in the second half of the 1970s, and in particular there seems to have been an increase in subsidies for technological innovation. The amount of money allocated for industrial subsidies has increased, especially during the economic recession. However, Danish industrial policy can only be conceived of as a crisis response policy in a relatively diffuse way, with only a few arrangements directly targetted at firms in difficulties, whereas most aim at making the surviving firms expand, innovate and increase their exports. Similarly, with few exceptions Danish industrial policy can be seen as anticipatory only in a very general way. The administration of industrial policy is characterised by close cooperation between state, industry and labour in tripartite boards and committees that take decisions about the administration of industrial policy or advise the government. The widespread use of such tripartite bodies hampers changes in industrial policy because all partners have to acquiesce in the changes. Innovation in Danish industrial policy is likely to be a gradual process, with most existing arrangements surviving, and a desultory increase in the use of more selective measures.

Sumbangan Angkatan Belia Islam Malaysia (ABIM) Terhadap Masyarakat Melayu di Malaysia dalam Menangani Isu-Isu Sosioekonomi, 1971-2000

2021 ◽  
Vol 24 (1) ◽  
pp. 171-191
Author(s):  
Siti Ruzana Ab Ghani ◽  
Rahilah Omar ◽  
Azlizan Mat Enh ◽  
Russli Kamaruddin
Keyword(s):  
Education System ◽  
Primary Sources ◽  
Online Data ◽  
Youth Movement ◽  
National Education ◽  
Economic Issues ◽  
Islamic Movement ◽  
Library Studies ◽  
Education Today ◽  
The Government

Artikel ini membincangkan sumbangan Angkatan Belia Islam Malaysia (ABIM) terhadap masyarakat Melayu di Malaysia dalam menangani isu-isu sosioekonomi, 1971-2000-an. Kajian artikel ini dilakukan untuk mengisi kekurangan penulisan terhadap sumbangan badan NGO Islam bukan kerajaan yang dikenali sebagai gerakan Islam ABIM kepada masyarakat Melayu dalam menangani isu-isu sosioekonomi. Isu-isu sosioekonomi masyarakat Melayu selepas merdeka adalah sangat meruncing dan ini ditambah lagi dengan kesan Dasar Ekonomi Baru (DEB) yang diperkenalkan pada tahun 1970. Masyarakat Melayu masih terpinggir dari aspek sosioekonomi khususnya pendidikan Islam dan jurang pendapatan masih membimbangkan. Maka gerakan Islam ABIM bangkit membantu masyarakat Melayu dalam menangani isu-isu sosioekonomi ini. Kajian ini menggunakan kaedah pendekatan disiplin sejarah dengan menganalisis dokumen terhadap sumber primer seperti Laporan Tahunan ABIM, Risalah, Siaran Media, Kenyataan Akhbar, Ucapan Dasar Muktamar dan melalui temu bual. Sumber sekunder pula dikumpul daripada kajian perpustakaan berdasarkan bahan ilmiah, buku, akhbar dan data atas talian. Hasil kajian membuktikan bahawa dari aspek sosial sistem pendidikan dalam gerakan Islam ABIM berjaya memenuhi keperluan sistem pendidikan Islam kepada masyarakat Melayu selari dengan pendidikan nasional. Sistem pendidikan dalam gerakan Islam ABIM yang terancang dan tersusun memberikan kesan kepada lahirnya pendidikan diniah. Manakala dari aspek ekonomi pula gerakan Islam ABIM telah menubuhkan Koperasi Belia Islam Malaysia Berhad (KBI) yang dapat menambah pendapatan masyarakat Melayu khususnya dalam kalangan ahli semakin meningkat.  Gerakan Islam ABIM juga secara tidak langsung dapat membantu pihak kerajaan Malaysia menyeimbangkan sosioekonomi penduduk khususnya masyarakat Melayu sehingga tahun 2000. This article discusses the contribution of Muslim Youth Movement of Malaysia (ABIM) of the Malay community in Malaysia in addressing socio-economic issues, 1971-2000. This article studies conducted to fill the lack of movement ABIM writing contributions in addressing socio-economic issues of the community. ABIM movement arose to help the Malay community in addressing the socio-economic issues. This study uses the method of historical discipline approach by analyzing documents on primary sources such as ABIM Annual Report, Brochures, Media Releases, Press Statements, Muktamar Policy Speeches and through interviews. Secondary resources were collected from library studies based on scientific materials, books, newspapers and online data. The results prove that the social aspects of the education system in the Islamic movement ABIM successfully meet the needs of the education system to the community in line with the national education. The planned and organized education system in the ABIM Islamic movement has an impact on the birth of education today. Whereas the economic aspects of the Islamic movement ABIM also established the Cooperative Belia Islam Malaysia Berhad (IAC), which can increase the income of the community, especially among members is increasing. The Islamic movement ABIM also indirectly help the government balance the socio-economic conditions, especially the Malays until 2000.

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