scholarly journals Szkoły bernardyńskie na terenie Rzeczypospolitej Obojga Narodów w latach 1772–1864

2019 ◽  
pp. 7-34
Author(s):  
Aleksander Krzysztof Sitnik
Keyword(s):  
Education System ◽  
Political Freedom ◽  
Educational Activity ◽  
Negative Consequences ◽  
Successful Development ◽  
Difficult Situation ◽  
National Education ◽  
District Superintendent ◽  
Vilnius University ◽  
Hostile Attitude

Between 1772 and 1864, the Bernardines ran in total 46 schools in the Polish-Lithuanian Commonwealth. Ten of them, at least in certain periods, were high schools (sub-departmental, district, secondary schools). A majority of the schools (24) were managed by monasteries in the Lithuanian Province. The successful development of Bernardine education in this territory should be attributed to the monks’ understanding of the need of spreading educationas well as to the relative political freedom in post-partition Lithuania. For that reason, educational activities could freely develop under the supervision of Adam Czartoryski, the Vilnius district superintendent and in the care of the Vilnius University. The well-developing education system of the Bernardines was destroyed by repressive measures applied by Nikolay Novosiltsev who replaced Czartoryski in 1823, and finally the tragic end of the November Uprising. Education in Podolia and Volhynia could be successfully developed owing to Tadeusz Czacki. The situation was different in the Kingdom of Poland where schooling was subjected to the Commission of National Education and the subsequent education authorities. Despite the hostile attitude towards monasteries, the Bernardines managed to run several schools. The most difficult situation was in Galicia which was incorporated by Austria after the Partitions of Poland and not under the beneficial influence of the Commission of National Education. A majority of Bernardine schools in Lithuania, just like in the Russian Province, survived the November Uprising. However, the subsequent restrictions imposed on political freedom had negative consequences for the standard of teaching. The dissolution of the monasteries put an end to the educational activity of the Bernardines in the five provinces in question. Most of the schools closed down as the monasteries were dissolved.

DEVELOPMENT OF HIGHER EDUCATION IN UKRAINE IN THE CONTEXT OF RISKS AND CHALLENGES

2018 ◽  
Vol 1 (13) ◽  
pp. 28-37
Author(s):  
Sergey Anatolievich Vavrenyuk
Keyword(s):  
Higher Education ◽  
Education System ◽  
Modern Society ◽  
State Regulation ◽  
National Education ◽  
Existing Problems ◽  
National Education System ◽  
Educational Product ◽  
Education Today ◽  
Low Efficiency

The article reveals the economic essence of the current state of higher education in Ukraine. It examines the main problems of state regulation of risks and challenges facing modern education at the stage of reform. The subject of the study is the very system of higher education in Ukraine. The purpose of the study is to analyze the state of the modern market of higher education in the country, as well as the features and trends of its development to date in the process of reform. The development of the national education system is shown together with its social and economic problems and challenges, as well as the political conditions that find the direction of the development of education in the country. It was revealed that the main risks in the education system of Ukraine can be considered a decrease in the number of highly skilled professionals, the closure of a number of educational institutions with a reduction in the contingent that lead to financial losses. In addition, among the risks studied, the low efficiency of training technologies and the low-level of graduates’ competence, corruption and low rating indicators in the world educational community are highlighted. The author specifies the existing external risks of the education system in the country and presents possible ways of overcoming them. And also draws the conclusion that the current conditions of the country’s existence and specifically the development of the education sector, the introduction of new models and training programs is a complex process. The reform of higher education today does not have significant results, therefore, it is suggested that the entire education system in Ukraine is integrated and fundamentally reformed, with the aim of overcoming existing discrepancies between the educational product and the needs of society. So, the author says that the modern structure of education should give to ensuring ideal conditions for the functioning and development of the education system, taking into account the needs of modern society and the existing problems in the educational sphere, which should give quality educational services and freedom of choice in education.

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.

scholarly journals Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

2020 ◽  
Vol 9 (7) ◽  
pp. 107
Author(s):  
Liudmyla I. Berezovska ◽  
Galyna D. Kondratska ◽  
Anna A. Zarytska ◽  
Kateryna S. Volkova ◽  
Taras M. Matsevko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Comparative Method ◽  
Developed Countries ◽  
Education And Training ◽  
Educational Process ◽  
Vocational Education And Training ◽  
National Education ◽  
And Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

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.

FUNGSI FILSAFAT PANCASILA DALAM ILMU PENDIDIKAN DI INDONESIA

2020 ◽  
Vol 14 (2) ◽  
pp. 209-218
Author(s):  
Indra Gunawan ◽  
Ayu Vinlandari Wahyudi
Keyword(s):  
Science Education ◽  
Education System ◽  
Educational Philosophy ◽  
Human Beings ◽  
National Education ◽  
A Value ◽  
National Education System ◽  
Education Science

Pancasila has critical, fundamental, rational, systematic, comprehensive thoughts and eventually this system is a value. Pancasila provides fundamental and universal foundations for human beings in social, national, and state. Thus, through the philosophical values of Pancasila, the development of science education is expected to make it as main reference to national education system, which takes place as way to achieve goals and national objectives. The method in this paper is descriptive analytical. The data entered is the most relevant and primary related to the study of Pancasila and education science, then analysis is carried out to produce an ideas. The results demonstrate that educational philosophy of Pancasila as the spirit of national education system should actually lived as source of values and reference to planning the development of science education in Indonesia, both theoretically and practically. Keywords: Educational Philosophy; Science Education; Pancasila; Values.

scholarly journals Content Analysis of Stories for Preschoolers About Honesty

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Sibel Dal ◽  
◽  
Cemil Öztep ◽  
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Qualitative Study ◽  
Document Analysis ◽  
Values Education ◽  
Study Data ◽  
Computer Assisted ◽  
Positive Outcomes ◽  
Negative Consequences ◽  
National Education

The purpose of this study is to examine how selected stories, which are written in Turkish by local or foreign authors for preschoolers, deal with honesty. In this basic interpretive qualitative study, data were collected through document analysis and analyzed through content analysis. Analyzed documents are twenty-one picture books, which written in Turkish for preschoolers published between 2004 and 2015, nine stories about honesty published online by four Turkish Provincial Directorates of National Education and one story about honesty published online by the Center for Values Education. The software NVivo 11 was used to conduct computer-assisted data analysis. The results of this study demonstrate that most of the analyzed texts use “dishonesty and its negative consequences” more than “honesty and its positive outcomes” to promote honesty.

Sign in / Sign up

Export Citation Format

Share Document