Designing the Ethnic Model of the Higher Education Applicants’ Trust Evaluation toward the National Education Measurement Organization

<p>In this study, the effect of using computer games in an English teaching classof the 8th grade students in secondary school is investigated. A total of 112 8th grade students, 57 in the experimental group and 55 in the control group, participated in the study. Academic Achievement Tests prepared by Ministry of National Education, Measurement, Evaluation and Exam Services Department were used as pre-test and post-test. Eight of the games, which were prepared specifically for Grade 8 students, were used in the Experimental Information Network (EBA). Preliminary tests as covariant, final tests as dependent variables and applied to groups of teaching and traditional teaching were discussed as independent variables. According to the one-way covariance analysis (COVARIANCE) results, it was found that the game was more effective than traditional teaching and this effect was moderate. In addition, it was determined that 36% of the final test scores of the students learning the game were explained by the game.</p>

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

UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION ◽

10.31618/vadnd.v1i13.130 ◽

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.

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Reorienting Agricultural Education System in India

Journal of AgriSearch ◽

10.21921/jas.v7i03.18684 ◽

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.

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

International Journal of Higher Education ◽

10.5430/ijhe.v9n7p107 ◽

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.

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Inclusão, educação superior e educação do/no campo: o PRONERA no contexto do capital

Revista on line de Política e Gestão Educacional ◽

10.22633/rpge.v24iesp2.14332 ◽

2020 ◽

Vol 24 (esp. 2) ◽

pp. 1068-1092

Author(s):

Carina Elisabeth Maciel ◽

Celia Beatriz Piatti ◽

Gisele da Rocha Souza

Keyword(s):

Higher Education ◽

Rural Education ◽

Education Program ◽

State Policy ◽

Agrarian Reform ◽

Access To Education ◽

Level Of Education ◽

National Education ◽

Land Struggle

This article aims to analyze the National Education Program on Agrarian Reform - PRONERA - as a higher education program that aims at inclusion at this level of education, but that finds resistance in the characteristics of a system that does not allow everyone access to education. This program is identified as State policy that has been maintained for 21 years, through clashes, struggles and demands, in opposition to the logic of plastered rural education, and proposes an emancipating, decolonizing education. The research is of bibliographic and documentary nature and, to subsidize the analyzes made, we resort to authors who reflect on the land struggle and agrarian reform, Rural Education, Alternation Pedagogy, Higher Education, in order to dialogue with Mészaros and Demir on the structural crisis of capital and its implications for rural education, with a focus on PRONERA. It is concluded that the inclusion policies made possible the development of PRONERA, but they maintain the neoliberal logic as structuring of this Program that, having as mentor an ultra-neoliberal government, has its principles shaken by the lack of resources and the prioritization of a privatized and meritocratic.

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Private Higher Education in Brazil: Fueling Economic Growth

International Higher Education ◽

10.6017/ihe.2017.90.9933 ◽

2017 ◽

pp. 24

Author(s):

José Janguiê Bezerra ◽

Celso Niskier ◽

Lioudmila Batourina

Keyword(s):

Higher Education ◽

Economic Growth ◽

Social Inclusion ◽

Private Higher Education ◽

National Education ◽

Alternative Funding ◽

Working Together ◽

Funding Mechanisms ◽

The Government ◽

Education In Brazil

The Brazilian private education sector is one of the largest in the world. Today there are more than 6 million students enrolled in private higher education institutions, which represents more than 75 percent of all university students. Brazilian higher education started expanding in 1996, when the government, according to the National Education Plan, introduced a fund allowing young people to take up students loans. From 1996 to 2010, the government took a number of actions, addressing the problem of social inclusion and supplying the country with educated, middle class workers. The Brazilian Association of Private Universities (ABMES—Associação Brasileira de Mantenedoras de Ensino Superior) is pushing the government to keep investing in the scholarships in spite of the economic crisis, and working together on finding alternative funding mechanisms to provide society with access opportunities to higher education, and to sustain economic growth.

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Impacto de la actividad física y la práctica deportiva en el contexto social de la educación superior (Impact of physical activity and sports practice in the social context of higher education)

Retos ◽

10.47197/retos.v37i37.67875 ◽

2019 ◽

pp. 742-747

Author(s):

Jayson Bernate ◽

Ingrid Fonseca ◽

Milthon Betancourt

Keyword(s):

Physical Activity ◽

Higher Education ◽

Community Integration ◽

Educación Superior ◽

Public And Private ◽

National Education ◽

Educacion Superior ◽

Healthy Habits ◽

Educational Processes ◽

Politica Publica

El presente artículo ilustra aspectos de calidad, innovación e inclusión en la educación superior a través del deporte y la actividad física, es una divulgación y experiencia pedagógica didáctica basada en la sistematización, está yace desde la política pública colombiana del Ministerio de Educación Nacional, como respuesta para mejorar los procesos educacionales en la formación superior, la cual se lleva a cabo articulando los procesos de bienestar universitario y se incorporan diferentes programas de aprovechamiento del tiempo libre, desde allí que se consideren aspectos trascendentales de la formación docente hoy por hoy, ya que se busca proporcionar espacios donde se promueve la prevención y promoción de hábitos saludables. Desde las universidades se deben incentivar encuentros con la cultura y el deporte que faciliten el reconocimiento y la promoción de las habilidades; animar el fortalecimiento de la dimensión espiritual del ser humano; inculcar el ánimo por el emprendimiento y buscar alianzas con los sectores públicos y privados interesados en aportar al proyecto de vida personal y profesional de estudiantes y colaboradores, fundamentales para la gestación de seres proactivos y creadores de nuevas ideologías los cuales aporten a la sociedad como actores de un espacio para la socialización e integración de la comunidad colectiva.Abstract. This article illustrates aspects of quality, innovation and inclusion in higher education through sport and physical activity, it is an educational and didactic dissemination and experience based on the systematization of experiences. It is emerging from the Colombian public policy of the Ministry of National Education, as a proposal to improve educational processes in higher education, which is carried out by articulating the processes of university welfare and incorporating different programs to take advantage of free time. From there that transcendental aspects of teacher training are considered today, as it seeks to provide spaces where prevention and promotion of healthy habits are promoted. From the universities, meetings with culture and sports should be encouraged, which facilitate the recognition and promotion of skills. In addition to stimulating the strengthening of the spiritual dimension of the human being, instilling the spirit for entrepreneurship and seeking alliances with the public and private sectors interested in contributing to the project of personal and professional life of students and collaborators. These actors are fundamental for the promotion of proactive beings and creators of new ideologies, which contribute to society in a space for socialization and community integration.

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Higher Education System in Central Asia (On The Example of Kazakhstan)

International Journal for Research in Applied Science and Engineering Technology ◽

10.22214/ijraset.2021.39489 ◽

2021 ◽

Vol 9 (12) ◽

pp. 1095-1097

Author(s):

Yuldashev Ravshanjon Baxodirovich

Keyword(s):

Higher Education ◽

Public Policy ◽

Education System ◽

Global Education ◽

Legal Framework ◽

Higher Education System ◽

National Education ◽

Higher Education Reforms ◽

National Education System ◽

The World

Abstract: Reforming the national education system is a priority of public policy and guarantees development. In this regard, any state will give priority to policy in this regard. The complexity of the matter is that this policy does not always yield the expected results. But countries around the world are striving to implement effective higher education reforms. There is a similar trend in our region. In this article, we will focus on the higher education system in Kazakhstan. Zero Kazakhstani higher education is the most developed system in the Keywords: Kazakhstan, higher education, system, legal framework, achievements, challenges, higher education, program, reforms, region, public policy, global education, knowledge capitalization, bachelor, master, distance education.region.

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PREREQUISITES FOR HARMONIZATION OF THE HIGHER EDUCATION SYSTEM OF UKRAINE WITH THE EU EDUCATIONAL SPACE IN THE CONDITIONS OF FORMATION OF THE KNOWLEDGE ECONOMY

Odessa National University Herald. Economy ◽

10.32782/2304-0920/1-86-6 ◽

2021 ◽

Vol 26 (1(86)) ◽

Author(s):

Yuliia Romanusha

Keyword(s):

Higher Education ◽

Knowledge Economy ◽

Education Institution ◽

Academic Science ◽

Higher Education System ◽

National Education ◽

Strategic Role ◽

Scientific Practical ◽

Conceptual Foundations ◽

The Eu

The article deals with the study of the problem of determining the integration of higher education in Ukraine with the institutions of the environment in order to harmonize it with the EU educational space to increase the competitiveness of national education and provide a reliable basis for knowledge economy in Ukraine. The research develops a thesis on the understanding of a modern higher education institution as a center for the acquisition and development of professional knowledge, skills, abilities and competencies, as well as a bearer of national traditions. The necessity of development of domestic education on the basis of results of the comparative analysis of positions in the world rating of Ukraine with Poland on the basis of values of indices of level of education, globalization, competitiveness and knowledge economy is substantiated. The development of globalization of higher education in Ukraine is a strategic task and a need for appropriate scientific, practical and conceptual foundations. Based on the results of the study, emphasis is placed on the strategic role and functions of higher education institutions in the processes of globalization of the educational space. In order to identify ways to gain best practices in providing educational services and improve the quality of knowledge and professional skills of graduates, the prerequisites for the need to integrate the education sector of Ukraine with the European space are analyzed. The state of implementation of strategies of integration of domestic institutions of higher education with institutions of external environment in the directions of their integration is investigated: with institutions of academic science; with foreign partners; with corporate sector entities. A retrospective analysis of the preconditions for the integration of Ukraine's education with the European educational space was conducted and a number of problems that need to be addressed were noted. The obtained results allowed to form the author's vision of the role of education in the formation of the knowledge economy in Ukraine and to determine the directions of its improvement by harmonization with the educational space of the EU.

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Organizing a National Education Movement: 1900–1945

The Diverted Dream ◽

10.1093/oso/9780195048155.003.0006 ◽

1989 ◽

Author(s):

Steven Brint ◽

Jerome Karabel

Keyword(s):

Higher Education ◽

World War Ii ◽

Organizational Innovation ◽

Subsequent Development ◽

Junior College ◽

Junior Colleges ◽

Late Nineteenth Century ◽

National Education ◽

Type Of Institution ◽

The University

Of all the changes in American higher education in the twentieth century, none has had a greater impact than the rise of the two-year, junior college. Yet this institution, which we now take for granted, was once a radical organizational innovation. Stepping into an educational landscape already populated by hundreds of four-year colleges, the junior college was able to establish itself as a new type of institution—a nonbachelor’s degree-granting college that typically offered both college preparatory and terminal vocational programs. The junior college moved rapidly from a position of marginality to one of prominence; in the twenty years between 1919 and 1939, enrollment at junior colleges rose from 8,102 students to 149,854 (U.S. Office of Education 1944, p. 6). Thus, on the eve of World War II, an institution whose very survival had been in question just three decades earlier had become a key component of America’s system of higher education. The institutionalization and growth of what was a novel organizational form could not have taken place without the support and encouragement of powerful sponsors. Prominent among them were some of the nation’s greatest universities—among them, Chicago, Stanford, Michigan, and Berkeley—which, far from opposing the rise of the junior college as a potential competitor for students and resources, enthusiastically supported its growth. Because this support had a profound effect on the subsequent development of the junior college, we shall examine its philosophical and institutional foundations. In the late nineteenth century, an elite reform movement swept through the leading American universities. Beginning with Henry Tappan at the University of Michigan in the early 1850s and extending after the 1870s to Nicholas Murray Butler at Columbia, David Starr Jordan at Stanford, and William Rainey Harper at Chicago, one leading university president after another began to view the first two years of college as an unnecessary part of university-level instruction.

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