scholarly journals Trends in ICT and Multimedia Supported Education

Organizacija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 131-139
Author(s):  
Marko Papić ◽  
Janez Bešter
Keyword(s):  
Social Learning ◽  
Educational System ◽  
Education System ◽  
Formal Education ◽  
Virtual Communities ◽  
Knowledge Society ◽  
Practical Implementation ◽  
Specific Information ◽  
Traditional Lectures ◽  
Supported Education

Trends in ICT and Multimedia Supported EducationThe formal educational system is facing different problems regarding adaptation towards the needs of a modern knowledge society. In the article, two important and comprehensive challenges to today's formal educational system are discussed and commented upon. The first problem is the incoherence between the needs of the labor market and formal education system outcomes in terms of graduated students. Another problem is the distancing between the prevailing traditional pedagogical methods within formal educational institutions and the ways in which students acquire information and knowledge outside of the schools as they are becoming less and less interested in traditional lectures. It is argued that specific information and communication system technologies (ICT) supported mechanisms, such as social learning and virtual communities may address these challenges. Theories of communities and social learning that may be useful for implementation in the education system are explained and practical implementation is proposed.

scholarly journals ARCHITECTURAL PERIODS OF THE UKRAINIAN NON-FORMAL EDUCATION

2020 ◽  
Vol 12 (1) ◽  
pp. 29-37
Author(s):  
DARIA VASYLCHENKO
Keyword(s):  
Control System ◽  
Educational System ◽  
Education System ◽  
Formal Education ◽  
Educational Systems ◽  
Development Trends ◽  
Regulatory Documents ◽  
System Formation ◽  
Foreign Countries ◽  
Educational Spaces

The article considers three conditional formation periods of the extracurricular education in Ukraine (before the revolution of 1917, the Soviet era, the period of independent Ukraine). The features of extracurricular institutions of each period, the formation purposes, the main tasks of the periods, the implementation forms of extracurricular education are studied. The description of Ukrainian landmark buildings of each period is given. The modern problems such as the problem of moral and physical obsolescence of educational spaces, private establishments control system, the lack of regulatory documents for extracurricular institutions design, difficulties related to functioning of extracurricular education system in the structure of united territorial communities and the fate of abandoned cultural centres are reviewed. Development trends of extracurricular institutions of Ukraine are revealed. The question of the extracurricular educational system formation in foreign countries is touched upon and the specifics of foreign extracurricular educational systems are revealed.

scholarly journals THE EDUCATION SYSTEM OF EGYPT: CONTEXTS, FRAMES AND STRUCTURES

2012 ◽  
Vol 40 (1) ◽  
pp. 129-144
Author(s):  
Malgorzata Stopikowska ◽  
Yasser Mohamed El-Deabes
Keyword(s):  
Private Sector ◽  
Educational System ◽  
Education System ◽  
Formal Education ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Supplementary Education ◽  
European System ◽  
State Schools ◽  
Schooling System

The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt’s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a private sector of schooling as well. Besides state and non-state schools, there are other forms of supplementary education, e.g. adult or non-formal education directed at children remaining beyond any official schooling system etc. The data is also presented in the form of graphs included herewith. Key words: Egypt, educational system, schools.

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.

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.

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 Accessibility of Education in Conditions of Health Crisis

2020 ◽  
Vol 25 (0) ◽  
pp. 93-116
Author(s):  
Gabriela Neagu ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
International Research ◽  
Social Systems ◽  
Educational Institutions ◽  
Health Crisis ◽  
Current Health

The priority objective of the authorities in the context of the current health crisis is to maintain a balance between protecting the health of the population and the functioning of social systems as close as possible to normal. Regarding the educational system, the closure of educational institutions or the conduct of classes in an alternative or "hybrid" manner (some students will be physically present in classrooms and another will be online for certain periods of time) are measures by which it is protected. the health of students and teachers and which are part of the "normalization" of the functionality of the system. In this paper we intend to analyze some of the challenges that the education system must respond. The data we will use in this material from national and international research and INS and Eurostat data.

scholarly journals TEACHER EDUCATION IN ETHIOPIA: GROWTH AND DEVELOPMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Shoeb Ahmad
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Education System ◽  
Growth And Development ◽  
Educational Systems ◽  
Education Reforms ◽  
New Paradigm

The main focus of this study is on teacher education in Ethiopia, with particular reference to its reforms and policies. In Ethiopia, with the emergence of various education reforms and policies, and with the discourse of Teacher Education System Overhaul (TESO) the complete infrastructure of the educational system shows signs of development. Teacher education in Ethiopia is directed towards developing both the students and teachers equally, to stand on par with the educational systems of other societies. This article highlights various aspects of teacher education in Ethiopia and focuses upon its various reforms and policies established to develop teacher education in the country. We explore the changes in the teacher education system and approaches that have emerged since 1900 to the present time in Ethiopia. We also provide examples of institutions and programs that are particularly successful in implementing some of the key policies. The concluding part of the study reflects on a new paradigm in teacher education highlighting the ICT and plasma teacher phenomenon.

scholarly journals FEATURES OF RESULT BASED FINANCING HIGHER EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 50-57
Author(s):  
Iryna Kalenyuk ◽  
Olena Grishnova ◽  
Liudmyla Tsymbal ◽  
Deniss Djakons
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Public Funding ◽  
Negative Consequences ◽  
Financial Flows ◽  
Higher Education System ◽  
The World ◽  
Financing Higher Education

The key role of the education system in the formation of a knowledge society is raising the issue of improving its financing. In the face of new challenges and aggravation of global competition, the mechanism for financing the higher education system is being transformed. The need to increase funding is manifested in expanding financial sources and improving the management of various financial flows. Increasing the effectiveness of public funding is becoming an important issue, which remains the main source of financial revenues for institutions of higher education in countries of the world. A promising practice in the world is the use of funding based on the results of activity, which is becoming more widespread in various areas of economic activity. The purpose of this article is to study the current world-wide practice of applying results-based financing of higher education and defining promising directions for its implementation in Ukraine. The essence and features of RBF - Result Based Financing (RBF) method, including in the system of higher education, are revealed. The existing approaches to financing higher education institutions in the world based on results are systematized, the main criteria for their definition are identified: on the basis of inputs, process, output, output. The world practice of using higher education institutions financing based on the results, positive and negative consequences of its implementation is highlighted and summarized. The necessity of using RBF funding in the system of native education is proved, the main directions and areas of its use are determined. The application of a two-tier model of financing higher education institutions in Ukraine is proposed, which combines the traditional cost-oriented approach and funding based on the results of the activity.

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

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