scholarly journals EDUCATION REFORM IN UKRAINE: THE EVOLUTION OF SCIENTIFIC IDEAS (2001-2021)

2021 ◽  
Vol 2 (36) ◽  
pp. 12-17
Author(s):  
І. Leontieva
Keyword(s):  
Education Reform ◽  
Social Relations ◽  
The State ◽  
Theory And Practice ◽  
Scientific Publications ◽  
National Education ◽  
National Education System ◽  
Education Theory ◽  
Psychology Pedagogy ◽  
Scientific Attention

In recent years, the education sector has been a key player in nation- and state-building, a leading social institu- tion responsible for innovative human development, the formation of competitive human capital, so the leading task of the Ukrainian state was and remains a functioning and self-sufficient national education system. would progressive traditions of the past, correspond to new social relations and accumulate innovative potential for fur- ther development. However, despite a number of positive developments in national education in recent years, the historically accumulated inconsistency of domestic education and science with best European and world practice is still acute. The article attempts to theoretically investigate the evolution of scientific views on the development and reform of education in Ukraine through the prism of publications of authors-researchers on the pages of the scientific professional publication «Pedagogical education: theory and practice. Psychology. Pedagogy» and the results of a comprehensive analysis of the state and development of national education for the 30-year period of indepen- dence of Ukraine, presented in analytical publications of the NAPS of Ukraine: White Book of National Education (2010), National Report on the state and prospects of education in Ukraine (2011, 2016, 2021). Attention is paid to the continuum of current problems in the educational sphere, assessment of the current state and short- term prospects of Ukrainian education and scientific substantiation of ways to modernize national education in the cross section of two planes — the position of leading NAPS scientists and practitioners. Building the concept of research of evolution of views, ideas, positions, beliefs of educational community on actual questions of development of education through a prism of scientific publications of authors of the researched edition, we outlined for ourselves two strategic vectors of the analysis: features of formation of the national self- sufficient integral system of education of the sovereign country for the periods 2001-2010, 2011-2015 and 2016- 2021 and the analytical characteristic of a focus of scientific attention of educators-contributors of magazine «Pedagogical education: theory and practice. Psychology. Pedagogy» in the studied periods.

Multigenerational Effects of Education Reform: Mother’s Education and Children’s Human Capital in Nepal

2019 ◽  
Vol 34 (3) ◽  
pp. 698-729
Author(s):  
Vinish Shrestha ◽  
Rashesh Shrestha
Keyword(s):  
Education Reform ◽  
Social Dimensions ◽  
National Education ◽  
Positive Effects ◽  
National Education System ◽  
Two Generations ◽  
Trained Teachers ◽  
Multigenerational Effects ◽  
Caste Groups ◽  
The Impact

Abstract The impact of national efforts to increase supply of education, such as Nepal’s National Education System Plan, may vary across social groups due to differences in social factors that determine access to and demand for education. This paper studies the heterogeneous impact of this reform across gender and caste groups—two important social dimensions in Nepal’s context—over two generations. It uses data from the Nepal National Population and Housing Census 2011 and implements a difference-in-differences framework that utilizes across district variation in intensity of the reform measured by placement of trained teachers per 100 children and across cohort variation in exposure determined by birth year. The study finds that the reform improved females’ education attainment, but such positive effects are not present among women belonging to lower-caste subgroups. In addition, it finds that the reform had positive effects on schooling of the next generation; the multigenerational effects are also concentrated among girls from higher-caste households. The study validates its main findings by conducting a placebo exercise on a sample of individuals who had surpassed their school-going age by the time of the reform.

Communist Education: Theory and Practice

1962 ◽  
Vol 10 ◽  
pp. 84-97
Author(s):  
C. T. Hu
Keyword(s):  
The State ◽  
Theory And Practice ◽  
Chinese People ◽  
Communist State ◽  
Chinese Nation ◽  
Education Theory ◽  
Educational Task ◽  
Traditional Patterns ◽  
Communist Education ◽  
Partial Reversion

Paradoxically, the contemporary phase of China's development under Communism is at once an extreme form of Westernisation and a partial reversion to traditional patterns. The totalitarian character of the present regime is not only reminiscent of the ancient autocratic order but is attributable to that tradition for its acceptance and acquiescence. On the ideological front, the state of confusion of thought, compounded by almost a century's cultural dislocation, has been brought to an abrupt end, with the promulgation of Marxism-Leninism as the state ideology which, though antithetic to Confucian orthodoxy in every essential way, is equally pervasive. Inasmuch as the ideological ‘reconditioning of the Chinese nation is first and foremost an educational task, education has become the exclusive concern of the Communist state. Moreover, within the Marxian ideological framework, the pursuit of concrete national goals requires the education of the Chinese people. Hence there are two major aspects in the study of Chinese education under Communism: Fundamental principles and actual implementation; in short, theory and practice.

scholarly journals Analysing the State’s Laws on Religious Education in Post-New Order Indonesia

2015 ◽  
Vol 53 (1) ◽  
pp. 105
Author(s):  
Mohamad Yusuf ◽  
Carl Sterkens
Keyword(s):  
Religious Education ◽  
Education System ◽  
Religious Tradition ◽  
The State ◽  
New Order ◽  
Preferential Treatment ◽  
National Education ◽  
National Education System ◽  
Research Findings ◽  
The Government

This article aims to analyse the Indonesian State’s laws regarding models of religious education, by evaluating Law No. 20/2003, concerning the national system of education and other related laws. Two questions are highlighted: What type of religious education is favoured by Indonesian state? Does the preference for a certain type of religious education reflect a specific vision of the state-religion relationship? Our data consisted of two sources: the State’s law on national education system, Law No. 20/2003, and the minutes of the Indonesian parliament meeting approving the law. We found that Law No. 20/2003 expresses the preference of the government for a mono-religious model. Indonesia is categoreized as having preferred treatment for some religions or support for a particular religious tradition. This categorisation is confirmed by the results of our research findings indicated by the preferential treatment delivered by the State, and the State’s legislation and regulations on religion.[Tulisan ini menganalisis legislasi negara terhadap pendidikan agama dengan cara mengevaluasi UU No. 20/2003 tentang Sistem Pendidikan Nasional beserta perundang-undangan terkait lainnya. Dua pertanyaan berusaha untuk dijawab dalam tulisan ini, yaitu: Model pendidikan agama yang bagaimana yang menjadi preferensi negara? Apakah preferensi tersebut merefleksikan visi negara terhadap model relasi negara-agama tertentu? Tulisan ini merujuk kepada dua data utama, yaitu: UU No. 20/2003 tentang Sistem Pendidikan Nasional serta Risalah Rapat Paripurna ke-35 DPR RI tahun 2003 yang mengesahkan UU No. 20/2003. Penelitian ini menemukan bahwa UU Sistem Pendidikan Nasional merefleksikan preferensi negara terhadap model pendidikan agama mono-relijius. Model pendidikan mono-religius ini merefleksikan preferensi negara terhadap model relasi negara-agama preferensial; negara mengakui lebih dari satu agama resmi dan memberi dukungan kepada institusi-institusinya, yang direfleksikan melalui legislasi dan peraturan terkait agama.]

scholarly journals Uma proposta de formação humana como campo de disputa pelo estado ampliado dentro do sistema capitalista: apontamentos gramscianos.

2018 ◽  
Vol 11 (3) ◽  
pp. 200
Author(s):  
Eliesér Toretta Zen ◽  
Douglas Christian Ferrari de Mello
Keyword(s):  
Social Relations ◽  
Theoretical Background ◽  
The State ◽  
Theory And Practice ◽  
The Political ◽  
Antonio Gramsci ◽  
Capitalist System ◽  
Labor Theory ◽  
Human Formation ◽  
Definition Of

Objetivamos analisar, a partir de estudos bibliográficos, as relações sociais capitalistas, Estado ampliado e formação humana a partir do pensamento de Antonio Gramsci. Fizemos um estudo bibliográfico a partir do referencial teórico de Gramsci e de seus principais intérpretes. O estudo revelou, que para Gramsci, o Estado não é visto como algo monolítico, sem contradições internas. As frações do bloco no poder estão presentes no Estado, nos seus aparelhos e órgãos e na definição de políticas. As contradições que os acompanham também se apresentam no Estado. Assim, o Estado é um campo de disputas entre as classes fundamentais pela conquista da hegemonia. A escola unitária, promovendo a formação humana onilateral é fundamental para as classes subalternas na construção da nova hegemonia e, por sua vez, de um projeto alternativo de sociedade e de educação. Na escola unitária se realizará a união entre trabalho intelectual e manual, teoria e prática, formação profissional e formação geral, o especialista e o político, preparando as classes subalternas para as funções de direção, de governante, de especialista e de direção política, colocando-as em condições de dispor do Estado a serviço do bem comum.Palavras-chave: Gramsci. Estado ampliado. Formação humana. A proposal of human formation as a field of dispute for the enlarged state within the capitalist system: gramscian notes.ABSTRACTWe aim to analyze, from bibliographical studies, the capitalist social relations, expanded State and human formation based on the thought of Antonio Gramsci. We outlined a bibliographical study based on Gramsci’s theoretical background and his main interprets. The study disclosed that, for Gramsci, the State is not seen as something monolithic, without any internal contradictions, the fractions of the block in power are present in the State, in its apparatuses, organs and in the definition of policies. The contradictions that follow them also appear in the State. Thus, the State is a fi eld of disputes between the fundamental classes for the conquest of hegemony. The unitary school, promoting the unilateral human formation, is fundamental for the subaltern classes in the construction of the new hegemony and, on the other hand, an alternative project of society and education. In the unitary school will happen the union between intellectual and manual labor, theory and practice, professional and general formation, the specialist and the political, preparing the subaltern classes for the functions of management, of governor, of specialist and of political direction, placing them in conditions of disposing the State and in order to common good.Keywords: Gramsci. Expanded state. Human formation. Una propuesta de formación humana como campo de disputa por el estado ampliado dentro del sistema capitalista: apuntes gramscianos. RESUMENObjetivamos analizar, a partir de estudios bibliográficos, las relaciones sociales capitalistas, Estado ampliado y formación humana a partir del pensamiento de Antonio Gramsci. Hemos hecho un estudio bibliográfico a partir del referencial teórico de Gramsci y de sus principales intérpretes. El estudio reveló, que para Gramsci, el Estado no es visto como algo monolítico, sin contradicciones internas. Las fracciones del bloque en el poder están presentes en el Estado, en sus aparatos y órganos y en la definición de políticas. Las contradicciones que los acompañan también se presentan en el Estado. Así, el Estado es un campo de disputas entre las clases fundamentales por la conquista de la hegemonía. La escuela unitaria, promoviendo la formación humana omnilateral es fundamental para las clases subalternas en la construcción de la nueva hegemonía y, a su vez, de un proyecto alternativo de sociedad y de educación. En la escuela unitaria se realizará la unión entre trabajo intelectual y manual, teoría y práctica, formación profesional y formación general, el especialista y el político, preparando las clases subalternas para las funciones de dirección, de gobernante, de especialista y de dirección política, colocando-las en condiciones de disponer del Estado al servicio del bien común.Palabras clave: Gramsci. Estado ampliado. Formación humana.

scholarly journals Transformation of the Properties of the Educational Text as an Object of State Regulation

2020 ◽  
pp. 120-123
Author(s):  
Irina Mikhailovna Brodskaya
Keyword(s):  
State Regulation ◽  
The State ◽  
Educational Process ◽  
State Control ◽  
National Education ◽  
Modern Period ◽  
National Education System ◽  
Communication Program ◽  
New Type ◽  
First Editions

The paper analyzes the dynamics of the properties of the educational text depending on the state poli-cy in education. During the weakening of State con-trol several types of educational material is being implemented. “Educational texts of the anomie peri-od” do not take into account the characteristics of the addressee; they lack topics that are traditional in the national education system. The only task of these texts is to inculcate the values of the author. During the same period, educational text, aimed at solving specific problems, may appear. So, until 1933, textbook journals were used in the educational process, prompted by the state task of eliminating illiteracy. In the same period, the first editions of conceptual textbooks, that have contributed to the following ones, appear. With the strengthening of state control over the educational sector, a new type of a textbook is being formed – “educational text as a standard of response”. The study provides exam-ples of textbooks that were actively used in the So-viet period and retained their relevance in the educa-tional process of modern Russia. Their viability is determined by the communication program and the fundamental nature of the content. In the modern period, when education is positioned by the state as a service, there is a demand for an “educational text that forms competencies”, the communication pro-gram of which should ensure its customization.

scholarly journals Modern state of the Internationalization of higher education of Kazakhstan

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Zhazira Abdykhalykova ◽  
Indira Saktaganova Saktaganova ◽  
Sholpan Abikenova ◽  
Assem Baidildinova
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Higher Education Reform ◽  
The State ◽  
Internationalization Of Higher Education ◽  
Major Step ◽  
Academic Mobility ◽  
National Education

Higher education is a major factor of modernization of economy and society. Quality and competitiveness of higher education determines the competitiveness of the state in the international space. Internationalization of higher education, which is implemented in accordance with Kazakhstan’s 2011-2020 State Program for Education Development, is one of the priorities of the integration of national education. A major step towards the internationalization of higher education in Kazakhstan is the decision to implement higher education reform along the general lines of the Bologna process. In line with the national plan, the former types and levels of academic programs were transformed into to the three levels established under the Bologna framework: Bachelor, Master and PhD. Along with this, major changes are taking place in the teaching and learning process, the way curricula and programs are organised and delivered. This article discusses the major initiatives in the field of internationalization of higher education in Kazakhstan, such as the state international scholarship "Bolashak", project of the Ministry of Education and Science of the Republic of Kazakhstan aimed at inviting visiting professors, academic mobility students and faculty from the leading universities all over the world.    Keywords: higher education; internalization of higher education; academic mobility;

scholarly journals Editorial

2016 ◽  
Vol 28 (2) ◽  
pp. 119
Author(s):  
Mohamad Yusuf
Keyword(s):  
Education System ◽  
Religious Commitment ◽  
Political Orientation ◽  
The State ◽  
The Political ◽  
New Order ◽  
National Education ◽  
Indonesian Government ◽  
National Education System ◽  
Religious Devotion

The fall of the New Order regime in May 1998 has brought about remarkable political shifts in the Indonesian government. A large number of laws and regulations were enacted during the first five years after the retirement of President Suharto, which indicates a serious attempt to change the political orientation of the State. Yusuf and Sterkens (2015) have investigated that more than 200 laws were enacted by Parliament during the first five years after the retirement of President Suharto. This also happens with laws on education, for instance Law No. 20/2003. Parliament’s approval on 20 June 2003 of Law No. 20/2003 concerning the national education system has raised many questions, specifically with regard to the aim of national education. The National Education, according to Law No. 20/2003, aims to develop students who have strong religious commitment (faithfulness) and religious devotion (piousness) to their own religion.

scholarly journals Alexander II’s Educational Innovations: the Implementation of the Great Reforms

2021 ◽  
pp. 7-17
Author(s):  
С.Д. Половецкий ◽  
А.В. Овчинников ◽  
К.Ю. Милованов
Keyword(s):  
Public Education ◽  
Educational Innovations ◽  
National Education ◽  
Teaching Community ◽  
National Education System ◽  
Retrospective View ◽  
Education Theory ◽  
History Of ◽  
The Government ◽  
Great Reforms

В статье исследуется проблема изучения идеологии и практики реформационной деятельности в системе народного просвещения в 60–70-х годах XIX столетия. Цель исследования — выявить ведущие стратегии образовательной политики, формы и виды модернизационной активности, персоналии, находящиеся в центре принятия судьбоносных решений для отечественного образования в период Великих реформ. Определено, что данная эпоха — это значимая историческая веха в контексте модернизации отечественного образования, время поступательного, достаточно интенсивного развития национальной системы образования, когда просвещение народа ставится в ряд приоритетных задач общегосударственной важности. В период правления императора Александра II в результате объединенных усилий власти и педагогического сообщества начала складываться единая национальная педагогическая школа, многообразная и весьма плодотворная по существу разрабатываемых проблем и решению их на практике. Представлена ретроспектива нормативно-правовой и законодательной базы в области народного образования. Выявлено, что идеи и постулаты, изложенные в трудах ученых, педагогов и общественных деятелей дореволюционного времени, существенно расширяют наши представления о мировоззренческих взглядах на просвещение населения России, национальных и общечеловеческих ценностях, необходимости их гармонизации в практической деятельности по обучению и воспитанию граждан своей страны. Охарактеризована реформа военного образования как неотъемлемая часть общей модернизации системы народного просвещения. Результаты исследования могут быть использованы при подготовке общих курсов по истории России, истории педагогики и образования, чтении лекций и спецкурсов по теории и истории модернизации. The article focuses on the investigation of the ideology of educational innovations and their implementation in the 1860s-1870s. The aim of the research is to single out major strategies of educational policy, to investigate types and kinds of innovations, to study people responsible for fateful decisions related to Russian education in the era of the Great Reforms. The article highlights that the analyzed epoch marks a milestone of Russian educational reforms. It is an epoch of continuous and intensive development of the national education system prioritizing public education as a task of national importance. During Alexander II’s reign, the government and teaching community collaborated to create a national pedagogical school capable of efficiently coping with diverse education-related problems. The article presents a retrospective view of a legal basis for public education. The article states that the analysis of ideas and views expressed in prerevolutionary scholars’, educators’, and statesmen’s works broadens our understanding of pubic education in Russia and our appreciation of national and universally human values, and enables us to better assess their implementation in Russian citizens’ education. The article characterizes military education reforms as an integral part of public education innovation. The results of the research can be used in courses of Russian history, history of pedagogy and education, theory and history of modernization.

scholarly journals THE CONCEPT OF LABOUR BY SOPHIA RUSOVA AND THE WAYS OF IST REALIZATION IN THE SYSTEM ‘PRESCHOOL ESTABLISHMENT – THE SCHOOL OF DOING’

2021 ◽  
pp. 152-159
Author(s):  
L. ZELENSKA ◽  
O. KOSTENKO
Keyword(s):  
Preschool Education ◽  
Theory And Practice ◽  
Historical Period ◽  
Xxth Century ◽  
New School ◽  
National Education ◽  
Active Labor ◽  
Education Theory ◽  
Activity Method ◽  
Labor School

In the context of metamorphoses that the state of Ukraine and the Ukrainian school go through, it is expedient to study and retrospectively analyse pedagogical thought of a specific historical period in order to find answers and form mature solutions to complex issues that arise in modern conditions. Due to certain similarity of historical circumstances, theoretical works and practical realization of ideas of Ukrainian pedagogues from the begin of the XXth century have deep potential as an ideological-inspiring source for contemporaneity. Based on the study of original sources using the comparative theoretical analysis and analytical generalization, the article summarizes the leading ideas of Sophia Rusova on the ways of implementing the concept of labour (activity method of teaching) in the system of preschool institutions and active (labor) school in the 20s of the XXth century. Recommendations for the use of this method are specified, taking into account the age of children and the specifics of the school subjects. Based on the analysis of Sophia Rusova’s works (“New School of Social Education”, “Theory and Practice of Preschool Education”, “Unified Active (Labor) School”, “Extracurricular Education”), the advantages of the labour method, its potential for the formation and development of the child’s personality has been investigated. The connection of Sofia Rusova’s ideas with the classical European pedagogical thought and practical application of such educational concepts in the European countries is traced. Emphasis is placed on the agreement of Sofia Rusova’s ideas on the advantages of the activity method of teaching with the task of reforming the national education system in Ukraine at the beginning of the XXIst century.

scholarly journals NATIONAL EDUCATION SYSTEM IN THE EDUCATIONAL IDEAS OF JADIDISM

2020 ◽  
pp. 47-57
Author(s):  
Yulduz Namazova
Keyword(s):  
Philosophy Of Education ◽  
The United States ◽  
Theory And Practice ◽  
National Education ◽  
National Education System ◽  
The Status ◽  
English Speaking ◽  
Anglo American ◽  
And Gender ◽  
Special Studies

The philosophy of education, which was formed in Turkestan in the late 19th - early 20th centuries, is interpreted as an area of research that analyzes the national pedagogical activity and educational foundations of these modern educators, its goals and ideals, the methodology of pedagogical knowledge, methods of creating a new Russian school system. Thus, it can be said with confidence that the philosophy of education, as an area that has a socioinstitutional form during this period, reflected the goals and objectives of the educational program of the Jadids. We know that during the formation of the Jadid Enlightenment, special studies of the philosophy of education were carried out, first in the United States and then in Europe. However, even before that, a separate philosophical system for the philosophy of education was created by such philosophers as Plato, Aristotle, Jan Amos Comenius, Locke, Herbart. In general, the philosophy of education is understood as an area of philosophical knowledge that has a subject of study. Philosophy of education as a science originated at the beginning of the 20th century. The founder of the philosophy of education in the world is the Anglo-American philosopher John Dewey. Today, in English-speaking countries, the philosophy of education has become a discipline with the status of a subject offered by individual faculties of universities. Thus, this chapter is devoted to the analysis of philosophical problems associated with the theory and practice of education of the Jadids, their approach to the problems of education, description, and reflection of the educational system of that period, its goals and levels, since the entire period of philosophical development is closely related to the ideas of the enlightenment. This chapter also presents a conceptual analysis of the educational organization and gender issues in Turkestan schools of the “new method”. For the Jadids, Islam was a way to get rid of ignorance, a means to achieve spiritual perfection. In Turkestan, the main goal is to build a secular state based on universal ideas, governed by Parlament. In particular, we see this in the process of political efforts to create a “national autonomy of Turkestan autonomy.” The changing nature of the Jadid movement is also characterized by an emphasis on education. This was due to the idea of the Jadid enlighteners to follow the Turkish, Tatar, and Azerbaijani intellectual world, as well as the desire to learn about Western European enlightenment.

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