Concept of “educational development” and “education reform” in the modern scientific discussion of Ukraine and China

Author(s):  
O. Shparyk ◽  

Subject The prospects for education reform. Significance Following a series of national education reforms starting in the mid-1990s, achievement levels and enrolment rates have risen at a rapid rate. However, despite these recent improvements, Brazil still lags behind other middle-income countries in educational development. In the most recent PISA reading exam, Brazil ranked 53 out of 65 countries that participated, obtaining scores similar to those of Colombia and Tunisia. Impacts Teachers' unions will remain a political obstacle to education reform. The deteriorating economic and political outlook risks putting paid to difficult policy changes. Failure to improve basic education will prove damaging to Brazil's long-term competitiveness and employment prospects.


2021 ◽  
Vol 3 ◽  
pp. I
Author(s):  
Yang Zhou ◽  
Benqing Wu ◽  
Pin Wang

It was a great honor to extend a warm invitation to the 2nd International Conference on Education and Educational Development (EED 2021). The conference was held from September 29-30, 2021 in Suzhou City, China. EED 2021 was co-organized by Hubei Xuemi Cultural Development Co., Ltd. and Research Center of Engineering and Science (RCES).   The aim of EED 2021 is to provide a platform for educators, scholars, managers and graduate students from different cultural backgrounds to present and discuss research, developments and innovations in the fields of Education Reform & Social Science. It provides opportunities for the delegates to exchange new ideas and application experiences, to establish business or research relations and to find global partners for future collaboration.   EED 2021 received 85 manuscripts. And 41 submissions had been accepted by our reviewers. By submitting a paper to EED 2021, the authors agreed to the review process and understood that papers undergo a peer-review process. Manuscripts were reviewed by appropriately qualified experts in the field selected by the Conference Committee, who gave detailed comments and-if the submission was accepted the authors would submit a revised version that considered this feedback. All papers were reviewed using a double-blind review process: authors declared their names and affiliations in the manuscript for the reviewers to see, but reviewers did not know each other’s identities, nor did the authors receive information about who had reviewed their manuscript. The Committees of EED 2021 invested great efforts in reviewing the papers submitted to the conference and organizing the sessions to enable the participants to gain maximum benefit.   Hopefully, all participants and other interested readers will benefit scientifically from the proceedings and also find it stimulating in the process.


2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .


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