scholarly journals Implementing a Dual Education System at the Mining and Metallurgical Enterprises (Example of «Metinvest» LLC)

2021 ◽  
Vol 10 (525) ◽  
pp. 76-81
Author(s):  
M. Y. Shkurat ◽  
◽  
A. O. Zavydovska ◽  
Keyword(s):  
Education System ◽  
Large Scale ◽  
Energy Transport ◽  
Educational Institution ◽  
Pilot Project ◽  
Machine Building ◽  
Ministry Of Education ◽  
State Technical ◽  
Dual Form ◽  
Almost All

The article is aimed at studying the dual education system at the mining and metallurgical enterprises (on the example of «Metinvest» LLC), highlighting the main trends and significance. As a result of the study, the process of introduction of dual education on the territory of Ukraine is considered, the main advantages of obtaining the dual form of education (ODFE) are determined. The main aspects of carrying out the large-scale pilot project on training specialists in the dual form of education with the support of the Foundation named after Frederick Ebert and the Ministry of Education and Science of Ukraine are highlighted. The list of enterprises participating in the pilot project on the implementation of ODFE in Ukraine is analyzed, comprised of the employers conducting various types of economic activity and representing almost all regions of our country. In particular, these are enterprises of various forms of ownership, design bureaus, banks, enterprises of food industry, machine-building, agriculture, energy, transport, metallurgy, IT sector, etc. It is noted that metallurgical enterprises subordinated to «Metinvest Holding» LLC were among the first to take the initiative to introduce a dual system. The actions of the principal partner of «Metinvest Holding» LLC, the State Higher Educational Institution of the Azov State Technical University, on the implementation of the ODFE on the territory of Ukraine, are indicated and determined. The activities of «Metinvest Politekhnika», a non-governmental mining and metallurgical university, and its impact on the development of the dual education system in Ukraine are researched.

scholarly journals The dual form of education is an embodied reality

New Collegium ◽  
2020 ◽  
Vol 4 (102) ◽  
pp. 71-75
Author(s):  
Y. Zhuravlov
Keyword(s):  
Educational Institution ◽  
Pilot Project ◽  
Practical Implementation ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Dual Form ◽  
National University ◽  
History Of ◽  
Step Algorithm ◽  
Dual Forms

The organizational principles and results of the implementation of the pilot project of dual form of education for applicants for the second (master's) level of higher education in the specialty 151 "Automation and computer-integrated technologies" are considered. A brief retrospective look at the history of dual education is given. A comparative analysis of the institutional, individual and dual forms of education according to the most popular professional competencies in the modern labor market is given. Recommendations of the Working Group of the Ministry of Education and Science of Ukraine on the organization of dual education, the procedure for enrollment of students in dual education, the peculiarities of the implementation of this form of education. The enterprises that took part in the pilot project on the basis of the memorandum of cooperation are identified. The results of a pilot project on the organization and implementation of the dual form of education at the Kharkiv National University of Construction and Architecture are presented. For the practical implementation of the dual form of education, an integrated model was chosen – a model of a divided week, which provides for training two days a week in an educational institution, three days – in the workplace at the enterprise. The step-by-step algorithm of introduction of dual education is offered, practically worked out during realization of the pilot project, components of efficiency of such form of receiving education are defined. The connection of the pilot project with the Licensing conditions for the educational activities of educational institutions in terms of recognition of the qualifications of research and teaching staff in the relevant specialty is shown. It is proposed to use the experience of the pilot project for other technical specialties.

ICT for Educational Excellence in Jordan

2013 ◽  
pp. 119-135
Author(s):  
Atef Abuhmaid
Keyword(s):  
Private Sector ◽  
Education System ◽  
Large Scale ◽  
Ministry Of Education ◽  
National Interests ◽  
Planning Stage ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
External Assistance ◽  
The Impact

This chapter discusses the Jordanian Ministry of Education’s reliance on both the local private sector (public-private partnership) and foreign aids in order to accelerate its integration of ICT to meet the needs and demands of the knowledge-based economy. The discussion sheds light on strings attached to the role played by the Ministry of Education, as the central educational authority, in the diffusion of ICT across the education system. Understandably, in the Jordanian context, likewise other countries in the Middle East and North Africa region, the education system has to deal with a great deal of complexities in which, internal and external issues can impede reform efforts. Partnership with local and international partners might be needed in the Jordanian context in order to initiate reform especially the large-scale and costly ones. ICT-related reform initiatives are expensive and require expertise in various areas which might justify seeking external assistance by the educational system. However, external involvement can impact the integrity of the educational reform when it is left with inadequate coordination and efforts in order to keep them in line with national interests and agendas. Furthermore, the impact of these issues can be severer when they are not taken into account during the planning stage of the reform. Thus, this chapter discusses major issues arose when international partners and the local private sector were involved in ICT-based education initiatives in Jordan.

scholarly journals Inclusive educational environment in Zaporizhzhia region: results of pilot project implementation

2021 ◽  
Keyword(s):  
Inclusive Education ◽  
Social Worker ◽  
Education System ◽  
Children With Disabilities ◽  
Pilot Project ◽  
Educational Process ◽  
Basic Knowledge ◽  
Ministry Of Education ◽  
Social And Emotional ◽  
The Social

Social work in inclusive education is to create conditions for the educational process in which a child with a disability can acquire basic knowledge, skills, social interaction and feedback skills, receive psychological, socio-educational and, if necessary, legal support to meeting their needs. The role of the social worker in the school is leading and undisputed. But modernity requires constant improvement of skills and advanced training. The purpose of the social worker at school is to create a special environment among children. The feedback of a social worker is to overcome fears and prejudices, promote friendships, mutual respect and understanding among students, and improve the cognitive, motor, speech, social, and emotional development of children. The most pressing issue of today’s education system is inclusive education for children with disabilities in a single educational space. Each country has its own experience of special education for children and has gone through a different path from integration to inclusion. Today, in modern Ukraine, the education system is being transformed, the model of inclusive education is gaining wide significance and a new pattern of its development. Attempts to form an inclusive education system have not yet yielded significant results, which is manifested in the constant division of children into «normal majority» and «backward minority». In Ukraine, children with disabilities have long been isolated from their peers. Boarding schools or individual learning provide knowledge, but take away the opportunity to communicate, hinder the socialization of such pupils. This article provides a brief analysis of the pilot project, in accordance with the order of the Ministry of Education and Science dated 15.07.2016 № 836 «On conducting a scientific and pedagogical experiment «Development of an inclusive environment in the Zaporozhye region». Building an effective system of inclusive education in Ukraine is possible on the basis of the interaction of various factors, first of all, strengthening the financing of education, improving its regulatory support, improving the methodological and staffing of inclusive education. The results of the work can be used in further research on this problem.

scholarly journals Influencia de componentes de inteligencia emocional en rendimiento académico escolar: Análisis en una Institución Educativa en Perú

2021 ◽  
Vol 2 (5) ◽  
pp. 7053-7069
Author(s):  
Juan Guillermo Lazo Lazo ◽  
Suely Noronha De Oliveira ◽  
Annette Kaltenbrunner Graf ◽  
Blanca Josefina Vallejos Saavedra
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Secondary School ◽  
Large Scale ◽  
Basic Education ◽  
Educational Institution ◽  
Quantitative Methodology ◽  
Ministry Of Education ◽  
School Students ◽  
The Relationship

En los últimos veinte años, el Ministerio de Educación de Perú viene aplicando y acompañando la medición de logros de aprendizaje de los estudiantes de la educación básica por medio de evaluaciones nacionales e internacionales a gran escala. Estos estudios están llevando no sólo a conocer las causas de los logros de aprendizaje, sino al de tratar de revertir alguna situación no deseada. La investigación, en proceso, en la cual se basa este artículo, tiene como objetivo identificar de qué manera la inteligencia emocional influye en el rendimiento académico de estudiantes de nivel secundario de una institución educativa en Lima, Perú. Esta investigación fue orientada por la metodología cuantitativa y se utilizó de métodos estadísticos para inferir las relaciones entre la inteligencia emocional y el rendimiento académico de los alumnos en cada área curricular, a través de datos obtenidos por el test BarOn ICE: NA, y las calificaciones de los alumnos. Los resultados comprobaron la relación existente entre la inteligencia emocional y el desempeño escolar, mostrando que los componentes de la inteligencia emocional varían según el área curricular específica.     In the last twenty years, the Peruvian Ministry of Education has been implementing and accompanying the measurement of learning achievements of students in basic education through large-scale national and international assessments. These studies are leading not only to know the causes of learning achievement, but to try to reverse some unwanted situation. The research, in process, on which this article is based, aims to identify how emotional intelligence influences the academic performance of secondary school students in an educational institution in Lima, Peru. This research was guided by the quantitative methodology and was used statistical methods to infer the relationships between emotional intelligence and academic performance of students in each curricular area, through data obtained by the BarOn ICE: NA test, and the qualifications of the students. The results verified the relationship between emotional intelligence and school performance, showing that the components of emotional intelligence vary according to the specific curricular area.

scholarly journals Student Placement Prediction Model: A Data Mining Perspective for Outcome-Based Education System

2019 ◽  
Vol 8 (3) ◽  
pp. 2497-2507
Keyword(s):  
Data Mining ◽  
Performance Measures ◽  
Education System ◽  
Large Scale ◽  
Educational Institution ◽  
Vital Role ◽  
Past Performance ◽  
Student Placement ◽  
Outcome Based Education ◽  
Mining Methods

Campus placement plays a vital role in every educational institution in helping students to achieve their goals. Data mining classification can be used as a useful tool for extracting the associated information from the large scale student dataset. Data mining methods have been used broadly in the area of the education system which involves various methods and approach for discovering knowledge. In this paper, a predictive model is designed which can predict the category of placements (dream companies, super dream companies and mass recruiter companies) in which students are eligible by considering their past performance in academics and other curricular activities. The model will also suggest further skills required for future recruitments which may help the students for placement preparation. The paper also provides real-time experimental results and findings along with performance measures used for model validation which helps in achieving the milestone of outcome-based education (OBE) in educational institutes as it is given utmost importance in present scenario to ensure better placement prospects in students, which would in turn help the students for carrier building

Problems of training engineering personnel in Russia

Ergodesign ◽  
2021 ◽  
Vol 2021 (4) ◽  
pp. 260-265
Author(s):  
Elena Laricheva
Keyword(s):  
Education System ◽  
Mechanical Engineering ◽  
Educational Institution ◽  
Machine Building ◽  
Personnel Training ◽  
Level Of Knowledge ◽  
Building Enterprise ◽  
Industry Needs ◽  
Engineering Personnel

Mechanical engineering as an industry needs modernizing to maintain a sufficient level of competitiveness. The existing education system is not able to fully provide enterprises with qualified staff. This is due to a gap between the level of knowledge obtained in an educational institution and the enterprise real needs. To bridge the gap, more attention should be paid to personnel training and retraining. The article identifies the problems of educating future engineers, proposes an appropriate set of measures providing for a three-level transformation: at the level of government, regions and enterprises; considers a model for training staff of a machine-building enterprise and also suggests building regional training and internship centres. Such centres will make it possible not only to train workers, to conduct internships for students and employees, but also to provide internships for future engineers, to acquaint them with the production specifics. Such internships will ensure young specialists’ consolidation, allow them to interact more effectively with enterprises, and create for them an additional incentive to stay in the region. Furthermore, a favourable image of a machine-building worker, engineer, innovator, and ordinary worker should be formed.

scholarly journals Social culture as the basis of the teacher’s activity in inclusive education system of the university

2019 ◽  
Vol 72 ◽  
pp. 03040
Author(s):  
Alexander Legkonogih ◽  
Galina Mezinova ◽  
Svetlana Popova ◽  
Yulia Ribalka
Keyword(s):  
Social Responsibility ◽  
Inclusive Education ◽  
Education System ◽  
Educational Institution ◽  
State Technical ◽  
Social Culture ◽  
Education Development ◽  
Scientific Publications ◽  
The Social ◽  
The University

The purpose of the article is to reveal the essence of social culture as an integral part of the teaching process in a higher educational institution in the aspect of the inclusive education development and the formation of a high social responsibility of a teacher. The authors identified the main criteria for assessing the social culture of a university in relation to expanding the boundaries of inclusive education and introducing innovative programs within university programs. The study is based on the development of the Code of Inclusive Education Social Culture, Don State Technical University. The results of the study were presented by the authors in scientific publications, who confirm the relevance of inclusion in the educational activities of the university.

scholarly journals Avaliação externa na Rede Municipal de Ensino de São Paulo: os desafios da participação docente

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Raíssa De Oliveira Chappaz ◽  
Ocimar Munhoz Alavarse
Keyword(s):  
Education System ◽  
Large Scale ◽  
Sao Paulo ◽  
São Paulo ◽  
Ministry Of Education ◽  
External Assessment ◽  
International Agencies ◽  
Palabras Clave ◽  
State And Local ◽  
La Red

<p>Com presença expressiva nas políticas educacionais brasileiras e apresentadas como instrumento de melhoria da qualidade da educação, as avaliações da aprendizagem externas e em larga escala, promovidas por agências internacionais, MEC e secretarias de educação, vêm crescendo desde a década de 1990. Tal modalidade de avaliação tem levantado inúmeros questionamentos; entre eles, destacam-se o debate sobre a exterioridade dos agentes implicados e a necessidade de participação dos atores das redes de ensino nos processos e ações desenvolvidos – construção, implementação e usos dos resultados. Diante dessa problemática, o artigo objetiva evidenciar como se deu a política de avaliação externa na Rede Municipal de Ensino de São Paulo, de 2005 a 2012, destacando, especialmente, as iniciativas no sentido da participação docente na Prova São Paulo e na Prova da Cidade.</p><p><strong>Palavras-chave</strong></p><p>Avaliação externa. Rede Municipal de Ensino de São Paulo. Prova São Paulo. Prova da Cidade. Participação docente.</p><p> </p><p><strong>External assessments in the São Paulo Municipal Education System: challenges to the participation of teacher</strong></p><p><strong>Abstract</strong></p><p>In Brazil, external, large-scale academic achievement evaluations, which are promoted by international agencies, the Ministry of Education and Culture (MEC), and state and local education departments, are significantly present in the country’s educational policy. Having been presented as a tool for improving education quality, they have been growing since the 1990s. This modality of evaluation has been questioned from many viewpoints, including the debate about the externality of the agents involved and the need for members of the education systems to participate in the processes and actions developed – construction, implementation and how results are used. Given these problems, this article aims to describe how the external assessment policy was implemented in the São Paulo Municipal Education System from 2005 to 2012, examining, in particular, the initiatives for teachers’ participation in the Prova São Paulo [São Paulo Test] and Prova da Cidade [City Test].</p><p><strong>Keywords</strong></p><p>External assessment. São Paulo Municipal Education System. Prova São Paulo. Prova da Cidade. Teachers’ participation.</p><p> </p><p><strong>Evaluación externa en la Red Municipal de Enseñanza de São Paulo: los desafíos de la participación docente</strong></p><p><strong>Resumen</strong></p><p>Con una presencia significativa en las políticas educativas brasileñas y presentadas como instrumento de mejora de la calidad de la educación, las evaluaciones de aprendizaje externas y a gran escala, promovidas tanto por agencias internacionales como por el Ministerio de Educación de Brasil (MEC) y sus consejerías, vienen creciendo desde la década de 1990. Tal modalidad de evaluación ha planteado numerosos cuestionamientos; entre ellos, se destacan el debate sobre la exterioridad de los agentes implicados y la necesidad de participación de los actores de las redes de enseñanza en los procesos y acciones desarrollados: construcción, implementación y usos de los resultados. Ante esta problemática, el artículo tiene el objetivo de evidenciar cómo se elaboró la política de evaluación externa en la Red Municipal de Enseñanza de São Paulo, de 2005 a 2012, destacando, especialmente, las iniciativas en lo relativo a la participación docente en los exámenes denominados Prova São Paulo [Examen São Paulo] y Prova da Cidade [Examen de la Ciudad].</p><p><strong>Palabras clave</strong></p><p>Evaluación externa. Red Municipal de Enseñanza de São Paulo Examen São Paulo. Examen de la Ciudad. Participación docente.</p>

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

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