Education system of the information age in the discourse of paradigmal forecast

2020 ◽  
pp. 24-35
Author(s):  
V.P. Bekh
Keyword(s):  
21St Century ◽  
Education System ◽  
Knowledge Society ◽  
Information Age ◽  
The State ◽  
Virtual Space ◽  
Young Generation ◽  
World Knowledge ◽  
Industrial Education ◽  
Perception System

Based on the regularities of the first stage of lifecycle for the social system of industrial education it is predicted the status of initiation for education and perception system around the turn of the anthropocene eon. It is emphasized that the process of the new age education system set- up takes place in self-organizing mode. For this purpose, the following is assessed: 1) the state of the “spirit of the era”, that carries an personalized (information, network, knowledge, digital) society, as an example of a new type of life order for the global community; 2) worldview imperatives of eco-humanistic filling of the educational community of the planet; 3) ideological guidelines for sustainable development; 4) conceptual prerequisites for the formation of a new education type that do not correspond in any way to the transformation of the violent paradigm of education and upbringing of young people of the technocratic age; 5) the state of fundamental science as a reason that, on the basis of mastering a new classification of social labor, should generate a modernization of education content in the 21st century; 6) the content of the involved segment of senseogenesis, which gives rise to a new division of information work in order to qualitatively service new operation forces, leading to the benefits of the development of spiritual production over material. It is prognosed that the new social division of labor will form a qualitatively new nomenclature of workers in domain of national and international education. The problems of the current state of the theory of education and pedagogy are revealed, those does not have time to produce perspectives of national and international educational policies relevant to the needs of the planet’s social organism. The attention of educators focused on the inadequacy of the existing pedagogical and organizational facilities to impact on the formation of creative personality, since they only improve the conservation of the industrial education system. The planetary personality is justified as the ideal of an educated person of the 21st century and the ultimate goal of education and upbringing in the World Knowledge Society. The principle of personalization / individualization is defined as the main parameter of managing the generation of the future education system. Emphasis is placed on the benefits of an open system of education that enhances the degree of individual freedom in a globalized world. Educators and education managers are encouraged to turn to the principles of evolution, which more strongly contribute to the spread of human activity in the school. The attractiveness of the idea of self-education for the modern young generation in the virtual space of the information age is emphasized.

scholarly journals Curriculum as praxis: Ensuring quality technical education in Singapore for the 21st century.

2006 ◽  
Vol 14 ◽  
pp. 26
Author(s):  
Tiew Ming Yek ◽  
Dawn Penney
Keyword(s):  
General Education ◽  
21St Century ◽  
Education System ◽  
Technical Education ◽  
Educational Institution ◽  
Knowledge Society ◽  
Participation Rate ◽  
Education And Training ◽  
Small Island ◽  
And Training

Singapore, a small island city-state, has achieved notable economic advancement within 40 years since independence. It is fast becoming a global city and a knowledge society. In education and training, the Singapore system has evolved from its British roots. Macro performance indicators of participation rate, literacy rate and mean years of schooling, show that the current education system can be regarded as highly successful. The contributions of general education as well as technical education and training to the overall success of the nation are often cited. Technical education and training, which is globally perceived as having a lower status than "academic" curricula, has largely overcome its "image" problem in Singapore. Singaporeans have seemingly embraced technical education and training as an accessible, attractive mode of education, which therefore enjoys a high participation rate. The success and quality of technical education and training were affirmed when its main provider, the Institute of Technical Education, became the first educational institution in Singapore to win the Singapore Quality Award in October 2005. This paper provides a review of the contemporary education system and curriculum in Singapore with a focus on technical education and training vis-à-vis a vision of education and training in and for postmodern knowledge societies. Suggestions are made on how the technical education and training sector in Singapore can further develop and thrive in the 21st century, while continuing to be accessible and of high quality.

New School Graduate Image

2019 ◽  
pp. 25-50
Author(s):  
Valery Puzyrevsky
Keyword(s):  
21St Century ◽  
Education System ◽  
Financial Support ◽  
The State ◽  
Online Resources ◽  
School Graduate ◽  
Professional Skills ◽  
Global Trends ◽  
New School ◽  
The Future

In recent years, modern, innovative, transnational businesses are actively trying to influence the state of the education system – from participation in projects of specific schools to influence for global trends in the development of education (for example, the idea of 21st century skills). It is important to note that business is not limited to financial support for education. It is important to influence the change in goals, values, content of education, and basic pedagogical technologies. This is done through to the positioning of a new image of the future and another image of the graduate of the school, those professional skills of specialists that will be required for large corporations in the coming years. Analyzing on the materials of online resources, the characteristics of modern startups and educational projects supported by large business, one can understand what changes the business wants from education.

Moving From Postmodernism to Metamodernism

2020 ◽  
pp. 133-156
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Industrial Revolution ◽  
Information Age ◽  
The State ◽  
Early 20Th Century ◽  
Time And Space ◽  
Political Time ◽  
Ways Of Thinking

This chapter describes the state or condition of society after the industrial revolution in the early 20th century as the information age overturned culture, ushering in postmodernity through the turn of the 21st century, which gave birth to what the author calls metamodernism. Philosophical movements present templates upon which individual thinkers characterize the cultural trends, artistic and literary achievements, scientific and technological advancements, and ways of thinking during a specific economic, social, and political time and space. The irreverence, cynicism, and irony of postmodernism gave way to a metamodern new sincerity and a new hope across the swinging pendulum of opposing ideas: tradition and innovation, birth and death, or truth and post-truth. The current cultural “sense of feeling” corresponds to networked culture and the critical need to address literacy in new ways.

STUDYING THE HISTORY OF UZBEKISTAN THROUGH DIGITAL HUMANITIES

2020 ◽  
Vol 4 (3) ◽  
pp. 10-18
Author(s):  
Shohistaxon Uljaeva ◽  
◽  
Nodira Alimuhamedova
Keyword(s):  
21St Century ◽  
Digital Technology ◽  
Digital Humanities ◽  
Human Life ◽  
Information Age ◽  
Developed Countries ◽  
The State ◽  
Parallel Processes ◽  
State And Society ◽  
History Of

The 21st century is an important information age for the information society.In developed countries, digital technology is widely used in all areas. These parallel processes provide important opportunities for liberalizing human life, the state and society, saving time and money, and quickly and efficiently performing each task.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)

Jurnal Akta ◽  
2017 ◽  
Vol 4 (3) ◽  
pp. 463
Author(s):  
Muslim Ansori ◽  
Akhmad Khisni
Keyword(s):  
Private Schools ◽  
Education System ◽  
Crucial Role ◽  
The State ◽  
Educational Institutions ◽  
Legal Entity ◽  
Non Profit ◽  
The Right

With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,

The main directions of educational policy of Finland

2020 ◽  
Vol 11 (2) ◽  
pp. 6-13
Author(s):  
K. E. Stupak ◽  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Decisive Role ◽  
The State ◽  
Vocational Education And Training ◽  
State Education Policy ◽  
Role Of The State ◽  
State Education

The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training.

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