scholarly journals Revisiting Tertiary Education System in Bangladesh: In Quest for Unraveling Existing Issues and Challenges

2021 ◽  
Vol 2 (1) ◽  
pp. 45-66
Author(s):  
Shah Md Azimul Ehsan
Keyword(s):  
Human Resources ◽  
Education System ◽  
Industrial Revolution ◽  
Social Research ◽  
Tertiary Education ◽  
Policy Instruments ◽  
Policy Framework ◽  
Tertiary Level ◽  
Middle Income ◽  
The Government

Once termed as a basket case, Bangladesh is now a development wonder. Recently, it has entered the cluster of lower-middle-income countries and is predicted to join the cohort of developed ones by 2041. However, the challenge that lies ahead is to sustain the current economic growth with the emerging threat of the fourth industrial revolution (4IR). There is no doubt that the country have the upper hand in order to counter these emerging critical scenario with its huge number of youths. Nonetheless, it will be pertinent to turn these youth force into productive human capital through providing both general and technical education in order to yield higher returns. On this backdrop, this study attempts to know whether our existing tertiary education system is rendering quality education to convert our youth force into effective human resources. Using qualitative tools of social research and drawing information from various secondary sources, the study argues that the existing tertiary education system is failing to produce skilled human resources which is again resulting in lower returns to the economy.  Undoubtedly there has been quantitative progress in tertiary level education; nevertheless, the worrying factor has been regarding its quality. The crisis has not happened owing to the absence of adequate policy framework rather the translation of those into reality. This study offers a modest suggestion to take immediate steps by the government of Bangladesh to implement the recommendations as stated in the key policy instruments related to education and skill development along with the significant increase in the budgetary allocation for the tertiary education sector. In addition, efforts has to be put for transforming the existing University Grants Commission (UGC) into Higher Education Commission (HEC). Moreover, activation of the accreditation council is now a crying need for further improving the quality of education at the tertiary level.

scholarly journals Mapping the Policy Regulatory Environment of Transnational Education (TNE) in the Ghanaian Tertiary Education System

2021 ◽  
Author(s):  
Francis Ansah ◽  
Hope Pius Nudzor ◽  
Gloria Nyame ◽  
Ophelia Affreh
Keyword(s):  
Public Policy ◽  
Education System ◽  
Tertiary Education ◽  
Critical Role ◽  
Education Sector ◽  
Policy Framework ◽  
Policy Environment ◽  
Sequential Designs ◽  
Regulatory Frameworks ◽  
The Government

Given the critical role of public policy in TNE arrangements of countries, and the fact that TNE partnerships are growing steadily in the Ghanaian tertiary education sector, a robust and resilient public policy environment is imperative. However, the public policy environment of TNE partnerships in the tertiary education sector in Ghana is unexamined by any scientific study to guide decision on TNE partnerships in Ghanaian tertiary education institutions (TEIs). Against this backdrop, this chapter examines the level of influence of public policy frameworks on TNE partnerships in TEIs in Ghana to ignite a national discourse on TNE regulation. A multiphase mixed-method research design, informed by exploratory and explanatory sequential designs was adopted for the study. The findings reveal that TNE partnerships are an emerging concept in the Ghanaian tertiary education system with less than 20% of the over 200 TEIs engaged in TNE partnerships. More importantly, the findings indicate that the policy environment of TNE partnerships of TEIs in Ghana is not sufficiently robust because no tailor-made policy regulatory frameworks exist to regulate TNE partnerships in TEIs. To this end, the study concludes that the existing policy regulatory frameworks for the Ghanaian tertiary education system are incapable of helping the country maximise the full benefits of TNE partnerships by ensuring win-win situations for TEIs engaged in TNE partnerships. In view of this, the study recommends that the government should develop a tailor-made policy framework for regulating TNE partnerships in Ghanaian TEIs.

scholarly journals Land Policy Instruments in Nepal

2014 ◽  
Vol 10 (1) ◽  
pp. 69-79 ◽  
Author(s):  
Ram Bhandari Chhetri
Keyword(s):  
Research Study ◽  
Policy Instruments ◽  
Land Policy ◽  
Policy Framework ◽  
Corporate Sector ◽  
Corporate Financing ◽  
Land Administration ◽  
Government Sector ◽  
The Government ◽  
Operational Constraints

Corporate mobilization can be made realistic if policy facilitation is provided by the government sector. This research study aimed at exploring the possibility of a mechanism that will attract substantial investments from the private sector by mobilizing the existing capital market. To do so, the research within its objective framework examined the essential policy framework from the literature review, the existing legal, financial and planning and housing policies posing impediments to the prospective participation of the corporate sector in land and housing activities. This included but not necessarily restricted to the land administration, land legislatives, cadastral mapping system and current planning techniques used and the operational constraints it would pose upon the prospective mobilization of the corporate financing in land and housing development. The research study then finally intended to arrive at the framework that could possibly facilitate or promote corporate finance in land and housing sector in a greater way. The finding from the research is then translated into a framework for increased participation for corporate sector in land and housing that chiefly included following aspects. DOI: http://dx.doi.org/10.3126/jie.v10i1.10880Journal of the Institute of Engineering, Vol. 10, No. 1, 2014, pp. 69–79

scholarly journals Development of Vietnamese Vocational Education Teachers to adapt the Industrial Revolution 4.0

2019 ◽  
Vol 2 (4) ◽  
pp. 1-7
Author(s):  
Van Hong Bui ◽  
Do Van Dung
Keyword(s):  
Human Resources ◽  
Vocational Education ◽  
Education System ◽  
Teaching Methods ◽  
Vocational Training ◽  
Industrial Revolution ◽  
Fourth Industrial Revolution ◽  
Key Factor ◽  
Training Quality

Teacher is always a key factor which determines training quality in general and vocational training quality of the Vocational Education System (VES) in particular. In face of strong influences from the fourth industrial revolution (IR 4.0), teacher is getting more important in training of human resources, especially qualification level and capacity to apply technology and innovate teaching methods. Based on the analysis for impacts of the IR 4.0 on VES, requirements for capacity of teachers and the reality on vocational education teachers (VETs) today, this article suggests some solutions to develop VETs to adapt to the IR 4.0 as a basis for development of teachers at vocational education institutions in Vietnam.

The politics of countermeasures against match-fixing in sport: A political sociology approach to policy instruments

2016 ◽  
Vol 53 (1) ◽  
pp. 30-48 ◽  
Author(s):  
Minhyeok Tak ◽  
Michael P Sam ◽  
Steven J Jackson
Keyword(s):  
Codes Of Conduct ◽  
Policy Instruments ◽  
Education Programme ◽  
Sports Betting ◽  
Policy Framework ◽  
Economic Interests ◽  
South Korean ◽  
Key Stakeholders ◽  
Multi Method Approach ◽  
The Government

As match-fixing has emerged as a global problem, states and sports organisations have proposed a range of countermeasures. However, despite their neutral, technocratic appearance, these instruments produce their own political effects. Drawing from a case study of the 2011 South Korean ‘K-League’ football match-fixing scandal that resulted in a raft of countermeasures, this article examines how match-fixing countermeasures (re)organise the power relations within the sports betting industry. Using a qualitative, interpretive multi-method approach, three consequences are suggested. First, the education programme redefines sports ethics by delivering new codes of conduct that are aligned to the demands of betting. Second, regulations instituted by the K-League and the government frame the illegal activity as infringing upon the key stakeholders’ economic interests, further privileging the importance of the betting regime. Third, the sports betting monitoring system itself empowers the sole betting company as a trustworthy ‘fixer’ of the match-fixing problem through co-optation into its policy framework. Consequently, this study shows that key stakeholders manage the risk of losing legitimacy by showcasing their efforts to fight against match-fixing, while also taking advantage of the countermeasures to normalise the business of sports betting, thus furthering their own interests.

scholarly journals Governing Indonesia’s Secondary Education System: Challenges and Opportunities for Improvement in the Province of Yogyakarta

2016 ◽  
pp. 87-106
Author(s):  
Astrid Meilasari Sugiana ◽  
Jumintono Jumintono
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Policy Evaluation ◽  
Education System ◽  
Basic Education ◽  
Local Economic Development ◽  
Good Governance ◽  
Tertiary Education ◽  
The Government

This paper focuses on government policies for improving secondary education in decentralized Indonesia. The research combines policy evaluation in the field of education through mixed methods, namely the top down method measuring the effectiveness of Indonesia’s policy reforms in numerical terms and the bottom up ethno-methodological approach incorporating soft system methodology for complementing policy evaluation. Data analysis was done by examining the distribution of narratives provided by the respondents and carrying out a thematic analysis in which emerging themes were used to produce a complex and coherent narrative of the discourse emerging from the case study site in Yogyakarta Province, Indonesia. The education system in modern Indonesia is marked by the tension between the centralized policy strategy of the Suharto period and the reactive strategy of Post-Suharto decentralization. During his current administration, President Joko Widodo promulgated education policies focusing on basic education reforms in five major areas, namely (i) facilitating the expansion of education facilities across Indonesia through the public and private sector (expansion of facilities and infrastructure in terms of quantity and quality), (ii) making basic education more affordable and accessible across regions and social-economic indicators (accessibility), (iii) improving the quality of educators, service and outputs in basic education (quality), (iv) increasing the relevance of basic education to the demands of tertiary education, the labor market and local economic development (relevance), and (v) good governance and accountability of Indonesia’s basic education system (accountability and public responsiveness). In conjunction with the government and the market in education, indigenous social and political groups have played significant roles in developing the secondary education system in Indonesia. Moreover, these groups have also improved pupils’ performance and pupils’ learning outcomes by improving the extent and quality of the services they provide in comparison to those provided by public schools run by the government. Individualized services which cater to the needs, backgrounds and interests of the consumers have had profound impacts on enrollment, retention, motivation and pupils’ character, knowledge, technical competence and competitiveness. This makes the education system more engaging, empowering and inclusive while taking into account its comprehensiveness. This also aids in promoting learning communities for complementing the government induced education system, for protecting children and for providing a holistic and integrated education services.

scholarly journals CORPORATE SOCIAL RESPONSIBILITY (CSR) SEBAGAI IMPLEMENTASI FIKIH SOSIAL UNTUK PEMBERDAYAAN MASYARAKAT

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Yayan Sopyan
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Human Resources ◽  
Social Life ◽  
Tertiary Education ◽  
Development Plans ◽  
The Government ◽  
Corporate Social

Corporate Social Responsibility (CSR) as an Implementation of Social Fiqh to Empower Society. Corporate Social Responsibility (CSR) is the responsibility of businesses in their undertakings. CSR in the perspective of social fiqh is no only position as an obligation of business that must be there as a part of social life. The government must support business in implementing CSR from voluntary to mandatory requirements so that the existence of CSR can be felt in reality by society. Optimisation of the CSR function in the supporting the success of development can be undertaken by synergising three potentials, namely tertiary education institutions who have the science, sufficient technology and human resources; government who has the space, society and development plans as well as businesses who possess CSR funding.DOI: 10.15408/ajis.v14i1.1253

scholarly journals Development of Human Resources in the Digital Environment: Strategic Perspective

2020 ◽  
pp. 152-161
Author(s):  
Anastasia Nikitaeva ◽  
Daria Mikhalkina
Keyword(s):  
Human Resources ◽  
Education System ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Digital Economy ◽  
Educational Process ◽  
Public Authorities ◽  
Hard Skills ◽  
Strategic Perspective ◽  
The Impact

The purpose of this article is to study possible directions and ways of developing human resources for the transition to digital economy using the potential of new technological solutions. The paper demonstrates the relationship of the Fourth industrial revolution and changes in the development of human resources, identifies key areas of the impact of digitalization processes on human resources, including the transformation of the structure of demand in the labor market changing the format of employment of workers and the emergence of new models of work changing the content of work, as well as changing the ratio of the importance of hard skills and soft skills. With this in mind, the important components of developing human resources in digital economy are identified, the emphasis is placed on the role of the education system in this process, covering the following aspects: creating a system of new professions, competencies and standards in correspondence with appropriate educational programs; incorporating innovative educational technologies into the educational process in order to develop a set of soft skills; creating a “smart” education system using intelligent ICT solutions affecting the content and process components of learning as key components of developing human resources. The paper determines the feasibility of implementing the proposed solutions on the basis of the partnership between educational institutions, public authorities and business.

scholarly journals The Effectiveness of Creative Products and Entrepreneurship Learning and Teaching Factory to Prepare for Job Creator in the Industrial Revolution Era 4.0

2021 ◽  
Vol 8 (7) ◽  
pp. 285
Author(s):  
Rizki Kurnia Dhani ◽  
Rizki Kurnia Dhani ◽  
Kristiani Kristiani
Keyword(s):  
Human Resources ◽  
Time Management ◽  
Qualitative Method ◽  
Industrial Revolution ◽  
Vocational Schools ◽  
Vocational Students ◽  
Learning And Teaching ◽  
Creative Products ◽  
The Government ◽  
Planning Development

Indonesia has now entered the era of the Industrial Revolution 4.0 that impacts vocational schools which are considered the highest contributor to unemployment in Indonesia. Therefore, the government established a revitalization program in vocational schools by learning about Creative Products and Entrepreneurship as well as Teaching Factories to produce competitive human resources who are ready to become job creators. This study aimed at portraying the effectiveness of Creative Products and Entrepreneurship Learning and teaching factories to prepare for job creators in the Industrial Revolution Era 4.0. The study was conducted by employing a descriptive qualitative method by utilizing the Nvivo 11 software to classify and display the results in the form of diagrams, graphs, and models. The results revealed that the implementation of the Creative Products and Entrepreneurship, as well as the Teaching Factories, has not been effectively transforming vocational students into job creators. There were some encountered factors contributing to this phenomenon; time management, teachers’ competence, students’ motivation, and funding. Thus, evaluations are necessary in terms of planning, development, and implementation to cultivate excellent graduates that are ready to create jobs.

scholarly journals The Challenges of Science Education in Secondary School Level: A Case Study from Chakaria Upazila of Cox‟s Bazar District

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Roksana Tarannum
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Rural Areas ◽  
Industrial Revolution ◽  
Secondary Level ◽  
School Level ◽  
Middle Income ◽  
Secondary School Level ◽  
The Government ◽  
And Mathematics

In the present context of the fourth Industrial Revolution, science education is considered as theappropriate tool for the development of a nation. Accordingly, the government of Bangladesh has laidsignificant emphasis on science and technology education as a gateway to development with anaspiration to build a „Digital Bangladesh‟ and to attain the status of a middle-income country by2021. However, contrasting to a large number of government initiatives, a declining scenario ofenrollment in science groups at the secondary level has been reported for nearly a decade. Thissituation is likely to be worse in rural areas as it was evident from a visit to Chakaria Upazila ofCox‟s Bazar. Drawing attention to the underlying problems of science education, this study attemptsto provide an account of the present scenario of science enrollment at secondary school level in therural Bangladesh, and identifies the factors responsible for the enrollment pattern. The ten years‟trend analysis on science group enrollment provided a clear picture of declining scenario since 2010.Compared to the other two groups of Business and Humanities, preferences to be enrolled in theScience group at secondary level steadily showed a marked decrease from 2009 to 2018. Complexityand volume of the science syllabus creating “Science Fear”, weak teaching capacity, shortage ofscience and mathematics teachers, scarcity of teaching materials and paucity of laboratory equipmentwere found to be the key factors responsible for declining science enrollments in the secondary levelof rural Bangladesh.

scholarly journals Changes of Korean Education and the Fourth Industrial Revolution / Promjene korejskoga obrazovnog sustava i četvrta industrijska revolucija

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Yoon-cheol Park
Keyword(s):  
Education System ◽  
Industrial Revolution ◽  
Personalized Learning ◽  
Learning System ◽  
Mass Education ◽  
Korean Education ◽  
Educational Methods ◽  
Fourth Industrial Revolution ◽  
The Government ◽  
The Times

A society’s reality should be reflected in education, that is, educational methods need to keep up with the times. The purpose of this research is to examine the educational methods for the era of the Fourth Industrial Revolution in the education system of Korea. The sample of the research targeted the Korean education system from 1960 to the present in the context of the Fourth Industrial Revolution. A literature review and a descriptive approach were applied to analyze the sample, and the findings indicate that the education system of Korea may be classified into three stages from 1960 to the present. The first stage was nationalism, driven by the government, from 1960 to 1994; the second stage was liberalism, which emphasized autonomy, from 1995 to 2015; and the third stage was creativity for the era of the Fourth Industrial Revolution, from 2016 to the present. These results indicate that the education stages of nationalism and liberalism still exist in Korea and that past education methods, such as mass education, have not been replaced. The Fourth Industrial Revolution requires fusion and collaboration in the education sector, and a personalized learning system, which values individual talents, experiences and aptitudes, will expectedly be a crucial factor in determining the educational methods of Korea in the Fourth Industrial Revolution, as this research suggests.Key words: collaboration; creativity; fusion; mass education; personalized learning system. --- Obrazovne potrebe trebaju odražavati stvarnost društva, a obrazovne metode ići u korak s vremenom. Cilj je ovoga istraživanja ispitati obrazovne metode u vremenu četvrte industrijske revolucije u obrazovnom sustavu Koreje. Uzorkom istraživanja obuhvaćen je korejski obrazovni sustav od 1960. do danas, u kontekstu četvrte industrijske revolucije. Za analizu uzorka korišteni su pregled literature i deskriptivni pristup. Rezultati pokazuju da se u obrazovnom sustavu Koreje od 1960. do danas mogu razlikovati tri stadija: prvi je nacionalizam, potaknut od strane vlade, od 1960. do 1994. godine; drugi je liberalizam, koji je naglašavao autonomiju, od 1995. do 2015. i treći, kreativnost tijekom četvrte industrijske revolucije, od 2016. do danas. Rezultati ovoga istraživanja pokazuju da su obrazovni stadiji nacionalizma i liberalizma još uvijek prisutni u Koreji i da obrazovne metode prošlosti, poput masovnoga obrazovanja, nisu prevladane. Četvrta industrijska revolucija zahtijeva stapanje i suradnju unutar obrazovnoga sektora, a očekuje se da personalizirani sustav učenja, koji vrednuje pojedinačne talente, iskustva i sklonosti, bude obrazovna metoda budućnosti korejskoga obrazovanja. Stoga, ovo istraživanje pokazuje da će personalizirani sustav učenja biti odlučujući čimbenik u određivanju obrazovnih metoda Koreje u periodu četvrte industrijske revolucije. Ključne riječi: kreativnost; masovno obrazovanje; personalizirani sustav učenja; stapanje; suradnja.

Sign in / Sign up

Export Citation Format

Share Document