scholarly journals Development and tendencies of education of nurses-technicians in the process of reforming the educational system of the Republic of Serbia // Razvoj i tendencije obrazovanja medicinskih sestara-tehničara u procesu reformi obrazovnog sistema Republike Srbije

2018 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Marijana Dabić ◽  
Jovan Vukoje
Keyword(s):  
Nursing Education ◽  
Secondary Education ◽  
Educational System ◽  
Education System ◽  
Developed Countries ◽  
Teaching Staff ◽  
The European Union ◽  
Study Programs ◽  
Professional Titles ◽  
The Republic

Education of nurses in Serbia as in developed countries must follow the development and needs of the health system. This is still very difficult to implement because of the multi-week ‘hyperproduction’ of healthcare staff, and insufficiently basic systematization of jobs, mismatch of professional titles, as well as the ever more intensive departure of our healthcare workers abroad, primarily in the countries of the European Union. Also, the development of society, the political and economic situation, significantly disturb the development of sisterly practice as well as education that plays a key role.The issue of education and harmonization with European standards also entails the question of the competencies and competencies of teaching staff dealing with the education of future nurses, which still, at least in terms of secondary education, shows quite a strong resistance to change.The results of this research indicate that reforming the educational system in Serbia is present in higher education of nurses while in secondary education continues to stagnate. There is no complete harmonization of the education system with respect to the lesson of hours, the structure of study programs, or the unique nomenclature of vocational titles.The level of the pre-term for enrollment in the secondary medical school as well as the continuation of education is incompatible with European frameworks and makes it difficult to integrate into the European system of secondary education.Teaching and study programs are not fully comparable to the European ones, except for ESPB credits and study levels.There is a tendency for the development of nursing education in Serbia, but there is only partial preparation of nursing teachers in terms of upgrading professional titles and competences for the new education system.

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

scholarly journals Measuring Entrepreneurial Orientation of University Employees in Developing Countries Using the ENTRE-U Scale

2020 ◽  
Vol 12 (21) ◽  
pp. 8911 ◽  
Author(s):  
Jovana Tatarski ◽  
Sandra Brkanlić ◽  
Javier Sanchez Garcia ◽  
Edgar Breso Esteve ◽  
Ivana Brkić ◽  
...  
Keyword(s):  
European Union ◽  
Developing Countries ◽  
Entrepreneurial Orientation ◽  
Developed Countries ◽  
The European Union ◽  
University Employees ◽  
Eu Countries ◽  
Eu Member States ◽  
The Difference ◽  
The Republic

This research examines the difference in the level of entrepreneurial orientation among university employees within the European Union compared to university employees in non-EU countries. The EU Member States included in the research are the Republic of Slovenia and the Republic of Croatia, and the non-EU countries include the Republic of Serbia, the Republic of Montenegro, the Republic of Bosnia and Herzegovina, and the Republic of Northern Macedonia. In the sample of 1474 respondents, the ENTRE-U scale was used to measure the entrepreneurial orientation of universities, and multivariate analysis of MANOVA variance was used for data processing. The ENTRE-U scale has proven applicable not only to developed countries but also developing countries. Moreover, it proved that being a member of the European Union in this part of Eastern Europe does not significantly affect the entrepreneurial orientation of universities.

scholarly journals Benefits and challenges of applying e-learning in the Georgian higher education system

2021 ◽  
Vol 16 (02) ◽  
pp. 12-32
Author(s):  
Giorgi Abashishvili Giorgi Abashishvili
Keyword(s):  
Higher Education ◽  
Education System ◽  
Tertiary Education ◽  
Developed Countries ◽  
Learning System ◽  
Teaching Staff ◽  
Deep Roots ◽  
Learning Platform ◽  
Percentage Points ◽  
E Learning

E-learning has an increasingly important role within the ever-growing tertiary education system in many developed countries. While the research on e-learning is still relatively a novel discipline, with even a universally accepted definition being absent, there are numerous indications pointing to its increasing importance. For example, in the US alone, some 35% of university students take at least one online degree, while the ratio has been steadily increasing in the recent years. There are numerous underlying factors which support the intensification of e-learning. Most countries cannot keep up with the increasing demand for tertiary education by merely expanding their traditional universities – be it because of high needed fixed investments, or because or elevated costs of engaging the relatively scarce teaching staff. In the same time, the ICT revolution – as well as the ongoing COVID outbreak – both facilitate and require shifts to a delocalized contact between students and the teaching staff. In sum, this provides many developing countries with a mechanism of provision of tertiary education to large masses of prospective students without having to invest in physical infrastructure. However, this is not a process without challenges. Regulation in many countries is only yet to cope with these technology and demography-induced shifts in education. Some academic fields are not yet appropriate for distance learning. Cheating and plagiarism could be widespread if not tackled with appropriate strategies and technological solutions. This document examines these elements by providing an overview of the experiences in some of the countries where the e-learning system already took deep roots. Georgia has much to gain if it includes e-learning in its tertiary education system. Georgia at this moment is, seemingly, one of the few relatively developed countries which still do not have a fully-fledged and accredited e-learning platform within its tertiary education system. However, as World Bank data show, some 64% of Georgia’s high school graduates successfully enroll to a university, which is approx. 10 percentage points lower than OECD average, or as much as 25-30 percentage points lower than some of the world’s top education performers, such as Finland, the Netherlands or South Korea. While this gap needs to be bridged if Georgia is to tap the potential of the ongoing technological revolution, introduction of e-learning to its system may be of significant help, while it would not incur large additional costs. Indeed, numerous international examples show that in many countries, the number of students enrolled to universities soared following the introduction of e-learning, while the quality of education has not declined. In terms of increasing the base of potential enrollments, in Georgia’s case it is important to underline that e-learning may also be a mean of reaching out and connecting with members of the numerous Georgian diaspora. Also, setting up an e-learning platform also helps the universities to engage top lecturers in many educational domains at relatively low cost, meaning that more students may be given a higher quality education. COVID-19 outbreak is a case in point. The ongoing pandemics outbreak has shown, among other, that true business continuity for many education institutions, at all education levels, could have only been reached by employing adequate e-learning procedures. This means that those who have already instituted some forms of e-learning had fewer difficulties in overcoming the operative issues, while continuing to deliver education. Keywords: Higher education, E-lerning.

scholarly journals MONITORING AWARENESS ABOUT CRITICAL THINKING OF COLLEGES STUDENTS IN ALMATY

2021 ◽  
pp. 20-30
Author(s):  
M. O. Kabysheva ◽  
A. A. Shaymardanova ◽  
M. E. Semenov
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Secondary Education ◽  
Educational System ◽  
Education Program ◽  
Self Regulation ◽  
Adoption And Implementation ◽  
Significant Difference ◽  
Monitoring Study ◽  
The Republic

The need to understand the concept of critical thinking grows out of the requirements for a modern person, in addition, critical thinking is an important component of the state strategy for the development of education and science of the Republic of Kazakhstan. We are convinced that this topic will develop together with the educational system of our country. The monitoring study presented in the article is the first in Kazakhstan, its purpose is to find out how successfully the concept of critical thinking as a way of thinking has been conveyed to students over the years since the adoption and implementation of the updated content of secondary education program. The study compared two groups of students: those who studied and those who did not study according to the updated content of secondary education, in order to find out how effectively the concept of critical thinking was learned by students. According to the monitoring results, there was no significant difference between the two groups of students, but the respondents' answers showed that there is a persistent non-distinction between such concepts as decision-making in emergency and critical situations, analysis, conclusions, self-regulation, speed of decision-making and success in the exact sciences in the perception of the concept of "critical thinking". At the end of the article, recommendations are given for further use of the obtained data for other studies.

scholarly journals Strategija razvoja - suvremeno promišljanje učeničkih domova

2018 ◽  
Vol 33 (10) ◽  
Author(s):  
Anđelko Mrkonjić
Keyword(s):  
Secondary Education ◽  
Educational System ◽  
Social Function ◽  
Social Needs ◽  
Educational Role ◽  
Basic Purpose ◽  
The Republic ◽  
The Individual ◽  
Near Future

Residential halls came into existence and developed complementarily with schools as institutions of education. Throughout history, alongside their educational role they also had a social function. Their basic purpose was to participate in the upbringing of both the individual and his society. This testifies that they came into existence as a response to both individual and social needs. The author taxonomically explicates this basic purpose by tackling the following issues: residential halls as functioning within the democratization of the pedagogical-educational system; the role of residential halls in realizing the aims of secondary education and making its organization more efficient; the place of residential halls in the development of youth tourism.There is a special needs for residential halls during and after times of revolutionary changes and war. This has been the case in the Republic of Croatia during the present war and is to be expected in the near future. Certain undertakings by society at large ought to be aimed in the direction, of constructing a network of residential halls and giving them a proper educational function.

scholarly journals Medicines policy and drug company investments: the Irish experience

2009 ◽  
Vol 33 (2) ◽  
pp. 295
Author(s):  
Hans Lofgren
Keyword(s):  
National Policy ◽  
Developed Countries ◽  
Regulatory Agencies ◽  
The European Union ◽  
Drug Companies ◽  
Major Cluster ◽  
The Usa ◽  
The Republic ◽  
Industry Policy ◽  
The Developed Countries

THIS BOOK IS ABOUT MANIFESTATIONS of power in medicines and pharmaceutical industry policy. The main focus is on the Republic of Ireland but there are chapters also on drug regulation in Canada, Britain and Australia. The multinational pharma companies loom larger in Ireland than in most other countries; several chapters detail the implications for this small country of the presence of a major cluster of global drug companies. Globalisation is the hallmark of the drug sector; innovation and production occur within international networks which are mirrored by interaction between regulatory agencies which operate similar systems of control and monitoring. Since the 1990s, many aspects of product safety regulation have been standardised across the developed countries through the International Conference on Harmonization (ICH) process, sponsored by the regulatory agencies and industry associations of the USA, the European Union and Japan. While orchestrating vast scientific, economic and technological resources, the big pharma companies participate as insiders in national policy processes, such as those described in this book. Firms typically affirm a commitment to the health and economic concerns of the local jurisdiction ? however governments cannot help but be sensitive to their global reach and power to choose where to invest.

scholarly journals DEVELOPMENT OF BANK ASSURANCE IN THE REPUBLIC OF MACEDONIA

2019 ◽  
Vol 30 (1) ◽  
pp. 93-98
Author(s):  
Nikola Dacev
Keyword(s):  
European Union ◽  
New Technologies ◽  
Distribution Channel ◽  
Developed Countries ◽  
The European Union ◽  
Member States ◽  
Insurance Supervision ◽  
Republic Of Macedonia ◽  
The Law ◽  
The Republic

Banking has gained a new dimension throughout the world in the last few decades due to the integration of global financial markets, the development of new technologies, the universalization of banking operations and diversification into non-banking activities. The merging of various financial services has provided synergies in the banks' operations and development of new concepts. One of these concepts is bank insurance (or banc assurance). Banc assurance, as an emerging distribution channel of insurance, essentially is defined as mediation of banks in the sale of insurance policies issued by insurance companies that are most often used as additional collateral for banks when giving loans to their clients, while the clients with the purchase of credit insurance through banks are secure in case of inability to pay off the loan due to occurrence of the insured risk, whereby the insurer covers the remaining debt of the client towards the bank. Banc assurance is much more developed in Western European countries, but in recent years this type of insurance has noted a trend of growth in the less developed countries also. Banks in the Republic of Macedonia, as well as banks in other countries in the region, try to encourage the development of banc assurance, but it still has a low level of growth in comparison with the European Union member states. This paper presents the level of development of banc assurance as well as its share in the insurance market in the Republic of Macedonia by analyzing the annual reports of the Insurance Supervision Agency of the Republic of Macedonia for the past few years. Consequently, an appropriate comparison was made between the realized values of the gross written premium of the banks as intermediaries in insurance with the realized values of the gross written premium of the other insurance intermediaries (insurance brokerage companies and insurance agencies); and a brief comparison was made with the share of banc assurance in the insurance markets in several countries in the region. The purpose of the paper is to determine the reasons for the situation in which the banc assurance in the Republic of Macedonia is, to analyze the need and the possibility for its development, as well as to determine the manners for banc assurance to reach the level of development in the member states of the European Union as soon as possible. For this purpose, an adequate analysis of the level of implementation of the European Directives for banc assurance (such as the Directive on Insurance Mediation and the Directive on Insurance Distribution) in the legal framework of the Republic of Macedonia has been carried out, as well as analysis of the national legislation regulating banc assurance in the Republic of Macedonia, covered in couple of provisions in the Law on Banks and the Law on Insurance Supervision.

scholarly journals Educación y Espacio Público en la experiencia histórica reciente de Chile: El caso de la transformación neoliberal y autoritaria del sistema educacional durante la Dictadura Militar (1973-1990).

2018 ◽  
Vol 17 (3) ◽  
pp. 691
Author(s):  
Felipe Andres Zurita Garrido
Keyword(s):  
Educational System ◽  
Education System ◽  
Public Policies ◽  
The State ◽  
Educational Policies ◽  
Teaching Staff ◽  
Military Dictatorship ◽  
El Sistema ◽  
The Military ◽  
Educational Field

Este artículo tiene como objetivo analizar algunas transformaciones sufridas por el sistema educacional chileno durante la Dictadura Militar (1973-1990), desde la perspectiva de la mutación del papel desempeñado por el Estado en el campo educacional. Para lograr dicho objetivo se siguen los siguientes pasos: en un primer momento, se caracteriza el sistema educacional chileno vigente hasta 1973. En un segundo momento, se analizan algunas Políticas Públicas Educacionales de orientación neoliberal diseñadas e implementadas por el equipo económico de la Dictadura Militar. Finalmente, se proponen conclusiones con respecto a los impactos de las acciones desarrolladas por la Dictadura Militar sobre el sistema educacional y el profesorado, resaltando un cuestionamiento en torno a la modificación de la comprensión oficial de lo educativo en el espacio público.Palabras clave: Políticas Públicas Educacionales; Dictadura Militar; Chile. ResumoEste artigo tem como objetivo analisar algumas transformações sofridas pelo sistema educacional chileno durante a Ditadura Militar (1973-1990), na perspectiva da mutação do papel desempenhado pelo Estado no campo educacional. Para atingir este objetivo, seguem-se os seguintes passos: num primeiro momento, é caracterizado o sistema educacional chileno em vigor até 1973. Em um segundo momento, são analisadas algumas Políticas Públicas Educacionais de orientação neoliberal desenhadas e implementadas pela equipe econômica da Ditadura Militar. Finalmente, são propostas conclusões sobre os impactos das ações desenvolvidas pela Ditadura Militar sobre o sistema educacional e o corpo docente, destacando um questionamento sobre a modificação do entendimento oficial da educação no espaço público.Palavras-chave: Políticas Públicas Educacionais; Ditadura Militar; Chile. AbstractThis article aims to analyze some transformations suffered by the chilean educational system during the Military Dictatorship (1973-1990), from the perspective of the mutation of the role played by the State in the educational field. To achieve this goal, the following steps are followed: Initially, the chilean education system in force until 1973 is characterized. In a second moment, some neoliberal-oriented Educational Public Policies designed and implemented by the economic team of the Military Dictatorship are analyzed. Finally, conclusions are proposed regarding the impacts of the actions developed by the Military Dictatorship on the educational system and the teaching staff, highlighting a questioning about the modification of the official understanding of education in public space.Keywords: Public Educational Policies; Military Dictatorship; Chile.

The Philosophies and Development of a Free Education

2020 ◽  
pp. 93-104
Author(s):  
Nguyễn Hữu Phước
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Educational System ◽  
Education System ◽  
Early Years ◽  
College Preparatory ◽  
Ministry Of Education ◽  
Guiding Principle ◽  
The Republic ◽  
Agricultural Schools

This chapter traces the development of Vietnam's education system when the Republic of Vietnam (RVN) took over. At the time, the Ministry of Education (MOE) continued the French-style centralized educational system. Other developments included an overwhelming preponderance of college-preparatory high schools and a dichotomy of one system for technical agricultural schools and another for university in higher education. The chapter shows that it was during the early years of the RVN that the RVN's first educational guiding principle emerged, which was nationalism. However, education in general did not undergo significant changes for the newly formed republic, which faced multiple reorganizations and political realignments. The education system continued to be viewed as a legacy rather than a Vietnamese system that would serve the needs of Vietnamese society. This began to change in the 1950s, when it was established that Vietnamese education should be “nationalistic,” “humanistic,” and of “open mind for changes.”

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