Protestant Missionary Education and the Diffusion of Women’s Education in Ottoman Turkey: A Historical GIS Analysis

A significant literature demonstrates that the presence of historic missionary societies—especially Protestant societies—during the colonial period is significantly and positively associated with increased educational attainment and economic outcomes. However, we know less about the mechanisms underlying the long-run consequences of institutions, as it is commonly very hard to disentangle direct effects from indirect effects. One clear way to do so, however, is to explore the long-term impact of missionary influence in places in which the direct beneficiaries of missionary education are no longer present. The present article considers one such region, the Anatolian region of the Ottoman Empire. Due to the ethnic violence and population movements at the start of the twentieth century, the newfound Turkish nation-state was largely religiously homogenous. This provides us with a unique situation to empirically assess the long-run indirect effects of Christian missionary societies on local human capital. For this purpose, I present an original dataset that provides the locations of Protestant mission stations and schools, Ottoman state-run schools, and Armenian community schools contained within Ottoman Anatolia between 1820 and 1914. Contrary to the common association found in the literature, this study does not find missionary presence to be correlated with modern-day schooling. Rather, I find that regions with a heightened missionary presence and an active Christian educational market perform better on the gender parity index for pretertiary schooling during both the Ottoman and Turkish periods.

Learning Morality, Inequalities, and Faith

Christian and Muslim schools have become important target points in families and pupils' quests for new study opportunities and securing a 'good life' in Tanzania. These schools combine secular education with the moral (self-)formation of young people, triggering new realignments of the fields of education with interreligious co-existence and class formation in the country's urban centres. Hansjörg Dilger explores the emerging entanglements of faith, morality, and the educational market in Dar es Salaam, thereby shedding light on processes of religious institutionalisation and their individual and collective embodiment. By contextualising these dynamics through analysis of the politics of Christian-Muslim relations in postcolonial Tanzania, this book shows how the field of education has shaped the positions of these highly diverse religious communities in diverging ways. In doing so, Dilger suggests that students and teachers' religious experience and practice in faith-oriented schools are shaped by the search for socio-moral belonging as well as by the power relations and inequalities of an interconnected world.

From the corporate culture of national university to the global university: the case of the RUDN University

The relevance of the research is associated with the increasing competition in the global educational market, where Russian universities enter and pretend to the status of a global university due to the Project 5-100. Today an academic institution needs to form a brand in the actual international infosphere. This process based on many factors, one of which is the corporate culture (CC) of the university, and the study is concerned with the exploration of its features. The main characteristics of the concept of global university and the description of the features of the CC of the university are given. The results of the study of CC of the RUDN University, that were received in 2019 through a survey of teachers, staff and students of the university, are presented. In conclusion, the recommendations on how to transform the CC of a university so that it allows to form its brand in the global educational space are formulated. These recommendations will be useful to any university that works in Russia or enters the global education market.

Factors Affecting the Competitiveness of an Educational Organization

The presented material discusses the issues of competitiveness in education, the competitiveness of an educational organization, its components. Currently, one of the topical issues is the question of the competitiveness of modern Russian education. Also, the topic of the development of competition in Russian education is constantly discussed by the world community. In discourses about the competitiveness of an educational organization in the modern educational market, such a problem as identifying/determining the factors of its increase is brought to the fore. According to various studies, the competitiveness of an educational organization is influenced by a variety of external and internal factors. In this regard, the main attention is paid to the identification of factors that ensure the competitiveness of Russian educational organizations in the educational services market. Now there is an increase in the competitiveness of Russian higher education in the international market, and therefore the competitiveness of education is considered on a global scale as the ability of the national education system to compete in the global scientific and educational market. It is worth noting that competitiveness is rightfully recognized as a complex concept, the meanings of which are considered in the broad and narrow senses of the word. When studying various aspects of the competitiveness of an educational organization, it is proposed to focus on the general definition of the concept of “competitiveness”, set out in the article. The competitiveness of an educational organization (like any other organization) is determined by the competitiveness of its personnel, and the competitiveness of personnel largely depends on the motivation of personnel to work, therefore, the article focuses on the factors that affect the competitiveness of an educational organization as a whole and in particular on the motivation of one of the categories of the main personnel of an educational organization (teaching staff) as a factor of increasing the competitiveness of an educational organization. The results of the research described in the article allow us to conclude that the constant study/monitoring of factors affecting the competitiveness of an educational organization is an important component of improving its competitiveness, which determines the need for further research and development in this area.

Poly-Multiculturality in Higher Education: Methodological Level of the Research Concept

The article looks into the contemporary challenges for higher education in the era of unexpected global turbulences following the processes of globalisation not only in the social, political, economic and financial contexts but also in the educational domain. Multidimensional reality has brought its changes to communication and risen the standards of effective communication much higher than forecast in the previous years. The global developments drive for efficiency in intercultural dialogue, which causes reconsideration of the lingual status of education in multinational classrooms. The burning issues arise more sharply for cross border communication for business and diplomacy purposes. It means that a high demand in the educational market for LSP instructors (LSP – languages for specific purposes) at philology departments in Ukraine and abroad has started moving higher education to become more business oriented and stakeholder and university partnered. That said, it is necessary to analyse the existing foundations for poly- / multiculturality in higher education as supported by governments and the government of Ukraine, in particular, as well as go deeper into the levels of the research concept, the methodological level, to be more precise. As part of the research, the paper describes the key methodological approaches to foster and cultivate poly- / multiculturality in multi-dimensional classrooms – polylingual and multicultural. Such approaches are viewed fundamental to educate high-class LSP instructors in the field of foreign language instruction and acquisition in higher education. Among them are the systemic approach including the structural one, the synergic approach to cultivate poly- / multiculturality with future LSP educators in foreign language classrooms, cross-cultural approach, axiological and communicative approaches, environmental and reflexive approaches, etc.

PEDAGOGICAL MANAGEMENT IN THE PRACTICE OF MANAGING THE EDUCATIONAL PROCESS IN PRIMARY SCHOOL

The article deals with the concept of pedagogical management, the content of which is aimed at developing the culture of management activities of primary school teachers. From the point of view of management of educational systems and processes, pedagogical management is a branch of pedagogy, the subject of which is the organization of management in the field of education and in educational institutions. Modern primary schools need not only teachers who are able to explain new material and organize their work, but also those who are able to competently manage the educational and cognitive activities of students. Modern pedagogical science and practice strive to understand the whole pedagogical process from the standpoint of management science, to give it a strict scientifically justified character. In terms of restructuring management structures in Kazakhstan special attention is paid to pedagogical management, managerial expertise, learning management models, since the features of management due to a combination of factors, among which the major role is played by forms of government, types of education management, the degree of development of the educational market.

El “momento transicional” de la educación chilena: La Comisión Nacional para la Modernización de la Educación (1994-1995)

This text studies the most important institutional process for the generation of educational policies in the transition to democracy in Chile at the end of the 20th century: the Comisión Nacional para la Modernización de la Educación. The objective of this government initiative was to generate a political and ideological platform shared by the “national community” that would pave the way for educational reform. The Commission was hegemonized by the government and the right-wing opposition, in a context in which they had high control over a weakened civil society, and there were thin boundaries between the political and expert fields. Ideologically, the ideas of human capital and Catholic conservatism predominated. The recommended policies were aimed at strengthening the educational market, with a promoting and evaluating State. The text conceives education as a field of political and ideological dispute. The modes of political and ideological articulation are analyzed from the extensive review of written primary sources, especially the press, the reports of the instance and government decrees.

Satisfaction and value-in-use perceived by university students from the influence of the built environment, price fairness and teaching care

PurposeThis research goal was to analyze factors that may influence value-in-use and satisfaction perceived by university students, from the built environment, price fairness and teaching care.Design/methodology/approachFor this purpose, a survey was conducted with 900 students from a university in southern Brazil.FindingsThe main results proved that the antecedents considered in the study have a significant and positive influence on the value-in-use and satisfaction of university students. Furthermore, the built environment, price fairness, teaching care and satisfaction explained 87.8% of the value-in-use of students, while the built environment, price fairness and teaching care explained 74.9% of student satisfaction.Originality/valueThe study proved that after receiving the educational service, if the student can apply his or her acquired knowledge and skills, he or she will find a fair price, will be satisfied and will obtain value in the service purchased. Thus, even if the educational market is changing in recent years, the importance of the teacher and the built environment are factors that influence price fairness and increase the satisfaction and value-in-use perceived by the student.

USING THE AIDA-S MODEL IN PLANNING AND CONDUCTING LECTURES AT UNIVERSITIES FOR GENERATION Z STUDENTS

The current generation of students has grown and matured in the age of digital devices and total digitalization. By attending classes at the university, they seek to gain useful and practical knowledge that will be applied and will form the necessary skills and abilities. However, at the stage of acquaintance with the teacher and the subject, there is often a loss of interest, apathy and reluctance to attend lectures. Therefore, it is necessary to review the methods and ways of presenting information, look for ways to gain the attention and interest of students, and so on. Today's challenges stimulate participants in the educational process to seek innovative methods for teaching and communicating with students. To do this, we turn to different areas of science and business, looking for ideas that work in marketing, personnel management, psychology, sports, etc. and adapting them to the needs of the educational market. The article proposes to adapt one of such methods, namely the marketing model of AIDA-S to the educational process of students, in particular, its use in lectures. The author focuses on the five stages of this model, including the formation of attention, interest, desire, motivation and satisfaction. The article focuses on interaction with students of Generation Z in the context of all stages of preparation and conduct of lectures, analyzes ways to form the attention of such students, increase their motivation to learn, encourage self-development and additional research, emphasize the practical component of knowledge. For each stage of the model, the author proposes some additional tools, such as micro-learning, the basics of public speaking, setting goals for SMARTER, visualization of materials, gamification and more. An important point is the use of various theories of personal motivation, in particular the theory of self-determination, which is based on three basic human needs - the need to feel a source of self-activity, the need for competence and relationships. The article emphasizes the importance of the practical component as the main requirement of modern students and the relationship between motivating students to further action (more careful study of the material, participation in joint projects, research, etc.) and the applied part of the subject. Finally, to make the student feels comfortable and satisfied, to have a positive climate in the group during classes and more, the study emphasizes the importance of the teacher's emotional intelligence and mastering the methods of effective feedback. In conclusion, the author argues that the model studied in the article AIDA-S can be an effective tool for logical, consistent and relevant planning of lectures.