Evolution of the rural social security system in a large country over 35 years: institutional transformation and the Chinese experience

Purpose This paper aims to review the institutional evolution of China's rural social security system in the past 35 years, focusing on major policy transformations of the rural social security system in a large country, and extract the Chinese experience on developing rural social security.Design/methodology/approach This paper systematically reviews the evolution of rural social security system via organizing policy documents, key events and research literature on the construction of rural social security since the Reform and Opening-up.Findings First, institutional transformation is a profound change in China's rural social security system; second, policy transformation has taken place in the main areas of China's rural social security system, including rural endowment insurance, medical insurance and social assistance; third, the policy evolution of China's rural social security system has a unique experience in a large country.Originality/value China is the country with the largest rural population in the world. The process and experience of transforming the social security system in the vast rural areas of China have important value and reference significance for other developing countries.

Study on the Factors Influencing Total Health Cost Based on Multiple Regression Model

In recent years, China's social economy and income level of residents have increased rapidly, the total cost of health has increased rapidly, and the level of medical expenditure of residents has been increasing. This paper establishes a multivariate linear regression model using data from 1996 to 2020, and analyzes several important influencing factors that affect overall health expenditure. The aim is to formulate a health financing policy suitable for the coordinated development of China's social economy, and to provide a basis for adapting to the needs of economic development, structural adjustment and institutional transformation.

THE DYNAMIC TRANSFORMATION OF ISLAMIC EDUCATIONAL INSTITUTIONS IN GAYO FROM 1900 TO 1986

<p>The dynamic development of Islamic education in Gayo cannot be separated from the turbulent period of education in Indonesia in general. The emergence and development and collapse of non-formal educational institutions and the transformation of formal institutions were influenced either directly or indirectly by the renewal of the dynamics of Islamic educational institutions in Indonesia. It was clear that the development of institutional transformation in Gayo from 1900 to 1986 was started by <em>umah</em> education. Graduates of homeschooling education usually continue their education to <em>Mersah</em> (<em>musalla</em>) or joyah for women of Gayo. These educational institutions are known as non-formal education. The formal education from 1900 to 1986 was started by Tarbiyah Islamiyah and Sekolah Rendah Islam (from 1902 to 1940). Meanwhile, in 1970 Pendidikan Guru Agama Pertama was established. Then, in 1980, this institution changed into Madrasah Aliyah Negeri 2 in Takengon. After that, in 1968 IAIN Persiapan was established in Temetas Lemah Burbana as Islamic higher education. However, this institution was transformed into Madrasah Aliyah Negeri 1 in Takengon in 1978. The Higher Education Institution was established in 1986 as a result of the transformation of STIE, STIT, and STIP into Perguruan Tinggi Gajah Putih Takengon. STIT tranformed into STAI Gajah Putih Takengon, and then it transformed into STAIN Gajah Putih Takengon, and today it is known as IAIN Takengon. Meanwhile, the STIE and STP transformed into Universitas Gajah Putih Takengon.</p>

Political Reforms as Religious Revival: Conceptual Foundations of Tanzimat

Parallel to Arab Nahḍah, Ottoman modernization program is associated with the Tanzimat, a period of drastic social, political and institutional transformation. The word tanẓīmāt itself, however, merely means “regulations” or “reorganization” and very little has been done in investigating the conceptual or ideational foundations of Tanzimat reforms. The question at stake here is how these series of reforms were justified and legitimized within the Ottoman political culture. Accordingly, this paper focuses on reform debates among Ottoman bureaucrats and statesmen in the late eighteenth and early nineteenth centuries and proposes the concept and doctrine of taǧdīd (renewal) as a key to understanding Ottoman reform and religious transformation. Ottoman reformers at the turn of 19th century resorted to the doctrine of centennial renewal in order to both criticize the moral shortcomings of Ottoman political system and legitimize innovation. Within this logic, Ottoman reformist sultans and politicians have frequently been referred to as muǧaddids, that is restorers. This paper will present an account of the concept of taǧdīd based on Ottoman political and historical writing from the period. I argue that Ottoman reform was inseparable from the logic of religious revival and that Ottoman debates should be considered as part of and discussed in relation to the 18th-century Muslim revivalism which has attracted growing attention in the last decade.

Inequality of children’s opportunities in extracurricular education in post-Soviet countries

The article considers the problem of inequality of opportunities for children’s participation in extracurricular education in the countries of the former Soviet Union. The differences in the general coverage of extracurricular education and the peculiarities of participation due to the territory of children’s residence (urban and rural) are presented and analysed. There is also a discussion of the trends and causes of changes in extracurricular education’s availability in the post-Soviet period. The article analyses the legislative regulation of the issues of extracurricular education’s accessibility and the content of national policies to ensure the fair and inclusive nature of extracurricular education. An attempt is made to correlate the level of institutionalisation of national regulation of extracurricular education with the participation rate. The article is based on quantitative and qualitative data collected during a two-year study of the institutional transformation of the extracurricular education sector in the countries of the former Soviet Union.

Promoting Transformation of Undergraduate STEM Education

During a 2019 workshop, the American Association of Universities (AAU) convened experts involved in leading, researching, evaluating and funding efforts to transform undergraduate STEM teaching across all sectors of higher education. The goal was to synthesize essential issues and challenges in designing, leading, and researching institutional and multi-institutional transformation projects to improve undergraduate STEM education.

Trends in the Institutional Transformation of the Russian Economy and Their Impact on the Quality of the Labor Force from the Perspective of Workforce Productivity

The research featured the transformations of formal and informal institutions and their effect on the quality of labor force and workforce productivity. Such trends in institutional transformation as digitalization, government regulation, and environmentalization are known to affect labor market, labor legislation, education, and public administration. The research objective was to identify the main trends in institutional transformation and assess their impact on the quality of the labor force. The methods included a content analysis of documents, an analysis of statistical data, and a regression analysis. The article introduces an extended review of scientific publications, a description of trends in institutional transformation from the standpoint of labor productivity, and a forecast of workforce productivity as affected by the abovementioned institutional changes. The research results can help to plan strategies for personnel development on the business, industrial, regional, and state scale. If strategizing of labor resources is based on relevant global and national trends, it can increase company’s performance, ensure economic growth in the region, and improve the living standards of local population.

Leadership and Organizational Structure

Achieving diversity, equity, and inclusion (DEI) in an institution requires a strong and lasting commitment from organizational leaders. Given the magnitude of the challenges, that commitment must be organizationally embedded such that changes in leadership do not lead to changes in commitment or to backsliding as new initiatives emerge and potentially gain favor. Leadership is essential to establishing the overall vision of a new institutional culture as well as accurate and responsive communication of that vision. It is also necessary to build committed teams with relevant expertise. The organizational structure must reflect the involvement of experts but also be broadly inclusive of the community in question and establish mechanisms for learning, communication, and open discussion. This chapter describes the role of leadership in institutional transformation as well as elements of team assembly and design, along with the critical role of communication.

From Affirmative Action to Inclusion

Achieving a diverse and inclusive community requires establishing a culture of genuine equality for all members. Our purpose in writing this book is to share our collective knowledge about how to challenge the forces that enable and sustain discrimination in the workplace as informed by our experience developing and implementing the UC Davis ADVANCE program. The program’s goal is to create an inclusive academic community that reflects and serves the diverse population of California. In this introductory chapter, we emphasize the need to move from affirmative action programs, which have played an important role in fostering diversity, to a focus on institutional transformation, which requires not only changes in policy but also shifts in academic culture. Much of what we cover in this book is broadly applicable beyond academia and will interest those wanting to understand and address challenges to diversity, equity, and inclusion in their own organizations. Since workplaces differ in their goals, priorities, and culture, the book is not a “how to” manual but rather a collective effort to share with readers the approaches we took, the information we gathered, what we observed and experienced, and the lessons we learned along the way.

Seeing Self: The CAMPOS Model

Building an inclusive community that diversifies the fields of science, technology, engineering, and mathematics (STEM) is a daunting task, all the more so given the low numbers of Latinas and other underrepresented minority groups (URM) who enter academic STEM disciplines. This chapter takes an in-depth look at one of the novel ADVANCE initiatives—the Center for the Advancement of Multicultural Perspectives on Science (CAMPOS). The center fosters sustainable institutional transformation by collaborating with traditional campus committees to recruit, retain, and promote excellent faculty committed to inclusion while also engaging the broader UC Davis STEM community. Its core mission is to support the discovery of knowledge though multicultural perspectives. CAMPOS creates an environment that is diversity-driven, mentorship-grounded, and career-success-focused. It recognizes the barriers that URM STEM scientists endure within academia and seeks to mitigate those barriers, highlighting the accomplishments of CAMPOS faculty scholars and making URM STEM scientists visible role models. The center is committed to transforming STEM by developing the leadership skills needed to sustain institutional transformation in laboratories, departments, and universities locally, nationally, and globally. The CAMPOS model can be replicated at other universities seeking to change the face of STEM.