Exploring the Awareness and Perception on Public Relations Practice in Vietnamese Small and Medium-Sized Enterprises by Triangluated Analysis

As one of the emerging economies, Vietnam rapidly adapts to the digital transformation trend in the era of 4.0 Industrial Evolution and Public Relations (abbreviated as PR) practice is acknowledged to contribute greatly to the businesses’ performance and development. This study is to explore the awareness and perception of PR and its practice in Vietnamese Small and Medium-Sized Enterprises (abbreviated as SMEs) in Ho Chi Minh City, Vietnam. Authors employ both quantitative and qualitative approaches with secondary and primary data to explore subjects and gain insightful information. The secondary data is collected from various sources of references relating to PR theory, PR practices, governmental reports, etc. via tools of document reviews and analysis, interviews, expert consultations, direct observation, and the primary data is from the survey with business owners, managers, and officers in 385 SMEs. The results indicate the PR outlook in the Ho Chi Minh city context and contribute to the existing literature to both theoretical and managerial approaches for better awareness of PR practice in the research industry setting. More that, the study is used as an example of a pedagogical issue.

Postmodernism and Post Structuralism: A Literary Dichotomy

This article entitled 'Postmodern and Post Structuralism: A Literary Dichotomy' has fairly attempted to compare and contrast between the most discussed and comprehensive notions of postmodernism and post structuralism in a possible precise form. In addition, the study focuses on dichotomies of these trends against their respective pre-forms, 'modernism' and 'structuralism' as well. Their tendencies in literary creation and theory have been briefly discussed. The study method it has availed is essentially the qualitative research design which is concerned with establishing answers to 'why' and 'how' of the study in question. The writing is based on the views on the foreign writers, scholars and critics in different published materials or the online resources. The views forwarded by the aforementioned personalities have been duly considered and cited in both types of citations-direct as well as paraphrased versions. This study has followed the comparison and contrast as its theory. After the discussion or analysis, the findings have been deducted that these two terms are confusing especially for the beginners because there are certain similarities as well as dissimilarities between them in specific cases. The study is expected to be helpful for both the teacher and students of literature especially in the field pedagogy or the individuals who are not directly related to pedagogical issue.

Theoretical and Methodological Foundations of Individual Educational Route Planning as a Pedagogical Issue

Проблема проектирования индивидуальных образовательных маршрутов учащихся в настоящее время активно обсуждается в связи с выявлением и учетом новых факторов и возможностей, влияющих на результативность и экономичность образования. Наибольшее количество таких исследований до настоящего времени посвящено разработке индивидуальных образовательных маршрутов учащихся с ограниченными возможностями здоровья. Вместе с тем индивидуализация образования не сводится к построению образовательных маршрутов лишь данной категории учащихся, а выступает универсальным принципом организации любого эффективного образования. Возникающее противоречие между необходимостью разработки индивидуальных образовательных маршрутов обучающихся и недостатком современных теоретико-методологических оснований их проектирования еще более обостряется в условиях дистанционного обучения. Соединение идей индивидуализации с цифровизацией и информационными технологиями в контексте решения педагогических задач выступает новым направлением развития теории и практики образования, отдельные стороны которого ранее изучались преимущественно изолированно друг от друга. В процессе содержательного и историко-педагогического анализа и обобщения педагогической литературы авторами дано уточнение понятия «индивидуальный образовательный маршрут». Его можно определить как целенаправленно проектируемую образовательную программу, которая построена на основе когнитивного и деятельностного подходов и обеспечивает обучающемуся возможность самоопределения и самореализации в процессе образования. Обоснован когнитивный подход к индивидуализации образования как соответствующий актуальным взглядам на познавательные процессы. Показано, что сущность понятия «индивидуализация обучения» развивается и содержательно наполняется в зависимости от доминирующих на определенном историческом этапе психолого-педагогических взглядов на процессы усвоения и переработки информации, а понятие «индивидуальный образовательный маршрут» выступает современным способом индивидуализации в условиях информационного общества, расширяющего доступность и возможности получения образования. Представления о факторах, положенных в основу индивидуализации обучения, развиваются от общих и внешних (возраст обучаемых, социальная принадлежность, особенности изучаемого материала) к внутренним когнитивным особенностям и активности каждого обучающегося (зона ближайшего развития, интересы, задатки, склонности, способы восприятия и т. д.). Теоретическое обоснование и концептуальное описание трансформации понятия «индивидуальный образовательный маршрут» составляют научную новизну, а обогащение представлений об индивидуализации и индивидуальном образовательном маршруте на основе когнитивного подхода — теоретическую значимость представленного исследования, результаты которого могут быть использованы при проектировании индивидуальных образовательных маршрутов обучающихся, в том числе в условиях дистанционного образования. The issue of planning learners’ individual educational routes is widely discussed in modern research which takes into account new factors, possibilities and other aspects that influence the effectiveness and the economical character of education. The majority of modern authors have focused on the issue of individual educational route planning for learners with health impairments. However, the issue of individual educational route planning should not be thus limited. It is essential that researchers should develop effective educational routes for all learners. The contradiction between the necessity to develop individual educational routes for learners and the lack of modern theoretical and methodological foundations to substantiate it has become highly relevant in the conditions of distance learning. The integration of individualization, digitalization and informatization (which have previously been investigated separately) for the solution of pedagogical tasks is a novel trend in the development of theory and practice of education. The content, historical-pedagogical analysis and the analysis of pedagogical literature enable the authors to define the concept of individual educational route. It can be defined as an educational program developed on the basis of cognitive approach and activity approach and enables learners to individually and independently identify and fulfill their educational goals. The article maintains that the cognitive approach felly meets the requirement of education individualization. The article shows that the development of the notion of individualization of education is related to psychological and pedagogical views on the processes of information assimilation and processing. It maintains that the notion of individual educational route is a contemporary means of individualization in the context of modern information society which is characterized by better availability of education. The article takes into consideration both external factors of individualized learning (such as learners’ age, their social identity, information they learn) and internal factors of individualized learning (immediate development, interests, abilities, ways of perception, etc.). The theoretical foundation and the conceptual description of the transformation undergone by the notion of individual educational route constitutes the novelty of the research. The investigation of the notions of individualization and individual educational route through the prism of the cognitive approach accounts for the theoretical significance of the research whose results can be used to plan learners’ individual educational routes in the conditions of online and offline education.

Os percursos escolares das crianças e jovens em acolhimento residencial na escola pública portuguesa

By principles established in LBSE, the Portuguese public school commits itself to ensure the inclusion of all children and youth; however, when we look at the pathways of those in residential care, under measures of promotion and protection, we realize that this is one of the most vulnerable populations in education. The data analysis of their school pathways presents conceptual problems arising from the organization of age groups. Through the collection of data about the school pathways of children and youth in residential care who receive basic education from three groups of schools in Portugal, we seek to understand information about school success and failure. Based on an interpretative phenomenological paradigm, this study portrays one of the most problematic situations of the Portuguese educational system. When comparing school failure rates of these children and youth with Portuguese national rates, we realize that the failure rate in the first cycle is 13 times higher, the second cycle is 11 times higher, and the third cycle is six times higher than the national average. We conclude that it is urgent to think about education policies in which inclusion, in addition to being a technical-pedagogical issue, is assumed as an ethical imperative.

Objects that matter

It has been two decades since the social-material turn in social interaction studies proved the heuristic limits of a logocentric analytical geography. In this paper, we focus on the performative function of objects in an underexplored learning activity: parent-assisted homework. Adopting a Conversation Analysis informed approach complemented by the ventriloquial perspective on communication, we illustrate how parent-assisted homework is accomplished through the multiple resources in the semiotic field. Particularly, we show how participants orient to and exploit the agency of materiality in interaction. In the conclusion we raise a socio-pedagogical issue concerning the cultural capital embedded in the learning environment as well as the parents’ competence in recognizing and exploiting it in ways that are aligned with the school culture.

Responsibility as a quality of personality: Essence, formation, significance

The article discusses the significance of responsibility in providing safety of the environment surrounding the person. The problem is caused by the contradiction between the human need for security and impossibility in many cases to satisfy it because of inadequate fulfilment of the duties by employees. The purpose of the article is to outline the ways of solving this contradiction by pedagogical means. The methodological basis of the research is systematic, activity-based, and subject-subject approaches. The author reveals the essential features of responsible behavior and prerequisites for the formation of a responsible person: macro-level (organization of public life); family and other micro-communities; educational institutions. Importance of effort consolidation of all subjects of pedagogical influence for solving urgent educational problems is noted. The role of certain principles of education in the formation of a responsible person in the past and at the present stage is shown. Particular attention is paid to the role of higher education in the formation of responsibility, since it is in the university environment where students develop such patterns of behavior that afterwards may be used in public and everyday life, and in their profession. This approach makes a purely pedagogical issue socially important.

Sustainable development in the model of an integrated system of public education, creativity and humanistic learning

In the context of ensuring an effective strategy for sustainable development, it is necessary to consider that modern education is mainly focused on the theoretical type of scientific knowledge, on natural and engineering-technological models of thinking. At the same time, the theory of pedagogy is constantly debated and criticized by scientism. It is a term that doesn’t exist in the European countries - humanitarian or humanistic technologies - it is like wooden iron, because both the humanitarian and humanistic paradigms were formulated and spread as an alternative to the technological direction, starting from it. This is a contradiction within the theory. Another contradiction: despite the frontal critique of the school of knowledge and subject-centrism, in practice such a subject-oriented or psychologically-oriented approach remains dominant. As a result, in the minds of schoolchildren, students there is a mosaic of unrelated pieces of knowledge. Why do we hold such an approach so firmly? It is important to understand the reasons for this, otherwise we will not be able to find a practical way out of this situation, one criticism is not enough. This is not an internal pedagogical issue, but the convenience of management, external control over the activities of the education system, educational institution. Attempts to reform the pedagogical system constantly run into this circumstance, as pedagogy in its main part remains entirely state and regulated from the outside, no matter how much we talk about the partial autonomy of school, education, higher education. The model of Waldorf pedagogy is still the only one that aims to transfer the experience of sustainable development in various fields comprehensively, that is, in its own way repeats the development of mankind in teaching. In Waldorf pedagogy, the component of responsibility is realized, for instance, through environmental education. It is necessary to perceive the activity as a part of the general activity. Freedom has a structure and necessarily includes a component of responsibility.

Balancing the Initial Teacher Training in Intercultural Education in the Autonomous Community of Andalusia (Spain) in the Period 2000-2020

The presence of interculturality in the university curriculum is a relevant and topical pedagogical issue, which leads to the need for future education professionals to be properly prepared to face it with guarantees of success, linking the intercultural phenomenon with the approaches emanating from inclusive education. The objective of this chapter is to take stock of the discourses, theories, and pedagogical practices in the initial formation of intercultural education in the last 20 years in the Autonomous Community of Andalusia (Spain). Based on a thorough review of scientific literature, university plans in education sciences of Andalusian universities, as well as regulatory references on interculturality, the authors will proceed to carry out a critical pedagogical analysis to understand the trajectory and evolution of intercultural training in recent decades, projecting new lines of development for improvement, transformation, and impact of new intercultural training in university training spaces.

An evaluation of a translation intervention to raise awareness of employability skills gained from higher education

The challenge of ensuring that graduates of higher education are employable has become a pedagogical issue for teaching colleagues at universities worldwide. Employability, as a theme, has changed the general environment of higher education (Frankham, 2017, p.632) and is strongly emphasised on degree programmes’ planning for desired outcomes (Moore and Morton, 2017, p.591). This paper reports on an evaluation of an intervention that was conducted with eight final year (Level 6) students from multiple disciplines to investigate to what extent a translation exercise can raise student awareness of employability skills gained through their higher education experience. This study shows that through a skills translation exercise, students’ ability to highlight their graduate skills, which align to personal specification skills such as communication, organisation, and business acumen, increased. This paper reports on an intervention that was valued by the participants as having a positive impact on their understanding of their own employability and explores how translating discipline specific skills through short conversations can have relevance in the pressurised world of higher education.

Axiological Ideas of Moral and Spiritual development in V. V. Zenkovsky’s PHILOSOPHICAL and Pedagogical Heritage

В статье представлены аксиологические идеи духовно-нравственного воспитания личности в философско-педагогическом наследии В. В. Зеньковского. Созданная ученым христианская антропология, в основе которой лежит иерархически-гармоничное развитие и совершенствование чело­веческой личности, способствовала решению важной педагогической проблемы — духовно-нравственного воспитания человека на основе христи­анских, общечеловеческих и культурных ценностей. С этих позиций представлен анализ аксиологического ядра личности, состоящего из таких категорий, как истина, добро, красота и святыня, их соотношение с различными формами духовно-эмпирической конституции человека. The article presents axiological ideas of moral and spiritual development of a person in V. V. Zenkovsky’s philosophical and pedagogical heritage. Christian anthropology created by the scholar and based on a hierarchical harmony and improvement promoted the solution of an important pedagogical issue, namely moral and spiritual development of a person on the basis of Christian, universal human and cultural values. The article analyzes the axiological core of a personality which encompasses such categories as truth, kindness, and sanctity; it also analyzes their relation to various facets of human spirituality.