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After the COVID-19 pandemic, the world massively embraced the transition to a digital environment, generating significant repercussions in various sectors, including education. The revolutionary technological development that has given rise to the so-called 5.0 industry represents a turning point that calls for a revision of the global economic development model, basing it henceforth on knowledge instead of industry. The concept of Education 5.0 has emerged in this context to offer a humanized education centered on the learner, fostering his or her social and emotional development, and based on the use of advanced technologies such as artificial intelligence and the Internet of Things (IoT). This educational model, recommended by organizations such as UNESCO and UNICEF, promotes a holistic, multidimensional approach to learning, aimed at training responsible citizens and workers. This study examines the adoption of Education 5.0 in the context of a developed country, Japan, and a developing country, Zimbabwe, using a comparative approach. This is based on an analytical grid assessing learning performance, learner well-being and the acquisition of work values. By analyzing feedback from these two countries, this study aims to better understand how Education 5.0 can be adapted to different contexts to meet the needs of the knowledge economy and society.

One of the priority tasks facing us is the development of a knowledge society, a knowledge economy and its component, a creative economy, in Azerbaijan. The development of museums in the republic, the widespread use of modern technologies in the work of domestic museums, the implementation by museums of projects aimed at educating the population, providing cultural leisure and, at the same time, attracting additional financial resources - all these tasks are of particular relevance. Along with the collection, storage, study and demonstration of museum objects, one of the areas of activity of museums is educational activities. In a period of constantly growing information flow, society needs comprehensive and accessible information. Museums are indispensable sources of such information. At this stage, it is necessary to conduct monitoring in order to find out the current state of affairs in this area, and to develop a unified concept for determining the prospects for the development of museums. [ABSTRACT FROM AUTHOR]

Book Review

This article aims to explore the construction of knowledge society-based PAI learning models in Islamic Religious Colleges (PTKI). This article was compiled based on qualitative research with a case study type. The locus of this research is UIN SATU Tulungagung and IAIN Kediri. Data collection methods used by researchers are interviews, observation, and documentation. The data analysis technique in this study is descriptive-analysis and content analysis. The flow used in interpreting this research is a qualitative data analysis technique with an interactive model proposed by Miles-Huberman, including the stages of data collection, reduction, data display, and conclusion drawing. This article concludes that the competence of lecturers in the use of IT and the various competencies of students are still the biggest obstacles faced by UIN SATU Tulungagung and IAIN Kediri in implementing knowledge society-based PAI learning. In addition, the academic culture on both campuses has not run optimally. The two campuses have the same construction of the knowledge society-based Islamic education learning model, especially in terms of enforcing academic freedom in the lecture process, routinely discussing Islamic religious education lecturers to equalize perceptions in providing inclusive PAI material within the moderation frame, and optimizing the use of IT for Islamic Islamic education lectures. What makes the difference is that UIN SATU Tulungagung implements knowledge society-based PAI learning by applying a collaborative learning model to the lecture process. Meanwhile, IAIN Kediri focuses on implementing the cooperative learning model to optimize PAI learning in the classroom.

In this paper, we examine how public libraries promote development of good reading habits among the users who come to access for information. It explores how far-in this digital age, public and academic libraries are able to meet the information needs of society. By developing a theoretical model of access to and usage of information based on axioms that set forth the role of public libraries in the services of society, we attempt to examine and analyze how PLs promote adult literacy drive that have positive contribution to society. Community public library systems are thus examined and their role model clearly decimated. We find that public libraries have still much relevance in supporting readers and promoting literacy drive. Our thinking is that, public libraries can aptly be considered as institutions of national importance in imparting education and knowledge to patrons which is necessary for the growth of learned society. [ABSTRACT FROM AUTHOR]

Copyright of Annals of Social Sciences / Roczniki Nauk Społecznych is the property of Towarzystwo Naukowe KUL & Katolicki Uniwersytet Lubelski Jana Pawla II and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Author: Timo Aarrevaara, Martin Finkelstein, Glen A. Jones, & Jisun Jung (Eds.) Publisher: Springer Country of Publication: Switzerland Year of Publication: 2021 ISBN: 978-3-030-76578-1 Pages: IX-434

Introduction: human capital over the last decades has been the subject of extensive discussion and academic agreement since the emergence of this concept as a theory with Schultz and Becker. However, for some countries, it has also become a difficult paradigm to elucidate. Objective: to characterize the levels of education in Latin America based on the academic training of its inhabitants. Methods and materials: to achieve the objective, a bibliometric analysis of the topic in the region was carried out, which facilitated the bibliographic review, where the heuristic methodology and hermeneutics contributed to the process, an aspect that added to an analysis of statistical inference using the clusters as technique contributed to achieving the purpose. Results: the results show high levels of homogenization of the first levels of education in America. Conclusion: the article concludes that only a few countries in the region have significant levels of tertiary and secondary education, without taking into account its quality. [ABSTRACT FROM AUTHOR]

The article examines the importance of the discipline of “History and Philosophy of Science” in the context of a new model for training doctoral students. The Russian universities and institutions of higher education should begin its implementation in September 2021. The author analyzes the history of the development and implementation of the course of “History and Philosophy of Science” as an academic discipline, which took place against the background of transformations in doctoral education. The article shows that the significant efforts of the professional philosophical community aimed at conceptualizing the methodological and methodical foundations of the discipline were successful and played an important role in the process of training doctoral students. The professional community not only gave an adequate response to the challenge of the educational reform, but also used it as a chance for renewal, realization of its own scientific and pedagogical potential. The transition to a new model of doctoral education, taking into account the modern realities of the knowledge society, should take into account the need to form critical thinking in postgraduate students as the most important competence. The change of focus from educational training to research component should not lead to utilitarian approach implementation aimed at purely quantitative indicators. The high quality of training future researchers, and focus on the development of human capital meet the challenges posed by the contemporary knowledge society.

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

Abstract The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015–16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.

We live in a world in continuous transformation, mainly characterized by an informational explosion as well as an aspirational one. This can arouse interest, send to searches and constructions, but it can also create confusion. Therefore, the man needs stable benchmarks. Children and young people need support and guidance. The roles of the teacher are about to be rethought, not so much from the perspective of their change, but from the point of view of adapting to the new demands. The concept of education for the knowledge society starts to be formed in the second half of the 20th century. During this period, the change of the entire educational system of the society is taking place. To effectively promote the development of the knowledge-based economy, it must be understood that information is a factor of production (as well as labor, land and capital). The process of globalization coincides with a fundamental transition to the informational society - a new global information-based community

The current trends in human capital development and their impact on the state of the education system are examined. Humanity is noted to be moving to a “digital society” with new characteristics: high mobility, large amount of data, eco-friendly orientation, new landmarks production. It is emphasized that the transition from traditional professions to “superprofessions” as well as willingness to quickly retrain and acquire new professional competencies are becoming ever more popular. It is determined that the state policy in the sphere of education should be aimed at comprehensive promotion of creation and introduction of innovations in education, stimulation of educational activity. The urgency of the development and improvement of the legal and regulatory support of administrative educational procedures, the transition from centralization to decentralization, the formation and implementation of innovative educational management and increasing the efficiency and flexibility of the state educational policy are considered as priority areas for reforming the administrative educational system. The need to introduce the intellectual management in the field of education, transformative learning technologies and digital education at different stages of the educational process is highlighted.

Peacebuilding in society is impossible without generating and implementing an effective higher education development strategy. Education representing the ideological and value principles of humanism, democracy, tolerance, dialogue is a powerful tool in the consolidation of a conflict society, its gradual transformation into a society of understanding. In this regard, the role of the teacher in peacebuilding cannot be overestimated. Unfortunately, most politicians prefer to finance short-term projects where certain material benefit can be obtained in a minimum period of time. This is probably one of the major strategic mistakes that can cause extremely negative consequences. In general terms, peace can be compared with a kind of humanitarian deposit that is long-term oriented. Its main dividend is the stable development of a society in which the confidence of individual citizens in each other acts as a metaphorical interest rate. That is, the greater the social trust within society, the greater the likelihood that war will not affect the territorial integrity of a particular state. The level of trust implies the support of state institutions of power from the side of ordinary citizens, as well as interpersonal trust in matters of religion, ethnic and valuebased differences. Universities should increase the level of trust within society, thus advocating as a means of conflict prevention acording to optimistic scenario or social rehabilitation acording to pesimictic scenario. However, public investment in its development should be steadily increased beside grant financial infusions.

The concept of sustainable development was described by the 1987 Brundtland Commission Report as "Development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs." The commission also notified that sustainable development has four dimensions: social, cultural, economic and environmental, the commission further stressed that these four dimensions needs to be meticulously balanced in the pursuit of an improved quality of life. With the passage of time the concept of education for sustainable development has been integrated into many global frameworks and conventions related to key areas of sustainable development. The United Nation's "Decade in Education for Sustainable Development (DESD, 2005 to 2014)" was a global movement it was an endeavor that aims to reorient education policy, practice and investment to address sustainability. As the lead agency for the Decade, UNESCO is responsible for ensuring that appropriate mechanisms are in place optimize the implementation of the Decade. The principal aim of it was not only to transform education policies, investment and practice but also transform education keeping in view current global challenges and demands. It is believed that if this educational movement succeeds it could change not only education systems in a positive manner but also improve the quality of life for many people across the globe. Hence they put highest emphasis on achieving education for all (EFA) and recommended member nations to implement the kind of education system which would encourage equity, inclusion, quality learning, flexibility and innovation in their educational institutions in order to accomplish social cohesion and social justice through lifelong learning by improving educational systems with a view to increase both the quality and the relevance of education in this fast changing world. In this scenario the author of this research paper feels that education systems need to be transformed constructively, various curriculums be redesigned in order to meet the challenges of highly uncertain future as well as to conform to norms of the Education for Sustainable Development. Prof. Daniella Tilbury in her expert review on DESD pointed out that ESD refers to learning to ask critical questions, learning to clarify one's own values, learning to envision more positive and sustainable futures, learning to think systemically, learning to respond through applied and learning to explore the dialectic between tradition and innovation. The following headings have been used to express workable ideas which can work as effective tools to achieve "Education for Sustainable Development" 1. Acquisition of knowledge and its application, 2. Holistic approach to Science and Arts Streams 3. Skill Acquisition and Mind Expansion 4. Inculcation of Values in Personal and Community Life 5. Pursuit of Excellence and 6. Enlightened Nationalism. [ABSTRACT FROM AUTHOR]

The preoccupation in the knowledge society of most scholars, scientists and intellectuals is thinking and learning thinking skills, a cornerstone of cognitive and higher order thinking processes. Therefore, the importance of the current paper came in moving beyond learning the low order thinking skills to the stage of higher order thinking skills, by focusing attention on the most important higher thinking skills in the knowledge age, and how they can be achieved in the societal context. This is in addition to the assertion that the thinking process does not end without the death of a person, and that thinking is a divine gift from the Creator that a person must invest in a good, not in evil, through being guided by the moral forces inherent in the human being. [ABSTRACT FROM AUTHOR]

This paper is carried out under the method of documentary research and its objective is to analyze the approach to education by competencies, under the new demands of the knowledge society. To achieve this end, the work is structured as follows: 1. It indicates the historical context in which the proposal arises. 2. Presents the theoretical foundation, which highlights the novelty and intention to respond to the demands of global society (Aldana, 2005), as well as the complex task of executing various actions to solve daily and work problems (Tobón, 2006)). 3. Indicates the importance of adapting to the demands of the knowledge society proposed by UNESCO (2005). 4. Shows the main criticisms of the model, in which the excessive economic focus (Sánchez Parga, 2011) and the foundation in a commercial ethics (Sánchez, 2011) are distinguished. It concludes on the need to maintain a holistic approach in educational processes, without losing sight of the complexity of the human being. [ABSTRACT FROM AUTHOR]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Some polemic versions of the contemporary philosophy of education are regarded which lend it the character of the provocatively through setting accents on the intern paradoxes of changes designed of the educational modernization and formed under the pressure of globalization. The contextual conditions of the postindustrial transformations in the educational system are explicated which were structured by the influences of the industrial imperatives. The theoretical explorations of K.P. Liessmann, R.D. Precht and A. Reckwitz were chosen to show the structure and the content of changes in education including the consequences of the educational globalization. The tendency to refuse the European educational priorities is critically analyzed. There is the negative way to state the logic of the industrialism as the logic of the universality preserving postmodern singularity of the educational institutions what makes evident the ambivalence of the knowledge society. Some attempts are explicated, which try to give rehabilitation for the “useless knowledge” in the curriculum options what is connected with getting back the ideal of the cultivated man and with actualizing the hidden senses of conservatism (Liessmann) or pseudo-revolutionary appeals (Precht). The provocative philosophy of education in its different representations might be regarded as a special mode for activation of the theoretical critical thinking with the purpose for early detecting of risks, cultural and pedagogical pathologies appearing through postindustrial shifts in the culture, which can provoke some symptoms of the re-feudalization in the academically communities. It is concentrated not only on the positive side of the educational transformations, but else on their negative effects, loading of social and psychological traumas, and proposes different variants answering on the claims of the contemporary education aiming their additionally verification. The intrinsic contradictoriness of this kind of philosophy can be acceptable as a articulating of its openness, connected with its principle infinitely, and might be regarded as productive strategy of communication in the discourse devoted to the perspective of the development of education in the uncertain postindustrial conditions.

This article starts from the identification of the characteristics that define with some precision the concept of knowledge society and evaluates to what extent these characteristics will condition fundamental behaviors of society, particularly in the field of economics, social relations, education and politics. An important part of the thematic focus of the research is to identify characteristics favorable to the elimination of unethical behaviors in terms of interpersonal and social relations, and specifically the processes of corruption in economics and politics, which today are rife in many societies. The theoretical and practical concerns with the construction of future knowledge-based societies are now widely shared by researchers in the social sciences; and questions about the transparency of political, economic and social decisions are felt not only in scientific, religious, and cultural institutions, but they begin to trigger specific behavior in politics. This study is driven by these concerns and seeks to define the characteristics of knowledge societies, as well as identify resources that can control undesirable social behaviors such as corruption. The methodology used in the study combined two processes: data collection by questionnaire, submitted to an appropriate statistical treatment and the collection of opinions expressed by the interviewees on these subjects. Qualitative remarks made by respondents point out that disclosure should be made in the means to which most citizens have access and stress that even punishments imposed on proven acts of corruption must be disclosed in order to eliminate the feeling of impunity associated with such acts.

The problem of adaptation of higher education in Ukraine to the modern needs of the information society (knowledge society) is actual at this stage of the information society development. An alternative approach to choosing the strategies of Ukrainian higher education to the modern needs of the «knowledge society» has not been considered before. The purpose of our research is to choose the alternative strategies corresponding to this stage of information society development as an integral indicator – the vector of the dominant factors in adaptation of higher education in Ukraine to the modern needs of the «knowledge society». According to this problem, the integral indicator of human potential development is considered, one of the main characteristics of which are education levels and literacy. We find out the priorities of leading influences on it the indicators of education cost, education quality, the number of Internet users and users of mobile communication using the method of analysis of hierarchies. The hierarchical model with the purpose of obtaining priority criteria and finding alternative solutions that could be the basis for developing scenarios of Ukrainian higher education adaptation to the modern needs of the information society (knowledge society) has been constructed in the research. The alternative assessments, corresponding to this stage of the information society development, confirm the important influence of the quality of education and the use of Internet technologies in the educational process on the results of the adaptation of Ukrainian higher education to the modern needs of the «knowledge society».

Urgency of the research. One of the main problem of modern civilization is the lack of understanding between people. Excessive orientation on pragmatic values in modern society has led to the devaluation of the primordial principles of human nature, the forgetting of the eternal principles of humanism and antropocentrism. Therefore, the person was trapped of his own self-esteem, arrogance, inability to take into account the opinion of members of the immediate environment, which led to the emergence of a large number of violent conflicts. The existence of large-scale peace and security organizations in the global world, the signing of international agreements and memoranda are not able to make up for the shortage of human spirituality, solidarity and peace. As a result, more and more scientists are trying to prove that achieving worldwide peace requires a deeper understanding of it -not just as absence of homicide, but also as a set of indicators such as social justice, happiness index, interpersonal trust, and high development of education and health care. Target setting. The presence of such an ambitious project as a "knowledge society" has significantly added optimism to anyone who believes that the desire for knowledge can displace violence on a local and global scale, ultimately convincing humanity of the expediency of giving up violence, even if a person pursues good intentions. Other part of scientists, skeptics, unanimously, argue that violence cannot be defeated, since it accompanied the development of human civilization on the every period of evolution. In their view, the idea of eternal peace is nothing more than a utopia that cannot be embodied in the harsh reality of everyday life. Accordingly, its usefulness is only that philosophers can dream of it. Therefore, this paper will attempt to answer this question -is it realistic to reach an understanding in the modern world in which conflict is already perceived as a certain norm, and if so what is required? Actual scientific researches and issues analysis. The problem of the positive impact of education on society in conflict is within the scientific interests of scholars in the field of social philosophy, philosophy of education, the most prominent of which are K. McLean, M. Zembilas and S. Beckerman thanks to their collective monograph "Education for Peace in Conflict and Post-Conflict" Societies: Comparative Perspectives ”(2009). No less thorough in this context is the content of the doctoral thesis IF. Pacheco "Conflict, Post-Conflict, and the Functions of the University: Lessons from Colombia and Other Armed Conflicts" (2014), as well as the content of J. Lederak's scholarly work "Peacebuilding. Sustainable reconciliation in divided societies ”(2019). The research objective. The key objective of this paper is to formulate the author's vision of the strategy of development of education in conflict, and to prove that the project of a knowledge society, with its advantages and disadvantages, can be implemented not only to the detriment of mankind, but as a first step in building a society of understanding. It is impossible to achieve such kind of society, it can only be built by our own efforts. The statement of basic material. Peacebuilding in society is impossible without generating and implementing an effective higher education development strategy. Education representing the ideological and value principles of humanism, democracy, tolerance, dialogue is a powerful tool in the consolidation of a conflict society, its gradual transformation into a society of understanding. In this regard, the role of the teacher in peacebuilding cannot be overestimated. Unfortunately, most politicians prefer to finance short-term projects where certain material benefit can be obtained in a minimum period of time. This is probably one of the major strategic mistakes that can cause extremely negative consequences. In general terms, peace can be compared with a kind of humanitarian deposit that is long-term oriented. Its main dividend is the stable development of a society in which the confidence of individual citizens in each other acts as a metaphorical interest rate. That is, the greater the social trust within society, the greater the likelihood that war will not affect the territorial integrity of a particular state. The level of trust implies the support of state institutions of power from the side of ordinary citizens, as well as interpersonal trust in matters of religion, ethnic and valuebased differences. Universities should increase the level of trust within society, thus advocating as a means of conflict prevention acording to optimistic scenario or social rehabilitation acording to pesimictic scenario. However, public investment in its development should be steadily increased beside grant financial infusions. Conclusions. In the framework of this paper, it was proved that higher education is able to reduce the number of conflicts in the global and local dimensions, and in the future - to bring humanity closer to the taboo of violence as well. It is up to teachers to do this because they can clearly demonstrate in the educational process how important respect for each person's rights, views and values, as well as the rejection of bigotry and radicalism is important. Universities should prepare not just social characters who have specific practical skills, but first and foremost, spiritually evolved individuals who will fully realize that human life is the highest value, regardless of human skin color, gender or ideological considerations. [ABSTRACT FROM AUTHOR]

Introduction. Modernization of education and formation of its content according to modern realities and the prospects of society development appear to be the most acute issues since the future of the country depends on their decision. The aim of the article is to justify the need to rely on the achievements of pedagogical science, the use of profound and fruitful scientific ideas of outstanding Russian scientists and pedagogues, and the participation of the pedagogical community when carrying out educational reforms. Methodology and research methods. The following theoretical methods were used: analysis of pedagogical and methodical literature, normative documents; historical, comparative, and logical analyses of the content of education; the forecasting. Resultsand scientific novelty. The article identifies two main areas in the choice of strategic goals of education. The future of Russia depends on the chosen direction. The first is the disclosure of the abilities of each student, the development of analytical abilities and critical thinking, the education of a person ready for life in a high-tech, competitive world. The second is to nurture a qualified consumer who can skillfully use the results of the creativity of others and ready for life in the so-called «skilled society». The first direction requires the presence of a fundamental education oriented to strategic perspectives; the second – utilitarian-practical education, oriented to today’s requests. The close interrelation of knowledge and skills is demonstrated on the basis of the concept of education content; wherein the key aspect is the idea of sociocultural experience broadcasting for the new generations. It is stated that a person without knowledge turns into a robot unable to act independently in critical situations. The feasibility of a reasonable combination of conservatism and innovation under the change of the education content and reforms implementation is approved. This highly sensitive and complex educational system requires «careful handling». The most effective management system is possible only through less interference into its internal processes; the imposition of fixed plans and schemes may carry the system destruction, as pointed out in the synergetic methodology thesis. Practical significance. The materials of the present research contribute to forecasting of possible scenarios of education development. The study results may be of interest both for methodologists and specialists of education management, teachers and lecturers of higher schools, i.e. all those who are interested in the prosperous future for the Russian education system, and for the country in general.

The problem of cultural elite forming out of high-educated men is discussed in the article. The basic education directives for problem decision are: self-education in and out of education process, the integral (natural-scientific and humanitarian) knowledge cult, “aristocratism of spirit and thought”, productive social creativity of the cultural elite. The article purpose is: to attract the attention of education doctrine authors to the education methodology reforming necessity for the re-orientation to the training of cultural elite as an postindustrial knowledge society social moving power. The methodological aspects of the modern education individualization are discussed: self-education and the independent thinking training, scientific inter-disciplinarity, relations between knowledge and truth, between explanation and understanding languages, the re-orientation from social-oriented to personality-oriented education priorities with serious contradictions between them, the want of intellectual and spiritual-moral directive for knowledge cult, self-perfectibility and general, in particular, information culture of the society overwhelming majority.

The article studies the «knowledge society» concept with the regard to the modern tendencies in the system of Russian higher education. Due to a broader application of distant technologies in educational process and the reduction of lectures and practical classes aimed at the acquisition of «living knowledge», i.e. an individual's definite knowledge, it becomes harder and harder for universities to train a specialist who is capable to produce some intellectual capital on the basis of his personal self-improvement, intellectual power and imagination. As a decision, it's offered to use the combined approach. It allows applying distant technologies as an important auxiliary tool that simplifies significantly the process ofgetting a new knowledge by a student. Nowadays, owing to fast changes of all life aspects, the educational process is considered as a lifelong personal self-training based on cooperation and communication. Subjectivity as a «self-investing» process turns into the main feature of knowledge productivity. The author concludes that higher school training should include «living», common knowledge as well as mankind humanitarian values, an individual's creative potential, imagination and emotions, accompanied by his informal knowledge. Neither technological nor computerized educational approaches can give the same results.

The study analyses three representative indicators of the knowledge based society based on knowledge economy: a) educational structure of workers in 2015, b) the alternation of spending for research and development in GDP for 2010-2014 and c) internet usage levels in 2015 for Serbia, EU and countries form the region. A serious lag of Serbia behind the EU has been noticed in all of analysed indicators. In particular, Serbia has a lower share of highly-educated workers in total number of employees (24.9%) comparing to the EU (33.4% ). Approximately 35.9 euro per capita is spent in Serbia for research and development, which is 16 times less than EU average and 12 times less than in Slovenia. Comparing to Serbia, Romania is the only country from the region that invested less than Serbia (28.8 euro per capita) in R&D in 2014. Despite multi-year growing trend of internet use in Serbia, the rate of growth in 2007-2015 was insufficient to reach the EU average and surpass countries form the region.

This paper focuses on the role of education as a tool for social mobility and access to citizenship. In particular, the condition of the University between funding reduction and bureaucratic hypertrophy is examined. Finally, the centrality of knowledge is emphasized as a good in itself, beyond its utilitarian interpretation.

Nowadays, many universities are employing metrics that are used by other countries as the focus moves towards academic management. A shared vision and collaboration is required to identify success cases. Leaders at senior and middle management need to be guided by a road map to get a clear vision, a list of different strategies and successful outcomes. Consequently, this article proposes an academic management strategy to guarantee student-centred education. This strategy has an emphasis on hierarchical process in layers, in order to optimise and achieve efficiency, reliability and resilience. In this paper, the “what”, “ how” and “where” are taken into account in order to respond to academic and administrative adjustments which are necessary to reduce the risk of investment in training and formation of human capital, which warns about the need to acquire knowledge, especially from countries with scientific expertise. It is also shown the indicators that motivate the effort based on the merit that human capital produces. A methodology of flipped learning or blended learning is applied to presume a human capital that is able to break down barriers, such as: English as a universal language. A bibliometric analysis has been based over 2000 scientific articles from the Web of Science and Scopus databases. So It was possible to identify countries, universities and researchers specifically for each area of knowledge based on the results of this analysis. Besides, university careers can even be validated according to the development and scientific interest that is presented by the bibliometric analysis, which could be compared with studies based on economics and wealth from sources such as Forbes.

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on the role of education as a tool for social mobility and access to citizenship. In particular, the condition of the University between funding reduction and bureaucratic hypertrophy is examined. Finally, the centrality of knowledge is emphasized as a good in itself, beyond its utilitarian interpretation. [ABSTRACT FROM AUTHOR]

Nowadays education tends to be more an economic issue than a political one. Training competencies are dictated by the global market and its values rather than by national states according to their principles and social needs. These premises are nourished by a deterministic technological narrative that occupies all aspects of our life and particularly the educational system, whose foundations are being altered by these changes. This essay discusses the impact of technology and digital culture on contemporary educational discourse. [ABSTRACT FROM AUTHOR]