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This research has been developed through a literature review on the importance of and current approach in the education system to the present environmental and ecosystemic crisis and the training of future generations in degrowth in the Spanish education system. To this end, a systematic literature review (SLR) has been carried out following the standards of the PRISMA declaration. In total, 40 articles published between January 2005 and March 2024 were selected from the following databases: Scopus, Dialnet, Web of Science and Scielo. The findings show it is a relevant topic in school education as a concern, but it is not reflected in educational practice; that it has been incorporated into the curriculum, but sporadically, decontextualised and more focused on 'sustainable development'; also, it lacks critical questioning of the unlimited growth and consumption model that capitalism entails. The study concludes that it is crucial to incorporate degrowth in a transversal way in education at all schooling levels, and to reform the curricula of the faculties of education in all universities so that the pedagogy of degrowth is a priority in the training of future teachers. [ABSTRACT FROM AUTHOR]

Comparative school-to-work research has long emphasised the role of institutions in shaping youth labour market integration. This paper provides an overview of this research stream, consisting of four main sections. The first section introduces a variety of labour market outcomes of young graduates within Europe and identifies country clusters with higher and lower outcomes; this empirical evidence has so far remained limited in the multivariate oriented research stream. The second section links these labour market outcomes to the institutional settings of the education systems prevalent in the country clusters. By considering a wide country sample, it introduces a reliable country classification of transition regimes (along the OLM–ILM continuum), which has so far been partly inconclusive in research. The third section links labour market outcomes in turn to labour market institutions of the country clusters. This section emphasizes why labour market institutions drive only particular individual outcomes. Finally, the fourth section connects the previous three: it describes how certain institutional complementarities affect the youth labour market integration in the identified European country clusters. The review further identifies theoretical inconclusiveness or data-related desiderata, for which recommendations and solutions are proposed. The paper thus aims to assist both familiar and unfamiliar researchers to access the research stream by offering a comprehensive introduction and clear country classifications, linking research streams, and providing solutions to identified issues. [ABSTRACT FROM AUTHOR]

Education is a necessary facet to be more skilled and knowledgeable in human development and quality life. This article is based on a survey conducted to investigate old versus new education system at MDSD College, Ambala City. It came to light that frame of mind towards education and academic achievement has a good impact among students of MDSD College. Maximum students feel that New Education is more user-friendly; provides deeper understanding of subjects and encourages a more comprehensive learning experience. It provides quality education, including multidisciplinary, holistic education and encourages them more for extracurricular activities, the aim of all round development of students. Further, it is found on the basis of responses that MDSD College students have a positive and right attitude towards education which is a very good sign for college to both short-term learning goals and long-term character-building. [ABSTRACT FROM AUTHOR]

This article aims to explain the transformation of policy models and strategic planning in the education system which is studied theoretically based on the rules of writing scientific papers. The analysis method used in this article is a literature study and qualitative data analysis content regarding learning outcomes. The results of this study show that education policy is a product that is used as a guide for making educational decisions that are legal-neutral and moderately adjusted to the educational life environment. Meanwhile, strategic planning is the process carried out by an organization to determine a strategy or direction, as well as make decisions to allocate resources including capital and human resources. The model transformation of these two things includes institutional models, system models, investigation models, rational models, incremental models, policy analysis models, and public policy implementation approach models. The educational strategy planning models are divided into four, namely: Comprehensive planning model, Target Setting Model, Financing and cost-effectiveness model, PPBS (planning, programming, budgeting system) model

Objective: A vision document represents an idealized depiction of the future, highlighting the long-term objectives of a nation. When discussing the analysis of perspectives on both the national and global scale, it is crucial to reassess the internal and external indicators of the education system. The objective of this article was to investigate the institutional challenges presented in the laws of the Iran vision document 2025 and its subordinate plans. Methods: The research methodology employed was primarily applied, with a descriptive-analytical and survey approach. The population for this study consisted of the development perspective document of the Islamic Republic of Iran for the horizon of 2025, as well as the fourth, fifth, and sixth development plans of the country, and the performance of the annual budget during the implementation of the development perspective document of 2025. Data collection involved the utilization of both document analysis and survey methods. The process tracking method was employed to analyze the data, search for evidence, and evaluate it in order to elucidate the reasons behind the unaccomplished goals of the 2025 vision document. Results: Consequently, an effective and dependable system for measurement and evaluation becomes imperative to assess and monitor progress in the realization of long-term visions and plans. However, there are instances where the measurement and evaluation system prove to be inefficient and incomplete, which hinders the identification and rectification of weaknesses, as well as performance enhancement. The implementation of the vision document and its subsequent programs may necessitate substantial financial resources. Inadequate funding or insufficient budget allocation can lead to financial difficulties and delays in the execution of these programs. Conclusions: To advance with the vision document and downstream plans, it is essential to identify and manage these barriers.

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones 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.)

Studying educational satisfaction is a crucial component in understanding the current state of affairs and forecasting future actions. The satisfaction experienced by students can influence their motivation to achieve educational and career goals. This article presents the results of a study on the level of satisfaction with education among students in the Czech Republic, conducted from November 2023 to April 2024. The study explored students' satisfaction with their education, the reasons for pursuing higher education, and the motives for choosing specific educational institutions. A total of 154 respondents participated in the study, utilizing diagnostic survey methods, questionnaire techniques, and an interview survey. The analysis of the results indicated that many of students reported a satisfaction level higher than average. [ABSTRACT FROM AUTHOR]

This research interprets the destabilization in U.S. higher education using Layton's theory of marketing systems to detail disruptions to academia's system settings. It highlights three impacted areas: governance, sentiment, and transformation. The authors examine the interplay between societal, technological, competitive, and political power shifts as major disruptors reshaping higher education. It critically examines these shifts by intertwining history with the demands of today's evolving landscape, emphasizing the need for transformative change. Layton's theory is utilized in this study to provide stakeholders a starting point to make informed, situationally aware strategic decisions during the choice and value-added phases of the framework based on Layton's Marketing Systems Theory. [ABSTRACT FROM AUTHOR]

BackgroundThe increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges implementing autism EBP with fidelity. Factors such as implementation leadership and climate and attitudes toward EBP are linked to successful EBP use and may vary at different levels of the education system. Examining mechanisms of successful implementation is a critical step to support scale-up.MethodIn this observational study, conducted from September 2018 to March 2020, California school personnel (n = 2273) at multiple levels of the system completed surveys related to implementation climate, leadership, and attitudes toward EBP. Data were collected throughout California at the Special Education Local Plan Areas, County Office of Education, and district and school levels from educators and administrators working in public schools supporting autistic students. Multi-level modeling was conducted to characterize implementation readiness.ResultsOverall, implementation climate and leadership scores are low across levels with regional levels rated more positively than districts or schools. Attitudes toward EBP were moderate, with those working in schools having the poorest ratings and specialists/trainers and related service providers (e.g., speech-language pathologists) having the highest ratings.ConclusionsOutcomes provide a unique opportunity to compare implementation factors across organizational levels with a large, statewide sample. These data provide guidance for developing implementation interventions at multiple levels of the education system to increase readiness for effective scale-up of autism EBP in schools. Personnel and leaders at different organizational levels may need differentiated training targeting improved implementation climate and leadership. Personnel within districts and schools may experience a particular benefit from leadership support for EBP implementation.

Introduction. Global problems of modernity and globalisation are appealing to scientists as a research subject not only for understanding their nature, development, and manifestations in various spheres of life (in the case of our study, in education) but also because a comprehensive analysis is essential to combat them. Aim. The study aimed to trace the history of scientific research on the impact of global issues on the education system. It utilised bibliometry to conduct a qualitative content analysis of selected works to identify existing research trends within the topic and factors influencing the research agenda both in Russian Federation and abroad. Methodology and research methods. The research utilizes bibliometric methods and qualitative content analysis of publications (articles, conference proceedings, monographs, and reports) from open-access scientific journals at the final stage of publication. The study also examines statistical reports from the international Scopus database for the period from 1978 to 2023, selected based on bibliometric criteria. Papers were analysed and classified according to their publication periods and the number of citations they received. Based on the results of a qualitative content analysis comparing scientific agendas worldwide and in Russian Federation, the study identified the topics, conceptual foundations, and key participants influencing the resolution of global education issues across various historical periods. Results. Four waves of interest in this topic were identified: 1988–1999, 2000–2012, 2013–2018, and 2019–2023. From 1988 to 1999, all studies can be broadly categorised into two groups: teaching methods and organisation of educational activities. The development of specific trends in the study of global education problems began only between 2000 and 2012. From 2013 to 2018, scientists focused on restructuring the educational process in new conditions. From 2019 to 2023, the focus shifted to the impact of the COVID-19 pandemic on the organisation and transformation of the educational process. It has been established that the thematic focus of research by Russian scientists and the international scientific community as a whole differs. The authors cite and analyse the possible historical reasons for this divergence. Scientific novelty is ensured by the absence of similar research in the international information space. Practical significance lies in the necessity, given the current socio-economic situation, to highlight global education issues for the purpose of planning and coordinating research efforts.

Introduction. Professional competencies developed by the education system do not provide the high degree of integration with the real economy at the Russian labor market. The sociocognitive approach to social institutions as information processing systems suggests that this may be partly due to different languages used by employers and educational structures for describing competencies. The purpose of this study is to test the hypothesis of this mismatch drawing on the example of the applied sociology sector. Materials and Methods. The case study method was applied to the material of the archive of correspondence on personnel issues of a company from the field of applied sociology, which worked in 2012–2019 (46 papers). The hypothesis that employers and educational system use a different language for describing competencies was tested. Content analysis method was applied to the largest Russian job portals: hh.ru, superjob.ru and Avito.Rabota. The hypothesis of non-use of educational standards for describing competencies in the labor market was tested. Results. Both hypotheses were confirmed. Based on the results of the correspondence archive analysis, it was proved that employers use a language different from that of the education system when describing requirements to employees (including their competencies). The results of content analysis revealed the phenomenon of almost complete isolation of the labor market from the formal standards of higher education (educational standards for describing the competencies of sociologists were not used in a single vacancy or a resumé out of more than 32 thousand found on the portals). Discussion and Conclusion. To overcome the lack of demand for graduates in the labor market, it is necessary to overcome the existing language gap between the education system and employers. To this end, the system of validation of competencies should be changed. The source of their description should not be the education system itself, the texts and ideas that are born in it, but the requirements of employers, verbalized by them in the description of vacancies. Descriptions of competencies that do not meet the widely accepted requirements of employers should be automatically excluded from professional education standards as invalid. The results contribute to searching critical problems in the educational system and adapting it to the current needs of the labor market.

The whole, consisting of interconnected and interacting parts that come together for a purpose, is called a system. Every system has subsystems, vitally connected to each other and interacting. However, each of them forms a whole within itself. Generally, entities in nature are grouped into three main categories: natural systems, mechanical systems, and social systems. Institutions established by people form the social system and together with culture, they form the social structure. Educational institutions, one of the basic institutions of society, are in relationship with both the material and spiritual elements of culture, just like other institutions. In this context, education and culture appear as two separate concepts that are interdependent and mutually affecting each other. In our age where social and cultural changes are experienced, the relationship between culture and education holds an important place. One of the significant factors affecting the education systems of societies is their culture. Education is also what enables the transfer of cultures to future generations. Culture is influential at every level of education and education serves as a significant tool for the transmission of culture. Therefore, it is important to consider cultural factors for understanding and developing the Turkish Education System. The study focuses on examining and discussing the relationship between education and culture in a sociological context. The primary method of the study is literature review. The relationship between education and culture, the influence of education on societies, the education systems of societies with different cultures and histories and multiculturalism are discussed to form a whole. Today, the Turkish education system continues to be shaped by the influence of culture. Examples illustrating how culture has shaped the Turkish Education System are provided within the study, discussing the impact of culture on the education system and concluding that the Turkish Education System is influenced by the cultural activities of the past of society. [ABSTRACT FROM AUTHOR]

Bibliography of the reviewed book: Norwich, B., Seitz, S., Mackenzie, A., Magnússon, G., & Barow, T. (2024). International perspectives on inclusive education: In the light of educational justice. European Journal of Special Needs Education, 39(2), 327–336. https://doi.org/10.1080/08856257.2023.2299148

The Russia-Ukraine war that started in 2022 has affected the education system of Ukraine. It was preceded by a period of pandemic. The impact of war on education goes beyond a humanitarian crisis; It also threatens the future of the entire generation of Ukrainians in terms of education, because education is a priority direction that has no alternative. An educated generation creates a strong future for the country. In this sense, war has no winners. The hostilities disrupt the normal rhythm of life, which affects all spheres. The emotional state of war children is very significant and attention-grabbing. It is a pity when in the 21st century war is no stranger to children. Children have to overcome difficulties in front of this harsh reality.

The public education system shifted towards one centered on information technology due to the COVID-19 epidemic. Hence, in recent years, online learning has emerged as a substantial curriculum component at several educational institutions in Sri Lanka. The present investigation explores the pedagogical practices in Sri Lankan government universities in the new normal via a qualitative approach by interviewing eight instructors in eight public universities. The findings revealed that the pedagogy has shifted to an online context with the pandemic, and the education system continuously applies online teaching, assessment, and evaluation techniques. Teachers and students initially encountered various issues in the new normal, including technical difficulties, economic conditions, and a lack of available resources for integrating IT into the education pedagogy. Hence, current practices should continue facilitating digital infrastructure and blended approaches for better outcomes. The authors recommend that policymakers and authorities take high responsibility for building an effective IT-based strategy. It is vital to train educators and encourage them to fully utilize the recent movement towards online instruction by supplying all the necessary technological skills. Training educators and encouraging them to utilize the recent movement towards online instruction entirely is vital by supplying all the necessary technological skills. The government should provide essential infrastructure and facilities to institutions while working toward creating a welcoming atmosphere within universities. Giving encouragement and financial aid to students is critical to alleviating student pressures while transitioning to online learning methods. Policymakers must consider the significance of the human component and realize that technology alone cannot solve every problem. The present transition in the educational system demands implementing a strategic framework to identify the strengths and address the shortcomings.

This study investigates the Social Character Education System at Pondok Pesantren Al-Qohhariyyah in Pacet, Cianjur Regency. The research method employed is qualitative descriptive, involving key informants such as the head of Madrasah Aliyah, the council of teachers, the head of the male boarding school, administrators, and students. Data was gathered through observation, interviews, and document analysis, utilizing triangulation. Findings indicate that the pesantren combines tradition and modern approaches in social character education. There are two main models: the Salafi pesantren, which maintains the teaching of classical texts, and the Khalafi pesantren, which incorporates general education into the madrasah curriculum. Character education is delivered through various methods like sorogan, wetonan, bandongan, and mudzakarah. Majelis ta'lim also engages the local community in religious education. This system positively impacts the formation of students' social character by integrating traditional and modern values, creating a dynamic and creative learning environment.

The education system in Bangladesh is primarily derived from the British colonial legacy, imposing a secular philosophy despite a majority Muslim population. This article critically examines the roots and historical development of the education system in Bangladesh, discussing its basic structure and framework while presenting chronological narratives. The study seeks to comprehend prevailing trends by employing content analysis involving historical records, government documents, study reports, and expert opinions. The findings reveal a consistent neglect of religious education at all levels, lacking a foundation in Islamic philosophy. The study traces the curriculum’s evolution from the early Muslim era to current times. Despite efforts to incorporate Islamic education during the Pakistan period and the post-independence era, these initiatives largely faltered. Post-independence, the recommendations of various education commissions primarily reflect the intentions of ruling powers, lacking consistency and failing to incorporate universal values into education policy. The study advocates for a comprehensive review of education policies, curriculum frameworks, and textbooks, emphasizing the identification of gaps and the incorporation of moral and ethical values to foster the balanced growth of individuals.

Copyright of Ethnomusicology Research Centre Journal / Ethnomusikologion is the property of Academy of Music Gheorghe Dima (Musicology Papers) 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 focuses on the challenges faced by the education system in Ukraine, particularly in the aftermath of the Russian invasion. The topics include the direct impact of the war on the lives of millions, the damage to the education infrastructure, and the measures taken at the national level to address the adverse effects of the conflict on the education system.

Copyright of Zbornik radova Fakulteta islamskih nauka u Sarajevu is the property of Zbornik radova Fakulteta islamskih nauka u Sarajevu 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 deals with the issue of aesthetic and cultural education in the age of multiculturalism, which is relevant for modern pedagogy. The connections between culture and education, the growth of the role of aesthetic and cultural education and the training of a future specialist are considered, according to which the emphasis is shifted from traditional pedagogy to the development of aesthetic and cultural education of a comprehensively developed personality. It is noted that modern pedagogy considers culture and aesthetics as an auxiliary means of influencing the student, as well as the formation of his aesthetic and cultural instructions. In the article, based on the study of aesthetic and cultural education of the individual in the modern age, it is carried out in the context of multiculturalism and the synthesis of approaches from the point of view of socialization and the transition of society from traditional to modern in the conditions of globalization/polyconfessionality/transformation and the peculiarities of education in conditions of war and in the period of aggravation of social confrontations - from the standpoint of resistance to attempts to change the world order by force in the conditions of the clash of barbarism and civilization. Aesthetic and cultural education in the age of multiculturalism can serve as an example of social and cultural support for the development of individual skills and competencies. Aesthetic education has been known since ancient times. Support for aesthetic development can be based on a system of activities aimed at the activity mediation of knowledge, which opens up the possibility of their transformation into skills, creating favorable conditions for the formation of relevant competencies. In the age of multiculturalism and globalization, values are changing in favor of world/ western/modern ones, which are based on the observance of laws as the basis of the social order and educate socially mature, morally prepared and patriotic members of society. It is summarized that numerous definitions of the concept of “multiculturalism” can be classified into: historical and social, which shows the presence of ethnic and religious diversification in society; culturally diverse – the presence of cultural and spiritual understanding of the individual; political and economic – as a dependence on the economic and social situation; pedagogic-social-state – as a program of education in the state; globalist – as interconnected with modern processes of societies and civilizations.

Critical thinking goes beyond memorization, promotes independent thinking and reasoned judgment. It is a crucial element in connecting ideas, solving problems, and creating knowledge. Schools are considered to be among the initial steps in developing critical thinking where pedagogical methods would guarantee the formation of it. Critical thinking in schools develops the intellectual capability instead of using it as a memory bank of information where mind does not have any role to play. This work is an attempt to demonstrate role and effect of practicing critical thinking in primary school and analyse reflection and ability of practicing critical thinking in the Kurdistan Region of Iraq. The study relies on deep interview and observation of eighth-grade students and teachers in two prominent schools in Erbil, focusing on four different subjects. Type of questions raised by teachers and students during the lectures have been examined, and a detailed analysis of the reflection and ability to practice critical thinking is presented.

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences 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.)

Studies of education quality are currently a matter of particular relevance and importance. It would seem that the quality of education should interest the scientific community in different periods (historical periods) of time, however, as practice shows, these studies have been carried out mainly in recent times. The article describes some arguments on the quality of education based on the available historical data on the development of education in Russia. Given that it is not possible to consider in detail all historical periods in different countries within the framework of one article, a summary of the key points influencing the development of education in Russia before the revolutionary events (during a certain period of the reign of the Imperial House of Romanov) was made in a small comparison with the modern perception of the quality of education. Some factors influencing the quality of education in the period from the late 19th to early 20th centuries have been identified. The conclusion is made on changing/unchanging factors affecting the quality of education in modern reality in comparison with past experience in the development of the education system. [ABSTRACT FROM AUTHOR]

This paper, without intending to be exhaustive, is a presentation of an increasingly prominent social reality: the tutoring of pupils, as a parallel educational activity complementary to the education system, as a form of non-formal education, or as an alternative option for students' parents to support them in their social success. Our research aimed to identify the perception/opinions of the beneficiaries of these tutoring activities, in relation to the relevant aspects of such activities, such as the way they are organized and carried out, the type and motivational level of students participating in such activities, the real dimensions of the phenomenon as manifested in Romanian society, etc. In order to achieve the purpose of our research, a questionnaire, with open-ended and closed-ended questions, was given to a significant number of people bearing the title of student, who had completed high school studies only 1–4 years ago. Based on the research carried out, it was possible to identify a hierarchy of motivational factors that determine whether students resort to tutoring; the causes of the occurrence and expansion of this phenomenon; and the opinions of the beneficiaries of tutoring services towards the organization and conduct of these activities. At the end of the article, some measures are presented that could optimize the balance between formal and non-formal education in Romanian society. [ABSTRACT FROM AUTHOR]

The COVID pandemic has caused uncertainty, anxiety and instability. Within educational frameworks, many arts therapists needed to shift rapidly to working online. This abrupt transition has challenged their skills and professional confidence, and constitutes a risk factor for increased professional burnout. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. Fifteen female arts therapists gave the research team access to the assignments they wrote at the beginning and end of the course. The data analysis was based on the principles of Consensual Qualitative Research. The analysis dealt with four main domains: (1) Participants' expectations from the course. (2) Participants' acquisitions and insights. (3) Participants' feedback and recommendations. (4) Field applications. Overall, at the end of the course, the participants reported that they saw more possibilities in the remote arts therapy format. Rapid and focused support contributed to the arts therapists' sense of certainty, control, ability and flexibility in their work. Remote arts therapy is here to stay. Other similar courses should be offered for arts therapists working privately and publicly. Focused support during major changes in the therapeutic setting are recommended to prevent the risk of burnout and maintain the efficiency of therapy. In the State of Israel, at the beginning of the COVID pandemic, more than 3,500 arts therapists employed in the education system were declared vital workers. These therapists have continued their therapeutic work with tens of thousands of children and adolescents across the country through remote arts therapy. The Israel Ministry of Education took a series of steps, one of which was a 30-hour remote arts therapy course that was offered during one of the peak periods of the crisis. The present study examined the ways in which this programme provided online skills and lessened the risk of burnout in arts therapists in the education system. The study involved 15 female arts therapists who participated in a remote arts therapy advanced training in the education system, which took place from October to December 2020. The participants gave the research team access to the assignments they wrote at the beginning and end of the course. The assignments made it possible to examine what the arts therapists learned from the training, the tools they acquired and whether and how they felt they had benefitted from it. Overall, advanced training programme allowed the participants to become familiarised with theory, and explore therapeutic practices and ways of using the arts in the online space. The training format also enabled the participants to share and help each other. Clearly, these courses specifically related to the online format are important and should be recommended in the future both for arts therapists in the education system and for graduate students as part of the curriculum. [ABSTRACT FROM AUTHOR]

The aim of the article is to identify ways and conditions for internationalization development in Russia. The author shows from the neo-institutional approach point of view that Western internationalization strategies are implemented under conditions of the formed university identity as an entrepreneurial one with strong institutional support. At the present moment, in Russia new university’s identity is still the forming, such a system of education at the institutional level is absent. It was also noted, that internationalization in the West was initially used as a tool to improve the quality of education that perspectively contributed to higher school competitiveness under conditions of mass-market orientation. While in Russia university’s competitiveness is a condition for successful internationalization. At the present formal changes in the education system, informal limitations create a conflict for the university identities. The university is still not perceived as a sovereign economic entity. The market capacity factor is poorly taken into account. The entrepreneurial component of higher education institution does not act as its competitive advantage at this stage, and in the global dimension its significant lag is observed. Important conditions for the successful development of internationalization are: a differentiated approach to universities in the implementation of internationalization strategies, the relative autonomy of the university, the elimination of the gap between the goals of internationalization and state mechanisms aimed at their implementation, as well as the conditions for developing internal internationalization, the interested joint activity of all subjects of the scientific and educational process and the private sector of the economy, the elimination of the gap among the developed mechanisms for increasing the competitiveness of the university through the commercialization of projects and the underdevelopment of public private partnership (PPP) forms in the higher education system, improving approaches to organizing the scientific and educational activities of the university.

The relevance of the research is due to the fact that nowadays, public administration is a rather important factor that affects any social system, in particular, the structure of education and upbringing. Since the development of the education system is directly related to the development of the education mechanism itself, it is necessary to take measures to reform the state management of education. The purpose of the study was to find out how the level of state management of the education system in Vietnam affects the future profession and success of students. To achieve the goals and objectives, the following methodological approaches were used: the analysis method, the theoretical approach, the systematic approach, the deduction method, the induction method, and others. The article reveals and analyses the concept of “state management of education and training”. Modern methods of modernization of public administration in the field of education and training in Vietnam are also defined. It was revealed how important the educational sector is for the formation of the state. The results of the survey were analysed, which showed what factors should be added to improve the education system. The peculiarities of the implementation of state administration in the activity of a modern general educational institution are considered. The main components of the state model of management of education and training in educational institutions are defined, the purpose of public education in modern Vietnam is highlighted, as well as the criteria on which the quality of the education system depends. With the help of methods of analytical and statistical analysis, the features of the state administration system in the field of education and training were studied. The need to modernize education and training management is substantiated. It has been proven that the quality of education is related to the effectiveness of management. The educational process is considered as an important characteristic of the state’s competitiveness. The obtained research results provide an opportunity to determine effective ways to improve the quality of education management.

Introduction. Ensuring the consistency of regional vocational education systems with the labor markets demands is a nationwide task of strategic importance. It causes the development of methodological tools instrumental in a quick and objective assessment of the current state of regional educational systems in the context of their interaction with the region’s labor markets. The aim of the article is to develop indicators of the relationship between the system of vocational education and the labor market and to test the calculation of these indicators in the Russian regions. Materials and Methods. The research methodology includes substantiation, development and formalization of indicators of the interrelation between the education system and the labor market. The first indicator characterizes the potential of the regional vocational education system to provide places for the admission of its own graduates of the 9th and 11th grades of schools. The second indicator assesses the supply of the regional labor market with graduates of the regional system of vocational education. To calculate the proposed indicators, official statistical reporting data are used. Results. In the course of research, using statistical data for 2018–2020, the proposed indicators were calculated for all Russian regions. Based on the cluster analysis of the indicators calculated values, a typology of Russian regions was made, during which five types of stable regions associations with homogeneous characteristics were identified. The strengths and weaknesses of regional educational systems are identified, including in the context of their interaction with the region’s labor markets. Discussion and Сonclusion. The developed indicators allowed to quickly assess the potential of the regions, on the one hand, to provide school graduates with vocational education, and on the other hand, to meet the economy staffing needs by graduates of universities and vocational educational organizations. The results of the study are of undoubted practical significance and will be useful to executive authority in developing recommendations for bringing education systems in line with regional development priorities, strengthening and developing regional educational systems.

Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources 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 Ethnomusicology Research Centre Journal / Ethnomusikologion is the property of Academy of Music Gheorghe Dima (Musicology Papers) 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 Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 purpose of this study is to examine the key aspects of the talent development process in youth football within the educational system of Germany. Germany is renowned for its high educational standards and remarkable achievements of its athletes on the international stage. In order to accomplish this objective, a comprehensive set of interconnected methods, including analysis, synthesis, and generalization of scientific information pertaining to the specific issue, as well as educational and methodological literature and internet sources, were employed. The study reveals that a successful football career is the outcome of the interaction between two pedagogical systems: one that reflects an individual's educational endeavors and the other which relates to their sporting accomplishments. The step-by-step construction of the educational and sports systems, their common orientation, which enables constant multifaceted control and support of each young talent, optimally coordinates all areas of his life, promotes further harmonious development. It has been proven that the German model provides comprehensive support of the chosen professional path, the opportunity to study in the institutions that correspond to the preferences, aspirations and abilities of the individual. [ABSTRACT FROM AUTHOR]

As a result of the historical and pedagogical analysis, the main trends and features of adult education in universities based on modern information technologies at various stages of the development of pedagogical theory and practice have been identified. The pedagogical characteristic of the adult education category is given. The pedagogical essence of the process of adult education in universities is substantiated on the basis of modern information technologies, taking into account their sociopsychological characteristics, the content and structure of the pedagogical process under study are disclosed. A pedagogical target program for improving the effectiveness of adult education in universities based on modern information technologies has been developed and tested. Criteria and indicators for evaluating the effectiveness of adult education in universities based on modern information technologies have been determined: meaningful, organizational and productive. The main ways to increase the effectiveness of adult education based on modern information technologies are identified: the development of a distance education system in modern universities, improving the efficiency of the corporate information system of a university, training faculty and university administration as tutors and managers of students' cognitive activity. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'International Relations & Regional Studies' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 research is a quantitative research with a survey method. The sampling technique uses a probability sampling technique with a total sample of 67 education personnel. Hypothesis testing uses path analysis with a significance level of α = 0.05. This study resulted in ten conclusions, namely, among others: 1). There is a relationship between the education system (X1) and the job satisfaction of educational staff (Y). 2). There is a relationship between education management (X2) and educational staff job satisfaction (Y). 3). There is a relationship between the education system (X1) and education management (X2) with the job satisfaction of educational staff (Y). [ABSTRACT FROM AUTHOR]

The article characterizes the issues of cooperation between Polish and Ukrainian pedagogical circles. It is worth emphasizing that it has been carried out from the beginning of the establishment of free Ukraine. The author highlights the forms of cooperation between Polish and Ukrainian educational scientists, who meet every 2 years in the forums of educators from both countries, organized alternately in Poland and Ukraine. The next 9th Forum is organized on May 11–12, 2022 in Lublin. The text is also accompanied by a list of important facts of this cooperation, which took place during almost 30 years of pedagogical contacts of scientific communities from the neighboring countries.

This article provides detailed information on the changes and innovations in the field of higher education, various methods, and tools for educating children with disabilities. The practical significance of increasing the participation of children with disabilities in society through choreography has also been studied. [ABSTRACT FROM AUTHOR]

Critical thinking goes beyond memorization, promotes independent thinking and reasoned judgment. It is a crucial element in connecting ideas, solving problems, and creating knowledge. Schools are considered to be among the initial steps in developing critical thinking where pedagogical methods would guarantee the formation of it. Critical thinking in schools develops the intellectual capability instead of using it as a memory bank of information where mind does not have any role to play. This work is an attempt to demonstrate role and effect of practicing critical thinking in primary school and analyse reflection and ability of practicing critical thinking in the Kurdistan Region of Iraq. The study relies on deep interview and observation of eighth-grade students and teachers in two prominent schools in Erbil, focusing on four different subjects. Type of questions raised by teachers and students during the lectures have been examined, and a detailed analysis of the reflection and ability to practice critical thinking is presented. [ABSTRACT FROM AUTHOR]