This article explores the prospects and challenges of the Higher Education Commission in India and its role in shaping the future of the country's education system. By analyzing the current state of higher education, objectives and functions of the commission, and the challenges it faces, the article provides insights into the potential opportunities and obstacles in achieving excellence in higher education in India. This article examines the prospects and challenges of the Higher Education Commission in India. The Higher Education Commission plays a vital role in shaping the future of the country's education system. By exploring the current state of higher education in India, analyzing the objectives and functions of the Higher Education Commission, and discussing the challenges it faces, this article aims to provide insights into the potential opportunities and obstacles in the path towards achieving excellence in higher education in India.
Subject of the inquiry: the problem of a computerization of teaching the Bases of informatics and computer engineering techniques (BICET) in the system of secondary education.
Aim of the inquiry: to create effective means of pedagogical programmes (PPM) on BICET, aimed at computerization of teaching and to work out the methods of using it.
Methods of inquiry: studying and analysing the literature on the topic of the investigation; observing the teaching process; talks with teachers and schoolchildren; generalizing school teacher’s experience; internet forum; pedagogical experiment.
Novelty and theoretical importance of research: the concept of computer education of secondary education was worked out; the structure of process of computerizing teaching was analysed; the principles of computer education were worked out and means of computer education of teaching were systematized the ways of modelling the teacher’s and schoolchildem’s activities in the PPM, the process of accomplishing all types of exercises with the help of computer; the mechanism of working out the PPM of the BICET.
Practical value: PPM worked out by us were effectively used in BICET; the concept, principles and means of computer education of teaching may be used while computerization of other subjects, improving teachers’ training, compiling textbooks and educational supplies of computerization; the ideas in the thesis may serve as a theoretical basis to computerize all stages of education.
Degree of embed and economical effectivity: 80 works of the author concerning the theme of the dissertation were published, including monograph, textbooks and teaching supplies; the content of the investigation was discussed at a number of conferences.
Sphere of usage: while computerization of all stages of education; while compiling syllabi, textbooks and teaching supplies.
In this article, the author, based on an analysis of a number of sources, tried to reveal the features of the education system of the Iranian state, which has its own history of development in the region, its historical stages and features. The author tried to objectively analyze the reforms and modernization work carried out at different periods in the education system of Iran, mainly using foreign sources. The 1979 revolution plays a very important role in the life of the Iranian state. Therefore, the article compares the education system for two periods: pre-revolutionary and post-revolutionary periods. An attempt was made to identify and show the results obtained using various tables. The education system was divided into preschool, secondary, vocational and postgraduate degrees. The reforms carried out at each stage were briefly, but substantively covered. Conclusions were made by analyzing the results of the reforms. The features of the education system in Iran were identified and the prospects for their use in the context of Uzbekistan were examined. With an emphasis on gender processes in the education system, the strengths and weaknesses of the two-tier school system were identified. Efforts were made to explain the post-revolutionary changes in the country, the Islamization of the education system and its impact on the quality of education. In conclusion, the results obtained as a result of the analysis were systematized and sorted. Suggestions were made about what aspects of the Iranian education system can be implemented in practice and in the education system of Uzbekistan. When writing an article, the author sought to develop and substantiate his conclusions using methods such as comparative analysis and the use of statistical data.
Диабетический кетоцидоз – это опасное для жизни осложнение СД, требующее неотложной помощи, мониторинга состояния. Характеризуется острой декомпенсацией СД с гипергликемией, ацетонурией, метаболическим ацидозом, различной степенью нарушения сознания, вплоть до комы.
This hypothetical article is committed to the production of Mixed Education Model [MEM] which targets giving a education climate to improving innovative abilities among ladies. Item Improvement process has been utilized for creating MEM. Self-educational methodologies are likewise applied to plan the education circumstance in the MEM. Eye to eye and online method of education are successfully mixed in the MEM which incorporates 70% education through on the web and simply 30% occurs in up close and personal mode. There is a logical course arrangement that has been laid out in various parts of the MEM like the points and targets, responsibilities of student, content and setting, education results and human cooperations, communications with content, situations based education for establishing relevant education climate, and so on. Self-administered education exercises have been created with the end goal of viable education.
Today, the incentive to get an education and its content can be a guarantee of the success of the educational process, to put forward the necessary ideas and proposals for the organization of all stages of education on the basis of a modern technological approach, to teach young people to think comprehensively while giving them deep and reasonable knowledge, during the educational process, students dedicated to the formation of students' ability to learn independently, organization of education based on innovative technologies, activation of students in education, optimization of education based on the principles of modern technological approach. In the article, the organization of all stages of education based on a technological approach, teaching young people to think comprehensively while providing deep and reasonable knowledge, forming the ability of students to acquire independent knowledge in the educational process, organizing education on the basis of innovative technologies, activating pupils and students in education, the principles of the technological approach Based on this, the issues of optimization of education are interpreted.
This article explores the vital role of education in promoting peace and countering terrorism, emphasizing the importance of understanding the complex relationship between education and terrorism. Education nurtures critical thinking, empathy, and tolerance, which reduces extremist ideologies' appeal and fosters unity among diverse communities. The connection between education and terrorism is multifaceted; while inadequate access to quality education can fuel terrorist recruitment, comprehensive educational policies can encourage social harmony and discourage extremism. The article highlights pedagogical approaches integrating peace education, promoting intercultural dialogue, and creating inclusive learning environments, which contribute to a more peaceful society equipped to address terrorism and ensure global stability. Investing in education for peace has far-reaching implications, leading to safer communities, long-term economic growth, and social development, while helping countries meet international obligations, such as the United Nations Sustainable Development Goal 4. In conclusion, education is a powerful force for positive change, and leveraging its potential is essential for creating a more peaceful and harmonious global society.
This study was designed to examine barriers to harmonization of the sub-systems of primary education in the Littoral and South West Regions of Cameroon. The study was guided by two objectives which where to inquire whether bicultural traditions of the country is a hindrance to the harmonization process of the curriculum of primary education and to find out if the fear of assimilation is a barrier to harmonization of the curriculum of primary education. The concurrent mixed-methods research approach specifically the descriptive survey design was adopted for the study. The sample population for the study was made up of 20 pedagogic staff from the Regional Delegation, 20 from the Divisional Delegation, 20 from the Inspectorates, 200 head teachers and 300 teachers from both regions. The purposive and simple random sampling techniques was adopted for the study. The instruments use for data collection were a questionnaire (closed ended questions) for Teachers and Head teachers and an interview guide for regional delegation staff, divisional delegation staff and inspectorate staff. Data from the close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions were analysed thematically. The hypotheses of the study were tested using Chi-square test. Statistically, findings showed that head teachers and teachers did not significantly differ in their perception on the bi-cultural tradition of the country acting as a barrier to the harmonization of the curriculum for primary education (P=0.270, >0.05) whereby majority of the head teachers 154 (76.9%) and teachers 214 (71.4%) strongly agree and agree that the bi-cultural tradition of the country is a barrier to the harmonization of the curriculum for primary education while a minority of the head teachers 46 (23.1%) and teachers 86 (28.6%) disagree and strongly disagree. Statistically, findings showed that head teachers and teachers did not significantly differ in their perception on the fear of assimilation acting as a barrier to the harmonization of the curriculum for primary education. (P=0.555, >0.05) whereby, majority of the head teachers 144 (71.8%) and teachers 222 (74.1%) of almost the same proportion strongly agree and agree that the fear of assimilation is a barrier to the harmonization of the curriculum for primary education while a minority of the head teachers 56 (28.2%) and teachers 78 (25.9%) disagree and strongly disagree. It is generally recommended that, harmonization in its context of preserving cultural patrimony as an objective of multicultural education. Cultural patrimony refers to the sum total of ways of living, including values, beliefs, aesthetic standards, linguistic expression, and patterns of thinking, behavioural norms and styles of communication, which a group of people have developed to assure its survival in a particular physical and human environment.
In 2015, the United Nations member states adopted the 17 Sustainable Development Goals (SDGs). Higher education is one of the priorities of Task 4.3 of the SDGs - ―By 2030, ensure equal access for all women and men to affordable and high-quality vocational and higher education, including university education‖. To achieve this goal, one of the illustrative strategies is to promote the internationalization of higher education. In the Astana Declaration (2017), the Central Asian countries’
Ministers of Education reaffirmed their commitment to strengthening cooperation in the field of internationalization of higher education, including for sustainable and inclusive development 2. Despite the fact that there are many definitions, the internationalization of higher education is understood
as: Intentionally expanding the spatiality of higher education through cross-border mobility and interconnection between educational institutions, students, scientists, knowledge, programs and suppliers (systems and providers)3.
The motivation behind this review was to examine advanced education program in computerized authority all throughout the planet. This review dissected key components of graduate program in advanced authority utilizing suggestions of past research including name of foundation, name of degree program, concentration and credits for finish, educational expenses, confirmation necessities, and program qualities (benefits). Catchphrases, for example, "advanced administration program", "graduate program in computerized initiative", and "graduate degree in computerized authority" were used for the hunt through Google web index. Results tracked down that nine foundations had conveyed advanced education program in computerized initiative.
This article discusses the problems of the impact of globalization on the development of higher education, as well as the development of the processes of integrating national education systems into a single global educational space, the growing trends of internationalization and competition in the field of higher education, and scientifically analyzes the fact that global integration and unification cover all areas of public life. Such fundamental changes are scientifically and practically based on the fact that competition in the field of goods and services is turning into competition in the field of cooperation and quality education. Also in this article, a comparative analysis of various levels of paradigmatic approaches to assessing the quality of higher education is carried out. In this regard, specific characteristics of the global, macro-regional, national, local levels of education quality assessment are substantiated, each of which contributes to the formation of a general system for assessing the quality of higher education, scientifically and practically substantiated.
Teacher education plays a critical role in shaping the quality of education and national development. This study explores the challenges and opportunities in enhancing the quality of teacher education in Nigeria. The findings reveal significant challenges, including inadequate infrastructure, outdated curriculum, limited resources, and insufficient professional development opportunities for teachers. However, opportunities for improvement exist through curriculum reforms, investment in infrastructure and resources, and enhanced professional development initiatives. Addressing these challenges and seizing the opportunities can lead to the transformation of teacher education, ultimately improving the overall quality of education in Nigeria. This study provides valuable insights for policymakers, teacher training institutions, and other stakeholders to drive evidence-based reforms in teacher education.