Suchergebnisse

On the eve of a new expansion policy of Azerbaijan's higher education, there are numerous challenges and constrains along with its promising opportunities. While diversification of economy requires more graduates, it is worth examining to what extent higher education is ready to meet these challenges in terms of resources and successful applicants under the influence of rising global pressure. Acceleration of student migration, especially among those who perform poor in national university admission exams – usually they find a refuge in poor quality universities of neighbouring countries, is another push for the government for expansion – to provide more places at local higher education institutions. However, a simple expansion strategy is not a cure in itself, it requires fundamental changes in traditional way of managing higher education: to provide additional funding for mass student enrolment, to lead structural reorganization in governance of expanded institutions; to deter decreasing quality of education, to create relevant employment opportunity for mass graduates etc. Another reason that makes massification policy more complicated in Azerbaijan case is that an expansion strategy happens almost simultaneously when government tries to reform soviet model higher education. So, along with constrains and limitations, opportunities and resources have to be studied well before leading to mass expansion of higher education not to face unexpected consequences. In that context changing steering core from government to market-centred model, diversifying higher education, and promoting entrepreneurial university model are proposed to consider as significant strategy for restructuring higher education before leading to expansion policy in higher education of Azerbaijan. Therefore, it is being emphasized that expansion of higher education is needed to be designed in a way to achieve productive institution performance in terms of efficacy and quality and stimulating diversification of economy, as well as rational spending of government funding to provide mass and equal access opportunity to higher education, bur not leading to rising unemployment of qualified graduates. ; published_or_final_version ; Education ; Master ; Master of Education

This paper will examine to what extent the unprecedented global financial crisis has affected the Indonesia's economy. The differences between Indonesia's experience of theglobal financial crisis (GFC) and Asian Financial Crisis (AFC) in 1997–98 will be illuminated. The government's priority on the development of education— together with achieving quality growth, reducing poverty, creating jobs, improving infrastructure— have accelerated the economic recovery and improved key indicators in education. Despitebudgetary adjustments, the Indonesian government continues to prioritize investment in education. As a result, the GFC has not affected number of students in Indonesiasignificantly. The GFC has not affected the interest of students to get higher education at the Indonesia's universities. Keywords: global financial crisis, Asian financial crisis investment, economic recovery

This study examines the impact of disaster education and household preparedness activities on stress responses among adults in the Charleston, South Carolina area following Hurricane Hugo. Two samples, composed of 198 adults who had participated in special disaster education workshops sponsored by the Earthquake Education Center (EEC) at Charleston Southern University, and a general sample of 511 adults in the Charleston area were interviewed by telephone. The data reveal that (a) those who had participated in disaster education programs generally (other than the EEC programs) reported higher levels of stress than did those who did not participate in such programs, although this relationship was not significant; (b) engaging in household preparedness activities resulted in higher levels of stress; and (c) controlling for other pertinent variables, the EEC workshop sample reported significantly higher levels of both physiological and psychological stress than did the general sample. Possible reasons for these unexpected findings are discussed.

Explorations of socio-cultural realities of many African countries in the post colonial era reveal a very complex yet saddening reality. Poor infrastructure, large numbers of the local populations living below poverty lines, and contin ued civil and ethnic strife are some of the most prevalent identifiable markers of post-colonial Africa. This paper addresses the legacy of colonialism as mani fested in the educational system of Kenya in the post-colonial era. 1 argue that although Kenya is an independent country, it is overly dependent on the West for its cultural and intellectual nourishment. I critically analyse the role of edu cation in shaping a national sense of identity and as an agent for development. I show that the education system offered in Kenya needs a total overhaul in order to tap the best of its brains by recreating a new cultural orientation. Therefore, this paper examines, with examples from Kenya, the condition of post-coloniality as it relates to education and development, two concepts that are closely related in both national and individual discourses. I argue that through colonialism and post-colonialism, Kenyans have absorbed imperialist values that consequently condition them to think of'development' as the process of shedding any traces of their unique traditions and cultural practices. This has led to a situation where majority of Kenyans have become schizophrenic members of a nation-state that tries to nurture citizens who strive to be Western and yet remain Kenyan. I also argue that even after three decades of political independence, Kenya's educa tion system has not been able to tailor its content and pedagogy to the socio economic and cultural realities of its people. Instead it continues to uphold an education system that is centered around schooling rather than learning and which consequently produces a people who are incapable of fitting into their own social environments. 1 often revert to the first person to articulate my own embeddedness in that which I am critiquing.

Everyone is under stress trying to cope with the novel coronavirus pandemic, but students are especially vulnerable: Theyve lost access to their friends, their campus communities, and the structure and rhythm of the academic year. This report points out ways in which faculty members can help students cope. Professors, after all, are on the front lines, even if that line is now a virtual one. ; The Chronicle of Higher Education

An individual's financial risk tolerance (FRT) has an important role in their financial decisions. Hence, it is a recent topic of interest. Research shows a strong relationship between financial literacy and risk aversion. Little research, however, has been done investigating the correlation between financial education and FRT. In this paper, it is proposed that financial education and FRT may be positively correlated. Since risk preferences are an innate characteristic and can also be motivated by personal and psychological attributes, the relationship between financial education and FRT may not be causal. Results obtained from analyzing data from the 2021 NFCS dataset through multivariate analysis show that financial education courses are positively correlated with reporting higher measures of financial risk tolerance for college educated individuals and for financially low literate individuals who have not attended college. These results hold even after controlling for financial literacy and a myriad of other background variables. JEL Codes: D14, G00, D81, A20

AbstractThis article revisits the Hobbesian account of the state of nature and the formation of states, attending to Hobbes's account of the family. Drawing on feminist readings, we find in theLeviathanan account of the family as a natural political community. We contend specifically that a focus on conceptions of family life in theLeviathan, and in works by Hobbes's early modern peers, points to the role of the family as a site of socialisation in the prelude to early state formation and in the formation of political hierarchies more generally – including, we suggest, the formation of international hierarchies. These accounts have thus far been missing from International Relations theory. Contra conventional IR theoretic readings of theLeviathan, the Hobbesian state of nature contains the seeds of both anarchy and hierarchy, as overlapping social configurations. While anarchy emerges clearly in the famous condition of 'war of all against all', hierarchy also exists in Hobbes's depiction of family life as a naturally occurring proto-state setting. On the basis of this contemporary feminist analysis of a classic text, we consider implications for the emerging 'new hierarchy studies' in IR.

This is analysis is done to understand the expenditure pattern in the areas of Military, Healthcare, and Education among the top 10 nations who are part of the G20 group. Individual_project_ppt.pptx shows an overview of the project with all the graphs.Cleaned_final_data.xlsx is the final cleaned data that is used. The military dataset was obtained from the SIPRI Military Expenditure Database. All the other datasets were obtained from the World Bank Open Database and were Excel files. For the purpose of this project, the data for the years 2012-2017 were selected and analyzed. Data cleaning was done using Python and Excel and the top 10 nations in respective fields: education, healthcare, and military spending were selected. Data Extraction And Cleaning.ipynb will give an overview of how the data was cleaned. Google API, JavaScript, and HTML were used for visualization purposes. Individual_project_code.html displays all the visualization graphics which were produced in this project. Conclusion: • USA is the leading spender in all 3 categories. The year-on-year expenditure of USA shows an upward trend in Healthcare & Education but not in Military. China is the second-highest spender in Military & Education. •The mean GDP (2012-2017) of the USA is the highest followed by China. •Among the top 10 countries, the USA and China contribute the most in all 3 categories. •USA seems to be the highest spender in military & education as compared to its GDP. For Healthcare, the USA is again ahead of the rest of the countries. The other countries like China, Japan, Germany, France & UK seem to be spending about the same amount as compared to their GDP. •The expenditure on Education & Healthcare is significantly larger than the expenditure on the Military. This is true for all the top countries selected. •All the mentioned countries are spending the most per person on Healthcare followed by Education and Military. Saudi Arabia spends the highest amount when we look at per person military expenditure. The USA ...

Values are the core in the educational process both from a theoretical point of view and from the aspect of the teaching practice. The school assumes the main function in values' acquisition in pupils and as a public institution it produces the values of the wider social community and society. In acquiring the values in the school, not only parents and teachers' influence takes place, but the background is a colourful diversity of political, social, economic, religious and cultural values of various groups and interests. The priority of selected values in a school curriculum represents a palette of life activities in the school and also the life events beyond the social community. They should be carefully chosen, realized and valued. Their realization does not ooften take place in an easy way because the values are not explicitly represented in the curriculum and are not equally understood by all subjects in the teaching practice. The acquisition of primary values in young people increases the possibility for favourable development of other values and forming a complete personality. Therefore, this paper will try to present several theoretical models of educational practice that support opportunities for teaching character and students' values acquisition in a modern school environment. The models themselves contribute to the development and acquisition of given values in the pupils. Some of them are complement and create possibility to solve some current issues from everyday school life and enable an easier transition from traditional to modern teaching practice.

Education plays a vital role in the development of a Nation. Due to the advent of self-financing colleges, the cost of education became very high. Education loan have been a great assistance to those students who have not been able to pursue professional education due to financial constraints. But loan programmes turned out to be disappointing in terms of repayment status. This study is purely a conceptual study which focuses on the Model Education Scheme introduced by Indian Banker's Association.RBI instructed banks to implement the Model Educational Scheme to help the deserving students. In this study we can analyze the importance of educational loans, Benefits of educational loans, Issues in getting student loans, Problems faced by beneficiaries while taking education loans. Challenges of banks, Repayment and recovery of education loans. Rise of NPA as a result of non-payment of education loans through a detailed literature survey. Significance of study is also mentioned in this.