Suchergebnisse

Indonesia and India see the Indian Ocean as their strategic political, education, defense, and maritime security. Diplomatic relations between Indonesia and India have been established since 1951 and were upgraded to become a Strategic Partnership in the fields of politics, defense, and maritime security aimed at increasing Confidence Building Measures (CBM). This study aims to analyze the perspective of Indonesia's cooperation with India in the fields of politics, defense and maritime security. The development of Indonesia-India relations has included mutual influence between soft power and hard power. Soft power in Indonesian and Indian foreign policy began to shift to strategic thinking or hard power in entering the stages of the development of Indonesian and Indian Education. This development is in line with Indonesia's foreign policy, which embraces free and active politics. Free means not being bound by ideology or by a foreign country's politics or by a specific bloc of nations, or superpowers, while active means a realistic contribution to developing freedom of friendship and international cooperation by respecting the sovereignty of other countries. Commemorating 70 years of Indonesia-India relations is expected to be a momentum to strengthen strategic cooperation between the two countries is neighboring and have the same interests, covering the Indian Ocean, South China Sea, and the Indo-Pacific as part of emerging strategic entities.

Bangladesh has made significant improvement in education covering the six EFA goals. Yet, challenges in education are also in the race. This paper attempts to highlight the successes and challenges in education of Bangladesh. It also conveys s sort of way forward for further realization of educational progresses as well as a broader range of post-2015 education goals. Education for All (EFA) adopted in Dakar World Education Forum 2000 is approaching its deadline in September 2015. Attention has been given worldwide to think further for achieving EFA targeting 2030. Will countries like Bangladesh be in a position to achieve the new targets with appropriate strategies, focused priorities and timelines, adequate resourcing and strong political commitment? (DIPF/Orig.) ; Bangladesh hat beachtliche Fortschritte gemacht, um die sechs EFA-Ziele zu erreichen. Gleichwohl bleiben viele Fragen offen. Der Aufsatz beabsichtigt, einerseits die Erfolge zu beschreiben, andererseits auch die Defizite aufzuzeigen. Ferner wird beschrieben, welche Aufgaben in Zukunft bewältigt und welche Bildungsziele nach 2015 angestrebt werden sollen. Bildung für alle (EFA) – wie sie in Dakar auf dem Weltbildungsforum in 2000 verabschiedet wurde – nähert sich der Deadline im September 2015. Weltweit wird das Augenmerk auf Überlegungen gerichtet, wie weiter mit Blick auf die Erreichung der EFA-Ziele bis 2030 gedacht wird. Werden Länder wie Bangladesch in der Lage sein, die neuen Ziele mit geeigneten Strategien, mit fokussierten Prioritäten und Zeitperspektiven, mit angemessener Mittelausstattung (DIPF/Orig.)

This paper provides a recipe to generate definitions of possibility, which is equivalent to the standard approach of deriving possibility from belief/knowledge. Savage's notion of nonnullity is therefore an example that fits into our framework. The recipe is used to create a new definition of possibility, which is logically coherent for all weakly monotonic preferences. For various nonexpected utility models of preference, our new definition improves nonnullity and its existing alternatives.

MPA education engineerin is the process of utilizing technological teaching and systematic evaluation, and is characterized by applied teaching subjects ad practical classroom education. The essential ways to actualized MPA education engineering: role simulation, practical teaching, case study, on-the-job training, etc.

Vietnam higher education has attempted innovations in increased efforts to integrate well into the world's education. One of the most prominent innovative activities is quality assurance. Adopting a historical approach, this paper presents the Vietnam higher education quality assurance renovating process including three phases: the centrally planned economy period (1954–1986), the reform period (1986–2000) and the international integration period (2000–2017). At each stage, it is referred to the perspective, the system, the mechanism, and the achievements of Vietnam higher education quality assurance. By taking a historical stance, the paper presented the continued advance of higher education management, the role and significance of quality assurance as an integration commitment of Vietnam education in the context of globalization.