Challenges that arise during a time of crisis, as the current COVID-19 pandemic, are a basis for recognizing how different governments handle the governance of units such as schools and issues related to democracy and social inequality. By paying attention to similar or contrasting issues in the political welfare states' characteristics and organization, the crisis's impact on different countries can be identified and can provide learning examples beyond the study's phenomena. Although Brazil and Sweden are historically and culturally diverse countries, they also share similarities in being politicized by global trends such as neoliberalism. The paper examines the two governments' discourses and how centralization, decentralization, and neoliberalism and the resulting shift to privatized public services can form a basis for understanding declines in democracy and social inequality in schooling in both countries. The following research question guides the work, how are democracy and social inequality expounded in Brazil's and Sweden's way of organizing education during the COVID-19 pandemic? To investigate how democracy and social inequality were expounded in Brazil's and Sweden's way of organizing education during the COVID-19 pandemic, we used a quantitative ethnographic approach to analyze the government's discourses. With quantitative ethnographic techniques we identified how the states organized discussions and actions to investigate and solve socio-educational issues related to democracy and how access to resources for education related to inequalities. The governmental intensity of keeping the economy functioning was observed to be influenced by the advance of neoliberalism in both countries. In organizing the education during the COVID-19 pandemic neoliberalism is pertaining to authoritarianism in Brazil and more culturally contingent actions related to the ethos - "openness" - in Sweden. ; lict
Research problem, relevance and novelty. You can hear quite often complaining enterpreneurs about bad training of the young specialists for labour market. They are complaining about higher schools and vocational schools, as well. If you need to reach good results you have to renew your resources. However, you have to have enought money for this. And that is the task for the head master of the school. We describe the leadership culture of vocational schools in the constantly changing surroundings in this work. When independence of Lithuania has been rebilted the head master's job charcter changed and we got needs for the new researches. It is hard to adapt the general management theory to some school in reality. That is why it is the research on leadership culture at the vocational schools still. The head master's point of view about leaderschip culture is compared with the point of view of his staff in this research. Aim of this research – to analyse theoretical basis of leadership culture; to find out the available situation about leadership culture at the vocational schools; to present recomendations about the organizations' activities improvement. Research hypotheses: 1. The older head masters make the negative influence to leadership culture; 2. The democratic style of head master's leadership does not make any negative influence to leadership culture of vacatinal schools; 3. The vocational schools' head masters devote a little money for their profesional competences' improvement; 4. The vocational schools' financial resources are formed by the means of the budget of the Republic of Lithuania. And that is the reason why the vocational schools are short in them to renew the material and technical base. Research methods – scientific and publicist literature sources analysis, statistical data analysis, sociological quantitative research – questionnaire survey, logical abstraction method, graphic representation method and other methods. Research main inferences. The leadership culture is under the influence of the school culture. Vocational schools are contervative education organizations because they have the same leaders for a long time. If only the leaders have been changed as politicians every 5 or 10 years, the vocational school's culture 78 would renew quite often. The leader of vocational school should not be appointed by higher institution but elected by local community. The first research hypothesis was not confirmed. Most of the respondents support the process of the changes and they are on good terms with their staff. Most of the staff's respondents pointed out that the lader should bee 46-60 years old. Therefore, the staff trusts in that leader which has much more experience. The second research hypothesis was confirmed. Most of the respondents pointed that the vocational school's leader has democratic leadership style and accentuated just positive moments of the leadership culture in the research. The third research hypothesis was confirmed. It has been found out that three quarters of the leaders' qualification are improved on the free seminars. The biggest part of qualification improvement which is payed by personal leaders' resources makes just one quarter. The fourth research hypothesis was confirmed. The vocational schools are short in financial resources to renew the material and technical base. However, they are looking for other opportunities how to get more money. It is EU SF resources, 2 per cent support resources and social partners' recources. The vocational schools should have close collaboration with the business (enterpreneurs) organizations to get know enterpreneurs' requirements to competence for young specialists. Also they should have close collaboration with higher schools, as well, fo the purpose to prepare young specialists according between fixed programs. If we have good prepared specialists, we could speed up the growth our country's economic structure and bee happy with higher quality of our living.
Research problem, relevance and novelty. You can hear quite often complaining enterpreneurs about bad training of the young specialists for labour market. They are complaining about higher schools and vocational schools, as well. If you need to reach good results you have to renew your resources. However, you have to have enought money for this. And that is the task for the head master of the school. We describe the leadership culture of vocational schools in the constantly changing surroundings in this work. When independence of Lithuania has been rebilted the head master's job charcter changed and we got needs for the new researches. It is hard to adapt the general management theory to some school in reality. That is why it is the research on leadership culture at the vocational schools still. The head master's point of view about leaderschip culture is compared with the point of view of his staff in this research. Aim of this research – to analyse theoretical basis of leadership culture; to find out the available situation about leadership culture at the vocational schools; to present recomendations about the organizations' activities improvement. Research hypotheses: 1. The older head masters make the negative influence to leadership culture; 2. The democratic style of head master's leadership does not make any negative influence to leadership culture of vacatinal schools; 3. The vocational schools' head masters devote a little money for their profesional competences' improvement; 4. The vocational schools' financial resources are formed by the means of the budget of the Republic of Lithuania. And that is the reason why the vocational schools are short in them to renew the material and technical base. Research methods – scientific and publicist literature sources analysis, statistical data analysis, sociological quantitative research – questionnaire survey, logical abstraction method, graphic representation method and other methods. Research main inferences. The leadership culture is under the influence of the school culture. Vocational schools are contervative education organizations because they have the same leaders for a long time. If only the leaders have been changed as politicians every 5 or 10 years, the vocational school's culture 78 would renew quite often. The leader of vocational school should not be appointed by higher institution but elected by local community. The first research hypothesis was not confirmed. Most of the respondents support the process of the changes and they are on good terms with their staff. Most of the staff's respondents pointed out that the lader should bee 46-60 years old. Therefore, the staff trusts in that leader which has much more experience. The second research hypothesis was confirmed. Most of the respondents pointed that the vocational school's leader has democratic leadership style and accentuated just positive moments of the leadership culture in the research. The third research hypothesis was confirmed. It has been found out that three quarters of the leaders' qualification are improved on the free seminars. The biggest part of qualification improvement which is payed by personal leaders' resources makes just one quarter. The fourth research hypothesis was confirmed. The vocational schools are short in financial resources to renew the material and technical base. However, they are looking for other opportunities how to get more money. It is EU SF resources, 2 per cent support resources and social partners' recources. The vocational schools should have close collaboration with the business (enterpreneurs) organizations to get know enterpreneurs' requirements to competence for young specialists. Also they should have close collaboration with higher schools, as well, fo the purpose to prepare young specialists according between fixed programs. If we have good prepared specialists, we could speed up the growth our country's economic structure and bee happy with higher quality of our living.
The process of development, theoretical substantiation and implementation of distance education system organization model into teacher postgraduate education has been considered in the paper. Postgraduate pedagogical study with wide-area distance study is greatly distinguished from present system by level of study quality, number of users, focus on personality, democracy, variance, application of modern information-communication technologies and telecommunication networks in study. The platform of distance education has to be applied for supplement and expansion of traditional process of institution study and communication in the teacher postgraduate education institutes. Implementation of distance education in the teacher postgraduate education system creates the educational system of retraining and professional development for teachers on-the-job, and improvement of educational services, proposed by educational institution.
In the present article, the author researches, on the example of the chemistry sector organizations, state of the competitiveness of organizations in the sphere of education and science in the Russian Federation. The author points out that education and science, has a great impact on the entire producing economy of the country. This makes questions of efficiency and competitiveness of great interest and interest. In the conclusion the author points out that currently in the Russian Federation research and educational organizations has a lot of problems that need to be solved. Because of the research author make 5 scientifically proven ways to facilitate efficiency and competitiveness of the organizations of education and science. ; peer-reviewed
The Coalition of National Health Education Organizations (CNHEO), established in 1972, currently has a membership of ten professional health education organizations. It exists to advance the profession of health education and to foster communication, collaboration and action on issues important to health and health education. Recent accomplishments include two invitational conferences to assess the status of health education and set goals and recommendations for the 21st century, Health Education Advocacy Summit, Health Education Advocate web site, Code of Ethics for the Health Education Profession, Standard Occupational Classification of "health educator" by the federal government, and collaboration to promote National Health Education Week. Information can be found at the CNHEO website, http://www.hsc.usf.edu/CFH/cnheo/.
The article seeks to analyze the regulation of the organization of education systems in the Mercosur countries (Argentina, Brazil, Paraguay, Uruguay and Venezuela) and their relationship with the right to education. Based on the methodology of the comparative study, a bibliographic and documentary research with a qualitative approach was carried out. The documentary source was constituted in the current Constitutions of the countries that make up the mentioned block and the educational Legislation (Law of Guidelines and Bases and / or equivalent legislation). The results indicate that Brazil has a broader constitutional framework regarding the educational organization. Argentina, Paraguay, Uruguay and Venezuela demand infra-constitutional legislation to regulate the structuring of education. However, even with the strongest legal protection in its Magna Carta, Brazil lacks a legal framework that regulates its National Education System, unlike the other Mercosur countries, which instituted this structuring in their respective educational legislations. ; El artículo busca analizar la normatización de la organización de los sistemas de enseñanza en los países del Mercosur (Argentina, Brasil, Paraguay, Uruguay y Venezuela) y su relación con el derecho a la educación. A partir de la metodología del estudio comparado se realizó una investigación bibliográfica y documental con enfoque cualitativo. La fuente documental se constituyó en las Constituciones vigentes de los países que componen el referido bloque y la Legislación educativa (Ley de Directrices y Bases y / o legislación equivalente). Los resultados mensurados apuntan que Brasil dispone de un marco constitucional más amplio sobre la organización educativa. Argentina, Paraguay, Uruguay y Venezuela demandan de la legislación infraconstitucional para reglamentar la estructuración de la educación. Sin embargo, incluso con la protección jurídica más sólida en su Carta Magna, Brasil carece de un marco legal que normatice su Sistema Nacional de Educación, a diferencia de los demás países del Mercosur, que instituyeron esa estructuración en sus respectivas legislaciones educativas. ; O artigo busca analisar a normatização da organização dos sistemas de ensino nos países do Mercosul (Argentina, Brasil, Paraguai, Uruguai e Venezuela) e sua relação com o direito à educação. A partir da metodologia do estudo comparado foi realizada uma pesquisa bibliográfica e documental com enfoque qualitativo. A fonte documental se constituiu nas Constituições vigentes dos países que compõem o referido bloco e a Legislação educacional (Lei de Diretrizes e Bases e/ou legislação equivalente). Os resultados mensurados apontam que o Brasil dispõe de um arcabouço constitucional mais amplo sobre a organização educacional. Argentina, Paraguai, Uruguai e Venezuela demandam a legislação infraconstitucional para regulamentar a estruturação da Educação. Porém, mesmo com a proteção jurídica mais sólida na sua Carta Magna, o Brasil carece de um marco legal que normatize seu Sistema Nacional de Educação, diferentemente dos demais países do Mercosul, que instituíram essa estruturação em suas respectivas legislações educacionais.
Soon after 9/11, the advent of Civil Society Organizations (CSOs) in FATA remained focus of discussion among different scholars and stakeholders at different forums. CSOs are considered the messengers of peace and education. These organizations are getting funds from various sources, UN at their top, and invest in the targeted area(s) for the purpose of enhancing the education of a locality. The debate bifurcates CSOs between real objectives persuading and fabricated objectives persuading. Not only those CSOs who are purely working for education but all CSOs are part of this struggle directly or indirectly. This research is focusing on the programs of the CSOs running in FATA and their direct or indirect impact on the education system of the region. The Methodology used for this research is qualitative, comprising direct in-depth interviews and FGDs with students, local population and other stakeholders.
The study aimed to identify the total number of Students' Intake, Enrolled, and Graduates in ten study levels and three categories, especially in the first wave in Malaysia Education Blueprint 2015-2025 (Higher Education). In the period from 2015 to 2020. The study relied on secondary data issued by the Malaysian Ministry of Higher Education. The study assumes increasing Access to a higher education institution due to the implementation for the first wave. There has been a fluctuation in the number of students Intake, Enrolled and graduates in Malaysian higher education institutions, ending with a decrease in the bachelor's and master's programs and a rise in the doctoral program. In the same context, the study also showed fluctuation in the number of international students enrolled in public universities over the period. However, there is fluctuation in the number of international students in private universities in the first three years and a significant decrease in the last two years. The study also illustrated that the ratio of males to females was 1.22, while the ratio of local students to international students was 9:1, while the ratio of faculty members to students was 1:20 approximately. The study recommended that Responsible parties take some measures after the Corona Virus crisis to support the Access of local and international students to higher education institutions, and urges the Malaysian Government to encourage males to complete their education and complete university and post-graduate education to achieve a balance in demand for jobs between males and females.
The social structures within which we live and work have a profound effect on the success of our pursuits. These effects are too often poorly understood by those who shape public policy, leading to organizations that are antagonistic to the very goals they are meant to achieve. Unfortunately, this has been the case with public education in the United States. Data are presented that illustrate the way in which the incentive structure of our public school system leads the goals of its employees to diverge from those of the families it is intended to serve. Arguments in support of government-run schooling are discussed and refuted. An alternative system of mutually beneficial cooperation within a competitive market is proposed, based on its proven success in the more liberal parts of our economy. It is demonstrated that such a market system would unite the goals of educators and families, encourage innovation, and discourage many of the inefficient and educationally irrelevant practices engendered by the public school system.
This paper presents the reinvention of the role of education (tarbiyyah) in the social influence of organizations focusing on the sustainability of a specific religio-political organization. The objective of the paper is to describe how the position secured by education could transform the organization while maintaining its objective and vision. The study employed the qualitative approach that involves data from conducted interviews. An analysis on the role political leaders play in educating the organization in the context of ideological struggle is also analyzed. The process description also evaluates how education could intellectualize its followers and members which inspires them to submit to their leaders and the organization. This extensive cultivation of religio-political doctrine could offer a new interpretation on politics.
Social innovation became a widely discussed topic in politics, research funding programs, and business development. Recent European and US economic and science policies have set aside significant funds to generate and foster social innovation. In view of current challenges such as digitization, Work 4.0, inclusion or migrant integration, the question of how organizations can be empowered to develop new and innovative approaches and service models to social challenges is becoming increasingly urgent. This especially applies to organizations in the fields of education and social services. In education, implementing new ideas and concepts is usually discussed as educational reform, which mostly addresses changes in policy agendas with consequences for national and international education systems. The concept of social innovation however has a different starting point: the source of new ideas and services are identified new, emergent needs in society or re-conceptualized. Such need-based perspectives might bring new impulses to the field of education. Therefore, this paper identifies important existing strands of social innovation research, which need to be considered in the emerging academic discourse on social innovation in education. Looking at social innovation through an education research lens reveals the close relation between learning, creativity, and innovation. Individuals, teams, and even organizations learn, engage in creative problem solving to create new and innovative products and services. From an organizational education perspective, the questions arise, how social innovation emerges and even more important, how the process of developing social innovation can be supported. After a brief introduction in the concept of social innovation, the paper discusses therefore the sites, where social innovation emerges, social innovators, approaches to foster social innovation as well as promoting and hindering factors for social innovation.
