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Journal articles on the topic 'Reforms in Higher Education'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Datsko, Olesya. "Higher education system reforms in Ukraine: challenges for art education." Bulletin of Lviv National Academy of Arts, no. 51 (October 10, 2023): 164–76. http://dx.doi.org/10.37131/2524-0943-2023-51-16.

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Permanent reforms of the education system in Ukraine are conducting without high-quality strategic planning and scientific justification. It leads to stochastic processes, actualizes challenges and threats to the competitiveness of the high education industry, and the issue of many universities survival precisely of the number, permanence and groundlessness of the proposed reforms. In 2022 the Ministry of Education and Science of Ukraine announced another reform of higher education, which don't take into account the important role of culture as the pilar and basis for the Sustainable Developme

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2

Phusavat, Kongkiti, Suphattra Ketsarapong, Keng‐Boon Ooi, and Stacy H. P. Shyu. "Sustaining higher education reforms." International Journal of Educational Management 26, no. 3 (2012): 284–301. http://dx.doi.org/10.1108/09513541211213354.

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Klyachko, T., and S. Sinelnikov-Murylev. "About the Higher Education Financial Reform." Voprosy Ekonomiki, no. 7 (July 20, 2012): 133–46. http://dx.doi.org/10.32609/0042-8736-2012-7-133-146.

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The article deals with higher education reform in Russia. Special attentionis paid to the innovations after the Federal law No 83 was adopted (2010). The authors analyze whether the reforms lead to financial self-dependence of universities, whether they do create a more competitive environment (which promotesa better education), and how the normative per capita financing affects the higher education system. Аnalysis of the first reform steps shows: the results are contradictory, many applied methods do not lead to the desired effect. The main obstacles are other institutions: first of all the

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Ничкало, Нелля, and Любов Гутор. "REFORMS IN HIGHER EDUCATION OF JAPAN." Education: Modern Discourses, no. 6 (March 10, 2024): 151–60. http://dx.doi.org/10.37472/2617-3107-2023-6-13.

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The paper describes and analyses the content of fundamental reforms in higher education of Japan. The detailed literature analysis confirms that for the past 75 years it has been reformed many times. The key reform, characterized by the development of a completely new structure of higher education, occurred in 1945. Rapid economic development of Japan is associated with a series of factors, including the sequence of performed educational reforms; implementation of democratic approach towards education; autonomy of educational and academic processes; qualitative gradual internal and external au

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He, Jiaqi, Hasnul Azwan Azizan, and Chen Hong. "Exploring the Need for Reform in Automobile Design Education Across Higher Education Institutions: Global Perspectives." International Journal of Advances in Social Sciences and Humanities 3, no. 3 (2024): 150–58. https://doi.org/10.56225/ijassh.v3i3.327.

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This study explores the imperative for reforming automobile design education in higher education institutions, driven by rapid advancements in the automotive design industry. This study begins by examining the current landscape and emerging trends within the automotive design sector, highlighting the pressing need for educational reform. It then delineates the objectives and trajectory of the proposed teaching reforms, followed by a comprehensive presentation of the specific reform strategies. This research underscores the potential of these educational reforms to enhance students' practical s

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Lanford, Michael. "Perceptions of higher education reform in Hong Kong: a glocalisation perspective." International Journal of Comparative Education and Development 18, no. 3 (2016): 184–204. http://dx.doi.org/10.1108/ijced-04-2016-0007.

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Purpose – In 2012, the eight UGC-funded higher education institutions in Hong Kong completed a multi-year process in which the majority of academic programmes were transformed from three-year to four-year undergraduate curricula to accommodate liberal arts education. The purpose of this paper is to discuss why stakeholders in Hong Kong felt that reforms were necessary and summarizes the implementation of these reforms. Afterwards, recent literature that has similarly addressed higher education reforms is reviewed. Finally, the results of a qualitative research study, grounded in glocalization

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Ansari, M. M. "Higher Education and Economic Reforms." Industry and Higher Education 11, no. 6 (1997): 361–70. http://dx.doi.org/10.1177/095042229701100606.

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The author argues that opportunities to upgrade the skills of the working population in India should be increased to enable people to adapt to a knowledge- and technology-intensive economy. The lack of such opportunities has been adversely affecting economic growth and well-being. Investments in high-quality and relevant educational programmes at all levels should be increased, with an emphasis on self-sustaining means of funding which are possible in the liberalized fiscal and financial regimes. To the extent that higher education activities are economic in nature and reward the beneficiaries

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Sharavara, Tamara, and Roman Sharavara. "THE REFORMS OF HIGHER EDUCATION: HISTORICAL RETROSPECTION IN MODERN REFLECTION." PEREIASLAV CHRONICLE, no. 13 (May 3, 2018): 53–63. https://doi.org/10.5281/zenodo.1284162.

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The article deals with the process of the development and introduction of higher education reforms in the second half of the nineteenth and early twentieth centuries in the territory of the Russian Empire. Considering the fact that Naddniprianska Ukraine was a part of the empire, all the reform processes of that time had an effect on its higher educational institutions. The introduction of university charters in 1863, 1884 and attempts to establish the reforms in 1905 are examined. At present, historical retrospection is extremely important, as the current course of education reforms in Ukrain

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Deca, Ligia. "Challenges for Romanian Higher Education." International Higher Education, no. 82 (September 1, 2015): 16–18. http://dx.doi.org/10.6017/ihe.2015.82.8870.

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As one of the most recent EU and NATO members, Romania has transitioned through 25 years of democratic reforms, including in higher education. The internationalization of higher education has meant an opportunity for reform, but in light of current challenges – demographic downturn, inequality and lack of funding – the tendency of decision-makers to use a double discourse in relation to domestic and international actors endangers the future of Romanian universities. The article explores the current challenges and points to the discrepancies between current policies and obvious higher education

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Dragos, Cimpoies. "From Policy to Practice: Evaluating the One-Year Outcomes of Moldova's Higher Education Reforms." Proceedings of The International Education Conference 1, no. 1 (2023): 47–58. http://dx.doi.org/10.33422/ieconf.v1i1.126.

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The article critically evaluates the outcomes of the ambitious higher education reforms initiated in Moldova in 2022, with a focus on their impact on the national higher education system. Recognizing the pivotal role of higher education in economic growth and societal well-being, the reform aimed to elevate academic standards and align Moldova's higher education system with European norms. The evaluation employs a mixed-method approach, integrating a comprehensive review of government reports, policy documents, academic literature, and primary data from stakeholder interviews. This methodologi

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Adamu, Abebaw Yirga. "Harmonisation of higher education in Africa: 20 years after the Bologna Process." Tuning Journal for Higher Education 9, no. 1 (2021): 103–26. http://dx.doi.org/10.18543/tjhe-9(1)-2021pp103-126.

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It has been 20 years since the Bologna Process has been realized, and the present paper examines efforts made to harmonise higher education in Africa. Similar to other continents, the higher education reform in Africa is inspired by the Bologna Process. This is clearly reflected in the African Union strategy for harmonisation of higher education and different reforms and harmonisation initiatives. The reforms in African higher education are directly and indirectly influenced by the European Union which is also the main financer and technical partner in the development and implementation of hig

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12

Lee, Michael H. "A Tale of Two Cities: Comparing Higher Education Policies and Reforms in Hong Kong and Singapore." Australian Journal of Education 46, no. 3 (2002): 255–86. http://dx.doi.org/10.1177/000494410204600303.

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In Hong Kong and Singapore, the latest higher education policy changes and reforms have emphasised quality assurance, managerial efficiency, cost-effectiveness, market relevance and public accountability. The rise of a more utilitarian, pragmatic and market-oriented perspective in relation to public service institutions, including higher education institutions, has secured the dominance of corporate managerialism, economic rationalism, and academic capitalism in the development of higher education in the two city-states, as in other developed or developing economies. In the process of reform,

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13

Kamal, Peeyush. "Reforms and Innovations in Higher Education." International Journal of Peace, Education and Development 4, no. 1 (2016): 1. http://dx.doi.org/10.5958/2454-9525.2016.00001.9.

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Reddy, V. Eswara. "Reforms in Higher Education-in Retrospect." Social Change 15, no. 4 (1985): 3–10. http://dx.doi.org/10.1177/0049085719850401.

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15

Rose, Giuseppe. "Higher education reforms and signaling equilibria." Journal of Economic Policy Reform 12, no. 2 (2009): 75–90. http://dx.doi.org/10.1080/17487870902872847.

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16

Kozma, Tamás. "Political Transformations and Higher Education Reforms." European Education 40, no. 2 (2008): 29–45. http://dx.doi.org/10.2753/eue1056-4934400202.

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17

Murtazova, Sahodat Burievna Ruziev Temur Jalalovich. "HIGHER EDUCATION REFORMS: UPDATE, DEVELOPMENT, UPGRADE." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 5 (2023): 907–10. https://doi.org/10.5281/zenodo.7969860.

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18

Rodríguez Gómez, Roberto, and Alma Maldonado-Maldonado. "“More with Less” in Higher Education in Mexico." International Higher Education, no. 99 (September 17, 2019): 4–5. http://dx.doi.org/10.6017/ihe.2019.99.11641.

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This article analyzes the higher education agenda of the government of Andrés Manuel López Obrador in Mexico as a case of a neopopulist regime. The authors review the trajectory of the agenda, considering campaign promises, the budget projected for higher education during the first year of his presidency, the constitutional educational reform, and the first public policy actions. It reflects on the difficulty to conduct reforms under heavy financial constraints.

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19

Sukhomlin, Vladimir Aleksandrovich. "Higher school reform: the analysis of results." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2011): 29–48. http://dx.doi.org/10.51314/2073-2635-2011-2-29-48.

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The article analyzed the results of changes in the system of Russian higher education in the process of reformover the past two decades. Discusses the goals of reform, legislation, educational standards and results of reforms. Concluded that the need for extensive discussion in society and professional sphere results of reformin higher education.

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20

Chen, Yi. "The Influences of Reforms of Higher Education in China on Education Equality." Transactions on Social Science, Education and Humanities Research 5 (April 1, 2024): 325–29. http://dx.doi.org/10.62051/xgbpm720.

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Thanks to the rapid development of a knowledge-based economy, people rely more and more on higher education. Thus, they pay more attention to the equality of higher education. This essay discusses the influences of three significant higher education reforms, including reforms during the Cultural Revolution, resumption, expansion, and reforms of the National College Entrance Examination on education equality. Unlike traditional opinions that reforms during the Cultural Revolution were a disaster to higher education, the research finds that reforms during the Cultural Revolution helped reduce ed

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21

Han, Xupeng. "The Contributions of German migr Scholars to Turkey's Higher Education Reform in the First Half of the 20th Century." Lecture Notes in Education Psychology and Public Media 7, no. 1 (2023): 384–92. http://dx.doi.org/10.54254/2753-7048/7/20221002.

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Why were German migr scholars present in the emerging Turkish Republic and how did they influence its development, given the considerable presence of German scholars in exile during the modernization and reform process at the beginning of the Turkish statehood? This paper seeks to analyze the historical roots of this by discussing the goals and dilemmas of higher education reform in the early years of the Turkish state, as well as the specific work and progress of German migr scholars in Turkey. It is clear from the analysis that the modernization reforms, represented by the higher education r

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22

Chandra, Abhilash. "National Education Policy 2020: A Critically Analyzed Spectrum to Higher Education." International Journal for Research in Applied Science and Engineering Technology 9, no. 10 (2021): 1253–58. http://dx.doi.org/10.22214/ijraset.2021.38536.

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Abstract: In the midst of the new educational policies, the resonance of learning has been astute. The New Education Policies in eons to heretofore has demonstrated an indifferent paranoia in the education existentialism. With what is seen and is reformed, the categorical enunciation stands no different from the reforms that are witnessed indistinct. The reforms were initiated in various sectors. The pending reforms were carried out after a long gap of three decades. This paper tries to analyses the fall outs of NEP. The objectives are to understand the origin of policies relating to education

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23

Ilyin, Anton V. "The Purpose of Higher Legal Education." Zakon 20, no. 1 (2023): 15–22. http://dx.doi.org/10.37239/0869-4400-2023-20-1-15-22.

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The higher legal education is undergoing permanent reforms to adjust it to the needs of the day, to make it accessible to those who do not want to work as a lawyer in the future. Can this be done in such a way that legal education after such a reform would still allow legal work to be efficient? Maybe it is time to divide legal education into ordinary (for mere mortals) and branded (for the elite) in order to satisfy the demand for both “working legal bees” and for the “actual honey of jurisprudence”? In the article, I analyse the limits of reforming legal education and the grounds for dividin

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Islomovich, Ismailov Temurbek. "ANALYSIS OF THE PRACTICAL SITUATION OF THE MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS IN UZBEKISTAN AND EXISTING PROBLEMS." American Journal of Social Science and Education Innovations 05, no. 05 (2023): 74–78. http://dx.doi.org/10.37547/tajssei/volume05issue05-14.

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It is observed that several changes and reforms have been carried out in the Uzbek education system due to the analysis of the current state of management of higher education institutions in Uzbekistan and the analysis of existing problems. These reforms are aimed at increasing students' interest in learning, using instructional materials and technologies, preparing students for careers, and comparing students with new international students. Also, efforts were made to develop teacher personnel, increase high-level activity in scientific research and innovation, and further reform the manageme

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25

Pechar, Hans. "Austrian Higher Education Meets the Knowledge Society." Canadian Journal of Higher Education 34, no. 3 (2004): 55–72. http://dx.doi.org/10.47678/cjhe.v34i3.183467.

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Austria has gone through two cycles of university reforms since the 1960s. The first aimed to open the universities to social and labour market demand and to make their structures more democratic and flexible. The second reform cycle dealt with glitches in the overly close relationship between universities and state bureaucracy. Bureaucrats still tightly controlled universities through line-budget funding and other forms of micro-management. This close dependency was abolished and university autonomy greatly strengthened when traditionally weak university leadership was replaced by a strong pr

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Dini, Shafii. "Power Dynamics in Higher Education Policy Reforms in Tanzania, 1990s-2010s: Actors and Interests." Journal of African Politics 3, no. 1 (2023): 41–62. http://dx.doi.org/10.58548/2023jap31.4162.

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The education policy domain has attracted the concern of many writers in Tanzania. Although much has been documented on educational reforms, there is scarcity of scholarly works on the politics of higher education policy reforms. In light of this context, this article analyses power dynamics in higher education policy reform processes in Tanzania. Drawing from pluralist theory, elite interviews and documentary analysis, the study reveals that, although donors and the Government of Tanzania emerged as central actors in the policy process, with donors having overriding powers in shaping the poli

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27

Zhou, Donghua, and Shan He. "Performance Management of Education and Teaching Reform Based on Convolutional Neural Network." Mobile Information Systems 2022 (May 28, 2022): 1–9. http://dx.doi.org/10.1155/2022/5321629.

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The teaching reform of higher education has always attracted much attention, and higher education has been the key object of the national education reform. The quality of higher education, the quality of talent training, the quality of scientific research, the quality of social service, and the structure to produce characteristics must all be improved. The success of higher education teaching reform is not only related to the quality of university personnel training and important task of serving the society, but also related to connotative development of universities and sustainable developmen

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Takano, Kazuko. "The position of teacher training in UK higher education - unification of higher education and "quality assurance"." Impact 2021, no. 4 (2021): 13–15. http://dx.doi.org/10.21820/23987073.2021.4.13.

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Government officials and policymakers in Japan are interested in England's teacher training model but how did England arrive at its current teacher training programmes? Professor Kazuko Takano, Meiji University, Japan, is working to improve understanding in this area, which will assist officials from different countries when implementing similar policies. To do this she is shedding light on the history of teacher training in England, with a specific focus on the effects of reforms introduced by the Thatcher and Major governments. A key element of this work involves an exploration of teacher tr

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Dr., Shailaj Kumar Shrivastava. "New Reforms in Indian Higher Education: Rethinking the Education Model." Journal of Social Science and Literature (IJSSL) 4, no. 1 (2024): 42–48. https://doi.org/10.54105/ijssl.E1142.04010924.

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<strong>Abstract:</strong> The National Education Policy (NEP)-2020 will bring flexibility to the curriculum through a multidisciplinary and interdisciplinary approach, a new assessment process, resource empowerment, multiple exit options, and encouraging internationalization. Adopting an open curriculum with transdisciplinary course patterns, including flexibility in electives, has led to progress in skill development, holistic development, community engagement, technological integration, environmental education, and value-based education. Ranking and accreditation will have a significant imp

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Ivancheva, Mariya, and Ivo Syndicus. "Introduction." Learning and Teaching 12, no. 1 (2019): 1–16. http://dx.doi.org/10.3167/latiss.2019.120101.

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In recent years, an increasing body of work has addressed the ‘corporatisation’ and ‘commodification’ of universities, as well as higher education sector reforms more broadly. This work refers mostly to the traditional core hubs of higher education, such as the Anglo-American research university. In the emerging anthropology of higher education policy, accounts of the implementation and negotiation of reforms in more ‘peripheral’ contexts often remain absent. This collection of articles addresses this absence by focusing on the interplay between narratives of global policy reform and the proce

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31

Agachi, Paul. "Challenges to Romanian Higher Education." International Higher Education, no. 68 (March 25, 2015): 13–14. http://dx.doi.org/10.6017/ihe.2012.68.8631.

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Romania faces serious academic challenges, particularly in the context of current economic problems in Europe. Further, the traditional of centralized control and hierarchy remains. At the same time, several Romanian universities are instituting reforms that are improving them.

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32

Siqi, Huang. "Discussion on the Reform of the "Consumer Psychology" Course in Higher Education." Higher Education and Practice 1, no. 8 (2024): 114–18. https://doi.org/10.62381/h241816.

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This paper aims to analyze the current issues and reasons associated with the "Consumer Psychology" course, and propose reforms to the course design in order to enhance students' theoretical knowledge and practical abilities, and further improve their understanding and application of consumer psychology. The paper adopts literature research, case analysis, and interviews to investigate the teaching practices of consumer psychology courses, analyzing the necessity and feasibility of course design reforms, as well as the design and implementation process of specific reform plans. Future efforts

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33

전제성. "Higher Education in Indonesia: Reforms and Challenges." Southeast Asian Review 22, no. 3 (2012): 241–84. http://dx.doi.org/10.21652/kaseas.22.3.201210.241.

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Raitskaya, L. K. "BOOK REVIEW: GLOBALISATION AND HIGHER EDUCATION REFORMS." RUDN Journal of Psychology and Pedagogics 15, no. 2 (2018): 222–26. http://dx.doi.org/10.22363/2313-1683-2018-15-2-222-226.

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35

Shermuhamedova, Nigina. "PRIORITY DIRECTIONS FOR REFORMS IN HIGHER EDUCATION." Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, no. 1 (September 2, 2021): 33–35. http://dx.doi.org/10.18372/2786-5487.1.15817.

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The civilization of the third millennium has grown to such an extent that the problem of raising the level of education has become of paramount importance, and understanding this phenomenon presupposes a change in the attitude of the state, society and citizens to the education system.

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Pisut, Jan. "Higher Education Reforms in the Slovak Republic." European Journal of Education 28, no. 4 (1993): 421. http://dx.doi.org/10.2307/1503409.

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Coombe, Leanne. "Australian higher education reforms – unification or diversification?" Journal of Higher Education Policy and Management 37, no. 2 (2015): 125–43. http://dx.doi.org/10.1080/1360080x.2015.1019116.

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38

Hillman, Nicholas. "The Coalition’s higher education reforms in England." Oxford Review of Education 42, no. 3 (2016): 330–45. http://dx.doi.org/10.1080/03054985.2016.1184870.

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Everett, Michael D., and John Stone. "Implementing Higher Education Reforms in Business Programs." Journal of Education for Business 62, no. 8 (1987): 372–75. http://dx.doi.org/10.1080/08832323.1987.10772851.

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Gounko, Tatiana, and William Smale. "Russian Higher Education Reforms: Shifting Policy Perspectives." European Education 39, no. 2 (2007): 60–82. http://dx.doi.org/10.2753/eue1056-4934390203.

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Tjeldvoll, Arild. "Finnish Higher Education Reforms: Responding to Globalization." European Education 40, no. 4 (2008): 93–107. http://dx.doi.org/10.2753/eue1056-4934400405.

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Tai, Nguyen. "การปฏิรูปอุดมศึกษาระดับนานาชาติ : Recent Reforms in Vietnamese Higher Education". Journal of Education Studies 28, № 2 (2000): 25–32. http://dx.doi.org/10.58837/chula.educu.28.2.3.

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Wang, Hao. "Higher Vocational College Physical Education Situation Analysis and Reform." Advanced Materials Research 1044-1045 (October 2014): 1611–14. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1611.

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In recent years, Chinese higher vocational education reform has made great achievements. However, physical education reform, as one part of the higher vocational education, lags far behind other curriculum reforms. Along with the rapid development of higher vocational education in our country, the number of higher vocational colleges has become larger than that of undergraduate colleges. But, quite a few higher vocational colleges are upgraded from secondary vocational schools. Although they still belong to the institutions of the higher learning, the educational ideas and positioning of them

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Alokhon, Alikarieva. "THE QUALITY MANAGEMENT SYSTEM OF EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS." International Journal of Advance Scientific Research 4, no. 5 (2024): 137–43. http://dx.doi.org/10.37547/ijasr-04-05-26.

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This article reveals the institutional foundations of the education quality management system. In the era of globalization, the growing trend of science, education and intercultural integration reinforces the social need to apply an innovative approach in all areas. The radical reforms taking place in New Uzbekistan in recent years have revealed a number of theoretical and practical problems that are of great importance for the development of the education system. For this reason, the theory and practice of social management of the quality of education puts on the agenda the development of pro

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Kasradze, Tea, Vakhtang Antia, and Ekaterine Gulua. "Financial Management Challenges in Georgia’s Higher Education Institutions." Interdisciplinary Journal of Labor and Economics 13, no. 1 (2024): 50–78. http://dx.doi.org/10.62693/547yrr21.

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The effective management of financial resources in higher education institutions significantly impacts the overall system’s functionality. The role of education and scientific development in a country’s economic progress cannot be overstated. Georgia possesses the potential to achieve economic growth through its intellectual and educated human capital. However, despite recent reforms, the education system grapples with persistent shortcomings and challenges, hindering the creation of well-prepared and competitive graduates. Strengthening the education system is essential for Georgia to thrive

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Mansouri, Zoulal, and Mohamed El Amine Moumine. "Outlook on Student Retention in Higher Education University Reforms in Morocco." International Journal of Education and Literacy Studies 5, no. 2 (2017): 53. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.53.

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High student attrition rates at university have become one of the most challenging issues in higher education worldwide in the last five decades. Moroccan universities are no exception. At-risk students drop out of studies for a plethora of reasons, and the attrition rate is increasing despite the efforts made in education reforms carried out since 1999. This article reviews the most important components of the higher education reforms that have been adopted in Moroccan higher education in their endeavor to enhance student retention in university. These components are chronologically reviewed,

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Greenwood, Davydd J. "Bologna in America: The Spellings Commission and neo-liberal higher education policy." Learning and Teaching 2, no. 1 (2009): 1–38. http://dx.doi.org/10.3167/latiss.2009.020102.

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This article summarises/analyses the higher education reforms proposed by the 'Spellings Commission' in the United States on quality assurance and accountability, and draws attention to the links I see between these reform proposals and the Bologna Process. I trace a brief history of the Spellings Commission and analyse it in order to produce questions for discussion about the 'parallel' processes of reform in higher education in the U.S. and Europe.

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Sanga, Philipo. "East African Higher Education and the limitations of institutional reforms: A case study of selected public universities." African Journal of Teacher Education 8 (November 27, 2019): 299–320. http://dx.doi.org/10.21083/ajote.v8i0.5361.

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Globally, universities are engaged in various aspects of reforms to improve their outlook and relevance. In East Africa, despite the similarities in many dimensions of socio-economic conditions, universities vary in terms of focus and extent of engagement in educational reforms. In order to examine this phenomenon more closely, three purposely-selected East African public universities were studied. Analysis of related documents as complemented by responses from key officials of these institutions revealed several findings: the University of Dar es Salaam’s reforms seemed to conform more to cha

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Dowson, Chris. "Continuing Education Reform in Hong Kong." education policy analysis archives 11 (February 6, 2003): 5. http://dx.doi.org/10.14507/epaa.v11n5.2003.

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Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conce

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Kwon, Hyok Jae. "A Study on the Characteristics and Results of the Reform of Higher Education in Slovenia during the ‘Transition’." East European and Balkan Institute 48, no. 2 (2024): 19–46. http://dx.doi.org/10.19170/eebs.2024.48.2.19.

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At the outset of Slovenia’s transition period, the urgent national task was to establish democracy, liberalism, and pluralistic values across all sectors. This comprehensive transition involved institutional reorganization in society, politics, education, and media, alongside reforms targeting the general public. Education emerged as a crucial tool for fostering and disseminating liberal democratic values, aiming to socialize individuals into understanding the moral, civic, and societal obligations of the new system. Slovenian school reform during this period was grounded in liberal democratic

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