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Journal articles on the topic 'Standardization of education'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

de Vries, Henk J., and Tineke M. Egyedi. "Education about Standardization." International Journal of IT Standards and Standardization Research 5, no. 2 (2007): 1–16. http://dx.doi.org/10.4018/jitsr.2007070101.

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2

OKAMOTO, Hideki. "Education for Standardization in Enterprise and Basic Education for Standardization in Postgraduate School." Journal of JSEE 63, no. 3 (2015): 3_34–3_39. http://dx.doi.org/10.4307/jsee.63.3_34.

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3

FUJINO, Jinzo. "Intellectual Properties and Standardization Education." Journal of JSEE 63, no. 3 (2015): 3_40–3_43. http://dx.doi.org/10.4307/jsee.63.3_40.

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4

Anido-Rifón, Luis E., Manuel J. Fernández-Iglesias, Manuel Caeiro-Rodríguez, et al. "Standardization in computer-based education." Computer Standards & Interfaces 36, no. 3 (2014): 604–25. http://dx.doi.org/10.1016/j.csi.2013.09.004.

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Ertl, Hubert. "Standardization and Transition in Education." European Education 35, no. 2 (2003): 42–74. http://dx.doi.org/10.2753/eue1056-4934350242.

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6

de Vries, Henk, Kai Jakobs, Tineke M. Egyedi, et al. "Standardization." International Journal of Standardization Research 16, no. 1 (2018): 52–59. http://dx.doi.org/10.4018/ijsr.2018010104.

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Standardization research is a fairly new and is a still-evolving field of research, with possibly major practical ramifications. This article presents a summary of the authors' subjective views of the most pressing research topics in the field. These include, among others, standards (e.g. incorporation of ethical issues), the potential impact of standards, the corporate management of standardization and legal issues like Intellectual Property Rights (IPR). In addition, gaps have been identified with a respect to a basic understanding of standardization, suggesting a need for better education i

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de Vries, Henk J. "Implementing Standardization Education at the National Level." International Journal of IT Standards and Standardization Research 9, no. 2 (2011): 72–83. http://dx.doi.org/10.4018/jitsr.2011070104.

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This paper explores how standardization education can be implemented at the national level. Previous studies form the main source for the paper. This research shows that implementation of standardization in the national education system requires policy at the national level, a long term investment in support, and cooperation between industry, standardization bodies, academia, other institutions involved in education, and government. The approach should combine bottom-up and top-down. The paper is new in combining previous findings to an underpinned recommendation on how to implement standardiz

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8

Thomas, D. Roland, and Bruno D. Zumbo. "Using a Measure of Variable Importance to Investigate the Standardization of Discriminant Coefficients." Journal of Educational and Behavioral Statistics 21, no. 2 (1996): 110–30. http://dx.doi.org/10.3102/10769986021002110.

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This article addresses the issue of standardization of discriminant functions, which has recently been debated in the literature by Mueller & Cozad (1988 , 1993) and Nordlund & Nagel (1991) . It is argued that instead of using the standardized discriminant coefficients (DCs) to assess variable importance, the parallel and total discriminant ratio coefficients (DRCs) proposed by Thomas (1992) should be used. Furthermore, it is argued that the parallel DRCs should be adopted as the actual importance measures. The issue of standardization is then investigated by considering the effect of

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Hughes, Jaclyn, Toni Velasquez, and Maria Saraceni. "PACU Education Standardization for PACU Protocols." Journal of PeriAnesthesia Nursing 37, no. 4 (2022): e8. http://dx.doi.org/10.1016/j.jopan.2022.05.021.

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Solovyov, V. P., and T. A. Pereskokova. "Prospects of standardization of professional education." Russian Journal of Industrial Economics 15, no. 1 (2022): 93–104. http://dx.doi.org/10.17073/2072-1633-2022-1-93-104.

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The authors consider the problem of standardization in the system of professional education under the modern conditions. In the Soviet time unification in the system of professional education was comprehensive and based on the model curricula approved by the corresponding sectoral ministries. In 1992 the Law on Education of the Russian Federation introduced educational standards to preserve the unity of professional education in the country. At the same time the formation of the higher education structure of our country was taking place. In 2000 educational and methodical associations develope

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Bass, Cindy A. "Prenatal Education System Standardization Transformation: PESST." Journal of Obstetric, Gynecologic & Neonatal Nursing 40 (June 2011): S40—S41. http://dx.doi.org/10.1111/j.1552-6909.2011.01242_55.x.

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12

Lakhiani, Chrisovalantis, and Ming‐Huei Cheng. "Making standardization in microsurgical education palatable." Journal of Surgical Oncology 121, no. 8 (2020): 1179–80. http://dx.doi.org/10.1002/jso.25923.

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13

Muhtar, Zainal, Yosal Iriantara, Sri Handayani, Wahyudin Wahyudin, and Maria Yudianti. "Standardization of Islamic Education in Religious Value Education Orientation." JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) 7, no. 1 (2022): 188. http://dx.doi.org/10.31851/jmksp.v7i1.6670.

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14

Ольга Букрєєва. "ANALYSIS OF THE EDUCATION SYSTEM IN THE FIELD OF STANDARDIZATION IN UKRAINE." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 25–35. http://dx.doi.org/10.31499/2307-4906.3.2020.219084.

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Standardization is recognized by UNECE as an important factor of accelerating the economic growth, and education in that field is the drive of sustainable development. Therefore, they drafted the “Model program for education in the field of standardization”. The European organizations for standardization CEN, CENELEC and ETSI developed a policy, master plan and typical study programs for education in that field. The international standardization organization ISO supported their implementation, suggesting the cooperation plan between the national standardization authorities and universities. It

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15

TANAKA, Masami. "Changes and Sophistications of Standardization Education in Higher Education Institutions." Journal of JSEE 63, no. 3 (2015): 3_6–3_11. http://dx.doi.org/10.4307/jsee.63.3_6.

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16

Noh, Yonghwi, Wonho Jeung, and Donghyun Choi. "Impact of Standardization Level and Education on Standardization on Performance of the Firm." Korea Society for Innovation Management & Economics 23, no. 1 (2015): 37–60. http://dx.doi.org/10.14386/sime.2015.23.1.37.

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Kim, Youngjoo. "The Procrustes' Bed and Standardization in Education." Journal of Thought 45, no. 3-4 (2010): 9. http://dx.doi.org/10.2307/jthought.45.3-4.9.

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18

Pak, Yu N., Zh S. Nuguzhinov, and D. Yu Pak. "Standardization and modernization of Kazakhstan Higher education." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2021): 95–101. http://dx.doi.org/10.20339/am.02-21.095.

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Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodologi

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Ditsman, K. "PUBLIC EDUCATION MANAGEMENT: STANDARDIZATION OF EDUCATIONAL SERVICES." Law and public administration, no. 3 (2020): 228–31. http://dx.doi.org/10.32840/pdu.2020.3.34.

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20

Yarovaya, Yelena B. "Standardization of Primary Education in Great Britain." European Journal of Contemporary Education 12, no. 2 (2015): 169–74. http://dx.doi.org/10.13187/ejced.2015.12.169.

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21

Khomyshyn, Irina. "Current standardization of higher education in Ukraine." Visnik Nacional’nogo universitetu «Lvivska politehnika». Seria: Uridicni nauki 2017, no. 876 (2017): 205–10. http://dx.doi.org/10.23939/law2017.876.205.

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Dobaev, Kyrgyzbay, Gulmira Tagaeva, Aigul Satbekova, and Elvira Supataeva. "ON STANDARDIZATION OF SCHOOL EDUCATION IN KYRGYZSTAN." Alatoo Academic Studies 2020, no. 3 (2020): 90–97. http://dx.doi.org/10.17015/aas.2020.203.10.

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This article is devoted to the history of the development of education standardization in the Kyrgyz Republic in the post-Soviet period. The author analyzes the meaning of the concepts "standard", "curriculum", "paradigm of education". The publication gives the main ideas of the curriculum, provides prerequisites for changing the content of education in the school. The role of the new standard, which replaced the curriculum and which has become, in fact, a turning point in changing the school education of the Kyrgyz Republic at the present stage, is also noted. It dwells on the features of the

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23

Nie, Zixuan. "Standardized Research and Measures for Leadership Education." Lecture Notes in Education Psychology and Public Media 72, no. 1 (2025): 85–90. https://doi.org/10.54254/2753-7048/2025.21299.

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In today's fast-changing global environment, the importance of leadership education is becoming more and more pronounced. Effective leadership not only drives organizational success, but also fosters teamwork and innovation. However, there are currently significant differences between different educational institutions and training programs; leadership education has not resulted in a standardized training and enhancement program or measure, and there is no valid and accepted assessment standard for leadership education, leading to differentiation and non-standardization of leadership education

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24

Masriyatun, Masriyatun. "Student Interest in Standardized Information Services in Higher Education Library." JPUA: Jurnal Perpustakaan Universitas Airlangga: Media Informasi dan Komunikasi Kepustakawanan 14, no. 2 (2024): 87–97. https://doi.org/10.20473/jpua.v14i2.2024.87-97.

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Background: Information is a need that must be met for everyone, but information related to standardization is still limited to those who know it. Standardization information is basically information relating to various fields of standardization, such as trade, industry, education and science and technology development. While standardization information services are still rarely performed by the library environment. Methods: This type of research with quantitative descriptive. Sampling technique using random sampling technique, by taking 10% of the total population. Where data collection with

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25

BUKRIEIEVA, Olha. "DEVELOPMENT OF THE SYSTEM OF EUROPEAN EDUCATION IN THE FIELD OF STANDARDIZATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 93–98. http://dx.doi.org/10.31651/2524-2660-2020-2-93-98.

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Introduction. In connection with the recog-nized social and economic influence of standardization, expansion of global trade, regional integration, introduc-tion of information and communication technologies, standards become more and more important for gradu-ates of the technical universities, as well as for specialists from the area of management, economics, social sciences, international relations, entrepreneurship and innovation management. Purpose – to analyze development of the system of education in the field of standardization in the European Union in order to identify the areas of its

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Jun, Byoungho, and Byunggoo Kang. "A Study on the Current Status and Improvement Plans of Domestic Standardization Education for Fostering Standards Experts." Society for Standards Certification and Safety 14, no. 4 (2024): 136–45. https://doi.org/10.34139/jscs.2024.14.4.136.

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As society advances, the role of standards is expanding and becoming increasingly important. Above all, standardization in the convergence and fusion fields driven by the Fourth Industrial Revolution is expanding. Furthermore, with intensified global competition and the rapid pace of technological innovation, the growing demand for new markets has brought standards into the spotlight as a key factor in national economies, industries, and corporate management. As the importance of standards in the national economy continues to grow, it has become essential to foster skilled professionals who ca

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27

Nikolova, Evgeniya, Yanislav Zhelev, and Mariya Monova-Zheleva. "Adding Value to Height Education Through Mainstreaming of Training in Standardization into University Curricula." Mathematics and Informatics LXIV, no. 2 (2021): 196–206. http://dx.doi.org/10.53656/math2021-2-6-add.

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In today’s single market, standardization helps integrate market requirements and reduce costs, and standards ensure compatibility, quality, safety and efficiency. The impact of standards is highly dependent on the level of knowledge among the workforce. Knowledge, skills, attitudes and experience in standardization add value to professions and roles in many fields. The rising awareness and spread knowledge about standardization are globally-recognised as a powerful tool to assure public safety having a proficient workforce, bring new technologies to market and drive future businesses. The pap

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28

Curzan, Anne, Robin M. Queen, Kristin VanEyk, and Rachel Elizabeth Weissler. "Language Standardization & Linguistic Subordination." Daedalus 152, no. 3 (2023): 18–35. http://dx.doi.org/10.1162/daed_a_02015.

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Abstract Language standardization involves minimizing variation, especially in written forms of language. That process includes judgments about people who don‘t or can‘t use the standard forms. These kinds of judgments can unfairly limit people's access to opportunities, including in educational and professional realms. In this essay, we discuss standardized language varieties and the specific ways beliefs and ideologies about them allow judgments about language to become judgments about people, especially groups of people who share, or are presumed to share, gender, race, ethnicity, social st

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29

Bakhrushin, Vladimir. "STANDARDIZATION OF REQUIREMENTS FOR HIGHER EDUCATION AS A TOOL FOR QUALITY ASSURANCE IN HIGHER EDUCATION: LEVELS OF HIGHER EDUCATION AND SUBJECT AREAS." Educational Analytics of Ukraine, no. 2 (2020): 50–66. http://dx.doi.org/10.32987/2617-8532-2020-2-50-66.

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The article discusses some problems of standardization of higher education levels and subject areas in Ukraine, as well as possible ways to solve them. For this purpose, international standardization practices, experience, and problems of creating new higher education standards in Ukraine are considered. According to the Law of Ukraine "On Education", standardization is one of the components of the external quality assurance system in education. Ukrainian legislation provides several levels of standardization – legal requirements, the National Qualifications Framework, higher education standar

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30

Tolegenuly, N. "FOREIGN EXPERIENCE IN THE DEVELOPMENT OF GENERAL EDUCATION STANDARDS IN KAZAKHSTAN: FOREIGN EXPERIENCE IN THE DEVELOPMENT OF GENERAL EDUCATION STANDARDS IN KAZAKHSTAN." BULLETIN Series of Pedagogical Sciences 72, no. 4 (2021): 33–40. http://dx.doi.org/10.51889/2021-4.1728-5496.04.

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In the article, the authors analyze the international experience of standardization of school education, various concepts of the definition of the educational standard set out in the scientific literature in Kazakhstan and abroad, including in the near abroad, and allow synthesizing new knowledge about the educational standard. The given analysis of the problems of standardization in foreign and domestic pedagogy gives grounds to assert that the educational standard, being a socio-pedagogical structure, reflects the trends in the development of value, content and procedural characteristics of

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31

Borovskikh, Aleksei Vladislavovich, Lev Vladimirovich Popov, and Nikolai Khristovich Rozov. "Concerns about educational standards." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2013): 15–34. http://dx.doi.org/10.51314/2073-2635-2013-2-15-34.

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In this paper the problems of standardization in Russian education are considered. The criteria that distinguish a standard (in the true sense of the word) from a non-standard are formulated. Relaxed options for standardization and their functions are described. It is shown that standards developed by the Russian Ministry of Education and Science are not the true standard in itself, and are represented as some unspecified projects. With reference to the current situation in education, there are subjects of standardization, the types of standards that are possible to use as well as the possibil

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�� and Anatoliy Bychkov. "Technological and Supplementary Education in Terms of Standardization." Standards and Monitoring in Education 3, no. 6 (2015): 46–50. http://dx.doi.org/10.12737/17282.

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The work discloses the possibility of usage of an additional education as a resource to ensure primary school pupils mastering with FGOS requirements for the course �Technology�. Personal and metasubject learning outcomes taken as the system forming start of the process of technological education. Personal achievements of the students acquire qualitative new content according to modern state of the technosphere and society. The problem of making a connection and content succession between educative &amp; research and project activities of scholars as an important pa

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Wegscheider, Wolfhard. "Standardization, quality control and education in analytical chemistry." Fresenius' Journal of Analytical Chemistry 349, no. 12 (1994): 784–93. http://dx.doi.org/10.1007/bf00323107.

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34

Guryanchik, Vitaly N., and Tatiana V. Makeeva. "Standardization Of Higher Pedagogical Education: Value-Semantic Aspect." Obrazovatel'nye tekhnologii (g. Moskva), no. 1 (2023): 44–55. http://dx.doi.org/10.52422/23077832_2023_1_44.

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35

ITO, Kayo, and Takeru IKEDA. "Student Oriented Education about Standardization on Circular Economy." Journal of JSEE 73, no. 4 (2025): 4_60–4_64. https://doi.org/10.4307/jsee.73.4_60.

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36

Riana, Nadziri, Mahrusun Mahrusun, and M. Fawaid. "Program Standardisasi Guru dalam Meningkatkan Pendidikan Karakter Siswa di MI Takkal Denpasar Tahun Pelajaran 2019/2020." Faidatuna 3, no. 4 (2022): 24–43. https://doi.org/10.53958/ft.v3i4.529.

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Character Education of students in an educational institution today is often neglected because of the impact of technology and lack of supervision by parents and teachers. One of the successes in improving the character education of students is determined by the existence of standardized teachers who have competence through the teacher standardization process. This is what underlies the conduct of research at MI Tawakkal Denpasar Bali which has students whose learning achievement is quite good. The research objectives in this thesis were to determine the implementation of the teacher standardi

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Tošić, Biljana, and Ivana Mijatović. "Education about standardization as the foundation for the expertise development of SMEs." Tehnika 76, no. 4 (2021): 521–28. http://dx.doi.org/10.5937/tehnika2104521t.

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Considering that small and medium-sized enterprises (SMEs) are seen as the backbone of the global economy and the ones that (against all odds) stand to gain the most from using and developing standards, the study aims at exploring does expertise in standardization exist in SMEs. To collect data, the semi-structured interview via e-mail was used, as it seems to be much more comprehensive than the questionnaire. To analyze data, the Critical Incident Technique (CIT) and the qualitative content analysis method were used as the most suitable methods for analyzing data from subject matter experts.

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38

Żytko, Małgorzata. "Wczesna edukacja – między standaryzacją a upodmiotowieniem." Problemy Wczesnej Edukacji 49, no. 2 (2020): 91–102. http://dx.doi.org/10.26881/pwe.2020.49.08.

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The article attempts to answer the question: why standardization of early education can limit the development of children and disintegrate the learning process? The main topic is focused on the issue of standardization in early childhood education. The goals of education, core curriculum, expected developmental effects and learning outcomes are most often standardized. The standardization process has specific consequences that affect the quality of education and development opportunities for students. The effect of this approach, especially close to politicians, stakeholders, is limited variet

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Resende, Karina A., Afonso M. Cavaco, Márcia A. Luna-Leite, et al. "Training and standardization of simulated patients for multicentre studies in clinical pharmacy education." Pharmacy Practice 18, no. 4 (2020): 2038. http://dx.doi.org/10.18549/10.18549/pharmpract.2020.4.2038.

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Objective: To evaluate the training and standardization methods of multiple simulated patients (SPs) performing a single scenario in a multicenter study. Methods: A prospective quasi-experimental study, using a multicenter approach, evaluated the performance of five different individuals with the same biotype during a simulation session in a high-fidelity environment. The SPs training and standardization process consisted of four steps and six web or face-to-face mediated: Step 1: simulation scenario design and pilot test. Step 2: SPs selection, recruitment and beginning training (Sessio

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Resende, Karina A., Afonso M. Cavaco, Márcia A. Luna-Leite, et al. "Training and standardization of simulated patients for multicentre studies in clinical pharmacy education." Pharmacy Practice 18, no. 4 (2020): 2038. http://dx.doi.org/10.18549/pharmpract.2020.4.2038.

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Objective: To evaluate the training and standardization methods of multiple simulated patients (SPs) performing a single scenario in a multicenter study. Methods: A prospective quasi-experimental study, using a multicenter approach, evaluated the performance of five different individuals with the same biotype during a simulation session in a high-fidelity environment. The SPs training and standardization process consisted of four steps and six web or face-to-face mediated: Step 1: simulation scenario design and pilot test. Step 2: SPs selection, recruitment and beginning training (Session 1: p

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Синельников, И., and I. Sinel'nikov. "Why the «Frame« Standards of School Education Are Replaced by the «Detailed» Standards in Russia: Problem-Risk Analysis." Standards and Monitoring in Education 7, no. 4 (2019): 48–54. http://dx.doi.org/10.12737/article_5d2db3a3133ab4.18245729.

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The article is devoted to the issue of standardization of the content of Russian school education. The article reveals new approaches to the regulation of the content of school education, proposed in the draft federal state educational standards for 2018-2019; identifi es the main problems and risks of the regulatory framework of the Russian school education; examples from the practice of standardization of education in England, Finland, and South Korea are given.

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Jerabkova, Petra. "STANDARDIZATION VERSUS PLURALITY IN FOREIGN LANGUAGE TUITION." Slavonic Pedagogical Studies Journal 10, no. 1 (2021): 55–68. http://dx.doi.org/10.18355/pg.2021.10.1.5.

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In its theoretical part, the thesis deals with the standardization of education, in particular language education at colleges of non-philological nature, reflecting, critically evaluating this trend and analysing its weaknesses. Practical part ten introduces the results of research in the practice of foreign language competence testing at work interviews as experienced by University of Economics in Prague graduates. One of the goals of language education standardization at colleges is to provide a lead to employers. The results of the research contest this goal being achieved.

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Lysokon, Illia. "STANDARDIZATION OF HIGHER EDUCATION AS A SCIENTIFIC AND PEDAGOGICAL ISSUE: THEORETICAL ANALYSIS." Scientific Journal of Polonia University 56, no. 1 (2023): 161–68. http://dx.doi.org/10.23856/5623.

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The standardization of higher education as a scientific and pedagogical issue is theoretically justified in the article. It has been established that the basis for the development of higher education standards and their adaptation, taking into account the European experience, are legislative acts that ensure the functioning of the sector of higher education in Ukraine, didactic materials and scientific intelligence on the subject of the phenomenon under study. The idea of the relationship between the quality of educational services in the system of higher education of Ukraine and the accelerat

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44

Gellert, Uwe. "Raising the standards by standardization?" Journal of Mathematics Teacher Education 24, no. 5 (2021): 427–30. http://dx.doi.org/10.1007/s10857-021-09514-3.

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45

Choi, Dong Geun, and Henk J. de Vries. "Standardization as emerging content in technology education at all levels of education." International Journal of Technology and Design Education 21, no. 1 (2010): 111–35. http://dx.doi.org/10.1007/s10798-009-9110-z.

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46

Kirylo, James D., Vidya Thirumurthy, and Michael P. O'malley. "Issues in Education: Pedagogies of Absence: Education beyond an Ethos of Standardization." Childhood Education 85, no. 4 (2009): 250–52. http://dx.doi.org/10.1080/00094056.2009.10523091.

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47

Daniati, Helda. "School Administration With National Standards of Education to Improve the Quality of Education Indonesia." Indonesian Journal of Education (INJOE) 3, no. 2 (2022): 177–86. http://dx.doi.org/10.54443/injoe.v3i2.23.

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School administration is the entire management process, starting from controlling, managing and regulating various ways or efforts so that school goals can be implemented. Management of the development of Graduate Competency Standards and Educators and Education Personnel Standards is a program to determine the quality of education. To encourage the improvement of the quality of education in Indonesia, the government implements a standardization of the education system that must be applied by all educational institutions in Indonesia. The program was called the National Education Standards whi

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48

Zyblewski, Sinai C., Louise Callow, Dorothy M. Beke, et al. "Education and Training in Pediatric Cardiac Critical Care: International Perspectives." World Journal for Pediatric and Congenital Heart Surgery 10, no. 6 (2019): 769–77. http://dx.doi.org/10.1177/2150135119881369.

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Pediatric cardiac intensive care is an evolving and maturing field. There have been advances in education and training in recent years, specifically progress toward standardization of curricula, competencies, and certifications. International partnerships have fostered similar advancements in less resourced countries. For all disciplines and levels of expertise, simulation remains a versatile and effective modality in education. Although there is improved standardization for the training of physicians and nurses, the certification process remains undetermined.

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49

Xu, Yundong, Qianqian Yang, Niqing Xiao, Sanjin Zeng, and Zhaohu Xie. "Research on the Digital Transformation and Cross-Cultural Communication of Traditional Chinese Medicine Education System in the Context of Global Standardization." Journal of Contemporary Educational Research 9, no. 5 (2025): 18–33. https://doi.org/10.26689/jcer.v9i5.10177.

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This study examines the digital transformation of traditional Chinese medicine (TCM) education within the context of global standardization, along with the challenges and opportunities of its cross-cultural dissemination. With the rapid advancement of technologies such as artificial intelligence, virtual reality, and blockchain, TCM education is experiencing a significant disruption and innovation of its traditional models. The research develops a “Standard-Technology-Culture” tri-spiral model to analyze how TCM education can achieve a seamless integration of standardization, technological inn

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Choudhary, Geeta, Mohar Pal Meena, Sakhitha K.S., and Trupti Naikare. "Standardization of Bindu Ghrita." International Research Journal of Ayurveda & Yoga 05, no. 08 (2022): 61–69. http://dx.doi.org/10.47223/irjay.2022.5808.

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Abstract:

One of the major contributions of Ayurveda is the dosage form called SnehaKalpanawhere ghritaand tailaare processed in such a way that all the phytochemicals from the plant parts are transferred to the lipid media, mostly the ones which are lipid soluble. The process of making SnehaKalpanais divided into two steps; the first is SnehaMurchchhanaand thesecond is Sneha Paka. SnehaMurchchhanais performed to remove doshasfrom the lipid media while Sneha Pakais the preparation of medicated ghritaor taila(Sneha Kalpana).The product obtained after the process of Sneha pakais known as Siddha ghritaor S

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