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1
Madani, Rehaf A. "Analysis of Educational Quality, a Goal of Education for All Policy." Higher Education Studies 9, no. 1 (January 17, 2019): 100. http://dx.doi.org/10.5539/hes.v9n1p100.
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Education is recognized as a human right since the adoption of Universal Declaration of Human Rights in 1948 besides health and shelter. Education for All Goals was established where more than 150 governments have adopted world declaration on Education for All policy to support the universal right for education. The ultimate goal of many countries is to guarantee the optimum educational access rates for improving the quality. Similarly, quality is reflected by a range of indicators, including government spending on education, student/teacher ratios, teacher qualifications, test scores, and the length of time students spend in school. Every investment must be measured against how it can serve such aspects to ensure the ultimate quality of Education for All programs. Investing in education reinforces a society’s wealth and growth, where individuals can easily improve their own personal efficacy, productivity, and incomes. A major challenge lies in defining the ideal education indicators and circumstances among countries; especially poorly developed countries that strive to establish a quality evaluation theme. Therefore, there is need of multifaceted standpoint and reasoning framework to realize educational policy evaluations that can truly contribute to the improvement of educational situation in developing countries and around the world.
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Pilkevych, Viktoriia. "«Education for All» in UNESCO’S Activities." European Historical Studies, no. 10 (2018): 176–86. http://dx.doi.org/10.17721/2524-048x.2018.10.176-186.
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The activities of UNESCO (United Nations Educational, Scientific and Cultural Organization) in the educational sphere have been researched. The article as well focuses on the important program «Education for All». At the World Education Forum (Dakar, 2000), the governments pledged to achieve «Education for All» and identified six goals to be met by 2015. Threfore the study examines these goals. Special attention has been paid to the results of this program. According to the World Report on Monitoring «Education for All», the statistics has been presented to achieve the goals set. The study outlines the problems of this sphere that need to be solved in the future. It is emphasized that a number of goals, namely the right of all to education, gender equality, improvement of the education system, etc. are extremely important. The United Nations Educational, Scientific and Cultural Organization organizes different conferences, forums for solution problems of education, gives important recommendation for improvements educational sphere. The views of the General Directors of UNESCO on the role of education in UNESCO’s activities, on implementation of the provisions of the «Education for All» have been given. The author as well emphasizes on the high importance of educational sphere of the activities of UNESCO. In accordance with the new declaration, the study outlines the perspective of educational sphere of UNESCO’s activities (from 2015 to 2030).
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Klašnja-Milićević, Aleksandra, and Mirjana Ivanović. "E-learning Personalization Systems and Sustainable Education." Sustainability 13, no. 12 (June 13, 2021): 6713. http://dx.doi.org/10.3390/su13126713.
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In the World Declaration on Higher Education, the concept of higher education is defined as “all types of studies, training or research training at the postsecondary level, provided by universities or other educational establishments that are approved as institutions of higher education by the competent state authorities” [...]
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Fraser, Sherwin. "The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations." Journal of International Special Needs Education 20, no. 2 (December 1, 2017): 79–89. http://dx.doi.org/10.9782/2159-4341-20.2.79.
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Abstract One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.
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Omerbegović, Sead, and Nihad Kulenović. "From the Teacher’s school to the Faculty of Philosophy in Tuzla: contribution to the study on the transformation of higher education." Historijski pogledi 1, no. 1 (October 30, 2018): 187–97. http://dx.doi.org/10.52259/historijskipogledi.2018.1.1.187.
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The paper presents the history of higher education transformation in the region of northeastern Bosnia until the founding of the Faculty of Philosophy, nowadays modernly organized higher education institutions, whose roots reach back to 1941. Because, right then, during the Second World War, the first School of Teacher Education began in operation in Tuzla, which, in a way, has begun to pave the Pedagogical Academy and the present Faculty of Philosophy in Tuzla. Political discussions and decisions of the executive and legislative authorities of all levels necessary for the founding of the Faculty of Philosophy are shown. Chronologically, the development of the faculties from two-course study programs in the initial period of education to the innovative one-subject study programs based on the Sorbonne Declaration of 25 May 1998, the Bologna Declaration of 19 June 1999 and the structure of educational studies at some faculties in Bosnia and Herzegovina, Europe and the world.
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Manzoor, Asma, Saba Imran Ali, and Muhammad Nadeemullah. "Universal Declaration Of Human Rights VS. Human Rights In Islam." Pakistan Journal of Gender Studies 3, no. 1 (March 8, 2010): 11–21. http://dx.doi.org/10.46568/pjgs.v3i1.365.
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The Universal Declaration of Human Rights (UDHR) came into existence after World War II when the Nazi violence perpetrated upon the Jews came to light, the world community realized that the UN Charter was not sufficiently specific to protect human rights. In response, the Declaration was adopted by the United Nations General Assembly in Paris on December 10, 1948. General Assembly resolution 217 A (III) as a common standard of achievements for all peoples and all nations. It consists of 30 articles which cover a broad range including social, political, economic and religious rights. Though not legally binding, the UDHR is considered a foundational document in international human right laws. It has inspired the development of 50 human rights instruments around the world including international treaties, national constitutions, and regional human right laws. Whereas Islamic law or Shari’ah, has been used in countries throughout the world for more than 1,400 years and remains the ideal legal system for more than a billion people worldwide. During the reign of the Ottoman Empire, the nations under its rule flourished in such diverse fields of medicine, education, social sciences and arts. While Shari’ah has been examined in great detail, religious scholars and groups for implementation in Islamic countries mostly completed the research. However, by comparing the rulings and methodology of Shari’ah to current systems around the world, it is possible to gain both a better understanding and also provides an alternative current system of laws.
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MacNaughton, Gillian, and Diane Frey. "Teaching the Transformative Agenda of the Universal Declaration of Human Rights." Radical Teacher 103 (October 27, 2015): 17–25. http://dx.doi.org/10.5195/rt.2015.232.
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Neoliberalism has dominated the world for over three decades and now permeates our laws, policies and practices at the international, national and local levels. The International Monetary Fund, the World Trade Organization, the European Union, the United States and China all support trade liberalization, privatization of public services and the primacy of markets over people. Indeed, neoliberalism has become so ingrained that it has become invisible and many of us no longer notice when new agendas conflict with international human rights laws and principles to which almost all countries in the world have committed themselves. Adopted in 1948, immediately after World War II, to implement one of the four goals of the new United Nations Organization, the norms and aspirations elaborated in the UDHR provide a framework for a radically different world than the one we have today. In this article, we revisit the content of the UDHR, beginning with the right to a social and international order in which everyone’s rights can be realized, and consider other key provisions that conflict with neoliberalism, including the rights to the benefits of science, to full employment and decent work, to progressive realization of free higher education, to nondiscrimination on the grounds of economic status and to solidarity. We also share some activities that we use in the classroom and online to make the transformative agenda of the UDHR visible to students and demonstrate how far we have strayed from the aspiration of a world in which everyone enjoys their human rights. The article concludes that teaching a holistic vision of the UDHR in a neoliberal world is a radical human rights curriculum.
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Liepa, Diana, and Inta Ratniece. "PROFICIENCY INCREASE BY COLLABORATION WITHIN THE FOREIGN LANGUAGE STUDY PROCESS." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 48–59. http://dx.doi.org/10.33225/pec/13.52.48.
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In the fields of science and education transnational cooperation has become particularly relevant for developing of contemporary conceptions in education and science. As the first step in such cooperation has been the Bologna process, started on June 19, 1999, when 29 Ministers of European countries signed the Bologna Declaration. The Bologna Declaration promotes education and cooperation being the fundamentals of a peaceful and a democratic society. The European dimension is characterized by student mobility and cooperation between educational institutions in European study programmes. The significance of communication and foreign language acquisition skills is gradually increasing (Bologna Declaration, 1999). A strategic goal for the European Union is to develop the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with a wider variety and better jobs and greater social cohesion. All citizens of European Union countries require foreign language skills, because these skills provide citizens with the opportunity to make use of the free movement to work or to study at one of the EU member states and as such they stimulate the development of a European labour market. As an EU member state, Latvia participates in this process. Improvements should be achieved in teacher education by implementing innovations in the study process. Key words: didactic modules, experience, planning, aim, assessment.
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Izzah, Lathifatul, and Peni Catur Renaningtyas. "WACANA HAK ASASI MANUSIA DALAM FILSAFAT PENDIDIKAN ISLAM DAN BARAT." Al'Adalah 24, no. 1 (April 30, 2021): 45–53. http://dx.doi.org/10.35719/aladalah.v24i1.54.
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Hak asasi manusia (HAM) merupakan anugrah Tuhan yang bersifat kodrati. Ke-sadaran tentang HAM masih belum dipahami secara utuh dan merata di kalangan masyarakat. Padahal sebagai pengetahuan, HAM penting untuk ditransfer ke dalam dunia pendidikan. Dengan demikian, masyarakat dapat mempraktikkan hak yang seharusnya mereka miliki dalam kehidupan bermasyarakat, berbangsa dan bernegara. Artikel ini mengkaji tentang Deklarasi Universal Hak Asasi Manusia (DUHAM) di dunia Barat dan Deklarasi Kairo di dunia Islam sebagai dasar filosofi penegakan hukum atas pelanggaran-pelanggaran hak asasi manusia dalam dunia pendidikan Islam dan Barat. Dalam analisisnya digunakan pendekatan klasik, kultural, dan kritis atau disebut mixed approach. Hasil kajian ini menunjukkan bahwa deklarasi HAM yang dilakukan oleh dunia internasional (PBB) dalam DUHAM dan Deklarasi Kairo oleh OKI, telah memberikan pengetahuan riil tentang pentingnya HAM dalam kehidupan sehingga manusia dapat mengetahui batasan-batasan dan kaidah-kaidah di dalamnya.Human rights is a natural gift from God. This awareness of human rights has not been understood well and comprehensively by all people. Whereas knowledge, human rights are important to be transformed into the realm of education. Thus, they can exercise the rights they should have in the life of society, nation and state. This article examines the Universal Declaration of Human Rights (UDHR) in the Western world and the Cairo Declaration in the Muslim world as a philosophical basis for upholding the law for human rights violations in the world of Islamic and Western education. The analysis uses classical, cultural, and critical approaches or what is called the mixed approach. The results of this study conclude that the human rights declaration carried out by the international community (UN) in the UDHR and the Cairo Declaration by the OIC has provided real knowledge of human rights in life so that humans can know the limitations and rules in it.
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Kovačević, Aleksandra, and Zoran Pendić. "Towards innovative and sustainable education in primary schools." Tehnika 75, no. 6 (2020): 665–77. http://dx.doi.org/10.5937/tehnika2005665k.
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One of the most important human rights is the right to quality education for all. It is embedded in the foundations of the UNESCO mission and is contained in the Universal Declaration of Human Rights of 1948 and many other international human rights instruments. It is embedded in the foundations of the UNESCO mission and is contained in the United Nations Universal Declaration of Human Rights of December 10, 1948 and many other international human rights instruments. The United Nations has defined priorities for the development of human civilization until 2030 in the form of 17 goals of sustainable development goals. Education is the fourth element of this set of goals, because it is an indisputable fact that only an educated society is capable of solving problems aimed at achieving all goals. Primary education that children receive in primary schools is especially important, because the success of the entire system of formal and non-formal education in one country largely depends on the quality of this education. It is also the beginning of a marathon of lifelong learning. We must not forget that this education largely depends on the quality of preschool education of children and the involvement of their parents in the process of early stages of education. The paper will include our vision of innovative and sustainable education in primary schools, as well as proposals for continuous improvement of the quality of this education in accordance with the requirements of relevant international standards and accepted world, but also our, experience in primary education.
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Schumann, Christian-Andreas, Claudia Tittmann, Kevin Reuther, Helge Gerischer, Feng Xiao, and Oliver Schirmer. "Connecting Stakeholders through Educational Technology for Effective and Digitalised Higher Education Environments." EDEN Conference Proceedings, no. 1 (June 16, 2019): 117–25. http://dx.doi.org/10.38069/edenconf-2019-ac-0014.
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The idea of “Education for All” is already explained in detail in the corresponding UNESCO World Declaration in the form of a “Framework for Action to Meet Basic Learning Needs” in 1990. Interestingly, challenges for global access to education are being worked out that are still relevant today: Universalising access and promoting equity, focusing on leaning acquisition, broadening the means and scope of basic education, enhancing the environment of learning, strengthening partnerships. Since then, many things have been turned to good, much remains to be done. However, today's omnipresent digitization offers completely new opportunities to live up to this vision. Serious changes and disruptive innovations are pushed by digital transformations. (UNESCO, 1990)
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Dziva, Cowen, and Brian Dube. "Promoting and Protecting Minority Languages in Zimbabwe: Use of the 1992 UN Minorities Declaration." International Journal on Minority and Group Rights 21, no. 3 (August 19, 2014): 395–413. http://dx.doi.org/10.1163/15718115-02103004.
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Zimbabwe in 2012 joined the rest of the world to celebrate the 20th anniversary of the unanimously adopted United Nations Declaration for Minorities in 1992, as the main document granting non-dominant groups protection by states in all spheres of life. For most African states, Zimbabwe included, the Declaration came amidst ubiquitous marginalisation and disavowal of minority languages in favour of foreign and dominant tongues. Unsurprisingly, Article 4(3(4) of the Declaration sought to obviate this status quo through calling on states to ensure that minorities learn and use their mother languages for development. Ever since the Declaration, the use of minority languages in public spheres has become a hotly debated subject in democratic societies, with many linguists deciphering minority languages to be one of the missing links to Africa’s development. The aim of this article is, therefore, to encapsulates the good practices by Zimbabwean stakeholders and prospects in implementing minority languages. After scrutinising national policies and efforts to advance minority languages, it can be seen that though discernible it is still a long way for Zimbabwe to close the gap on the ideals of the 1992 Declaration. As such, Zimbabwe is propelled to move beyond mere ratification and take concrete steps towards implementation through translating national documents into minority tongues, revamping the education curriculum, public awareness campaigns on the Declaration, training lexicographers, minority sensitive budgeting and constitutionalism if they are to fulfil their obligations under the Declaration.
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Tomé, José Manuel Salum. "Educational Inclusion By Conviction." Advances in Social Sciences Research Journal 7, no. 12 (December 25, 2020): 286–97. http://dx.doi.org/10.14738/assrj.712.9474.
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Inclusive education has begun to be addressed within the context of the broader international debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien, Thailand. From Jomtien until today , thinking has evolved from the almost symbolic presence of special educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been based on the idea that all children and young people have the right to a quality education with equivalent learning opportunities, regardless of their social and cultural background and their differences in skills and abilities (OIE -UNESCO, 20 08) .
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Al Mushaqiri, Mahfouda Rashid, Zahari Ishak, and Wail Muin Ismail. "EFFECTIVENESS OF THE PEACE EDUCATION PROGRAM ON THE SOCIAL AND EMOTIONAL BEHAVIOUR FOR PRE-SCHOOL IN THE SULTANATE OF OMAN." International Journal of Education, Psychology and Counseling 5, no. 36 (September 15, 2020): 211–25. http://dx.doi.org/10.35631//ijepc.5360016.
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The present study aims at providing a peace education program for pre-school children through classroom teaching methods and processes. As peace education is an essential component of good basic education, it is an integral part of UNICEF’s vision of basic education awareness. The Universal Declaration on Education for All (1990) (The Jomtien Declaration) clearly states that basic learning needs are not only essential tools such as literacy and numeracy but also knowledge, skills, attitudes, and values required to live, work with dignity and participate in development. It also states the Inter-Agency Commission, World Conference on Education For All (WCEFA., 1990) that meeting those needs entails responsibility and the promotion of social justice, acceptance of differences, and peace. Furthermore, the present study provided a peace education program (PEP) for pre-school children aged (4 - 6) years in Oman. Where the program contains (28) training sessions are offered within (15) weeks at the rate of one hour per session. The researcher used a scale of two images, the behaviour of the children was measured before and after the experiment, where the researcher adopted the quasi-experimental method, the sample consisted of (40) children in the experimental group and (40) children in the control group. In addition, the results of the current study were in favour of the experimental group, where an improvement in their behaviour was observed after being enrolled in the program. The study finds that pre-school education is very important to spread peace since it focuses on a critical era in children’s life. Thus, the study recommends the ministry of education to consider the findings for a better peaceful learning environment.
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Golovko, A. "ENDOWMENT FUND ESTABLISHMENT AS A RESPOND TO THE CHALLENGES OF THE EPOCH." ACTUAL PROBLEMS OF INTERNATIONAL RELATIONS, no. 131 (2017): 88–93. http://dx.doi.org/10.17721/apmv.2017.131.0.88-93.
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Insufficient funding forces universities to search for innovative models of additional financing. The multichannel financing of education and science, based on combination of budgetary and extrabudgetary funding, becomes dominant position. The special place among extrabudgetary funding occupies the establishment of specific fund for national, meaningful projects financing (endowment). Endowment funds activity is supported by the first point of Bologna declaration, that proclaims higher education institutions the establishments that bear all responsibility for the future of the state, and, consequently, such, that must be apt neither to political, nor economic, nor social, nor other influences. World practice of endowments, the legislative framework of endowments, universities advantages due to endowment establishment, factors that confirm actuality of creation of such funds are analyzed in the article.
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Chubaryan, Siranush. "Muslim Immigrant Students in European Higher Educational Institutions." Armenian Folia Anglistika 12, no. 1 (15) (April 15, 2016): 96–117. http://dx.doi.org/10.46991/afa/2016.12.1.096.
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This study investigates the influence of higher education on the integration of Muslim students from migrant background into French, German and Armenian societies. In 1999 many European states signed the Bologna Declaration (also Bologna Process), the goal of which was unification of European higher Education under one umbrella. In line with many aims stated in Bologna Declaration, one of the eye-catching characteristics was the policy’s flexibility, which would allow students enrolled in higher education institutions all over Europe to voice and promote their social, educational, cultural needs and take part in decision-making processes. To be able to understand whether the Bologna Process plays a role of integrator for Muslim immigrant students as well, the research attempts to reveal how Muslim immigrant students perceive and describe their experiences with European higher education; how they describe their integration into European institutional environment and consequently into European society. For this purpose case study approach has been applied. Individual interviews with student-participants have been conducted.
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Hashim, Rosnani. "Rethinking Islamic Education in Facing the Challenges of the Twenty-first Century." American Journal of Islam and Society 22, no. 4 (October 1, 2005): 133–47. http://dx.doi.org/10.35632/ajis.v22i4.1676.
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The Muslim ummah, as a world community, faces many challenges at thethreshold of the new century. The fateful event of 9/11 has revealed yetanother facet of the problems plaguing Muslim society: the existence ofradical, or what some media have labeled “militant,” Muslim groups.Despite the Muslim world’s condemnation of the 9/11 terrorist attack, theUnited States considered itself the victim and thus launched its “war againstterrorism” against the alleged perpetrators: the Taliban and al-Qaeda. Iraq,which was alleged to be building weapons of mass destruction (WMDs)and assisting al-Qaeda, became the second target. Iran would have becomethe immediate third target if the international community had supported theBush administration’s unilateral declaration of war against Iraq. But it didnot, for the allegations could not be proven.Unfortunately, this new American policy has not helped to curb aggressionor terrorism; rather, it has caused radical groups to run amok andindulge in even more acts of terrorism in Israel, Palestine, Indonesia, Turkey,Spain, Iraq, and Saudi Arabia. The 9/11 tragedy has caused the West to holdmore negative images of Muslims and Islam and has made life more difficultfor Muslims living in the West. In response, anti-Americanism hasgrown throughout the world, particularly in the Muslim world.1September 11 seemed to provide certain Muslim governments with thelicense to combat terrorism on the local front more rigorously. This actionheightened the conflicts between local Muslims and the ruling governments,as in the case of General Musharraf of Pakistan, who decided to cooperatewith Washington in its “war against terrorism” by providing bases forAmerican forces. After 9/11, Egypt, Tunisia, and Malaysia all receivedrepeated praise from Washington for their experience and seriousness incombating terrorism and joining the alliance against it, despite their trackrecord on, for example, human rights violations vis-à-vis the ruling elites’ ...
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Ozdemir, Cevriye, AyÅŸegül Yıldız, and Seda Åžahan. "Cyberloafing Behaviors of Health Professional Students during Distance Education in the COVID-19 Pandemic Period." Journal of Health Education 6, no. 1 (April 30, 2021): 1–6. http://dx.doi.org/10.15294/jhe.v6i1.45307.
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Background: With the declaration of the new coronavirus (COVID †19) pandemic, which was detected in the Wuhan region of China and later seen in many countries of the world, education and training were significantly affected in all countries, and distance education started to be used in all areas of education. To this end, students can exhibit cyberloafing behaviors during distance education for various reasons. Thus, this study aims to determine the levels of cyberloafing and the factors affecting these behaviors of students studying in health programs during distance education. Methods: In this descriptive study, 405 students studying in the health programs of various private and public universities in Turkey and met the criteria for inclusion in the study formed the research sample. Results: When the students’ tools to access distance education during the pandemic process were compared, it was found that students using computers had higher levels of cyberloafing activities than those using other tools (p<0,05). Conclusions: Distance education keeps students connected to technological tools, increases the risk of engaging in activities irrelevant to the course, and thus leads them to exhibit cyberloafing behaviors.
Keywords: Distance education; cyberloafing; COVID-19
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Khan, Evgen. "The Bologna Process Engagement of Ukraine: Twelve Years Towards the European Educational Process." European Historical Studies, no. 7 (2017): 45–63. http://dx.doi.org/10.17721/2524-048x.2017.07.45-63.
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The integration and deepening cooperation with Europe within the scope of higher education remains essential for the European integrative aspirations of Ukraine. For years, our country has been a strategic partner of Europe. Since Ukraine gained its independence, the government kept on declaring ambitions to implement the European principles in all sectors of life. So does it concerning the sphere of higher education. In 2005 Ukraine signed the Bologna Declaration and therefore officially joined the Bologna process. To this end, Ukraine assumed obligations to partake in reforming the system of higher education and to implement the European standards of education therein. For many years Ukraine was closely cooperating with European countries within the framework of science and education. Over twenty five years a series of international agreements have been signed between Ukraine and the countries of Europe, both at governmental level and that of the Ministries of Education. Moreover, a number of interdepartmental agreements have been signed at the academic level. May 19, 2017 marks the twentieth anniversary of the Bologna declaration accession of Ukraine. Twenty years of experience of Ukraine’s participation in the Bologna process still generate interest and provoke discussions within the Ukrainian society, foremost in the academic world, as well as among students, professors, politicians, officials, analysts and experts. This article investigates the key elements of Ukraine’s participation in the Bologna process. It as well covers the European-oriented reform of the higher education system for over ten years and analyses the efficacy and success thereof. The article emphasizes benefits and drawbacks of Ukraine’s joining the Bologna process.
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Melnik, Eleonora. "ENVIRONMENTAL EDUCATION: PERSPECTIVES OF DEVELOPMENT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 3 (December 1, 2012): 49–57. http://dx.doi.org/10.48127/gu-nse/12.9.49b.
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Realizing existing environmental problems the contemporary humanity is seeking new ways of interaction with environment. On the one hand it lies in development of innovative technologies in manufacturing process which reserve natural resources and focus on en-hancement of environment. On the other hand it implies introduction of environmental knowledge into all spheres of education. Psychological science claims that a person of postindustrial society is spiritually distanced from nature and the increasing formal religiosity doesn’t prevent them from developing a pragmatic view on their being. Striving to take every-thing from life “right now and right here” has made an impact on development of values. They have changed for the worse. The process of human mentality change is long-term. It requires organization of special institutions which would study these issues from the early childhood to make a child understand the role of environment as the most important value needed for preserving the life on the Earth. That is why it is very important for children to want and for teachers to able to carry out this process jointly. World viewing component of environmental education is intended to find out human’s belonging to the world – whether a person is “in” the world, “out” of world or “above” the world – and to organize the system of knowledge which would correspond to this understanding of human’s place in the world where environment would act as the main value of life and work. It is significant to change the character of relationships between the contemporary society and the environment; it should be developed on the basis of such principles as subordination, coordination and corre-lation. It is necessary to research the order of interrelations, the character of interrelation of elements and transformation of elements in the environment. Supporting the statement that knowledge is the basis of any education we claim that the content of environmental educa-tion being a part of general education with its complex and integrated character can provide comprehensive study of the environment to students. Nature, human being and society - bio-logical and social – genetic unity of existence should be reflected in education standards: pro-grammes, study-books, methodological literature, etc. The content of education determines the form of training: traditional lessons, outdoor training, excursions, research and project activity of students. Environmental education should have lifelong character: from childhood till elderly. Continuity of education – from the past to the present and future- should be im-plemented in the sphere of knowledge as well as in the sphere of traditional relationships with nature and people. It is also reasonable to consider such characteristics as direct results of educational activity – knowledge, skills, experience, kinds of activity and achievements; and indirect results – changes in social life of humans, their behavior and relationships with nature and people. On the whole the analysis of the problem of environmental education in Russia shows that the interest of young people to natural science is on the same level of that in other Euro-pean countries and it is not high. However as a result of reforms of secondary and higher edu-cation the natural science subjects have become electives. It can be expected that low level of interest to such subjects as physics, chemistry and biology will turn into decrease of number of those who would like to get knowledge of these subjects. Considering the demographic sit-uation in the country we can predict decline of teaching load, absence of demand for such teachers and, at the end, loss of pedagogical staff in schools and universities. That is why mentioned above projects on upgrading environmental education with the goal to improve the environmental situation in the country and nature preservation remain in the status of scientific projects. That is to say that there is an understanding of the necessity to improve education for better life in the country but now it is still on the stage of formal declaration. Key words: environmental education, environmental knowledge, values of life.
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Egbebi, John Oluyemi, and Olayinka Tijani Wakili. "Effective Management of Private Schools in Nigeria: Necessity for Governments’ Intervention." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 208–16. http://dx.doi.org/10.47175/rielsj.v1i2.87.
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Private schools and owners invest a lot of worthwhile input in the provision of functional educational service delivery thus paving way for further access, equity and fair play to every intending learner as complement to the effort of government, the public school providers in Nigeria. This development actually met the world declaration of the expectation from all nations of the world to provide mass, quality and free education to all citizens. By and large, education service delivery as a social service requires huge sum of money in its operations across all levels of educational institutions – basic, post basic and tertiary. The paper examined effective management of private schools in Nigeria and the necessity for governments’ intervention. In a nutshell, the paper espoused: the world demand on provision of quality education; available sources of funding for private school ownership; challenges of private school ownership and management; justification for the establishment of private schools to support government established institutions; comparism of funding and management pattern of private schools in Nigeria and diaspora; and core constraints of private schools. The paper concludes and recommends that, respective governments, their agencies and parastatals should participate actively in rendering adequate support regarding award of grant-in-aid to owners of private schools; and that cost of registration and set up cost on infrastructural facilities for private schools - low, medium and high scales should be cut down by FME or SMoEs , ZIE, LIE, UBEC, TRCN, and similar institutions thus, affordable to create more access to learners with standards.
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Hammoud, Jamil, and Mohamed Tarabay. "Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon." European Journal of Sustainable Development 8, no. 2 (June 1, 2019): 379. http://dx.doi.org/10.14207/ejsd.2019.v8n2p379.
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Responding to heightened global interest in and concern for the sustainability of the planet and our ways of life on it, The United Nations’ Transforming Our World: The 2030 Agenda for Sustainable Development (2015) came out as a very ambitious and historic global agreement. The agenda identified what have become known as the 17 Sustainable Development Goals (SDGs), along with their detailed targets to mobilize and guide global efforts toward ending poverty, fostering peace, safeguarding human rights and protecting the planet. Education for Sustainable Development forms part of Target 4.7 of Sustainable Development Goal 4, which seeks to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles…”Departing from the Brundtland Commission’s (1987) definition of sustainable development as a paradigm of resource use that “meets the needs of the present without compromising the ability of future generations to meet their own needs,” universities have progressively been incorporating sustainability values, practices and initiatives into their activities, throughout the realm of what they do in teaching, research, administration and operational systems. Indeed, Commitment to sustainability at universities worldwide dates back to the 1980’s, with a number of landmarks and declarations such as the Magna Charta of European Universities (1988), and the Talloires Declaration of University Presidents for a Sustainable Future (1990).However, the debate so far has centered mostly on the rationale and reasoning for broad adoption, rather than the various actions to be undertaken by higher education institutions (HEIs). Moreover, Efforts and initiatives to integrate sustainability into higher education in the developing world have been ad-hoc, modest and small (Mohamedbhai 2012). We could only find a few research studies covering such efforts and initiatives anyways (Awuzie & Emuze, 2017; Bhat et al., 2017; Khalaf-Kairouz, 2012).This paper aims to describe sustainable practices of higher education institutions in the developing world, via a case study of Rafik Hariri University in Lebanon. The authors utilize the 12 Features of Sustainable Society, developed by the Forum for the Future (2003) as an analytical framework, based on the Five Capitals Model. The research instrument was a questionnaire derived from the 12 Features of a Sustainable Society and designed to identify the strategies, policies, values and practices pursued by the university to contribute to sustainable development.The outcome is a detailed level analysis into the ways in which a small institution of higher education in a developing country contributes to the betterment of the world via engagement in sustainability. Keywords Sustainability; Sustainable Development; Higher Education; Developing World; Higher Education for Sustainable Development; Rafik Hariri University; Lebanon; ESD; SDG; HESD
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Delgado Valdivieso, Karina. "Actions in inclusive education from Latin America for the world." Revista Internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad 6, no. 2 (June 1, 2020): 109–18. http://dx.doi.org/10.17561/riai.v6.n2.12.
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The Countries in Latin America, in respect to education, have the responsibility to assume national and international law, given through declarations, letters, conventions and regulations that describe it as a service for all. Inclusive education performs a service that is equal for everyone, as well as it evidences new work challenges based on the learning needs of each student. Method. Qualitative research was carried out, which described the criteria adopted in the area of inclusive education in the different countries of the region. Quantitative research, which derived variables according to the different conditions presented by the students such as: social, intercultural and personal. Results The analyzes are described in i) reasons given to make an inclusive education; and ii) understand inclusive education according to new work challenges and the learning needs of each student, considering their social, intercultural and personal conditions. Discussion. These results show the need to propose, according to the context of Latin America, a Model of Actions in Inclusive Education, described in three dimensions: educational policy, conditions that the students present, and different actions derived from those conditions.
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Husain, Fazal, Muhammad Ali Qasim, and Khalid Hameed Sheikh. "An Analysis of Public Expenditure on Education in Pakistan." Pakistan Development Review 42, no. 4II (December 1, 2003): 771–80. http://dx.doi.org/10.30541/v42i4iipp.771-780.
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Achieving economic growth is an important goal of any country. However, in recent years it has increasingly been realised that economic growth is a necessary but not a sufficient condition for human development. Pakistan provides a good example of a country which has historically enjoyed a respectable GDP growth rate and yet failed to translate this positive development into a satisfactory level of human development. Since its independence in 1947, Pakistan’s development policies have focused primarily on realising high economic growth and only incidentally on the task of providing social necessities. Such a process has given rise to a structure of production and distribution which has been only indirectly responsive to social goals. However, there is now a growing realisation that we could have done much better had we stressed human resource investments relatively more. The Education For All (EFA) movement, started more than a decade ago in 1990, accelerated the process of human resource development in many developing countries. The EFA refers to the global commitment to ensure that all children would complete Primary Education of good quality. A decade after, the Millennium Declaration resolved to ensure, by 2015, that all children would be able to complete a course of primary education.
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رزاق, م. د. فاتن محمد. "Global tolerance and its impact on peace." مجلة العلوم السياسية, no. 53 (February 20, 2019): 247–84. http://dx.doi.org/10.30907/jj.v0i53.92.
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The concept of tolerance is gaining its importance in the midst of an international society suffering from violence, wars and internal and international crises. It is practiced by extremist and extremist forces and movements acting in the name of religion to exclude the different Muslim and non-Muslim people according to the unethical practices and methodologies of Islamic law and reality. , Cultural, civilization .. that distinguish our world today. The society today is suffering from the ideas of the intellectual and aesthetic views of the different ideologically, ethnically, culturally and religiously in the world of the South. This is what the end-of-history thesis of Fukuyama and the clash of civilizations represented to Huntington. Therefore, it is necessary to confront these extremist and extremist ideas and behaviors. Peace, security and freedom in the international community of justice and equality, needs to be addressed intellectual, cultural, moral and political before they are legal, these treatments are based on dialogue and cooperation and trust and respect and mutual recognition and tolerance so we find the importance of tolerance to The international community is concerned about the need for mechanisms that confront terrorism and violence with an ideology based on respect for the right of diversity, diversity and pluralism. Accordingly, tolerance is a political, cultural and moral necessity based on international legal foundations represented by the United Nations. Through its conferences, declarations and international resolutions issued by it and its specialized agencies, culminating in the Universal Declaration of Tolerance and the International Day of International Peace, and the political foundations represented by democracy and global citizenship that respects all identities and seeks to respect the rights of other identities under the umbrella of international identity Nsanhuahdh respects everyone, a society with a humanitarian goal of a global civil and Ahdlaaaraf borders and the identity of certain Qomahdolh, cultural and educational foundations through plans and programs with educational encourage a spirit of tolerance and world peace. The study was divided into three topics: the first dealt with the concept of tolerance and world peace, and the second topic dealt with the impact of international law and citizenship. In the promotion of world peace "as one of the elements of global tolerance. The last topic included" the role of democracy and education education "in the promotion of world peace and concluded the study by conclusion.
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Pasciana, Rostiena, and Ieke Sartika Iriany. "Asean Integration In Improving Indonesian Women Education: A Literature Review." Jurnal Ilmu Sosial Politik dan Humaniora 1, no. 2 (January 21, 2019): 42–45. http://dx.doi.org/10.36624/jisora.v1i2.16.
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The Association of Southeast Asian Nations (ASEAN) is an organization of countries in Southeast Asia established in Bangkok, Thailand, on August 8, 1967 under the Bangkok Declaration by Indonesia, Malaysia, Philippines, Singapore, and Thailand. For more th an five decades ASEAN has experienced many positive and significant developments towards a more integrative and forward - looking stage with the establishment of an ASEAN Community by 2015. The ASEAN Community not only affects the economic sector, but also other sectors, including "education" as an effort to build competitive human resources. The ASEAN Economic Community (AEC) challenges in education that will be faced are the proliferation o f foreign educational institutions, standardization of orientation in education, which is pro - market, and markets labor that will be flooded by foreign workers. Therefore, the era of ASEAN free trade should be welcomed by the world of education quickly, so that the human resources (HR) of Indonesia, especially by women who still have low resource. They should be prepared for facing an intense competition with other countries. ASEAN countries have considered synchronizing the certification standards, streng thening, and improving the skills and knowledge of ASEAN youth and women in the regional integration process. Therefore, ASEAN countries have always been active in encouraging cooperative relations in various levels of education and training, at the same t ime encouraging all organizations and schools in each country to seek cooperation partners in other countries of the ASEAN region.
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Getu, Makonen. "The Role of Edify in Promoting Christ-centred Education Through Low-fee Independent Schools." Transformation: An International Journal of Holistic Mission Studies 35, no. 3 (July 2018): 167–78. http://dx.doi.org/10.1177/0265378818803484.
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Free universal primary education has been promoted globally since the declaration of Education for All in 1990. As a result, the number of school-going children in the developing world has increased at an unprecedented scale and governments have run short of educational facilities and qualified teachers. Millions of children have been left without access to school and those who enrolled received poor quality education. Low-fee independent (private) schools (LFISs), which charge small fees, have mushroomed everywhere in response to parental demand for access and quality education. Low-income families began to send their children to LFISs rather than government schools. Despite the critical role they play in providing access and quality education, LFISs were faced with challenges that hindered them from unleashing their full potential. Edify was founded in 2009 with the vision of flourishing Godly nations to stand alongside Christian LFISs through the provision of loan capital, training and education technology services to enable them to improve and expand sustainable Christ-centred education globally. During its eight years of operation, Edify has cumulatively partnered with around 3500 schools, having an impact on 1 million children. Over 20,000 school leaders and teachers have been trained in conjunction with local training partners. With the recycling of repayment through local lending partners, Edify has dispersed US$21.9 million in total loans to schools. With a brief historical background of LFISs, this article presents the rationale, content and modus operandi of Edify’s programme.
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Katz, Yaacov. "Religious and Heritage Education in Israel in an Era of Secularism." Education Sciences 8, no. 4 (October 19, 2018): 176. http://dx.doi.org/10.3390/educsci8040176.
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Israel as a unique country composed of a religiously heterogeneous society of native-born Israelis whose parents arrived in the country before the declaration of Israel as an independent state in 1948 and immigrant Jews coming from countries spread throughout the world, mainly from the early 1960s until the present time, as well as Arab Moslem, Arab Christian, and Druze citizens born in the country. The Jewish population consists of secularized Jews who are almost totally estranged from the Jewish religion; traditional Jews who identify with the Jewish religion; religious modern orthodox observant Jews who share common societal goals with members of secular and religious Jewish society; and religious ultra-orthodox observant Jews who are rigid in their faith and oppose absorption and assimilation into general society. The Israeli Arab population comprises Moslems who are generally more religious than Israeli Jews, but are less religious and more flexible in their religious beliefs than Moslems living in many other countries in the Middle East. Christians who identify with their religion; and a moderately religious Druze community. Because of the heterogeneity of Israeli society, mandatory religious and heritage education presents each sector with a unique curriculum that serves the particular needs considered vital for each sector be they secular, traditional, or religious. In order to offset the differences in religious and heritage education and to enhance common social values and social cohesion in Israeli society, citizenship education, coupled with religious and heritage education, is compulsory for all population sectors.
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Novakovskaya, Julia Vadimovna. "Russian and European Higher Education Systems." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2010): 87–101. http://dx.doi.org/10.51314/2073-2635-2010-4-87-101.
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The basic principles and objectives of the higher education, declared in the law of the Russian Federation on Education, as well as in Magna Charta Universitatum, Lisbon convention, and Bologna and Sorbonne declarations, are considered along with the measures undertaken in the European Union reorganizing the area of higher education and the causes of the undertakings. The higher education system of Russia is analyzed and shown to meet all the main requirements formulated in the European documents and completely comply with the concept of continuing education prompted by the modern rapidly developing high-technology world; hence, there is no need in a reorganization following a bachelor-master-philosophy doctor scheme instead of a specialist-philosophy doctor one, though it needs establishing tighter relations between teaching and research in the universities.
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Bahri, Samsul. "HAM DAN AKTUALISASINYA DALAM PENDIDIKAN ISLAM." ALQALAM 35, no. 2 (December 31, 2018): 21. http://dx.doi.org/10.32678/alqalam.v35i2.388.
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This study proves that the world of Islam, both theologically and empirically has pioneered and contributed on the concept of human rights, even the rights and freedom of human rights in the Kairo show how Islam is loaded with human rights values. The empirical facts are charter Madina and Cairo declaration that proves the presence of Islam is the concept of human liberation from all forms of oppression of human rights. This study also found that the actualization of human rights values in Islamic education has not been fully implemented, it is proved by their model of teaching style bank that many emasculate the potential creativity of learners that lead to the teaching of feudal authoritarianism in which learners like tabula rasa, white paper empty that must be filled, by him, this study provides a solution to the problems facing the teaching model of choice for teachers because the model is able to build human rights values on the participants. With these models, Islamic education can inflate the values of democracy, solidarity, tolerance, justice, creativity in learning, so that learners can be of generations of good quality scientific, moral and spiritual.
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Garrido-Torres, N., R. María, C. González, L. Hernandez, L. Rodríguez-Santana, S. Torres-Sánchez, and I. Prieto. "Online psychoeducation: E-patients are looking for e-doctors." European Psychiatry 33, S1 (March 2016): S607. http://dx.doi.org/10.1016/j.eurpsy.2016.01.2273.
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MethodA website was designed to offer psychoeducation and advice to women who demand more information about health after traditional visit to GPs. A total of 564 patients visited the website in three months. Women asked for information and interacted with different topics on the platform. Only the women who completed all the form (age, previous diseases, current treatment) were analyzed. A total of 226 e-patients were included.ResultsThe most demanded information was about: excess weight, fibromyalgia, depression, anxiety, bipolar disorder and the menopause although other topics related to medicine such as HTA, breast cancer, and pregnancy were part of the website contents.DiscussionEven when many topics about medicine were available on the website, women were more interested in, and showed the need for information about mental health.Online psychoeducation could help the clinician to save time at the personal consultation and could be especially useful in following the patient for a long time.However, there are technological barriers and at least one first face-to-face interview is required in complicated cases to determine a correct diagnosis.ConclusionsA high demand for e-mental online health education does exist. It would be useful for professionals to be trained in information technology in order to cover that demand and avoid misinforming patients.It would be interesting to undertake a meta-analysis with all the studies around the world and determine the profile of the patient that could be helped through online attention.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Khokhar, Areej, Aaron Spaulding, Zuhair Niazi, Sikander Ailawadhi, Rami Manochakian, Asher Chanan-khan, Shehzad Niazi, and Taimur Sher. "A Panel Evaluation of the Changes in the General Public’s Social-Media-Following of United States’ Public Health Departments during COVID-19 Pandemic." Journal of Primary Care & Community Health 12 (January 2021): 215013272199545. http://dx.doi.org/10.1177/2150132721995450.
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Importance: Social media is widely used by various segments of society. Its role as a tool of communication by the Public Health Departments in the U.S. remains unknown. Objective: To determine the impact of the COVID-19 pandemic on social media following of the Public Health Departments of the 50 States of the U.S. Design, Setting, and Participants: Data were collected by visiting the Public Health Department web page for each social media platform. State-level demographics were collected from the U.S. Census Bureau. The Center for Disease Control and Prevention was utilized to collect information regarding the Governance of each State’s Public Health Department. Health rankings were collected from “America’s Health Rankings” 2019 Annual report from the United Health Foundation. The U.S. News and World Report Education Rankings were utilized to provide information regarding the public education of each State. Exposure: Data were pulled on 3 separate dates: first on March 5th (baseline and pre-national emergency declaration (NED) for COVID-19), March 18th (week following NED), and March 25th (2 weeks after NED). In addition, a variable identifying the total change across platforms was also created. All data were collected at the State level. Main Outcome: Overall, the social media following of the state Public Health Departments was very low. There was a significant increase in the public interest in following the Public Health Departments during the early phase of the COVID-19 pandemic. Results: With the declaration of National Emergency, there was a 150% increase in overall public following of the State Public Health Departments in the U.S. The increase was most noted in the Midwest and South regions of the U.S. The overall following in the pandemic “hotspots,” such as New York, California, and Florida, was significantly lower. Interesting correlations were noted between various demographic variables, health, and education ranking of the States and the social media following of their Health Departments. Conclusion and Relevance: Social media following of Public Health Departments across all States of the U.S. was very low. Though, the social media following significantly increased during the early course of the COVID-19 pandemic, but it still remains low. Significant opportunity exists for Public Health Departments to improve social media use to engage the public better.
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Ashraf, M. "Global Level – Elimination of stress, anxiety and depression at the rate of 25% to 35% (minimum)." European Psychiatry 41, S1 (April 2017): S597. http://dx.doi.org/10.1016/j.eurpsy.2017.01.923.
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Opening of C.E.P.P.D (Center for Emotional, Personal and Professional Development). Almost every child in the world joins school and as per policy and procedures school staff/teachers develop their educational level but emotional health is not in focus at all; therefore child raised up with many severe negative and self-defeating behaviors; they understand others but others not understand them and that's the beginning all problems start from here…. The Center will provide state of the art guidelines/guidance (one stop solutions) supporting facilities starting from schooling onward throughout entire life for people belongs to all walks of life. In these centers anyone can go and will come out with clear head and in hand solutions, team of professionals shall provide guidance and support to everyone for healthy and balanced life by all means and will also develop alumni networking for permanent intact and fund raising on continuous basis from all over the world. C.E.P.P.D will play central and synergizing role between all sectors (for instance, schools, colleges, universities, counseling, vocational, community, hospitals, NGOs, mental and emotional health centers, child up-bringing, parenting, career counseling, soft skills training's; likewise list is on.... along with financial assistance from Govt. and semi-government sectors, will share implementation details as needed/at the time of symposium/brain storming sessions. These centers will become surely The turning point center in city than progress in next cities; likewise in country than at global level and yes together positively we can set landmark by mainly utilizing the medium of education and guidance.Disclosure of interestThe author has not supplied his declaration of competing interest.
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Rola, Beata. "Different does not mean worse: anti-discrimination at school." Problemy Opiekuńczo-Wychowawcze 591, no. 6 (June 1, 2020): 25–36. http://dx.doi.org/10.5604/01.3001.0014.1534.
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The education reform implemented since September 1, 2017 has caused a great confusion in society. The first issue is the educational value of actions taken at school. In accordance with the provisions of educational law, upbringing means supporting a child in development towards full maturity in the physical, emotional, intellectual, spiritual and social sphere, and should be strengthened and supplemented by activities in the field of prevention of children and youth (art. 1, item 3 of the Education Law Act). New educational and preventive programs are being created in educational institutions, and should refer to the content of the new core curriculum. What priorities will be included in these programs depends on the creative activities of teachers. The article is an attempt to reflect on the important tasks of school in the context of equality education, resulting from the belief that “All human beings are born free and equal in dignity and rights”. (Art. 1. of the Universal Declaration of Human Rights). The reflection presented refers to both legal and ethical aspects of the teacher's work. It describes the methodological solutions that can be used in the class's educational program or the school's preventive and educational program. Teacher support in the area of anti-discrimination activities is a response to the need to promote at schools equal treatment and respect in a socially diverse world.
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Cekic, Nikola. "Balkan environmental atlas." Facta universitatis - series: Architecture and Civil Engineering 4, no. 1 (2006): 19–23. http://dx.doi.org/10.2298/fuace0601019c.
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This paper points out an extremely delicate urbarchitectonic-environemental drama, with innumerable global complex situations. There seems to be little hope for improvement in the actual living environment where the condition, in the developmental sense of the term, grows less and less sustainable. Very frequent conferences organized at all quarters of the world, with important declarations and recommendation do not manage to curb the increasingly evident crisis. The author points out to the need to create new action conditions in the Balkans and argues for the creation of a singular coordinated, environmental Atlas of the Balkans, an important document, with bases of key data, so that a better quality of life in micro and macro ambience units could be achieved. Therefore, striving for a different, new reality which will not be based on the declarative principles, but on the scientific research and academic education.
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Martínez-Linares, José Manuel, Celia Parra-Sáez, Carlos Tello-Liébana, and Olga María López-Entrambasaguas. "Should We Be Trained to Train? Nursing Students’ and Newly Qualified Nurses’ Perception on Good Lecturers and Good Clinical Preceptors." International Journal of Environmental Research and Public Health 16, no. 24 (December 4, 2019): 4885. http://dx.doi.org/10.3390/ijerph16244885.
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Background: The reform of the Spanish higher education studies from the Bologna Declaration did not entail the necessary changes in the teaching methodologies used. The clinical preceptor emerged as the main guiding professional in the practical training of nursing students. The aim of this qualitative study was to understand fourth-year nursing students’ and newly qualified nurses’ (NQNs) perception on their lecturers’ and clinical preceptors’ effectiveness. Methods: Exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling and according to defined inclusion and exclusion criteria, twelve newly qualified nurses and twelve fourth-year students of the Degree in Nursing were included in order to contrast the results. A thematic analysis of data was carried out, to later be coded by two researchers. Results: Two main themes were identified: the good lecturer and the good clinical preceptor, with several subthemes in each. These included the characteristics that both should have, both in teaching, nursing and interpersonal-relation skills. Conclusions: The need of preceptorship training programs has been highlighted in our context. Educators all over the world should be properly qualified in order to train and educate competent nurses for the future.
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Reed, Ross Channing. "Depression, Anxiety, Powerlessness and Irrational Belief in Unlimited Individual." International Journal of Philosophical Practice 4, no. 4 (2018): 37–54. http://dx.doi.org/10.5840/ijpp2018444.
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Systemic existential conditions are indelible aspects of a client’s reflective and non-reflective modes of consciousness. These conditions impinge upon a client’s ability and willingness to think through his/her situation in the world, as this may serve to highlight the terror of living. Depression, anxiety, and a sense of powerlessness, in conjunction with a contradictory belief in unlimited individual possibility are often translations of and reaction formations against the ontological experience of terror. The problematic nature of terror, as such, is discussed, as are its effects upon those who seek counseling. Sources of terror include but are not limited to the increasing monetization of all facets of contemporary post-Modern society, the collapse of the possibility of a democratic society, the renewed global arms race, the increasing debt load shouldered by individuals, the destruction of liberal arts education, and the wholesale disregard of basic human rights as enumerated in the United Nations Universal Declaration of Human Rights. In sum, an artificially created state of nature could account for currently existing conditions of terror and the attendant consequences of that terror: depression, anxiety, a sense of powerlessness, and an irrational belief in unlimited individual possibility.
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Giurgiuca, A., T. Mogren, S. Tomori, L. Berze, A. Munjiza, and M. Pinto da Costa. "The European trainees’ perspective on psychiatric postgraduate education: An EFPT survey." European Psychiatry 33, S1 (March 2016): S168. http://dx.doi.org/10.1016/j.eurpsy.2016.01.344.
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IntroductionDespite efforts to unify psychiatric education among European member countries, there are still considerable variations between national training programmes. To ensure equivalence of training standards the current tendency of recommended guidelines and reports is steering psychiatric training towards becoming more competency focused.ObjectivesThe research group of the European Federation of Psychiatric Trainees (EFPT) conducted a multi-national study on postgraduate psychiatry training. The aims are to assess the psychiatric trainees’ experiences and opinions on their national training and assessment methods in respect to the Union européenne des médecins spécialistes (UEMS) 2009 competencies framework.MethodsThis study surveyed 745 psychiatric trainees from 10 EFPT member countries using a questionnaire designed specifically for assessing this issue.ResultsIn this sample, the majority are aware of having a competency based training programme but 86.5% are poorly acquainted with the UEMS competencies framework. All key competencies were rated as being important but not all as being relevant in the assessment process. One's level of preparedness and the degree of education one's receives during their training differs from one competency to another. Trainees who aren’t satisfied with their national training would be in favour of taking an end of training Pan-European exam which differs from the one's that are satisfied and wouldn’t be interested in undergoing this assessment method.ConclusionsThis sample isn’t fully acquainted with the competency-based concept for postgraduate training. The ones satisfied with their postgraduate psychiatric education seem to be less inclined to take an end of training Pan European exam.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Walker, Peter A. "On 'Reconsidering Regional Political Ecologies' 13 years on." Journal of Political Ecology 23, no. 1 (December 1, 2016): 123. http://dx.doi.org/10.2458/v23i1.20183.
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Is the region "dead"? I argue that for all its ambiguity, complexity, negotiability, fluidity, and socially-constructedness, the region is not dead and neither should it be. If for no other reason, this is true because so many non-geographers continue to firmly believe in and practice the heresy of the region. Perhaps equally importantly, can it really be argued that no important geographic phenomena occur at the meso-scale? There are certainly many quite real geographic phenomena that exist at scales that cannot be described as either global or local—and for which we have no better word than "regional." The region is a cognitive expression of geographic coherence; and all things put together can and do fall apart through continuous processes of social, environmental, political and economic change. In the end, the declaration of the "death" of the region is not really a choice that geographers will make. The world will go on thinking and acting in regional ways. The question is not whether the region is dead—it is not. And the question is not even whether the region is problematic—it is. The question instead is whether geographers will take the lead in understanding and educating about the region in all its problematic complexity, a task, I argue, we are well suited to do. Keywords: region, political ecology, geography
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Alrikabi, Haider Th Salim, Nabaa Ali Jasim, and Mansour S. Farhan. "Design and Implementation of Smart City Applications Based on the Internet of Things." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 13 (July 13, 2021): 4. http://dx.doi.org/10.3991/ijim.v15i13.22331.
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<p class="0abstract">Since the emergence of the Coronavirus and its declaration as a global pandemic, the world has changed all sectors radically. Covid-19 has caused a very strong effect on daily life and adaptation to new ways of learning, working, and communicating. The smart city is one of the most important solutions that enable us to go on with daily life during the pandemic and beyond. The smart city employs the current technology and smart solutions to serve the community, and improve the services provided to the people, particularly in vital sectors such as health, education, electricity, transportation, communications, and others. This article deals with two innovative applications for the Internet of things in smart cities: The first refers to designing an intelligent health monitoring system, which aims to reduce the spread of Coronavirus infection from people to the medical staff, as well as reduce work pressure on the medical staff. The second application refers to monitoring electrical energy consumed by measuring and monitoring electrical parameters and energy consumption. In addition, it helps us to know the power line trespasser. Both systems are implemented by using sensors to gather data in real-time and then transmit it to the server.</p>
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Kordić, Ljubica, and Vesna Cigan. "TEACHING AND LEARNING FOREIGN LANGUAGES FOR LEGAL PURPOSES IN CROATIA." Studies in Logic, Grammar and Rhetoric 34, no. 1 (October 1, 2013): 59–74. http://dx.doi.org/10.2478/slgr-2013-0019.
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Abstract In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for the pro- fessional education of Croatian law students, but also for their mobility within the network of European universities. This paper presents a case-study of the current situation in teaching Legal English and Legal German in Croatian Law Schools. First, the status of foreign languages for specific purposes (FLSP) in the Higher Education System of the Republic of Croatia in general is analyzed. The main part of the paper is dedicated to teaching Legal English and / or Legal German as compulsory courses within the curricula of Croatian law faculties (status, syllabus design, teaching methods). Then some projects on teaching foreign languages to practicing lawyers will be presented. With the prospect of Croatian membership of the EU, specific education programmes for lawyer- linguists have been introduced by the Law Faculties of Zagreb and Osijek. These programmes, developed within the lifelong education project for lawyers, offer an opportunity for Croatian law students and young lawyers not only to im- prove their knowledge of Legal English and Legal German, but also to learn other languages of the EU, like French or Italian. These new programmes are the response of Croatian foreign language teachers to the current requirements of the European labour market and the challenges of the internationalization of the modern world.
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Vindele, Liene, and Rihards Erdmanis. "Sabiedrības tiesību uz izglītību un autora tiesību mijiedarbība." SOCRATES. Rīgas Stradiņa universitātes Juridiskās fakultātes elektroniskais juridisko zinātnisko rakstu žurnāls / SOCRATES. Rīga Stradiņš University Faculty of Law Electronic Scientific Journal of Law 2, no. 17 (2020): 19–30. http://dx.doi.org/10.25143/socr.17.2020.2.019-030.
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Latvijas Republikas Satversmes 112. pants garantē ikvienas personas tiesības uz izglītību, līdz ar to valstij apņemoties nodrošināt iespēju iegūt pamatizglītību un vidējo izglītību. Latvija ir pievienojusies dažādiem starptautiskiem tiesību aktiem, kuros ir ietverta izglītības nozīme. Izglītība kā pamattiesības ir noteikta arī divos galvenajos starptautiskos cilvēktiesību līgumos – Apvienoto Nāciju Organizācijas Vispārējās cilvēktiesību deklarācijas 26. pantā, kā arī Starptautiskajā paktā par ekonomiskajām, sociālajām un kultūras tiesībām, 13. un 14. pantā norādot, ka izglītībai jābūt vērstai uz pilnīgu personības attīstību un tai jāstiprina cilvēktiesību un pamatbrīvību ievērošana. Nesen piedzīvotais pandēmijas laiks radikāli pārveidoja tradicionāli saprotamo izglītības procesu – no skolas sola pie datora mājās. Globālās veselības krīzes laikā gandrīz visas pasaules valstu skolas tika slēgtas, un, lai nodrošinātu akadēmisko nepārtrauktību, mācību process tika nodrošināts tiešsaistē. Līdz ar to gandrīz katras pasaules valsts izglītības sistēmā un tiesību jomā radās jautājums ne tikai par to, kā nodrošināt piekļuvi izglītībai, bet arī par to, vai globālās krīzes izraisītās izmaiņas izglītības nodrošināšanas procesā attaisno autordarbu izmantošanas ierobežojumus, kā ievērot mācību nolūkos izmantoto autordarbu aizsardzību, nepārkāpjot valstu autortiesību likumus, kā līdzsvarot tiesības uz izglītību un autortiesības. Section 112 of the Constitution of the Republic of Latvia guarantees the right of any person to education, thereby ensuring, with the commitment of the State, the possibility of obtaining basic education and secondary education. Latvia has also joined diverse international legislation, which includes the importance of education. Education as a fundamental right is also enshrined in two major international human rights treaties, Article 26 of the UN Universal Declaration of Human Rights, as well as in the International Covenant on Economic, Social and Cultural Rights and Articles 13 and 14, stating that education must be aimed at full personal development and must strengthen respect for human rights and fundamental freedoms. The recently experienced pandemic time has radically transformed the traditionally understandable educational process – from the school bench to the computer at home. During the global health crisis, nearly all schools in the world were closed and, in order to ensure academic continuity, the learning process was provided online, leading to challenges in the education system and rights of almost every country in the world, not only to ensure access to education, but also raised questions about whether the changes in the education process caused by the global crisis justify restrictions on the use of the Authors’ works to respect the protection of the Author’ works used for teaching purposes, without infringing national copyright laws, on how to balance these two rights – education and copyright.
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Kaspar, Wendi. "C&RL Spotlight." College & Research Libraries News 81, no. 5 (May 1, 2020): 252. http://dx.doi.org/10.5860/crln.81.5.252.
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Writing this column, a month in advance of its May publication, is a little surreal. The world is firmly entrenched in the COVID-19 outbreak, which has turned “normal” activity on its ear. All over the country, international and domestic travel is discouraged if not outright restricted, public schools are closed, university classes have moved online, many libraries are no longer open to the public, cities and counties have issued “shelter in place” orders, states have made disaster declarations, and the National Guard has even been called out.
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.
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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Gorbunova, Lyudmyla. "Education for sustainable development: to justify of implementation." Filosofiya osvity. Philosophy of Education 25, no. 2 (July 3, 2020): 56–81. http://dx.doi.org/10.31874/2309-1606-2019-25-2-3.
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Education for Sustainable Development (ESD) is at the heart of the 2030 Agenda for Sustainable Development and has been widely recognized as a key factor and an integral element of quality education. It is part of Goal 4 and permeates all other goals of sustainable development. The problem is that the Ukrainian experience of remote observation of the global process of sustainable development and the formation and implementation of Education for Sustainable Development shows that we are on the margins of these events. We need to understand the global context of our stay in the world in order to change our position and our role in the fateful events and movements of the century at their deepest level of cause.
Emphasis is placed on the fact that the theory of sustainable development is an alternative to the paradigm of economic growth, which ignores the environmental danger of development on an extensive model. The three components of sustainable development - economic, social, environmental - appear as aspects of a single, holistic process of social development. But despite all the declarations to achieve a balance between economic growth, social community development and the environment a quarter of a century after the Rio Conference (1992), this has not happened. Sustainable development requires a change of outlook. That is why issues related to the transformation of our way of thinking, changes in the value-semantic paradigm of life of national societies as part of global humanity are on the agenda. Education can play a significant role in this complex matter, and it must itself change into a new way of becoming a person adapted to living in a world of instability, uncertainty, complexity and contingency.
The purpose of the paper is to justify the implementation of Education for Sustainable Development (ESD) in Ukrainian education as the agenda for its reform based on documents from the UN, UNESCO, OECD and the like. The content of the concept of Education for sustainable development and its evolution, the trends in the integration of education in sustainable development and the role of education in achieving sustainable development goals are analyzed.
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Roskvas, Ihor. "Continuing Training of Language Teachers in the UK." Comparative Professional Pedagogy 9, no. 4 (December 1, 2019): 37–44. http://dx.doi.org/10.2478/rpp-2019-0035.
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AbstractThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and suggest ways to improve continuing teacher training of language teachers in Ukraine. The paper indicates that the UK is at a turning point today. The country is on its way of leaving the EU, which will significantly change not only its relations with EU countries but also with other countries all over the world. Thereby, the UK needs the skills and capabilities, which will facilitate the understanding of other cultures and languages, to continue to be important for successful international relationships at all levels. The four nations of the UK have approached policy on language education in different ways, which reflect their different linguistic circumstances, and they will continue to do so. The paper states that the model of the UK language teacher includes not only professional qualities but also his or her professional and personal development in the context of professional training and retraining. The paper concludes that the use of the UK’s positive experience in providing continuing teacher training to language teachers and ensuring their professional development discovers some new opportunities for Ukraine. Further research should focus on the peculiarities of the programmes for the professional development of language teachers. It can help to enhance the quality of advanced training of language teachers in Ukraine.
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Fantauzzi, Chiara, Nathalie Colasanti, Gloria Fiorani, and Rocco Frondizi. "Sustainable strategic planning in Italian higher education institutions: a content analysis." International Journal of Sustainability in Higher Education 22, no. 5 (June 10, 2021): 1145–65. http://dx.doi.org/10.1108/ijshe-07-2020-0275.
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Purpose This study aims, first of all, to analyze the extent to which Italian higher education institutions declare their mission statements in their official documents; then, to examine their content; and finally, to investigate whether mission statements include considerations on sustainability dimensions. Design/methodology/approach After a theoretical background on the new strategic approach adopted by higher education institutions and the related disclosure of their mission statements, the study deepens their sustainable perspective presenting the concepts of social engagement and knowledge transfer from a literary point of view. Then, a documentary analysis on the content of Italian universities’ official mission declarations will be conducted, to understand the role they play in society, by individuating their actual interest in sustainable dimensions. Findings Findings suggest that 36% of the 98 Italian universities state their engagement in societal issues, but only 3 of them mention sustainability targets in their mission declarations. Research limitations/implications The study is limited, exclusively based on what higher education institutions share and, in terms of future perspective, the aim can be to investigate further official documents, especially for what concerns sustainability reports. Practical implications Practical implications regard the denounce of weak attention paid by Italian universities to sustainability, with the aim to foster them to increase connections with the external world, aware of the centrality of their role within society. Originality/value In a context that is not yet completely investigated, the originality of the paper regards the intent to study the sustainable propensity that characterizes the Italian higher education system.
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Omelchenko, Viktoriia. "EDUCATION PHILOSOPHY: A STRATEGY FOR INTERDISCIPLINARY SYNTHESIS." Sophia. Human and Religious Studies Bulletin 15, no. 1 (2020): 36–40. http://dx.doi.org/10.17721/sophia.2020.15.9.
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The purpose of the article is to understand UNESCO's educational concept. It is established that education is a combination of worldview and innovative technologies. Education is about interdisciplinary synthesis. Education should bring results, benefits, a "common good" (bonum commune). The focus is on the concept of "lifelong learning". It is substantiated that education is a consequence of effective state policy and a component of the humanitarian security of the state. The concept of education, according to UNESCO declarations and reports, is, after all, a complex view of education as a tool for changing the world. Education is a "humane" weapon in ensuring quality transformations in the world. The function of the new model of education is to educate a humane person who is responsible for himself and the environment, a person who is socially responsible and a person who knows not only his rights but also his responsibilities. In this publication, we substantiate the position that the humanities cycle provides a culture of thinking in general, accompanied by the acquisition of critical and analytical thinking, the education of aesthetic taste, which is important for the formation of a harmonious personality. The modern concept of education tries to reconcile and combine a triad of such concepts as: "society-state-market". The criterion of knowledge is not the truth, but the benefit they bring. Theory should teach and open new opportunities for us. Today, education is a strategic priority for development and is seen as one of the key aspects of human progress, along with the social and economic aspects of such development. Knowledge has an expiration date. In order to be competitive, you need to learn throughout your life. Education is a common good (bonum commune) on the scale of social significance. Thus, education is not only a component of effective public policy, but also the foundation and guarantee of sound humanitarian security. The teacher is endowed with the greatest social responsibility, because it is on him that the progress of mankind depends. A teacher, a thinker, a researcher who is aware of his responsibility for the progress of civilization in the face of each student. It is established that an indicator of effective learning is the development of emotional intelligence. Interdisciplinary synthesis should determine the education of today. Education is and should be part of the futurological screenplay of human development. Our future is promising, full of accelerated development of new technologies, but at the same time, unpredictable. The reason for this unpredictability lies in the growing gap between the most developed countries and developing countries. Inequality in access to quality education is growing. Education is a public good, a necessary element of a harmonious human life, but at the same time it is not available to everyone. Accordingly, the goal of the entire intellectual world community should be the dissemination of knowledge and equal access to it. Knowledge without borders is the goal of the whole united world community. The most effective "agent" of the future is the field of education, education "works" for the future, determining the personal qualities of each person, his knowledge, skills, worldview and priorities of behavior, and accordingly – the economic and spiritual potential of civilization as a whole. Education is about the future and the present. About a person with knowledge, values, flexible skills, critical thinking that makes this world a better place.
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Kononenko, Alla. "THE ROLE OF THE WORLD CONGRESS OF UKRAINIANS (UWC) IN CONSOLIDATION OF UKRAINIANS IN POSTCOLONIAL OPTION." Almanac of Ukrainian Studies, no. 22 (2017): 40–48. http://dx.doi.org/10.17721/2520-2626/2017.22.6.
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The article says that young people, starting with kindergarten, school, higher education institution, along with their mentor mentors, should deal with the issues of consolidation of Ukrainians. By the way, uniting Ukrainians, for whom the unresolved war with Russia is a big problem, there is a falsification of real facts in mass media, changing worldview, vital values and judgments is rather difficult. After the restoration of Ukraine's independence, the issue of the dissemination of truthful information about Ukraine and Ukrainians around the world became very relevant, which directly involves the Ukrainian Ukrainian Civic Congress (UCU), whose activities help to bring the full political, social, economic and other aspects to the Ukrainian and world community. the life of the Ukrainian diaspora and the Ukrainian state. I think that the most important thing in this issue is the formation of a national identity. I set myself before the goal to find out how the world can influence or help a person who does not realize which national group she belongs to. What does she know about her own historical territory, does she owns and uses the language of the state of Ukraine, which (its) citizen considers himself ... Not the formation of a national identity leads to a threat to the national security of the state - the layered society, the low level of culture and political culture (it prompts buckwheat), separatism intensifies, civil society is not seriously formed or in any way formed ... Returning to the main task of the UWC - the preservation of the national identity of Ukrainians, we must emphasize that this is the support and development of Ukrainian culture, the protection of the rights and interests of Ukrainians both in the diaspora and in Ukraine, the coordination of the international ties of their constituent organizations that support and develop Ukraine's national identity, spirituality, language, culture and heritage of Ukrainians around the world. The UWC assists in the development of public life of Ukrainians in the countries where they live, and also strengthens the positive attitude towards Ukrainians and the Ukrainian state and protects the rights of Ukrainians, regardless of their place of residence, in accordance with the Universal Declaration of Human Rights. So the article is intended for educators in the first place. To sum up, it should be noted that the formation of a national identity is one of the main tasks of the Ukrainian state at the present stage. To implement it, it is necessary to actualize the efforts of educators of all levels and non-governmental organizations in the field of public and, above all, interethnic relations.
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Küey, L. "Room for hope: How to deal with growing racism and discrimination?" European Psychiatry 33, S1 (March 2016): S43. http://dx.doi.org/10.1016/j.eurpsy.2016.01.897.
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Discrimination could be defined as the attitudes and behavior based on the group differences. Any group acknowledged and proclaimed as ‘the other’ by prevailing zeitgeist and dominant social powers, and further dehumanized may become the subject of discrimination. Moreover, internalized discrimination perpetuates this process. In a spectrum from dislike and micro-aggression to overt violence towards ‘the other’, it exists almost in all societies in varying degrees and forms; all forms involving some practices of exclusion and rejection. Hence, almost all the same human physical and psychosocial characteristics that constitute the bases for in-group identities and reference systems could also become the foundations of discrimination towards the humans identified as out-groups. Added to this, othering, arising from imagined and generalized differences and used to distinguish groups of people as separate from the norm reinforces and maintains discrimination.Accordingly, discrimination built on race, color, sex, gender, gender identity, nationality and ethnicity, religious beliefs, age, physical and mental disabilities, employment, caste and language have been the focus of a vast variety of anti-discriminatory and inclusive efforts. National acts and international legislative measures and conventions, political and public movements and campaigns, human rights movements, education programs, NGO activities are some examples of such anti-discriminatory and inclusive efforts. All these efforts have significant economic, political and psychosocial components.Albeit the widespread exercise of discrimination, peoples of the world also have a long history of searching, aiming and practicing more inclusive ways of solving conflicts of interests between in-groups and out-groups. This presentation will mainly focus on the psychosocial aspects of the anti-discriminative efforts and search a room for hope and its realistic bases for a more non-violent, egalitarian and peaceful human existence.Disclosure of interestThe author has not supplied his declaration of competing interest.