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system</title> <meta name="description" content="Search results for: education system"> <meta name="keywords" content="education system"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="education system"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 23568</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: education system</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23568</span> Design of Intelligent Scaffolding Learning Management System for Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seree%20Chadcham">Seree Chadcham</a>, <a href="https://publications.waset.org/abstracts/search?q=Niphon%20Sukvilai"> Niphon Sukvilai </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the research and development which is intended to: 1) design of the Intelligent Scaffolding Learning Management System (ISLMS) for vocational education, 2) assess the suitability of the Design of Intelligent Scaffolding Learning Management System for Vocational Education. Its methods are divided into 2 phases. Phase 1 is the design of the ISLMS for Vocational Education and phase 2 is the assessment of the suitability of the design. The samples used in this study are work done by 15 professionals in the field of Intelligent Scaffolding, Learning Management System, Vocational Education, and Information and Communication Technology in education selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. The results showed that the ISLMS for vocational education consists of 2 main components which are: 1) the Intelligent Learning Management System for Vocational Education, 2) the Intelligent Scaffolding Management System. The result of the system suitability assessment from the professionals is in the highest range. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent" title="intelligent">intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/30616/design-of-intelligent-scaffolding-learning-management-system-for-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">795</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23567</span> Reshaping of Indian Education System with the Help of Multi-Media: Promises and Pitfalls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geetu%20Gahlawat">Geetu Gahlawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The education system accustomed information on daily basis in term of variety i.e Multimedia channel. This can create a challenge to pedagogue to get hold on learner. Multimedia enhance the education system with its technology. Educators deliver their content effectively and beyond any limit through multimedia elements on another side it gives easy learning to learners and they are able to get their goals fast. This paper gives an overview of how multimedia reshape the Indian education system with its promises and pitfalls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=techniques" title=" techniques"> techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/36225/reshaping-of-indian-education-system-with-the-help-of-multi-media-promises-and-pitfalls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23566</span> Consequences of Inadequate Funding in Nigerian Educational System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sylvia%20Nkiru%20Ogbuoji">Sylvia Nkiru Ogbuoji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discussed the consequences of inadequate funding in Nigerian education system. It briefly explained the meaning of education in relation to the context and identified various ways education in Nigeria can be funded. It highlighted some of the consequences of inadequate funding education system to include: Inadequate facilitates for teaching and learning, western brain drain, unemployment, crises of poverty, low staff morale it. Finally, some recommendations were put forward, the government should improve the annual budget allocation to education, in order to achieve educational objective, also government should monitor the utilization of allocated funds to minimize embezzlement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consequences" title="consequences">consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=corruption" title=" corruption"> corruption</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=funding" title=" funding"> funding</a> </p> <a href="https://publications.waset.org/abstracts/80765/consequences-of-inadequate-funding-in-nigerian-educational-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23565</span> Values in Higher Education: A Case Study of Higher Education Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahad%C4%B1r%20Eri%C5%9Fti">Bahadır Erişti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Values are the behavioral procedures of society based communication and interaction process that includes social and cultural backgrounds. The policy of learning and teaching in higher education is oriented towards constructing knowledge and skills, based on theorist framework of cognitive and psychomotor aspects. This approach makes people not to develop generosity, empathy, affection, solidarity, justice, equality and so on. But the sensorial gains of education system provide the integrity of society interaction. This situation carries out the necessity of values education’s in higher education. The current study aims to consider values education from the viewpoint of students in higher education. Within the framework of the current study, an open ended survey based scenario of higher education students was conducted with the students’ social, cognitive, affective and moral developments. In line with this purpose, the following situations of the higher education system were addressed based on the higher education students’ viewpoint: The views of higher education students’ regarding values that are tried to be gained at the higher education system; The higher education students’ suggestions regarding values education at the higher education system; The views of the higher education students’ regarding values that are imposed at the higher education system. In this study, descriptive qualitative research method was used. The study group of the research is composed of 20 higher education postgraduate students at Curriculum and Instruction Department of Educational Sciences at Anadolu University. An open-ended survey was applied for the purpose of collecting qualitative data. As a result of the study, value preferences, value judgments and value systems of the higher education students were constructed on prioritizes based on social, cultural and economic backgrounds and statues. Multi-dimensional process of value education in higher education need to be constructed on higher education-community-cultural background cooperation. Thus, the act of judgement upon values between higher education students based on the survey seems to be inherent in the system of education itself. The present study highlights the students’ value priorities and importance of values in higher education. If the purpose of the higher education system gains on values, it is possible to enable society to promote humanity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=value" title=" value"> value</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education"> values education</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20in%20higher%20education" title=" values in higher education"> values in higher education</a> </p> <a href="https://publications.waset.org/abstracts/63489/values-in-higher-education-a-case-study-of-higher-education-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23564</span> Teacher Education and Curriculum Innovation in Nigeria: Issues and Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Uzochukwu%20Ezugwu">Kenneth Uzochukwu Ezugwu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The quest for adequate teacher education is a serious task for the educational system in Nigeria because teachers are the major translators of education programmes in the classroom. The production of well trained teachers will enhance quality of the products of the school system. It is in this respect that the national policy on education posited that no educational system can rise above the quality of teachers. It is in the light of the above that this paper discusses and brought to the fore certain issues as the re-introduction of teacher training colleges, competitive entry requirement into teacher education and continuous on-the-job training as areas of needed innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20innovation" title="curriculum innovation">curriculum innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=issues" title=" issues"> issues</a>, <a href="https://publications.waset.org/abstracts/search?q=perspectives" title=" perspectives"> perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/22658/teacher-education-and-curriculum-innovation-in-nigeria-issues-and-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">600</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23563</span> Human Capital and the Innovation System: A Case Study of the Mpumalanga Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20E.%20Eggink">Maria E. Eggink</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human capital is one of the essential factors in an innovation system and innovation is the driving force of economic growth and development. Schumpeter focused on the entrepreneur as innovator, but the evolutionary economists shifted the focus to all participants in the innovation system. Education and training institutions are important participants in an innovation system, but there is a gap in literature on competence building as part of the analysis of innovation systems. In this paper the education and training institutions’ competence building role in the innovation system is examined. The Mpumalanga Province of South Africa is used as a case study. It was found that the absence of a university, the level of education, the quality and performance in the education sector and the condition of the education infrastructure have not been conducive to learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20institutions" title="education institutions">education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title=" human capital"> human capital</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20systems" title=" innovation systems"> innovation systems</a>, <a href="https://publications.waset.org/abstracts/search?q=Mpumalanga%20Province" title=" Mpumalanga Province"> Mpumalanga Province</a> </p> <a href="https://publications.waset.org/abstracts/16145/human-capital-and-the-innovation-system-a-case-study-of-the-mpumalanga-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23562</span> ICT in Education – A Quest for Quality Learning in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Johnbull">Adam Johnbull</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses ICT in Education as a quest for quality learning in the 21st century. Education is the key that unlock the door to development, without adequate education of the citizenry, the development of a nation becomes a sham. Information Communication Technologies (ICTs) has revolutionized the way people work today and are now transforming education systems. As a result, if schools train children in yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient reason for ICT’s to win global recognition and attention and thus ensure desire quality in our school system. Thus, the purpose of the paper is to discuss amongst others, what is ICT. The roles of ICT’s in education, limitation and key challenges of integrating ICT to education in the enhancement of student learning and experiences in other to encourage policy makers, school administrators and teachers pay the required attention to integrate this technology in the education system. The paper concludes that regardless of all the limitation characterizing it. ICT benefit education system to provide quality education in the 21st century. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICTs" title="ICTs">ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=quest" title=" quest"> quest</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=global" title=" global"> global</a>, <a href="https://publications.waset.org/abstracts/search?q=sham" title=" sham"> sham</a>, <a href="https://publications.waset.org/abstracts/search?q=century" title=" century"> century</a> </p> <a href="https://publications.waset.org/abstracts/33976/ict-in-education-a-quest-for-quality-learning-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33976.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23561</span> OSEME: A Smart Learning Environment for Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Stefanidakis"> Michael Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, advances in information and communication technologies offer a range of opportunities for new approaches, methods, and tools in the field of education and training. Teacher-centered learning has changed to student-centered learning. E-learning has now matured and enables the design and construction of intelligent learning systems. A smart learning system fully adapts to a student's needs and provides them with an education based on their preferences, learning styles, and learning backgrounds. It is a wise friend and available at any time, in any place, and with any digital device. In this paper, we propose an intelligent learning system, which includes an ontology with all elements of the learning process (learning objects, learning activities) and a massive open online course (MOOC) system. This intelligent learning system can be used in music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/168933/oseme-a-smart-learning-environment-for-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23560</span> The Role and Position of Chinese Modern Martial Art in the School Physical Education (1912-1945)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsien-Wei%20Kuo">Hsien-Wei Kuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The thoughts of the military citizens, pragmatism, naturalism and nationalism related to physical education were developed during the warring period of the Republic of China. Moreover, the development of martial art formed by nationalism and political party was to utilize to save the nation, the people and the world. The martial art was also promoted in the system of school physical education gradually at the same time. The aim of this study is to explore the role, duty and position of the martial art education with the political color and advocacy in the system of school physical education. This study focuses on the practice, course hours, selective materials and competitive rules of physical education in the school system in modern China. Therefore, the methods of the historical research and content analysis were used to collect the historical materials and documents for going into them. The results will give a detailed account of the developed model of institutionalization, unification and regularization of martial art, and its growing, golden and stagnant periods in the school physical education system under the impact of western sport and physical education. It may sum up the meaning relationships among the politics, education practice and sport for all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=martial%20art%20education" title="martial art education">martial art education</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20martial%20arts%20institution" title=" national martial arts institution"> national martial arts institution</a>, <a href="https://publications.waset.org/abstracts/search?q=sick%20man%20of%20East%20Asia" title=" sick man of East Asia"> sick man of East Asia</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20may%204th%20movement" title=" the may 4th movement"> the may 4th movement</a> </p> <a href="https://publications.waset.org/abstracts/61978/the-role-and-position-of-chinese-modern-martial-art-in-the-school-physical-education-1912-1945" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61978.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23559</span> Role of Music Education as a Pillar in Sustainable Development of India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rohit%20Rutka">Rohit Rutka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present paper is to reveal the importance of music as an indispensable aspect in education of art, with regard to every single culture which serves as indisputable support to sustainable development in India. Indian system of education is one of the oldest systems of the world. Both secular and sacred education was handed over systematically by formalizing the system of education. We have found significant growth in the system of education in our country since ancient times. It is a veritable avenue which enables societies to transmit music and musical skills from one generation to the upcoming ones. The research is based on a comprehensive literature review on the impact of music to sustainable development. This paper contextualized that music education is imperative to Sustainable Development, to the adult. It is a vital force of self-expression, communication and empowerment economically, in growing children, involvement in music education will promote their creative ability, thereby contribute to the full development of intellectual capacities, apt emotional development that gives the right values and feelings to various events and happenings, music helps to develop skills, innate and instinctive talent in human being and recommend that the informal music teaching should be incorporated into school system so as to transmit and preserve the cultural music and that the study of music should be made compulsory at all levels of the Indian educational system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title="sustainable development">sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20as%20a%20pillar%20to%20sustainable%20development" title=" music as a pillar to sustainable development "> music as a pillar to sustainable development </a> </p> <a href="https://publications.waset.org/abstracts/41501/role-of-music-education-as-a-pillar-in-sustainable-development-of-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41501.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23558</span> Riding the Crest of the Wave: Inclusive Education in New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20A.%20Perry">Barbara A. Perry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 1996, the New Zealand government and the Ministry of Education announced that they were setting up a "world class system of inclusive education". As a parent of a son with high and complex needs, a teacher, school Principal and Disability studies Lecturer, this author will track the changes in the journey towards inclusive education over the last 20 years. Strategies for partnering with families to ensure educational success along with insights from one of those on the crest of the wave will be presented. Using a narrative methodology the author will illuminate how far New Zealand has come towards this world class system of inclusion promised and share from personal experience some of the highlights and risks in the system. This author has challenged the old structures and been part of the setting up of new structures particularly for providing parent voice and insight; this paper provides a unique view from an insider’s voice as well as a professional in the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability%20studies" title="disability studies">disability studies</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20with%20families%20with%20children%20with%20disability" title=" working with families with children with disability"> working with families with children with disability</a> </p> <a href="https://publications.waset.org/abstracts/70137/riding-the-crest-of-the-wave-inclusive-education-in-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70137.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23557</span> Inclusive Education in Higher Education: Looking from the Lenses of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiran">Kiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Pooja%20Bhagat"> Pooja Bhagat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusion of diversities is much talked and discussed for school education, mainly at the elementary level. However, not enough discourse has taken place as far as the promulgation of diversities from school education to higher education in terms of guarantee of access, retention and success of students belonging to the diverse groups is concerned. In view of this, the present paper attempts to look at the phenomenon of inclusion of diversities in higher education from the perspective of the people, who themselves are the part of the present system of higher education and aspiring to take up teaching at higher education level as profession. The paper focuses on exploring the awareness of the group under study about the inclusion of diversities at higher education, their perception of diversities, and the mechanism which they consider effective to facilitate inclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=belief" title=" belief"> belief</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a> </p> <a href="https://publications.waset.org/abstracts/16304/inclusive-education-in-higher-education-looking-from-the-lenses-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">719</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23556</span> A Soft System Approach to Explore Ill-Defined Issues in Distance Education System - A Case of Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulafah%20Basahel">Sulafah Basahel </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, Higher Education Institutions (HEIs) around the world are attempting to utilize Information and Communication Technologies (ICTs) to enhance learning process and strategies of knowledge delivery for students through Distance Education (DE) system. Stakeholders in DE system face a complex situation of different ill-defined and related issues that influence decision making process. In this study system thinking as a body of knowledge is used to explore the emergent properties that produced from these connections between issues and could have either positive or negative outcomes for the DE development. Checkland Soft System Methodology (SSM) - Mode 2 is employed in a cultural context of Saudi Arabia for more knowledge acquisition purposes among multiple stakeholders in DE rather than solving problems to achieve an overall development of DE system. This paper will discuss some political, cultural issues and connections between them that impact on effectiveness of stakeholders’ activities and relations. This study will significantly contribute to both system thinking and education fields by leading decision makers in DE to reconsider future plans, strategies and right actions for more successful educational practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=ill-defined%20issues" title=" ill-defined issues"> ill-defined issues</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20system%20methodology-Mode%202" title=" soft system methodology-Mode 2"> soft system methodology-Mode 2</a> </p> <a href="https://publications.waset.org/abstracts/29136/a-soft-system-approach-to-explore-ill-defined-issues-in-distance-education-system-a-case-of-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23555</span> Islamic Education System: Implementation of Curriculum Kuttab Al-Fatih Semarang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basyir%20Yaman">Basyir Yaman</a>, <a href="https://publications.waset.org/abstracts/search?q=Fades%20Br.%20Gultom"> Fades Br. Gultom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The picture and pattern of Islamic education in the Prophet's period in Mecca and Medina is the history of the past that we need to bring back. The Basic Education Institute called Kuttab. Kuttab or Maktab comes from the word kataba which means to write. The popular Kuttab in the Prophet’s period aims to resolve the illiteracy in the Arab community. In Indonesia, this Institution has 25 branches; one of them is located in Semarang (i.e. Kuttab Al-Fatih). Kuttab Al-Fatih as a non-formal institution of Islamic education is reserved for children aged 5-12 years. The independently designed curriculum is a distinctive feature that distinguishes between Kuttab Al-Fatih curriculum and the formal institutional curriculum in Indonesia. The curriculum includes the faith and the Qur’an. Kuttab Al-Fatih has been licensed as a Community Activity Learning Center under the direct supervision and guidance of the National Education Department. Here, we focus to describe the implementation of curriculum Kuttab Al-Fatih Semarang (i.e. faith and al-Qur’an). After that, we determine the relevance between the implementation of the Kuttab Al-Fatih education system with the formal education system in Indonesia. This research uses literature review and field research qualitative methods. We obtained the data from the head of Kuttab Al-Fatih Semarang, vice curriculum, faith coordinator, al-Qur’an coordinator, as well as the guardians of learners and the learners. The result of this research is the relevance of education system in Kuttab Al-Fatih Semarang about education system in Indonesia. Kuttab Al-Fatih Semarang emphasizes character building through a curriculum designed in such a way and combines thematic learning models in modules. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20education%20system" title="Islamic education system">Islamic education system</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation%20of%20curriculum" title=" implementation of curriculum"> implementation of curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuttab%20Al-Fatih%20Semarang" title=" Kuttab Al-Fatih Semarang"> Kuttab Al-Fatih Semarang</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20education%20system" title=" formal education system"> formal education system</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/abstracts/78277/islamic-education-system-implementation-of-curriculum-kuttab-al-fatih-semarang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78277.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23554</span> Education System Development: Challenges and Barriers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumar%20Vikas">Kumar Vikas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is to be anticipated for Human resource development and then national development. However, in most of the developing countries, due to the inadequacy of resources it is almost unattainable to educate all of their citizens through on-campus teaching. Huge amount of money is necessary to establish the infrastructure for on-campus teaching which is out of the reach of the developing countries. In these circumstances, to educate their huge inhabitants the developing countries are to depend on open learning and distance education system. However, a question still stands: can the educators dissimulate knowledge to the learners smoothly through this new system of education? Some recent research shows that the graduates of the open and distance learning institutions in the developing countries are treated as second-grade graduates. This paper aims to identify the challenges or barriers in the development of distance and Open learning system in India and suggest possible alternatives may be followed to overcome the barriers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers" title="barriers">barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=alternative%20solutions" title=" alternative solutions"> alternative solutions</a> </p> <a href="https://publications.waset.org/abstracts/36930/education-system-development-challenges-and-barriers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23553</span> Preparing Entrepreneurial Women: A Challenge for Indian Education System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dinesh%20Khanduja">Dinesh Khanduja</a>, <a href="https://publications.waset.org/abstracts/search?q=Pardeep%20Kumar%20Sharma"> Pardeep Kumar Sharma </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education as the most important resource in any country has multiplying effects on all facets of development in a society. The new social realities, particularly, the interplay between democratization of education; unprecedented developments in the IT sector; emergence of knowledge society, liberalization of economy, and globalization have greatly influenced the educational process of all nations. This turbulence entails upon education to undergo dramatic changes to keep up with the new expectations. Growth of entrepreneurship among Indian women is highly important for empowering them and this is highly essential for the socio-economic development of a society. Unfortunately, in India, there is poor acceptance of entrepreneurship among women as unfounded myths and fears restrain them to be enterprising. To remove these inhibitions, the education system needs to be re-engineered to make entrepreneurship more acceptable. This paper empirically analyses the results of a survey done on around 500 female graduates in North India to measure and evaluate various entrepreneurial traits present in them. A formative model has been devised in this context, which should improve the teaching-learning process in our education system, which can lead to a sustainable growth of women entrepreneurship in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title="women empowerment">women empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20entrepreneurship" title=" women entrepreneurship"> women entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development "> sustainable development </a> </p> <a href="https://publications.waset.org/abstracts/2119/preparing-entrepreneurial-women-a-challenge-for-indian-education-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23552</span> Practitioner System in Vocational Education: Perspectives of Academics and Industry Practitioners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao-Tseng%20Lin">Hsiao-Tseng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Ngoc%20Dat"> Nguyen Ngoc Dat</a>, <a href="https://publications.waset.org/abstracts/search?q=Szu-Mei%20Hsiao"> Szu-Mei Hsiao</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20J.%20Hern%C3%A1ndez-D%C3%ADaz"> R. J. Hernández-Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practitioner system has become an important tool for universities working to shrink the gap between industry and vocational education. Beginning in 2015, Meiho University conducted a consecutive three-year program for teaching excellence, funded in part by Taiwan’s Ministry of Education, with a total project funding of over $2.5 million USD. One of the highlights of this program is the recruitment of 300 industry practitioners to participate in collaborative teaching, a dual-mentor system, and curriculum planning. More than 60% of the practitioners boast more than 10 years of practical industry experience, and 52% of them have earned master's degree or higher. Students rated their overall program satisfaction over 4.5(out of 5.0) on average. This study explores the perspectives of academics and industry practitioners using in-depth interviews and surveys, along with an examination of the challenges of the practitioner system. The paper enables the framing of practitioner system policies by vocational education institutions and industry to facilitate more effective and efficient transfer of knowledge between academics and practitioners, leading to enhanced university competitive advantage, which would ultimately benefit society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching" title="collaborative teaching">collaborative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20practitioners" title=" industry practitioners"> industry practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=practitioner%20system" title=" practitioner system"> practitioner system</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/82363/practitioner-system-in-vocational-education-perspectives-of-academics-and-industry-practitioners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23551</span> The Role of International Organizations in Educational Reform in Iraq</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanaa%20M.%20Sulaiman">Thanaa M. Sulaiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Iraqi education system has suffered greatly as a result of wars, political instability, and economic problems. After the fall of Saddam’s regime in 2003, the Iraqi education system was proportionally the most impacted sector. The new administration prioritized educational reforms. International organizations, as well as foreign countries, were in the lead to achieve educational reforms. The current study aims to shed light on the reformation process and the roles of different stakeholders, especially international organizations. It also aims to explore the current problems facing the Iraqi education system. Additionally, it aims to explore the different programs and projects that are funded and implemented by international organizations and the impact of these programs and projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iraq" title="Iraq">Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraqi%20education%20system" title=" Iraqi education system"> Iraqi education system</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20reform" title=" educational reform"> educational reform</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20organizations" title=" international organizations"> international organizations</a> </p> <a href="https://publications.waset.org/abstracts/148575/the-role-of-international-organizations-in-educational-reform-in-iraq" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23550</span> Thinking about Drawing: The Evolution of Architectural Education in China After 1949</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yanze">Wang Yanze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architectural design results from the interaction between space and drawing. Stemming from the Beaux-Arts architectural education, drawing kept its dominant position in teaching and learning process for centuries. However, this education system is being challenged in the present time due to the development of the times. Based on the architectural education of China after 1949, a brief introduction to the history of the evolution of the design concept and drawing is given in this paper. Illustrating with the reference to the students’ works in Nanjing Institute of Technology, the predecessor of Southeast University, in China, the paper analyses the relationship between concept and representation, as well as the participation of Space, the modernism discourse. This process contains the transmission of the character of architects, the renovation of drawing skills and the profound social background. With different purposes, the emphasis on representation tends to be combined with the operation on space, and the role of drawing in architectural design process also changes. Therefore, based on the continuity of the traditional architectural education system, the discussion on the “Drawing of Space” in contemporary education system is proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20education" title="architectural education">architectural education</a>, <a href="https://publications.waset.org/abstracts/search?q=beaux-arts" title=" beaux-arts"> beaux-arts</a>, <a href="https://publications.waset.org/abstracts/search?q=drawing" title=" drawing"> drawing</a>, <a href="https://publications.waset.org/abstracts/search?q=modernism" title=" modernism"> modernism</a> </p> <a href="https://publications.waset.org/abstracts/25827/thinking-about-drawing-the-evolution-of-architectural-education-in-china-after-1949" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25827.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">486</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23549</span> Challenges of Integrating Islamic Education with Contemporary Secular System in Igaland, Kogi State Of Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yunusa%20Odiba">Yunusa Odiba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Islam, from its root is a divine religion and it does not exercise anything except within the scope of its divinity-its culture, tradition morality, and the like. The damage done to the legacies, traditions, culture, morality, viability, continued existence and relevance of the Islamic religious way of life by the prevalent western secular education system in the Muslim world has become a thing of interest to many scholars especially, the Muslim scholars, hence, advocating the integration of Islamic education with the western circular educational system. The aim is to produce a new generation of dedicated Muslims whose education has prepared them for the challenges of contemporary materialistic circulation alongside real Islamic knowledge. This paper, however, examines the process of integrating Islamic schools with the contemporary western based schools that would under-take the unification which should function as basic organ of Muslim ideological revivalism, cultural retention, identity formation, socio-economic development, and scientific and ecological inventiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=integrating" title=" integrating"> integrating</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20education" title=" Islamic education"> Islamic education</a>, <a href="https://publications.waset.org/abstracts/search?q=secular%20system" title=" secular system"> secular system</a>, <a href="https://publications.waset.org/abstracts/search?q=Igalaland" title=" Igalaland"> Igalaland</a> </p> <a href="https://publications.waset.org/abstracts/18335/challenges-of-integrating-islamic-education-with-contemporary-secular-system-in-igaland-kogi-state-of-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">692</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23548</span> The Higher Education System in Jordan: Philosophy and Premises Preparation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ihsan%20Orsan%20Oglah%20Elrabbaei">Ihsan Orsan Oglah Elrabbaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research stems from the philosophy of education notion, as it is a fundamental pillar within or component of the philosophy of education. It is the general framework that society takes towards the future in order to build its integrated educational system amid the variables that surround it, in order to prepare its members in all aspects of cognitive, skill, and behavioral life, so that there is a clear concept of the system of productive values, according to the vision of philosophy that defines its future roles, which can be found in the system of productive values. With the resignation, everything changes. As a result, the philosophy of education is anticipated to evolve in response to perceived changes in society in terms of the nature of its human and material resources. The study will answer the following questions: Has the philosophy of education changed to accommodate this change? Alternatively, is the change that occurs because of natural growth without education having a role in directing this change and being aware of it in order to fit with national, regional, and global changes? Were the national educational goals and curricula and their programs viewed through the lenses of interest? On the other hand, do things happen without realizing that the philosophy of education has changed and that it proceeds according to the natural rolling of the invisible impulse? The study concluded that we must reconsider the philosophy of education and redefine who is an educated person. In addition, to recognize all the values of the roles that the individual can play in his society, according to his abilities, and with respect. Moreover, building a new philosophy of education based on what society can look at and what it wants from a flexible future takes the concept of changing life values, their contents, diversity, and the roles of each individual in them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20system" title="higher education system">higher education system</a>, <a href="https://publications.waset.org/abstracts/search?q=jordan" title=" jordan"> jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy" title=" philosophy"> philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=premises%20preparation." title=" premises preparation."> premises preparation.</a> </p> <a href="https://publications.waset.org/abstracts/158247/the-higher-education-system-in-jordan-philosophy-and-premises-preparation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158247.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23547</span> Cybersecurity Awareness through Laboratories and Cyber Competitions in the Education System: Practices to Promote Student Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haydar%20Teymourlouei">Haydar Teymourlouei </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cybersecurity is one of the greatest challenges society faces in an age revolving around technological development. With cyber-attacks on the continuous rise, the nation needs to understand and learn ways that can prevent such attacks. A major contribution that can change the education system is to implement laboratories and competitions into academia. This method can improve and educate students with more hands-on exercises in a highly motivating setting. Considering the fact that students are the next generation of the nation’s workforce, it is important for students to understand concepts not only through books, but also through actual hands-on experiences in order for them to be prepared for the workforce. An effective cybersecurity education system is critical for creating a strong cyber secure workforce today and for the future. This paper emphasizes the need for awareness and the need for competitions and cybersecurity laboratories to be implemented into the education system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=competition" title=" competition"> competition</a>, <a href="https://publications.waset.org/abstracts/search?q=cybersecurity" title=" cybersecurity"> cybersecurity</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratories" title=" laboratories"> laboratories</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce" title=" workforce"> workforce</a> </p> <a href="https://publications.waset.org/abstracts/43604/cybersecurity-awareness-through-laboratories-and-cyber-competitions-in-the-education-system-practices-to-promote-student-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43604.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23546</span> Special Education in the South African Context: A Bio-Ecological Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suegnet%20Smit">Suegnet Smit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior to 1994, special education in South Africa was marginalized and fragmented. Moving away from a Medical model approach to special education, the Government, after 1994, promoted an Inclusive approach, as a means to transform education in general, and special education in particular. This transformation, however, is moving at too a slow pace for learners with barriers to learning and development to benefit fully from their education. The goal of the Department of Basic Education is to minimize, remove, and prevent barriers to learning and development in the educational setting, by attending to the unique needs of the individual learner. However, the implementation of Inclusive education is problematic, and general education remains poor. This paper highlights the historical development of special education in South Africa, underpinned by a bio-ecological perspective. Problematic areas within the systemic levels of the education system are highlighted in order to indicate how the interactive processes within the systemic levels affect special needs learners on the personal dimension of the bio-ecological approach. As part of the methodology, thorough document analysis was conducted on information collected from a large body of research literature, which included academic articles, reports, policies, and policy reviews. Through a qualitative analysis, data were grouped and categorized according to the bio-ecological model systems, which revealed various successes and challenges within the education system. The challenges inhibit change, growth, and development for the child, who experience barriers to learning. From these findings, it is established that special education in South Africa has been, and still is, on a bumpy road. Sadly, the transformation process of change, envisaged by implementing Inclusive education, is still yet a dream, not fully realized. Special education seems to be stuck at what is, and the education system has not moved forward significantly enough to reach what special education should and could be. The gap that exists between a vision of Inclusive quality education for all, and the current reality, is still too wide. Problems encountered in all the education system levels, causes a funnel-effect downward to learners with special educational needs, with negative effects for the development of these learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bio-ecological%20perspective" title="bio-ecological perspective">bio-ecological perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20systems" title=" education systems"> education systems</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/121816/special-education-in-the-south-african-context-a-bio-ecological-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23545</span> Knowledge and Attitude: Challenges for Continuing Education in Health</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A9%20M.%20Senna">André M. Senna</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20L.%20G.%20S.%20Senna"> Mary L. G. S. Senna</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosa%20M.%20Machado-de-Sena"> Rosa M. Machado-de-Sena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the great challenges presented in educational practice is how to ensure the students not only acquire knowledge of training courses throughout their academic life, but also how to apply it in their current professional activities. Consequently, aiming to incite changes in the education system of healthcare professionals noticed the inadequacy of the training providers to solve the social problems related to health, the education related to these procedures should initiate in the earliest years of process. Following that idea, there is another question that needs an answer: If the change in the education should start sooner, in the period of basic training of healthcare professionals, what guidelines should a permanent education program incorporate to promote changes in an already established system? For this reason, the objective of this paper is to present different views of the teaching-learning process, with the purpose of better understanding the behavior adopted by healthcare professionals, through bibliographic study. The conclusion was that more than imparting knowledge to the individual, a larger approach is necessary on permanent education programs concerning the performance of professional health services in order to foment significant changes in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Health%20Education" title="Health Education">Health Education</a>, <a href="https://publications.waset.org/abstracts/search?q=continuing%20education" title=" continuing education"> continuing education</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a> </p> <a href="https://publications.waset.org/abstracts/55188/knowledge-and-attitude-challenges-for-continuing-education-in-health" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23544</span> Policy Imperatives for Privatisation of Higher Education in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roli%20Pradhan">Roli Pradhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All over the globe, the resources of the government are declining, and the funding requirements in education are on a constant rise. The governments are desperately increasing the budgetary allocation for higher education, the economic plans have been labeling investment in higher education to be immensely vital for development of the nation. Still the fact is that the government of the developing nations like India lacks the potential to fund the rising demands of this sector. In the face of declining government funding for higher education, there are the growing needs and justifiable pressure for direct beneficiaries to bear a reasonable part of the cost of higher education. The supply-demand gap in higher education in India is on the increase. This paper evaluates the Indian National Education Policy over the past three decades, furnishes the need of financing of education by private players. The paper also covers the aspects of incorporating the different forms of financing in education and also focuses on the regulations pertaining to quality maintenance in the education system. The paper also targets to suggest policy imperatives for the future education policy for India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20education%20policy" title="national education policy">national education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=privatisation" title=" privatisation"> privatisation</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20financing" title=" private financing"> private financing</a>, <a href="https://publications.waset.org/abstracts/search?q=government%20funding" title=" government funding"> government funding</a> </p> <a href="https://publications.waset.org/abstracts/123018/policy-imperatives-for-privatisation-of-higher-education-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23543</span> Integrated Approach of Knowledge Economy and Society in the Perspective of Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovation, sustainability, and higher education are vital issues of the knowledge economy and society. In fact, the concentration on these issues, educators and researchers convinced the learners to prepare productive citizens for the knowledge economy and society, and many initiatives have been launched worldwide. The concept of a knowledge economy requires simultaneous and balanced progress in three dimensions (Innovation, Education and Sustainability) which are totally interdependent and correlated. The paper discusses the importance of an integrated approach to the knowledge economy and society from the perspective of higher education institutions. It remarks on the advent of a knowledge-based economy and society and the need for the combination of Innovation, sustainability, and education. This paper introduces nine (9) important issues or challenges of higher education institutions that have emphasized, cross-linked each other, and combined in a new education system that can form a new generation for the completive world as well as able to manage the knowledge-based economy and societal system. Moreover, the education system must be the foundation for building the necessary knowledge-based economy and society, which must manage the innovation process through a more sustainable world. In this viewpoint, Innovation, sustainability and higher education are becoming more and more central in our economy and society, and it is directly associated with the possibility of global wealth distribution to the economy and society. The objective of this research is to demonstrate the knowledge-based economy and social paradigm in order to create the opportunity for higher education institutions' development. The paper uses the collective action methodologies to examine “the mechanisms and strategies” used by higher education institutions’ authority to accommodate an integrated pattern as per connecting behaviors of knowledge economy and society. The paper accomplishes that the combination of Innovation, sustainability and education is a very helpful approach to building a knowledge-based economy and society for practicing the higher education institution’s challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20economy" title=" knowledge economy"> knowledge economy</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/168663/integrated-approach-of-knowledge-economy-and-society-in-the-perspective-of-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168663.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23542</span> Embracing Inclusive Education: The Issues, Challenges, Dilemmas and Future Plans for Inclusive Secondary Schools in Jakarta, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rinda%20Kurnia">Rinda Kurnia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the differences and additional needs in the learning process, every individual has the right to receive educational services in order to enhance her/his abilities and potentials. This notion underlies the principle of inclusive education system, something many countries in the world are striving for since the UNESCO Salamanca Statement in 1994. This paper will consider different views that many theorists have published of the term inclusive, the issues, challenges, and dilemmas encountered during the practice, as well as some possible ways forward. It is being described, criticized and analyzed using the standpoint of a shadow teacher in an inclusive secondary school in Jakarta, Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20challenges" title=" inclusive education challenges"> inclusive education challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20dilemmas" title=" inclusive education dilemmas"> inclusive education dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20future%20plans" title=" inclusive education future plans"> inclusive education future plans</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education%20issues" title=" inclusive education issues"> inclusive education issues</a> </p> <a href="https://publications.waset.org/abstracts/61614/embracing-inclusive-education-the-issues-challenges-dilemmas-and-future-plans-for-inclusive-secondary-schools-in-jakarta-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23541</span> Digital Learning Repositories for Vocational Teaching and Knowledge Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachyanun%20Nilsook">Prachyanun Nilsook</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study a Digital Learning Repository System (DLRS) on vocational teachers and teaching in Thailand. The innobpcd.net is a DLRS being utilized by the Office of Vocational Education Commission and operationalized by the Bureau of Personnel Competency Development for vocational education teachers. The aim of the system is to support and enhance the process of vocational teaching and to improve staff development by providing teachers with a variety of network connections and information. The system provides centralized hosting and access to content, and the ability to share digital objects or files, to set permissions and controls for access to content that can be used vocational education teachers for their teaching and for their own development. The elements of DLRS include; Digital learning system, Media Library, Knowledge-based system and Mobile Application. The system aims to link vocational teachers to the most effective emerging technologies available for learning, so they are better resourced to support their vocational students. The initial results from this evaluation indicate that there is a range of services provided by the system being used by vocational teachers and this paper indicates which facilities have the greatest usage and impact on vocational teaching in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20learning%20repositories" title="digital learning repositories">digital learning repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objects" title=" learning objects"> learning objects</a> </p> <a href="https://publications.waset.org/abstracts/30652/digital-learning-repositories-for-vocational-teaching-and-knowledge-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30652.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23540</span> Quality Assurance as an Educational Development Tool: Case from the European Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maha%20Mourad">Maha Mourad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education in any competitive European economy should serve the new information society by increasing the supply of good quality education services and by creating good international brands in the international higher education market. Hence, continuous risk management techniques through higher educational reforms programs became one of the top priorities within the European Union to control the quality of higher education. Risk is higher education is studies by several researchers who agreed that the risk in higher education has a direct influence on continuity of quality education and research contribution. The focus of this research is to highlights the Internal Quality Assurance (IQA) activities in the Polish higher education system as a risk management tool used to control the quality of education. This paper presents a qualitative empirical analysis in 5 different universities in Poland. In addition, it aims to help in finding global practical and create benchmark for policy makers concerning the risk management techniques based on the Polish experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20development" title="education development">education development</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=european%20higher%20education" title=" european higher education"> european higher education</a> </p> <a href="https://publications.waset.org/abstracts/9856/quality-assurance-as-an-educational-development-tool-case-from-the-european-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23539</span> Restructuring Cameroon's Educational System: The Value of Inclusive Education for Children with Visual Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samanta%20Tiague">Samanta Tiague</a>, <a href="https://publications.waset.org/abstracts/search?q=Igor%20Michel%20Gachig"> Igor Michel Gachig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of inclusive education within general education classrooms is becoming more prevalent in Cameroon. In this context, quality Education is an important driver of the development agenda in this era of global sustainable development. This requires that the Cameroon’s educational system be strategically restructured to provide every citizen with the needed quality education for sustainable development. This study thus examined the need for the restructuring of the Cameroon educational system towards inclusive education as a target of the Sustainable Development Goal #4 (Ensure Quality Education), from a critical disability theory perspective. Special focus was on the education of children with visual impairment in the early childhood classroom. This study is suggesting a model design of responsive and contextual inclusive education policies, and the provision of quality human, material and financial educational resources to support the improvement of curriculums and inclusive instructional strategies. This paper is therefore designed as a basic starting point for early childhood educators with limited to no experience in working with students having visual impairments. Ultimately, this work represents a contribution to early childhood educators toward understanding visual impairment challenges and innovative practices to approach accessibility in a meaningful way to students in Cameroon. This is important to achieve quality education due to the peculiar nature of the educational needs of children with visual impairment, toward attainment of the global sustainable development agenda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20educators" title="early childhood educators">early childhood educators</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title=" visual impairment"> visual impairment</a> </p> <a href="https://publications.waset.org/abstracts/126337/restructuring-cameroons-educational-system-the-value-of-inclusive-education-for-children-with-visual-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126337.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20system&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20system&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20system&page=4">4</a></li> <li class="page-item"><a class="page-link" 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