Pub Date : 2020-07-10DOI: 10.15366/jospoe2019.10.001
A. A. Boldyrikhin, I. Shilova
The article deals with issues related to the problems of identifying competences demanded on the labor market, examines the regional aspects of assessing the importance of competences by employers in Russia and Kazakhstan. The competence demanded by the regional labor market have been analyzed, approaches to the formation of effective methods of interaction between universities and the labor market to improve the quality of education have been grounded. The article concerns the modern scientific approaches to identifying key competences. The paper studies approaches to the development of methodological tools that provide multi-criteria assessment (diagnostics) of the activities of educational institutions. Dynamic changes in the labor market, caused by the development of information technologies, lead to the fact that universities offer educational programs that do not meet the latest trends. The article discusses on of the ways to solve this problem by means of competence centers created on the basis of universities.
{"title":"ANALYSES OF COMPETENCIAS FORMATION AS THE KEY FACTOR FOR SUCCESSFUL EMPLOYMENT OF UNIVERSITY GRADUATES","authors":"A. A. Boldyrikhin, I. Shilova","doi":"10.15366/jospoe2019.10.001","DOIUrl":"https://doi.org/10.15366/jospoe2019.10.001","url":null,"abstract":"The article deals with issues related to the problems of identifying competences demanded on the labor market, examines the regional aspects of assessing the importance of competences by employers in Russia and Kazakhstan. The competence demanded by the regional labor market have been analyzed, approaches to the formation of effective methods of interaction between universities and the labor market to improve the quality of education have been grounded. The article concerns the modern scientific approaches to identifying key competences. The paper studies approaches to the development of methodological tools that provide multi-criteria assessment (diagnostics) of the activities of educational institutions. Dynamic changes in the labor market, caused by the development of information technologies, lead to the fact that universities offer educational programs that do not meet the latest trends. The article discusses on of the ways to solve this problem by means of competence centers created on the basis of universities.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125499649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-10DOI: 10.15366/jospoe2019.10.002
N. Novikova, Konstantin Polyakov
espanolLos autores proporcionan informacion sobre sistemas educativos en los paises de UE en el contexto de armonizacion de los sistemas educativos en el Espacio Europeo de la Educacion Superior. El articulo informa sobre las direcciones de la integracion educativa para conseguir los objetivos generales estrategicas establecidas en el Comunique de Paris y la declaracion del 5o Foro de Politica de Bolona firmados en Paris en 2018 durante la Conferencia Ministerial y el Foro de Politica de Bolona. Los problemas de la internacionalizacion de la educacion, los principios basicos de la integracion de la educacion superior y programas de estudios se consideran destinados al mejoramiento de la calidad de la educacion superior en Europa. La atencion especial se da a los enfoques existentes de garantia de la calidad de la educacion superior y la formacion de los sistemas de calidad a nivel regional, nacional e internacional para crear las condiciones para la gestion de la calidad educativa. Se demuestra que las caracteristicas del cambio en la educacion en Rusia y otros paises estan relacionadas con el proceso de Bolona y el desarrollo de la integracion en la educacion superior. EnglishThe authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communique and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum. The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.
{"title":"LOS MAIN GOALS AND PRINCIPLES OF HIGHER EDUCATION SYSTEMS INTEGRATION IN EHEA COUNTRIES","authors":"N. Novikova, Konstantin Polyakov","doi":"10.15366/jospoe2019.10.002","DOIUrl":"https://doi.org/10.15366/jospoe2019.10.002","url":null,"abstract":"espanolLos autores proporcionan informacion sobre sistemas educativos en los paises de UE en el contexto de armonizacion de los sistemas educativos en el Espacio Europeo de la Educacion Superior. El articulo informa sobre las direcciones de la integracion educativa para conseguir los objetivos generales estrategicas establecidas en el Comunique de Paris y la declaracion del 5o Foro de Politica de Bolona firmados en Paris en 2018 durante la Conferencia Ministerial y el Foro de Politica de Bolona. Los problemas de la internacionalizacion de la educacion, los principios basicos de la integracion de la educacion superior y programas de estudios se consideran destinados al mejoramiento de la calidad de la educacion superior en Europa. La atencion especial se da a los enfoques existentes de garantia de la calidad de la educacion superior y la formacion de los sistemas de calidad a nivel regional, nacional e internacional para crear las condiciones para la gestion de la calidad educativa. Se demuestra que las caracteristicas del cambio en la educacion en Rusia y otros paises estan relacionadas con el proceso de Bolona y el desarrollo de la integracion en la educacion superior. EnglishThe authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communique and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum. The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116689037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-10DOI: 10.15366/jospoe2019.10.003
N. Efremova, B. Meskhi, Svetlana V. Shvedova
The article provides information on problems of the education internationalization, the basic principles of integration of higher education and programmes aimed at ensuring the quality of training in European and Eurasian educational spaces. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for relevant quality management of education. The construction of an effective system for ensuring and assessing the quality of education in many countries of the world, including Russia, is one of the priorities of the national educational policy. This article is aimed at expanding knowledge about the integration processes in the field of education by using new teaching technologies, research and debates on topics related to the history, politics, economics and legislation of the European Union, as well as EU relations with other regions of the world.
{"title":"LA QUALITY ASSURANCE IN THE CONTEXT OF EUROPEAN INTEGRATION","authors":"N. Efremova, B. Meskhi, Svetlana V. Shvedova","doi":"10.15366/jospoe2019.10.003","DOIUrl":"https://doi.org/10.15366/jospoe2019.10.003","url":null,"abstract":"The article provides information on problems of the education internationalization, the basic principles of integration of higher education and programmes aimed at ensuring the quality of training in European and Eurasian educational spaces. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for relevant quality management of education. The construction of an effective system for ensuring and assessing the quality of education in many countries of the world, including Russia, is one of the priorities of the national educational policy. This article is aimed at expanding knowledge about the integration processes in the field of education by using new teaching technologies, research and debates on topics related to the history, politics, economics and legislation of the European Union, as well as EU relations with other regions of the world.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"302 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116790781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-18DOI: 10.15366/jospoe2019.9.003
Adrián Neubauer Esteban
Migration has turned as a new challenge for the European Union, as consequence of migration increasing in last years. Actually, quality is one of the most important objectives in educational agenda. However, this is not an easy question because governments need to find a balance between the quality and the universal access to education. Some researchers have been talked about this topic and they confirm the gap in the school performance between native and migrant students in the European Union. For that reason, this inquiry will compare school performance of native and migrant students in PISA 2015. It is important to highlight that we will differentiate between the immigrant of first and second generation to enrich the analysis. After we analyze the data about the competences in reading, mathematics and science, we will identify in which countries these differences are deeper or more superficial. Later, we will make some proposal to improve quality and equity in European´s educational systems.
{"title":"ESTUDIO COMPARADO DEL RENDIMIENTO ACADÉMICO DEL ALUMNADO NATIVO E INMIGRANTE EN LA UNIÓN EUROPEA EN PISA 2015","authors":"Adrián Neubauer Esteban","doi":"10.15366/jospoe2019.9.003","DOIUrl":"https://doi.org/10.15366/jospoe2019.9.003","url":null,"abstract":"Migration has turned as a new challenge for the European Union, as consequence of migration increasing in last years. Actually, quality is one of the most important objectives in educational agenda. However, this is not an easy question because governments need to find a balance between the quality and the universal access to education. Some researchers have been talked about this topic and they confirm the gap in the school performance between native and migrant students in the European Union. For that reason, this inquiry will compare school performance of native and migrant students in PISA 2015. It is important to highlight that we will differentiate between the immigrant of first and second generation to enrich the analysis. After we analyze the data about the competences in reading, mathematics and science, we will identify in which countries these differences are deeper or more superficial. Later, we will make some proposal to improve quality and equity in European´s educational systems.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115384531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-18DOI: 10.15366/jospoe2019.9.002
Julio Carabaña Morales, Mariano Fernández-Enguita
Sense of belonging at school is relevant both to academic results and to student wellbeing; it hardly depends on social and organizational factors, and it seems to be rather a personal trait. Nonetheless, it is in Spain clearly lower in bilingual regions, according to PISA data. In this paper we try to explain this difference. First we test the hypothesis of different languages being spoken at school and at home (school-home diglossia); empirical evidence forces us to reject it as well for PISA countries as for Spanish regions. Then we find that all students in schools using regional languages have lower scores in sense of belonging, with no influence whatsoever of their domestic language. We also find that regional language at school explains most of the differences among regions. Once these facts have been established, we advance some hypotheses in terms of school-society diglossia: the sense of belonging at school suffers when the teaching language is the one of lower social preference or less social use.
{"title":"ENSEÑANZA EN LENGUAS REGIONALES Y SENTIMIENTO DE PERTENENCIA A LA ESCUELA","authors":"Julio Carabaña Morales, Mariano Fernández-Enguita","doi":"10.15366/jospoe2019.9.002","DOIUrl":"https://doi.org/10.15366/jospoe2019.9.002","url":null,"abstract":"Sense of belonging at school is relevant both to academic results and to student wellbeing; it hardly depends on social and organizational factors, and it seems to be rather a personal trait. Nonetheless, it is in Spain clearly lower in bilingual regions, according to PISA data. In this paper we try to explain this difference. First we test the hypothesis of different languages being spoken at school and at home (school-home diglossia); empirical evidence forces us to reject it as well for PISA countries as for Spanish regions. Then we find that all students in schools using regional languages have lower scores in sense of belonging, with no influence whatsoever of their domestic language. We also find that regional language at school explains most of the differences among regions. Once these facts have been established, we advance some hypotheses in terms of school-society diglossia: the sense of belonging at school suffers when the teaching language is the one of lower social preference or less social use.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127952523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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