Measuring Value for Money in Education System Reform for Knowledge-Based Development in Qatar

2012 ◽  
Author(s):  
Wes Schwalje
Keyword(s):  
Education System ◽  
System Reform ◽  
Value For Money ◽  
Knowledge Based

ICT for Educational Excellence in Jordan

2013 ◽  
pp. 119-135
Author(s):  
Atef Abuhmaid
Keyword(s):  
Private Sector ◽  
Education System ◽  
Large Scale ◽  
Ministry Of Education ◽  
National Interests ◽  
Planning Stage ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
External Assistance ◽  
The Impact

This chapter discusses the Jordanian Ministry of Education’s reliance on both the local private sector (public-private partnership) and foreign aids in order to accelerate its integration of ICT to meet the needs and demands of the knowledge-based economy. The discussion sheds light on strings attached to the role played by the Ministry of Education, as the central educational authority, in the diffusion of ICT across the education system. Understandably, in the Jordanian context, likewise other countries in the Middle East and North Africa region, the education system has to deal with a great deal of complexities in which, internal and external issues can impede reform efforts. Partnership with local and international partners might be needed in the Jordanian context in order to initiate reform especially the large-scale and costly ones. ICT-related reform initiatives are expensive and require expertise in various areas which might justify seeking external assistance by the educational system. However, external involvement can impact the integrity of the educational reform when it is left with inadequate coordination and efforts in order to keep them in line with national interests and agendas. Furthermore, the impact of these issues can be severer when they are not taken into account during the planning stage of the reform. Thus, this chapter discusses major issues arose when international partners and the local private sector were involved in ICT-based education initiatives in Jordan.

The Knowledge Economy as a Development Potential for Industrialized Countries and a Perspective for Developing Countries

2019 ◽  
Vol 9 (4) ◽  
pp. 21-37
Author(s):  
Fredj Fhima ◽  
Walid Trabelsi
Keyword(s):  
Developing Countries ◽  
Research And Development ◽  
Economic Performance ◽  
Education System ◽  
Knowledge Economy ◽  
Oecd Countries ◽  
Industrialized Countries ◽  
Development Potential ◽  
Knowledge Based

Based on a panel of 51 countries (22 developed and 29 developing) for a period from 2002 to 2012, this study develops a number of indicators and indexes to compare these two groups of countries according to their knowledge economy content. Results show that in OECD countries, knowledge plays a central role in economic performance and growth. These countries have managed to convert knowledge to ability; they are called knowledge-based economies. Developing countries, although they use knowledge, only few of them are regarded as knowledge-based. The success of a strategy of building the knowledge economy requires investments in knowledge which translates into expenditures on research and development and a strong education system.

scholarly journals Research for Development Path of Vocational Education of Ceramic Art under Economic New Normal

2019 ◽  
Vol 25 ◽  
pp. 04004
Author(s):  
Fei Yu
Keyword(s):  
Vocational Education ◽  
Education System ◽  
Self Management ◽  
System Reform ◽  
New Normal ◽  
Development Path ◽  
Ceramic Art ◽  
New Challenges ◽  
Art Industry

The economic new normal formed in recent years has significant impact on the ceramic art industry and further influences the development of vocational education of ceramic art so that the vocational education of ceramic art is facing the new requirements and new challenges. Therefore, the vocational education of ceramic art under the economic new normal shall be developed from macroscopic and microcosmic idea, the target shall be established to build the modern vocational education system through concept update, system reform, self-management, reasonable assessment and other methods.

scholarly journals Approaches to Higher Education Innovation in the Context of Industrial Revolution 4.0

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Nguyen Quynh Huy ◽  
Le Vinh Trien
Keyword(s):  
Higher Education ◽  
Education System ◽  
Industrial Revolution ◽  
Social Innovation ◽  
Educational Innovation ◽  
Literacy Skills ◽  
Higher Education System ◽  
Knowledge Based ◽  
Learning Platforms ◽  
Access To Knowledge

The Industrial Revolution 4.0 has brought about many changes including the higher education system. The main problem is how the education system could adapt to change and promote social innovation. This paper aims to describe the necessary changes and adjustments made in the education system, thereby better meeting the requirements of Industry 4.0, and creating a competitive education system, contributing to socio-economic development. With the research method based on the synthesis of documents, the research results show that, in the context of Industry Revolution 4.0 and the complexity of globalization, the philosophy in educational innovation needs to be changed so that universities can contribute more to society and enhance academic liberalization. Students need to master the knowledge and skills such as critical thinking and problem solving, communication and collaboration, creativity and innovation. In addition, literacy skills related to digital including information and communication knowledge are also important. Students should have access to knowledge based on diversity; and be ready to incorporate new knowledge that brings about positive changes, gradually fighting against injustice, lack of democracy and human rights, fostering an open society where voices are heard; and become responsible citizens. In addition, open learning platforms need to be considered by universities and teachers in deciding how to organize education and learning in the 4.0 Industrial Revolution era.

scholarly journals From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe

2020 ◽  
pp. 145-169
Author(s):  
Djénéba Gory ◽  
Jayanti Bhatia ◽  
Venkatesh Reddy Mallapu Reddy
Keyword(s):  
Education Reform ◽  
Content Knowledge ◽  
Education System ◽  
First Century ◽  
Theory Of Change ◽  
Knowledge Based ◽  
Stable Conditions ◽  
The World ◽  
Competency Based

Abstract For over two decades, Zimbabwe has been embroiled within a complex web of economic, political, and financial challenges. In 2013, the country embarked on an ambitious journey of overhauling its education system by moving from content knowledge to a competency-based curriculum. The theory of change, in particular, was that, if the curriculum is entirely overhauled from outdated knowledge-based to twenty-first-century skills and competencies, then in the long-term, students would ultimately be able to meet the economy and labor market demands. The reform was phased from 2015 to 2022 and at the time of writing is in its last leg of implementation; there is much to appreciate and learn from the progress thus far. The chapter begins with an overview of the country’s education system and conditions that shaped the reform, followed by a more detailed description of the reform. It then analyzes the reform stages through Reimers’ five perspectives of educational change (Reimers, Educating students to improve the world. Springer, Singapore, 2020), and concludes by presenting the results and challenges at the time of writing. The success of such reform requires a systemic collaboration and stable conditions, and at this stage, it remains to be seen, which direction the reform takes.

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