Expert Judgements on Education Systems’ Characteristics: A New Dataset

2019 ◽  
Author(s):  
Claudia Traini
Keyword(s):  
Education Systems

The Future of Leadership Framework in Malaysia Education Systems

2020 ◽  
Vol 24 (03) ◽  
pp. 617-625
Author(s):  
Irdayanti Mat Nashir ◽  
Dwi Esti ◽  
Nurul Nazirah Mohd Imam Ma’arof ◽  
Mohamed Nor Azhari Azman ◽  
Moh Khairudin
Keyword(s):  
Education Systems ◽  
Leadership Framework ◽  
The Future

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

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