Curriculum and Evaluation in Outcome-Based Education

The “Outcome-Based Education” (OBE) model is being adopted at a fast pace in education institutions. it's considered an enormous breakthrough to enhance education across the world . Outcome-based education (OBE) may be a student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills, and attitudes. there's a hidden contradiction within the projection and implementation of the OBE. One results in Multidisiciplinarity and therefore the other results in OBE. At first, we expect freedom and in other structured progress is predicted . One results in democratic knowledge and therefore the other results in capitalist knowledge management. Our education is sort of a lady with over ornaments who is unable to steer simply because of the load she carries of the ornaments. Technology silences the mind and not questioning a mind and thus this information society or knowledge society is ignorant and this may come whenever and wherever we mention mass education and not class education. This paper discusses the necessity and importance of curriculum formation and enhancing evaluation within the Outcome Bases education –OBE

Impact of Mobile Phone in Life Style of Gaddi Tribes

The strong correlation between education and democracy has been widely accepted and explored in many ways. This study is inspired by the quest for the democratization of school education through the lenses of social science learning at the secondary education level in the Indian context. The study tried to visualize to what extent schooling contributes to the making of democratic beings. Education for democratic citizenship is directed by various factors such as school education policies, curriculum frameworks, curricular and co-curricular activities or indirectly by attitudes and practices through which democratic knowledge, skills, values and attitudes is constructed to create a future democratic citizen. Thus, to give light to this area, a qualitative study has been designed to look at the selected components of education for democratic citizenship in school settings. The Research investigated social science teachers and student’s views on democracy and its practices to examine how close these schools were to become ‘democratic schools’. Results showed that teaching of teaching for democracy is not as it is presented in literature and educational document. This study is meant to grab a severe concern towards current conceptualization and school practices related to democracy, to create active and democratic citizens in thoughts and practices both, by taking simple steps at the school level to bring significant differences to create a democratic society.

How Do Post-Soviet Citizens View Democracy? Democratic Knowledge and Support in Russia, Ukraine and Belarus

Recent concerns around the declining support for democracy worldwide add urgency to the question of why ordinary citizens desire a democratic system. An emerging theory is democratic knowledge, which argues that knowing more about the rights and liberties provided by a democratic system leads citizens to want democracy as a result. This paper tests this theory in Russia, Ukraine and Belarus, where conventional wisdom suggests that citizens will be less familiar with the features of a democratic system. Using the World Values Survey, it finds that democratic knowledge is a stronger predictor of democratic support than modernization, political learning or political socialization. Moreover, this effect is strongest amongst Ukrainians who grew up in the post-Soviet period, indicating that democratic knowledge is a powerful antidote to the disillusionment that flawed or limited democratization may bring.

What drives citizens’ evaluation of democratic performance? The interaction of citizens’ democratic knowledge and institutional level of democracy

Alongside citizens’ belief in the legitimacy of democracy, public support for the political regime is crucial to the survival of (democratic) political systems. Yet, we know fairly little about the relationship between citizens’ democratic knowledge and their evaluation of democratic performance from a global comparative perspective. In this article, we argue that the cognitive ability of citizens to distinguish between democratic and authoritarian characteristics constitutes the individual yardstick for assessing democracy in practice. Furthermore, we expect that the effect of citizens’ democratic knowledge on their evaluation of democratic performance is moderated by the institutional level of democracy. We test these assumptions by combining data from the sixth and seventh wave of the World Values Survey and the third pre-release of the European Values Study 2017, resulting in 114 representative samples from 80 countries with 128,127 respondents. Applying multilevel regression modeling, we find that the higher a country’s level of democracy, the more positive the effect of democratic knowledge on citizens’ assessment of democratic performance. In contrast, we find that the lower the level of democracy in a country, the more negative the effect of citizens’ democratic knowledge on their evaluation of democracy. Thus, this study shows that citizens who are more knowledgeable about democracy are most cognitively able to assess the level of democracy in line with country-level measures of democracy. These results open up new theoretical and empirical perspectives for related research on support for and satisfaction with democracy as well as research on democratization.

EDUCATION POLICY IN ALBANIA AND THE MAJOR PRINCIPLES OF THE PAN-EUROPEAN SOCIAL AND ECONOMIC RECOMMENDATIONS

In Albania, efforts to create a more student-centered curriculum, expand the use of ICT, and increase equity have placed new expectations on teachers to create more inclusive classrooms where students develop transversal skills and prepare for participation in a democratic knowledge society. As Albania continues to decentralize its education system, school leaders are also expected to take on new responsibilities, reach out to parents, and build strong links with their communities. The main teacher and school leadership policy issues identified in this EPR include the status of the teaching profession, teachers’ and principals’ employment and working conditions, initial teacher preparation, the state examination and internship programmed that lead to teacher certification, hiring and deployment procedures, continuing professional development, teacher performance appraisal, and the school leadership role.

PUBLIC PARTICIPATION IN IMPLEMENTATION OF NATIONAL SECURITY POLICY: CASE STUDY OF BORDER SECURITY POLICE IN SANGKHLA BURI DISTRICT, KANCHANABURI PROVINCE, THAILAND

The objective of this research is to examine the level of direct participation of the Sangkhla Buri District residents in the implementation of national security policy. The results of this research helped us formulate recommendations on how to solve the problems related to participation of residents in this process. Population of this study includes the residents of 3 sub-districts of Sangkhla Buri District. The sample size is 400 and the data has been collected using questionnaires. Indepth interviews have been also conducted to explore the opinions of the local leaders and the related government officials. The data has been analyzed to track the statistical impacts. The research study expects to find the relationship between independent variables, which are democratic knowledge and attitude towards democracy, and the dependent variable, i.e., participation of residents in the implementation of national security policy.