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Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The objective of this study is to develop a comprehensive framework for identifying the challenges facing human resource management (HRM) in the education system of Iraq. By leveraging insights from key stakeholders, the study aims to provide detailed understanding and solutions to improve the effectiveness and efficiency of HRM practices in Iraqi educational institutions. Methodology: This qualitative study utilized a purposive sampling method to select 12 experts from the Iraqi education sector, focusing on the provinces of Maysan, Baghdad, and Dhi Qar. Data were collected through semi-structured interviews, which were then transcribed and analyzed using thematic analysis facilitated by NVivo software. The analysis aimed to identify key themes related to HRM challenges, ensuring the validity of findings through researcher self-review and verification control. Findings: The study identified several significant challenges affecting HRM in Iraq's education system. Financial constraints, such as low salaries for educational staff and inadequate funding for schools, were pervasive. Infrastructural deficiencies, including old and poorly maintained school buildings, contributed to an unconducive learning environment. There was also a lack of technological integration, with schools insufficiently equipped and teachers untrained in using modern educational tools. Additional issues included inadequate parental and governmental support, a curriculum misaligned with societal and market needs, teacher demotivation, outdated assessment methods, and political instability influencing educational policies. Conclusion: Effective HRM practices, such as performance-based budgeting, financial decentralization, technological integration, and comprehensive teacher training programs, are essential for enhancing educator performance and improving educational quality. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Chinese education system is the product of Confucianism, Taoism, and Buddhism that formed the bedrock of Chinese culture and norms. Confucianism deals with moral development, obedience, and social organization in the education of China, hence the values of filiality, loyalty and righteousness are cultivated in the curriculum. Teachers govern the classroom and students listen to them as this educational model presupposes respect for the superior authority and cultural heritage from Confucianism principles. Integrating Taoism into education supports students' well-being as the ancient teachings promote harmony. It emphasizes the processes of learning through activities, ideas and the accomplishment of coupled P. E and arts education. Many concepts of Taoism are tied into the learning processes to engage the students and allow them to discover what intrigues and inspires them as well as adequately develop them. These two strategies are philosophy of Buddhism in the system of education through the practices of mindfulness and ethical principles. It is for this reason mindfulness programs will assist the students in developing concentration, stress management, and be able to display cordiality. Thus, ethical conduct is taught to Buddhist students to behave righteously and be responsible, which also fosters good school climate. Altogether, these philosophies contribute to the practices of educational systems in China that focuses on the moral values and social and personal intelligences. The transformation of such traditional values into circulation and training of a teacher compels the schools to offer a distinct education model that is geared towards the production of cultured, academically excellent and moral people. Thus, it makes Chinese education unique and maintains the core values of developing the whole man. [ABSTRACT FROM AUTHOR]

The Tsarist policy in the field of education in Bessarabia was selective, aiming to restrict the establishment of schools with Romanian as the language of instruction and increase those with Russian as the language of instruction. In its policy of encouraging the colonization of Bessarabia, the Tsarist authorities nevertheless took measures to support education for certain minority ethnic groups, also adopting a different approach towards these groups. For minorities such as Germans or Jews, the creation of schools with instruction in their native language was permitted, whereas for Bulgarians, the schools were initially with Russian as the language of instruction. With the proclamation of the Moldavian Democratic Republic on December 2, 1917, the issue of nationalizing schools in Bessarabia was raised, as well as creating conditions for instruction in the schools of ethnic minority communities in their respective languages. Ultimately, the process of school nationalization in Bessarabia was carried out and completed within the Kingdom of Romania, where de facto and de jure conditions were created to ensure the educational process in the minority language for localities populated by ethnic minorities such as Germans, Jews, Ukrainians, Russians, and Bulgarians. Despite the prejudices that during the Kingdom of Romania, education in Bessarabia took place only in Romanian, the legislative documents relevant to the field of education in the interwar period confirm that the rights of ethnic minorities to study in their native languages were ensured.

Objective: The objective of this study is to identify the components and examine the causal relationships of optimal budgeting in Iran's education system. Methodology: This research employed an applied and exploratory approach, utilizing descriptive and survey methods for data collection. Initially, the components and sub-components of optimal budgeting were identified through a review of literature, including theses, articles, and books. A designed questionnaire was then reviewed and completed by experts and specialists in the field of industrial management and academic professors using the fuzzy Delphi method. Subsequently, the causal relationships between the components were determined using DEMATEL multi-criteria decision-making methods. Findings: The study identified three main components--Ability (ABI), Authority (AUT), and Acceptance (ACC)--as crucial for optimal budgeting in Iran's education system. The results from the Delphi fuzzy method indicated a consensus among experts, with all components having definitive means above 0.4. The DEMATEL analysis revealed that the Authority (AUT) component has the highest influence and lowest receptivity among the components, making it the most significant factor. It was found that enhancing the Authority (AUT) component can positively influence the other components, leading to improved budgeting outcomes. Conclusion: For optimal budgeting in Iran's education system, controlling the main components--Ability (ABI), Authority (AUT), and Acceptance (ACC)--is essential. Enhancing the Authority (AUT) component can lead to better control of other components, resulting in improved budgeting with reduced costs and time. Systemic budgeting is crucial for the growth and development of countries, and it is imperative for Iran's General Directorate of Education to adopt this strategy to align with global trends. [ABSTRACT FROM AUTHOR]

The article analyzes the literature of the pioneer organization in order to display the basic principles of the state educational policy for children in the 1920s. The main types of pioneer literature of the 1920s are considered: organizational documentation, in particular, the Charter of the pioneer organization, periodicals, fiction, pioneer folklore(chants, songs, etc.). The specifics of the literary texts of the pioneer organization at the regional level are studied on the example of the Samara pioneer organization, and their main semantic components are also indicated.

The economic growth of a country is influenced by the high level of education. From the point of view of production function, the educational field with various activities can be categorised as a large industry with economic potential because it has significant scientific and human resources. The educational activity in the economic sphere is considered in two directions – the consumer aspect (short-term) and the investment-containing long-term development process. The ongoing educational process actively stimulates the economic growth when the young generation of students acquires modern knowledge, competencies and skills that ensure the future dynamic development of the country. The era of digitalisation has changed the mechanisms of interaction between economic structures, and therefore education should be a driving force of development. Consequently, it is at the origin of new innovative technologies of training. This is necessary to occupy the main positions in the field of scientific and technological progress. Higher education institutions and their activities have become a sector with a leading economic paradigm. The paradigm shift is causal. In order for education not only to exist, but also to be at a decent level, remaining the basis for the development of economic potential and society, it is necessary to make science the base, the foundation of all changes. The principle of “managing education in a business-like, scientific way, without turning it into a business” has become the main one in the context of transforming the educational sector into a modern, innovative sphere, meeting the requirements and needs of the evolving digital time.

Despite importance of education in overcoming drug addiction, the connection between the education system and the juvenile justice system remains unclear. Juvenile drug addicts often experience socially-disadvantaged situation, thereby social rehabilitation is an important aspect of recovery aside from medical rehabilitation. This research was performed to identify the challenges in social reintegration among juvenile drug addicts, describe the legal interplay between the relevant framework, and propose a model of legal development for the integration of social rehabilitation for juvenile drug addicts into the education system. Using normative legal research method and statutory approach, this research revealed numerous potentials and challenges in integrating social rehabilitation into the education system. A model consisting of normative reforms and practical framework of works is proposed to be applied by educational institutions and relevant government agencies. This research offers a vital step toward creating inclusive educational environments that prevent relapse and foster societal integration.

Students must receive the knowledge and skills they require for succeeding in a constantly changing world. Meeting each student's diverse needs, nevertheless, is difficult. For the purpose to promote student development and improve educational outcomes, this review study attempts to give a thorough conceptual framework for integrating both cognitive and non‐cognitive learning methodologies. While non‐cognitive learning focuses on social and interpersonal skills, emotional intelligence, and resilience, cognitive learning involves the acquisition of intellectual skills and critical thinking. Both types of education are essential for children's holistic development. Integrating non‐cognitive and cognitive approaches in education sector has several advantages. It promotes a well‐rounded education by offering a balanced approach that addresses the intellectual, emotional, and social elements of student progress. To support the suggested conceptual framework, a thorough analysis of recent research on the subject is conducted. The implementation of cognitive and non‐cognitive learning in the present condition is examined through a bibliometric analysis, which identifies research trends and gaps. In addition, a SWOT analysis has been done to assess the advantages, disadvantages, opportunities, and threats related to these strategies. The issues and areas that require additional research and development are better understood due to this analysis. The research's conclusions demonstrate the importance of adopting a well‐rounded educational strategy which considers various demands of students. The education system can encourage academic performance, critical thinking, socio‐emotional well‐being, and prepare students for success in a variety of spheres of life by integrating cognitive and non‐cognitive learning. It also points out the research gaps and underlines the value of further study for enhancing comprehension and cognitive and non‐cognitive learning methodologies' application. [ABSTRACT FROM AUTHOR]

This study explores how to recognize and understand the education power, what indicators to characterize and monitor the education power, what ways to build education power. Based on the theory of evidence-based education research, this study uses the comprehensive integration method to carry out a systematic analysis. A strong country in education is an education that is based on local education practices and of international standards. It provides comprehensive support for national construction and human development, exerts an all-round influence on education around the world, and plays a leading role in global education. This paper constructs the ontology index, value index, and identity index from the perspectives of ontology, value theory and identity theory of the world, and forms the key index system of education power. To build a powerful country in education, we must deal with several relations, including the mutual promotion relations between education and politics, education and society, education and economy, education, and human beings. [ABSTRACT FROM AUTHOR]

Studying educational satisfaction is a crucial component in understanding the current state of affairs and forecasting future actions. The satisfaction experienced by students can influence their motivation to achieve educational and career goals. This article presents the results of a study on the level of satisfaction with education among students in the Czech Republic, conducted from November 2023 to April 2024. The study explored students' satisfaction with their education, the reasons for pursuing higher education, and the motives for choosing specific educational institutions. A total of 154 respondents participated in the study, utilizing diagnostic survey methods, questionnaire techniques, and an interview survey. The analysis of the results indicated that many of students reported a satisfaction level higher than average. [ABSTRACT FROM AUTHOR]

Following the Russian Federation's attack on Ukraine, many women and children were forced to flee their homeland out of fear for lives. Poland, as a country bordering Ukraine, has accepted the most refugees, compared to other EU states. Soon after, Ukrainian school-age children began their education in Polish schools, but the process of their enrolment and adaptation to a new environment, as well as the provision of psychological assistance, became a significant challenge. The aim of the study was to inquire about the actions taken by principals of primary schools in Poland in connection with accepting refugee students from Ukraine to their institutions, as well as determining the possibilities of providing these students with spiritual support. The following survey research conducted in the four voivodeships that accepted the largest number of refugees, in urban and rural environments, allowed the identification of the practical solutions used by school principals in organising the assistance provided to refugee students from Ukraine in learning and integration with peers. As the research has indicated, the most important challenges in working with Ukrainian children affected by war are psycho-emotional experiences, depression and adaptation problems. Therefore, the priority in working with them was to use the strategy of spiritual support and solidarity, focusing on the prioritised human values—humanism, tolerance, faith, love, empathy, kindness, and mutual help. The conclusions drawn from the experience gained by Polish schools, in particular, in terms of the spiritual support for children of war, can be used by educational systems in other countries. [ABSTRACT FROM AUTHOR]

Objective: A vision document represents an idealized depiction of the future, highlighting the long-term objectives of a nation. When discussing the analysis of perspectives on both the national and global scale, it is crucial to reassess the internal and external indicators of the education system. The objective of this article was to investigate the institutional challenges presented in the laws of the Iran vision document 2025 and its subordinate plans. Methods: The research methodology employed was primarily applied, with a descriptiveanalytical and survey approach. The population for this study consisted of the development perspective document of the Islamic Republic of Iran for the horizon of 2025, as well as the fourth, fifth, and sixth development plans of the country, and the performance of the annual budget during the implementation of the development perspective document of 2025. Data collection involved the utilization of both document analysis and survey methods. The process tracking method was employed to analyze the data, search for evidence, and evaluate it in order to elucidate the reasons behind the unaccomplished goals of the 2025 vision document. Results: Consequently, an effective and dependable system for measurement and evaluation becomes imperative to assess and monitor progress in the realization of long-term visions and plans. However, there are instances where the measurement and evaluation system prove to be inefficient and incomplete, which hinders the identification and rectification of weaknesses, as well as performance enhancement. The implementation of the vision document and its subsequent programs may necessitate substantial financial resources. Inadequate funding or insufficient budget allocation can lead to financial difficulties and delays in the execution of these programs. Conclusions: To advance with the vision document and downstream plans, it is essential to identify and manage these barriers. [ABSTRACT FROM AUTHOR]

This research interprets the destabilization in U.S. higher education using Layton's theory of marketing systems to detail disruptions to academia's system settings. It highlights three impacted areas: governance, sentiment, and transformation. The authors examine the interplay between societal, technological, competitive, and political power shifts as major disruptors reshaping higher education. It critically examines these shifts by intertwining history with the demands of today's evolving landscape, emphasizing the need for transformative change. Layton's theory is utilized in this study to provide stakeholders a starting point to make informed, situationally aware strategic decisions during the choice and value-added phases of the framework based on Layton's Marketing Systems Theory. [ABSTRACT FROM AUTHOR]

This research investigates the interaction among state education expenditure, the proportion of educated population, and their influence on the Composite Sustainable Development Index from 2000 to 2020, encompassing BRICS and extended BRICS + nations, using the CUP-FM methodology. Results indicate a significant correlation, where a 1% increase in education spending in BRICS + corresponds to an almost 0.15% elevation in sustainable development. This correlation is attributed to enhancements in human capital, innovation, poverty reduction, social equality, and environmental awareness. Nevertheless, the sheer quantity of educated individuals alone does not markedly affect sustainable development, underscoring the importance of educational quality. The study also identifies a robust connection between internet access and sustainability, with a 1% increase resulting in a more than 0.2% improvement. Conversely, challenges arise from waste generation, CPI, and uncertainty, each causing roughly 0.10%, 0.23%, and 0.19% reductions with a 1% increase. Policy implications emphasize the need to prioritize environmentally friendly education, strategically allocate resources, address challenges, and promote digital connectivity for informed decision-making and innovation. [ABSTRACT FROM AUTHOR]

In this paper it is displayed the resilience of the Ukrainian educators and students during the ongoing conflict with Russia, with a particular focus on the role of online learning platforms. Despite the challenges posed by air raids, evacuations, and infrastructure damage, educators have swiftly transitioned to virtual classrooms using platforms like Zoom, Google Meet, AllUkrainian Online School and others. These platforms not only provide continuity in education but also serve as spaces for emotional support, fostering discussions about the conflict and offering solidarity to students amidst uncertainty. While significant challenges persist, including reaching students in heavily affected regions, the adaptability and dedication of Ukrainian educators underscore the resilience of the human spirit in adversity. Online learning continues to serve as a beacon of hope, ensuring that the pursuit of knowledge endures even in the darkest of times. [ABSTRACT FROM AUTHOR]

The assessment of the current state of the educational system in Bulgaria does not meet the European and national expectations, based on a number of indicators. The main objective of this research is to compare and analyze the dynamics of the system in the period after the changes of 1989 and based on the revealed trends, to identify and rank its challenges, given their importance for the quality of the social capital, created by the system. Objects of the study are the main elements, including the inputs and outputs of the system of preschool and school education in the country: from ISCED-0 to ISCED-3, according to UNESCO’s International Standard Classification of Education. The author uses official data, comparative analyzes and assessments of the National Statistical Institute, Eurostat and other European institutions, the World Bank, as well as publications by Bulgarian experts. The results disprove the hypothesis that the decrease in the country’s population in the post-socialist period is the main reason for the reduction in the number of schools and teaching staff. Among the most important challenges facing the Bulgarian education system, the problems at the system’s input (the school infrastructure, predominantly, at the MSCO-0 level) stand out, as well as the quantity of basic elements of the system, such as teachers and schools. Emphasis is placed on the geospatial aspect of the ongoing deepening of the identified challenges. [ABSTRACT FROM AUTHOR]

The assessment of the current state of the educational system in Bulgaria does not meet the European and national expectations, based on a number of indicators. The main objective of this research is to compare and analyze the dynamics of the system in the period after the changes of 1989 and based on the revealed trends, to identify and rank its challenges, given their importance for the quality of the social capital, created by the system. Objects of the study are the main elements, including the inputs and outputs of the system of preschool and school education in the country: from ISCED-0 to ISCED-3, according to UNESCO’s International Standard Classification of Education. The author uses official data, comparative analyzes and assessments of the National Statistical Institute, Eurostat and other European institutions, the World Bank, as well as publications by Bulgarian experts. The results disprove the hypothesis that the decrease in the country’s population in the post-socialist period is the main reason for the reduction in the number of schools and teaching staff. Among the most important challenges facing the Bulgarian education system, the problems at the system’s input (the school infrastructure, predominantly, at the MSCO-0 level) stand out, as well as the quantity of basic elements of the system, such as teachers and schools. Emphasis is placed on the geospatial aspect of the ongoing deepening of the identified challenges. [ABSTRACT FROM AUTHOR]

In the work presented for discussion by pedagogical specialists, it was found that in the conditions of the decentralization of the education system in Ukraine and the transfer of a complex of organizational and management functions in the field of educational institutions to local self-government, territorial communities have acquired problems not only in the part of forming the material and technical base of institutions and institutions educational sector, but also in meeting the wishes of local residents to receive high-quality and affordable educational services, which provides for the design, examination, and replication of innovative and progressive teaching tools that would be based on standardized norms of textbook creation and at the same time take into account the existing specificity of the functioning of regional educational institutions with their educational methods, cultural values and local traditions. The above judgments are meaningfully confirmed in the "New Ukrainian School" concept, which presents the following didactic remarks: 1) the free development of students is facilitated by a creative environment in which there is a change in programs or teaching aids, as well as other elements of the subject environment; 2) one-time educational projects over time give priority to the systematic organization of the implementation of innovative pedagogical technologies; 3) traditional means of education should be replaced by a variable school book of a new generation of educational literature. Variability in this context is correctly understood as a characteristic of a set of teaching aids from a certain subject area for a certain age status of students who perform the same educational task, but may differ from each other in certain information or materials that relate to the specific features of one or another region in the content taking into account its socio-cultural customs or traditions. [ABSTRACT FROM AUTHOR]

Our guiding thesis in this article is that the recent burgeoning discussion of differentiation in the context of education has to do with critiques of the globalization theories that have been popular since 1990. In doing so, however, these critically motivated discussions run the risk of overlooking the historical roots of differentiation, which are closely related to the establishment of nation-states in the long 19th century and which themselves have much to do with educational systems and the fabrication of loyal citizens. By reconstructing the genesis of the conditions of differentiation in the context of the emerging nation-states, the article provides a historically informed basis for starting the new discussion on differentiation from an overly simplistic critique of globalization theories. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Economic Series of the Bulletin of the L.N. Gumilyov ENU is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education system has importance in the development of any country. Without better education no country can make progress. The main objective of the study is to review the problems of education system in Pakistan. For this paper literature regarding problems of education system in Pakistan was critically analyzed. It was find out that major issues faced by our educational system were gender inequality, insufficient educational budget, outdated curriculum, poor examination system, Internal and external influence on education system, lack of quality teachers, political interference, The lack of faculty training and development, dropout ratio, lack of uniformity in education system, Education without Direction and failure to achieve millennium developmental goals. It was recommended that should take steps to decrease gender inequality. Sufficient budget should be allocated for educational purpose. Steps should be taken to minimize drop out. Internal and external interferences should be avoided to improve quality of education. Curriculum should be updated according to needs of people. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to evaluate competency-based Education models objectively and provide guidance on designing personalized yet balanced learning pathways that foster adaptability, lifelong learning, and holistic development. The study analyses comparative approaches for mapping competencies to broader occupational categories and emerging topics to mitigate potential risks of narrow competency frameworks such as obsolescence and low transferability. The methodology of this paper is based on a combination of qualitative analysis of problematic aspects of the formation of an individual trajectory of modern Education, with an analytical study of the prospects for the implementation of a competence-oriented strategy to the practical resolution of all issues raised in the declared subject of scientific research. The primary results of this study should be considered the creation of a theoretical model of the personalised learning pathway based on the competence approach, as well as the theoretical definition of the conditions for creating the structure of the individual trajectory of Education based on the competence approach.

In the era of digital transformation, people have to live in a rapidly changing world, the horizon of which is expanding more and more. Technologies not only allowed them to have new and pleasant experiences but also added a completely new dimension to their daily life, which involves inclusion and participation in the virtual and online spaces. Technology fundamentally changes the nature of education and the skills needed to be an informed citizen, a productive worker, a good teacher, and a parent. Nowadays, teenagers, unlike their parents' generation, are full-fledged heirs to the digital world. Therefore, their digital awareness and skills are clearly and distinctly better than older generations'. Still, at the same time, adults are more aware of the dangers that today's generation of children may face as they enter adulthood. Thus, it is the responsibility of the education system to prepare young people to deal with the challenges they will inevitably face and ensure that the younger generation is ready not only in the physical world but also in the digital world to deal with the challenges that lie ahead of them - the next generation needs to be prepared not only in the real world For life but also for living in the virtual world. The paper examines the current situation and features of digital citizenship competence in the educational space of Georgia and determines the possibilities of its improvement. [ABSTRACT FROM AUTHOR]

BackgroundThe increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges implementing autism EBP with fidelity. Factors such as implementation leadership and climate and attitudes toward EBP are linked to successful EBP use and may vary at different levels of the education system. Examining mechanisms of successful implementation is a critical step to support scale-up.MethodIn this observational study, conducted from September 2018 to March 2020, California school personnel (n = 2273) at multiple levels of the system completed surveys related to implementation climate, leadership, and attitudes toward EBP. Data were collected throughout California at the Special Education Local Plan Areas, County Office of Education, and district and school levels from educators and administrators working in public schools supporting autistic students. Multi-level modeling was conducted to characterize implementation readiness.ResultsOverall, implementation climate and leadership scores are low across levels with regional levels rated more positively than districts or schools. Attitudes toward EBP were moderate, with those working in schools having the poorest ratings and specialists/trainers and related service providers (e.g., speech-language pathologists) having the highest ratings.ConclusionsOutcomes provide a unique opportunity to compare implementation factors across organizational levels with a large, statewide sample. These data provide guidance for developing implementation interventions at multiple levels of the education system to increase readiness for effective scale-up of autism EBP in schools. Personnel and leaders at different organizational levels may need differentiated training targeting improved implementation climate and leadership. Personnel within districts and schools may experience a particular benefit from leadership support for EBP implementation.

Introduction. Professional competencies developed by the education system do not provide the high degree of integration with the real economy at the Russian labor market. The sociocognitive approach to social institutions as information processing systems suggests that this may be partly due to different languages used by employers and educational structures for describing competencies. The purpose of this study is to test the hypothesis of this mismatch drawing on the example of the applied sociology sector. Materials and Methods. The case study method was applied to the material of the archive of correspondence on personnel issues of a company from the field of applied sociology, which worked in 2012–2019 (46 papers). The hypothesis that employers and educational system use a different language for describing competencies was tested. Content analysis method was applied to the largest Russian job portals: hh.ru, superjob.ru and Avito.Rabota. The hypothesis of non-use of educational standards for describing competencies in the labor market was tested. Results. Both hypotheses were confirmed. Based on the results of the correspondence archive analysis, it was proved that employers use a language different from that of the education system when describing requirements to employees (including their competencies). The results of content analysis revealed the phenomenon of almost complete isolation of the labor market from the formal standards of higher education (educational standards for describing the competencies of sociologists were not used in a single vacancy or a resumé out of more than 32 thousand found on the portals). Discussion and Conclusion. To overcome the lack of demand for graduates in the labor market, it is necessary to overcome the existing language gap between the education system and employers. To this end, the system of validation of competencies should be changed. The source of their description should not be the education system itself, the texts and ideas that are born in it, but the requirements of employers, verbalized by them in the description of vacancies. Descriptions of competencies that do not meet the widely accepted requirements of employers should be automatically excluded from professional education standards as invalid. The results contribute to searching critical problems in the educational system and adapting it to the current needs of the labor market.

The purpose of this research is to study the facilitators of family participation in educational policies. The type of research is applied and the research method is qualitative. The research community of expert were experts in the field of family, policy-making familiar to the field of education and family. Based on criteria such as interest in participating in studies, having work experience in the field of educational policy-making were select purposeful sampling. The instrument data collection was semi-structured interview. The framework of which was compiled based on the content analysis of the research literature and edited based on the opinions of three relevant experts. After conducting the interview, the resulting data were analyzed using the Delphi method. The findings indicate that the experts divided 27 facilitators into 5 groups (governmental (with 5 facilitators), social (with 9 facilitators), legal (with 3 facilitators), structural with (7 facilitators) and educational with (4 facilitators) introduced. The result of this study shows the fact that the future family can have an active presence in educational policy-making if the ground for four main aspects is prepared for this presence. One aspect is the belief of educational policy makers that they believe in the presence of the family in determining educational policies, the other aspect is that the families have received the necessary education and training for this necessity, the third aspect is that there is transparency of information and circulation of information. Families can get accurate information about the state of education, the functioning of the education system and the policy-making system. The fourth point is that both institutions of family and education trust each other and consider being together as mutually beneficial. These four aspects together will facilitate the presence of the family in the educational policy making process.

In this paper it is displayed the resilience of the Ukrainian educators and students during the ongoing conflict with Russia, with a particular focus on the role of online learning platforms. Despite the challenges posed by air raids, evacuations, and infrastructure damage, educators have swiftly transitioned to virtual classrooms using platforms like Zoom, Google Meet, All-Ukrainian Online School and others. These platforms not only provide continuity in education but also serve as spaces for emotional support, fostering discussions about the conflict and offering solidarity to students amidst uncertainty. While significant challenges persist, including reaching students in heavily affected regions, the adaptability and dedication of Ukrainian educators underscore the resilience of the human spirit in adversity. Online learning continues to serve as a beacon of hope, ensuring that the pursuit of knowledge endures even in the darkest of times.