Suchergebnisse

The article assesses the availability of demographic education in Russian universities based on the analysis of information posted on the websites of educational programs of higher education institutions included in the rating of top 100 ranking best universities in the Russian Federation, compiled by the research company RAEX-Analytics LLC in 2019. Universities are grouped according to their profile, specialization and geographical location. Monitoring of educational programs is presented in terms of educational levels and directions. The study revealed that 75% of Russian universities, included in the sample, have demographic disciplines in their educational programs. Demographic education is most developed in multidisciplinary universities. Demographic disciplines are included in almost all educational programs for training in the area of "Sociology". It is concluded that there is an inequality in the availability of demographic education, since it is more concentrated in the cities of Moscow, St. Petersburg as well as in the cities of the Volga Federal District. In addition, there were found out such distortions in the development of demographic education as lack of instrumental disciplines and weak inclusion of demographic disciplines in economic programs. As a result of the research, there are given recommendations aimed at expanding the range of students studying demography, forming of continuity in educational programs for bachelor's and master's degrees, and including demographic disciplines of an instrumental nature in them. The authors believe that the expansion of interaction between universities and local authorities in training specialists will contribute to development of demographic education.

This article discusses the fact that admission to higher education institutions of the Republic of Uzbekistan on the basis of tests is being tested, improved and the organization of entrance exams. Theoretical views on the historical development of the organization of entrance exams to higher education institutions of Uzbekistan, the implementation of a unified state policy on student selection, the introduction of uniform criteria for young people entering the study were also expressed. Tasks such as the rules of university admission and test technology, the development of methods and techniques for the selection of talented young people will be analyzed.

India is the richest human capital country in the world. However enrolment in higher education is lower as compared to developed countries. It is a setback to take Indian economy on rapid economic growth path. Thus, in recent year's government of India paid highest attention to enhance enrolment ratio in higher education under NITHI AYOGA. The major difficulty is how to develop employability among graduates particularly in rural India. Keeping this in mind various levels of government introduced skill development training to improve the qualities of graduate of rural area

The purpose of this correlational study was to investigate the board competency and governance responsibilities practices of selected higher education institutionsin Southern Asia-Pacific territory and to determine their relationship to governanceresponsibility performance. The study used purposive sampling with questionnaireand a supplementary interview to gather the data from 115 respondents composedof board officers, board members, and school representatives. The empiricalevidence has shown the positive relationship of six competency factors, namely:strategic, contextual, analytical, political, educational, and interpersonal togovernance responsibilities such as: fiduciary, strategic, and generative. The boardcompetency factors were appropriate variables to measure governanceresponsibility performance. Two consistent variables of educational and strategiccompetencies emerged as strong predictors to influence governanceresponsibilities. It was implied that the school and board leadership should committo a strategy to educate the board and to consciously create opportunities for trusteeeducation. Seven relevant themes emerged from the interview that served asguidelines to enhance board competency and governance responsibilities namely,orientation, competency qualification requirement, strategic planning, boardeducation, evaluation of the president, generative leadership, and board evaluation.The diversity of gender and position of members in the board revealed a significantdifference towards board function where male and female board members playedan important role in governance responsibility. The intervention of the demographic variables showed a significant challenge to SDA board of trustees to improve therepresentation of gender in the trusteeship and to empower those members in key positions for the advantage of the school. Consequently, a recommended guideline for the development program was proposed to enhance board competency andgovernance responsibility performance.

The purpose of this correlational study was to investigate the board competency and governance responsibilities practices of selected higher education institutionsin Southern Asia-Pacific territory and to determine their relationship to governanceresponsibility performance. The study used purposive sampling with questionnaireand a supplementary interview to gather the data from 115 respondents composedof board officers, board members, and school representatives. The empiricalevidence has shown the positive relationship of six competency factors, namely:strategic, contextual, analytical, political, educational, and interpersonal togovernance responsibilities such as: fiduciary, strategic, and generative. The boardcompetency factors were appropriate variables to measure governanceresponsibility performance. Two consistent variables of educational and strategiccompetencies emerged as strong predictors to influence governanceresponsibilities. It was implied that the school and board leadership should committo a strategy to educate the board and to consciously create opportunities for trusteeeducation. Seven relevant themes emerged from the interview that served asguidelines to enhance board competency and governance responsibilities namely,orientation, competency qualification requirement, strategic planning, boardeducation, evaluation of the president, generative leadership, and board evaluation.The diversity of gender and position of members in the board revealed a significantdifference towards board function where male and female board members playedan important role in governance responsibility. The intervention of the demographic variables showed a significant challenge to SDA board of trustees to improve therepresentation of gender in the trusteeship and to empower those members in key positions for the advantage of the school. Consequently, a recommended guideline for the development program was proposed to enhance board competency andgovernance responsibility performance.

Abstract
This paper presents the findings of a study on digital maturity in higher education institutions in Bosnia and Herzegovina (BiH). Empirical research was conducted in 2020. Teachers from eight public higher education institutions in Bosnia and Herzegovina were included in the sample. The findings revealed that digital transformation has been ongoing in these institutions for some time, that some results have been achieved, but that digital maturity has not yet been attained. The findings also revealed barriers that must be overcome in order to accelerate digitalization and reap the anticipated benefits.

In recent years intercultural cooperation has been increasing due to the international integration and globalization. Students play an active role in this process as they have different practices abroad. Today in Ukraine one of the significant tasks is to create the theoretical and practical basis for teaching students to communicate and cooperate on the intercultural level. The knowledge of foreign languages helps the students of different specialties to promote their mobility and international competences. Learning a foreign language in higher education establishments has a cultural sense, because a future specialist who knows a foreign language has to perform professional activities on the international level, adapt to the new means of communication, learn another culture, comprehend own ethno-cultural source, adapt in multicultural space and show tolerance to foreign language and culture.

Purpose
Unsustainable actions have resulted in the deterioration of the environment. Higher education institutions are social entities responsible for developing future leaders who have the skills and abilities to solve societal challenges. This study aims to develop a conceptual assessment model of environmental sustainability in higher education and apply the model to test the environmental sustainability level of a higher education institution.


Design/methodology/approach
The fuzzy logic method is used to develop the conceptual model, and a higher education institution in India was selected for evaluating the environmental sustainability level.


Findings
The fuzzy environmental sustainability index for the higher education institution selected for the study was computed as (3.58, 4.95, 6.33). The computed value identifies the institution as "environmentally sustainable". The calculation of the fuzzy performance importance index further helped in identifying weak attributes that need improvement.


Research limitations/implications
The result of this study would help the management understand their current environmental sustainability level and take corrective measures to improve the weak attributes. It would also assist the institution in reworking its processes and practices.


Originality/value
This study has contributed to the literature of environmental sustainability assessment by creating a conceptual model for evaluating environmental sustainability in higher education. This model can be applied to any higher education institution.

PurposeThis paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL.Design/methodology/approachThe methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned.FindingsInitial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed.Originality/valueIn LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.

In response to a variety of interpretations regarding the functions of career counseling and placement in today's higher education, this article clarifies the areas of assistance that colleges' career‐counseling and placement offices provide. My explanation focuses on a sequential model for career development, and career‐counseling programs and resources are discussed for each appropriate stage of student development.

Abstract: This article discusses the problems of implementing higher education at the regional level, namely, the issues of functioning of branches and representative offices of higher educational institutions that arise in connection with changes in the legislation on education in Uzbekistan.