Education as the National Safety Element in the Globalizing World

Shestakova, Tatiana; Sukhorukova, Liudmila M.; Ivchenko, Maksim V.; Fokin, Nikolay

doi:10.1007/978-3-319-45462-7_19

Cited by 1 publication

(4 citation statements)

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“…Education is one of the fundamental tools for economic and social development (Shestakova et al, 2017). Education enriches individuals' understanding to explore their potentials with increased productivity (Aleixo et al, 2016).…”

Section: Conceptual Framework and The Scope Of This Studymentioning

confidence: 99%

“…Unfortunately, the educational setting in some countries itself experiences many forms of inequality that hinder national development (Pacis & VanWynsberghe, 2020). Considered as both a "public and private good," education receives the largest volume of formal and informal budgets to ensure equity (Shestakova et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Philosophical underpinning helped to identify these analogies; therefore, it is considered as the "mother of educational program," which has provided diversity today (Alam, et al, 2020b). Philanthropists and intellectual elites heavily sacrificed to popularize education, which was an invisible product (Shestakova et al, 2017). The areas of arts and social science are the origins of education (Chilisa et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Primary education fundamentally produces responsible citizens, while secondary education supplies the manpower required for low-level skilled jobs and produces competent graduates to access HE (Shestakova et al, 2017). Alam, et al (2020b) noted that students of secondary provision in many developed countries enjoy freedom to choose their desired subjects from different areas (i.e., science, business, and arts).…”

Section: Introductionmentioning

confidence: 99%

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Clustering Education Policy in Secondary Provision: Impact on Higher Education and Job Market

Alam

2020

International Journal of Educational Reform

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International commitment is to address all forms of imbalanced and discriminatory situations experienced within the education system. While students of secondary provision in many developed countries enjoy the liberty of choosing their desired subjects from different areas (i.e., science, business, and arts), students in some developing counterparts are restricted to consider one cluster. With a policy support, students of the science cluster can procure higher education (HE) in any area, while students from other clusters are restricted to study HE in their respective area only. By virtue of this policy, the limited scope of HE and jobs in the areas of business and arts is being occupied by science graduates because of one-way traffic that favors science cluster. This has a grave impact on the HE and job market, which is the central focus of this research. We failed to find such studies conducted in the context of a developing nation. Considering this, the article is the first of its kind. Given the differentiated nature of research questions, multiple techniques were used to collect the data. However, this research bears the norms of qualitative method. Findings confirm that having been denied access to HE, secondary graduates especially from the business cluster, dropped out without furthering their education. This has deteriorated the quality of HE and job performance—more precisely, it has deprived students of the business and arts clusters. This research suggests a revision of the prevailing policy to address these constraints.

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Section: Conceptual Framework and The Scope Of This Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%