The Vietnamese science and high education system plays a major role in the country’s social and economical development. Due to a mixed influence of international education systems, the contribution of the Vietnamese research to the international scientific landscape is still modest. Over the past decades, the most scientific programmes focused mostly on rather theoretical sciences and less on applied sciences. The results are reflected by a rather low rate of international publications on experimental science. Together with the country’s efforts on the efficient use of natural resources, there is an urgent demand for strengthening the scientific activity on environmental sciences. The new Journal of Vietnamese Environment was created to respond to the increasing interest in environmental research. The journal was founded as part of an academic network initiated by the Dresden University of Technology in the framework of Vietnamese-German cooperation programs on training and education. With multidisciplinary fields of interest and several types of manuscripts, the journal has a predominant academic character, the submission of manuscripts is open to students, graduates, researchers and staff members of research and academic institutions, as well as to any individual willing to disseminate the knowledge about the management of Vietnamese environment. / Hệ thống khoa học và giáo dục đại học Việt Nam đóng vai trò quan trọng trong sự phát triển kinh tế và xã hội của đất nước. Trong xu hướng giao thoa mạnh mẽ giữa các hệ thống giáo dục quốc tế, đóng góp của các nhà nghiên cứu ở Việt Nam cho cộng đồng khoa học quốc tế còn khiêm tốn. Trong những thập niên qua, hầu hết các hoạt động khoa học tập trung vào khoa học lý thuyết hơn là các lĩnh vực khoa học ứng dụng. Điều này đã được phản ánh qua tỷ lệ khá thấp các ấn phẩm quốc tế về khoa học thực nghiệm. Cùng với những nỗ lực của đất nước để sử dụng hiệu quả các nguồn tài nguyên thiên nhiên, một nhu cầu cấp bách đặt ra là tăng cường các hoạt động nghiên cứu về khoa học môi trường. Tạp chí Môi trường Việt Nam ra đời nhằm hưởng ứng sự quan tâm ngày một gia tăng trong nghiên cứu môi trường. Tạp chí được thành lập như một phần của mạng lưới học thuật được đề xuất bởi Trường Đại học Tổng hợp Kỹ Thuật Dresden trong khuôn khổ chương trình hợp tác Việt Nam - CHLB Đức về đào tạo và giáo dục. Với mối quan tâm đa ngành và đa dạng trong ấn phẩm, tạp chí chủ yếu mang tính học thuật, cơ hội gửi đăng bài viết mở rộng cho cả sinh viên, kỹ sư / cử nhân, nghiên cứu viên và các thành viên của Viện nghiên cứu và giáo dục, các cá nhân có mong muốn phổ biến kiến thức về quản lý môi trường ở Việt Nam.

This research is aimed at the formulation of a model for the processing of demography as a determinant of the education system. The inadequate understanding of demography in the education system causes flawed management of the target group by educational providers worldwide. Enrolment rates, school life expectancy, put-through rates and school completion rates (especially in developing countries) are not up to standard in most countries. Although developed regions manage most of these imperatives satisfactory, other education system aspects are experienced as challenges, for example inclusivety and equality. To steer the formulation of the model for the processing, a literature study was undertaken to elucidate demography in the context of the education system. The concept demography is investigated from a theoretical perspective. Research about the worldwide demographic tendencies was undertaken and the different aspects concerning demographic challenges were exposed. This was followed by a study concerning demographic challenges with respect to the four components of the education system. The literature clearly showed that the way in which demographic imperatives influence the four components, determines the criteria according to which a particular education system might measure it's success. Within this context demography as determinant of the education system is explained and an awareness is cultivated about how demographic demands of the target group can be approached by the education provider. A local investigation was undertaken to understand demographic demands in regional context. The North-West Province was used as a case study to present a local perspective of demographic demands on the education system. As the North-West Province is one of the nine provinces of South Africa, it was also necessary to indicate the wider South African demographic trends. Although the North-West Province does experience certain demographic challenges similar to those of the South African set-up as a whole, it also possesses has a number of unique aspects, for instance its geography and economy, which have direct demographic influence on the education system. The general population data and the education data of the province was scrutinised in the context of the educational region to emphasis the implications for the Department of Education. Typical examples of demographic imperatives (especially migration between regions of the province and migration to and from the province) which operate in the North-West Province can be attributed to the farming and mining activities prevalent in the province. The empirical investigation of the research was aimed at the experiences of schools in the North-West Province concerning demographic challenges. The investigation is focused on the leadership of schools and the management of the school leaders regarding demography. The demographic impact in the school- and regional context is also investigated in detail. Administrative problems experienced by principals as a result of inefficient planning are investigated and a policy analysis is done from a management perspective. The responses regarding the above-mentioned aspects show the challenges facing the Department of Education because of the demographic impact. A model is formulated with general demographic guidelines, relevant demographic imperatives and a structural education system approach. Suggestions are made about the adequate application of the model. This contribution to demographic processing is intended to broaden the understanding of educational providers regarding demography as a determinant of the education system and to address the gaps in educational provision and management. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.

This research is aimed at the formulation of a model for the processing of demography as a determinant of the education system. The inadequate understanding of demography in the education system causes flawed management of the target group by educational providers worldwide. Enrolment rates, school life expectancy, put-through rates and school completion rates (especially in developing countries) are not up to standard in most countries. Although developed regions manage most of these imperatives satisfactory, other education system aspects are experienced as challenges, for example inclusivety and equality. To steer the formulation of the model for the processing, a literature study was undertaken to elucidate demography in the context of the education system. The concept demography is investigated from a theoretical perspective. Research about the worldwide demographic tendencies was undertaken and the different aspects concerning demographic challenges were exposed. This was followed by a study concerning demographic challenges with respect to the four components of the education system. The literature clearly showed that the way in which demographic imperatives influence the four components, determines the criteria according to which a particular education system might measure it's success. Within this context demography as determinant of the education system is explained and an awareness is cultivated about how demographic demands of the target group can be approached by the education provider. A local investigation was undertaken to understand demographic demands in regional context. The North-West Province was used as a case study to present a local perspective of demographic demands on the education system. As the North-West Province is one of the nine provinces of South Africa, it was also necessary to indicate the wider South African demographic trends. Although the North-West Province does experience certain demographic challenges similar to those of the South African set-up as a whole, it also possesses has a number of unique aspects, for instance its geography and economy, which have direct demographic influence on the education system. The general population data and the education data of the province was scrutinised in the context of the educational region to emphasis the implications for the Department of Education. Typical examples of demographic imperatives (especially migration between regions of the province and migration to and from the province) which operate in the North-West Province can be attributed to the farming and mining activities prevalent in the province. The empirical investigation of the research was aimed at the experiences of schools in the North-West Province concerning demographic challenges. The investigation is focused on the leadership of schools and the management of the school leaders regarding demography. The demographic impact in the school- and regional context is also investigated in detail. Administrative problems experienced by principals as a result of inefficient planning are investigated and a policy analysis is done from a management perspective. The responses regarding the above-mentioned aspects show the challenges facing the Department of Education because of the demographic impact. A model is formulated with general demographic guidelines, relevant demographic imperatives and a structural education system approach. Suggestions are made about the adequate application of the model. This contribution to demographic processing is intended to broaden the understanding of educational providers regarding demography as a determinant of the education system and to address the gaps in educational provision and management. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.

The government primary education system in Karachi, Pakistan, is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem is as grave as the dejected professional status of the government primary school teachers in Karachi. Schools are only as good as their teachers, regardless of how high their standards, how up-to-date their technology, or how innovative their programs. With a large numbers of under-educated, under-trained, under-paid and, most importantly of all, undervalued government primary school teachers in Karachi, Pakistan (Hoodbhoy, 1998; Shaikh, 1997), only a low percentage of teachers can be effective. Whether the children in Pakistan will be the enlightened and the informed citizens of tomorrow or ignorant members of society will depend on teacher knowledge, teacher education and above all teacher professionalism. If teachers do matter the most, then a series of questions result. What is being done for this section of the society that matters so much? Are efforts being taken to find out what teachers in the government primary schools need to achieve their professional goals? Are these teachers given adequate opportunities to learn, to improve and to become effective teachers? How can these teachers meet the ever increasing demands placed upon them? How will these teachers successfully lead the students into the twenty-first century? Do the primary government school teachers believe that they can successfully lead children into the twenty-first century? Are school reforms geared towards enhancing teachers' professionalism? This research that focuses on the relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan, addresses such questions. In this thesis, I outline some of the measures that have been taken at the government, at the non-government and at the school sector level to restructure and reform primary government schools in Pakistan. A mixed methods research approach was undertaken to investigate the relationships between these reforms and teacher professionalism. Quantitative data were collected by means of questionnaire surveys and qualitative data were collected in the selected four case sites by means of interviews and field notes. In this research it was important to investigate teacher efficacy, teacher practice, teacher leadership and collaborative efforts as the different dimensions of professionalism and the relationships between these and the school reforms for enhanced teacher professionalism. Research was required which addressed the question of "What it actually means to be a professional teacher in government primary schools in Karachi, Pakistan, and how school reforms can actually develop teacher learning for improved teacher professionalism?" Contrary to the detached and noncommittal attitude with which the government primary school teachers are characterized in many contexts, the teachers in this study have indicated that they are confident and capable; they can articulate and communicate ideas; they can make decisions and undertake responsibilities; they understand that it is important to collaborate and learn from one another; and they are willing to undertake leadership roles if they have the opportunities. This has strong implications for policy makers to provide teachers with the opportunities to become active and reflective professionals. It is important to regard teachers as change agents capable of generating knowledge and of making change happen, rather than as passive recipients and users of knowledge. The data provided by the teachers have indicated that it is possible to enhance teacher professionalism within the existing government primary school structures. While the different teachers were at different levels or stages of professionalism, it was quite clear that they had all advanced in terms of their professionalism as a consequence of reform initiatives. These changes in the teachers' levels of professionalism defined the relationships between the school reforms and teacher professionalism. In other words, the school reforms have been able to develop teacher professionalism and take it to a higher level than where it was when the reforms were initiated in the schools. Based on the analysis of the findings, this research theorizes that teacher professionalism is developed when teachers are provided with both the professional knowledge and skills to improve their capabilities, and opportunities to translate professional knowledge and skills into classroom and school activities to make the most of their capabilities. The research proposes that the strength of these relationships between school reforms and teacher professionalism depends on the dynamism with which the reform managers take teachers through the stage of involving them in developmental process, the stage of initiating professional development programmes and the stage of developing schools into collaborative cultures and establishing networks with the help of enlightened principals and hybrid support structures. Based on this proposition a number of principles have been identified for sustaining and further developing teacher professionalism. The study acknowledges that the process of developing teacher professionalism is complex and that it will be the blend of different elements in the schools, the particular school context and political will that will decide how professionalism can best be fostered in the government primary schools. However, since the principles derived from this research are based on grounded research findings and are also supported by literature and other relevant research in the area of teacher development, they may be applicable to other primary schools where similar reforms are being implemented in Pakistan and other developing countries seeking to address similar problems. Policy makers and large private organizations may benefit from the principles of developing and fostering teacher professionalism.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 1996. / Abstract and vita. Includes bibliographical references (leaves 212-218).

Presented diploma thesis is based on the study of scientific literature concerning the topic of the work and on the source documents preserved in the State Regional Archives in Tábor. The objective of the work is to define the establishment and the functioning of the Teacher´s Institute in Soběslav, which was the oldest South-Bohemian school of its type providing education to the public interested in teaching at elementary schools in the Czech language. Pegagogium founded in 1871 in Tábor and moved into the picturesque town of Soběslav a year later provided, during seventy-seven years of its functioning, a quality education and the possibility to take the final school-leaving exam to more than four thousand of future teachers of elementary and council schools. Following pages deal with the characteristics of these people and also with the destinies of the most significant teachers, their educators and the school which provided them with the necessary knowledge. The work also presents information concerning the everyday life of the school, extracurricular activities and the relation of the school towards the host town during the changes in the Czech countries at the end of the 19th and the beginning of the 20th centuries. The work aims not only to describe the history of the Teacher´s Institute but also to enrich the knowledge of the position of the South Bohemian schools in the whole-republic educational network and to specify the changes of the teacher´s education from the period of Maria Theresa?s reforms to the first half of the 20th century.

This thesis deals with one of the most discussed topics in recent years in the field of education. The theme will focus on the concept of state graduation exams in the Czech Republic and its comparison with the systems of Slovakia, Poland, Bavaria and Austria. This comparison is made in the work of analysis the educational systems of these countries according to uniform characteristics. The thesis is divided into theoretical and practical part. The theoretical part is divided into three main chapters that are thematically intertwined. The first chapter explains the theoretical foundations of education and the basic concepts and stresses the importance of education to society. The second chapter then provides an overview of the educational system of the Czech Republic, describes the basic principles of legislative and institutional training and education system is characterized by a focus on secondary education and its termination in the form of state graduation exams. The third chapter is devoted to the description of educational systems in selected countries according to the same characteristics used in the second chapter. The empirical part of the thesis is presented in the last chapter of the thesis, which compares and evaluates the different educational systems in selected countries with the Czech Republic and compares the methods of completion of secondary education graduation. This chapter also focuses on the problematic issues surrounding the state graduation exams at home and abroad, and compares the pros and cons of these tests ibid. The result of this chapter are suggestions on state graduation exams.

The goal of the thesis "Education and education system of the City of Prague and its specific" is to evaluate specificity of Prague as an educational center of Czech Republic. The thesis is divided into three parts. The first part explains basic concepts connected with education and labour market, it also characterizes basic legislature and documents connected with the field. The second part describes education system of Czech Republic. The third part analyzes education system of the City of Prague, including all its levels. Special attention is given to the education at universities, especially the rank of the sectoral structure and commuting of the universities in Prague. Finally the thesis analyzes the relationship between the education system and labour market of the City of Prague. The analysis showed that Prague is the educational center of Czech Republic, especially with regard to the education at conservatories and universities.

A thesis submitted in accordance with the requirements for the Degree Master of Education in the Department of Educational Foundations and Management at the University of Zululand, 2018. / When Post-Provisioning Model (PPM) was implemented in 1998, it appeared as if the need to maintain quality teaching and learning and good working conditions for educators was not taken into consideration. The conditions under which schools have been working since the implementation of the PPM do not appear to have improved curriculum implementation in schools. This has affected the management of implementation, and to a large extent the entire education system in South African schools. In this study, the researcher investigates the influence of the PPM on curriculum implementation at secondary schools in the King Cetshwayo District of KwaZulu-Natal in South Africa. The objectives of the study were to:  To establish how principals manage the PPM at secondary schools.  To find out the influence of the PPM in curriculum implementation at secondary schools. The quantitative approach grounded in the positivism paradigm was used to collect and interpret empirical data from principals of secondary schools in the King Cetshwayo District. The findings of the study reveal that the influence of the PPM in the management of the schools and in curriculum implementation affects the performance in all spheres of the schools in the King Cetshwayo District. The principals experience contextual problems which affect administration and curriculum implementation. The main recommendation from the study’s findings is that there is a need for the Department of Basic Education to revise the PPM in order to serve the needs of schools, particularly the previously disadvantaged schools that experience deficits in all areas of teaching and learning.

Thesis advisor: Celeste Wells / This thesis explores the ways in which physical and ideological spaces influence the experiences of women of color in law school and their subsequent perception of those spaces. Participants were interviewed and asked questions about their holistic experience in law school. The researcher applied Oyserman’s racial-ethnic self-schemas theory and Crenshaw’s intersectionality approach to analyze and interpret the findings of the data. Ultimately, it was concluded that women of color recognized their law school’s ability to prepare them to be lawyers but felt less so about their ability to navigate the professional legal industry as a woman of color. In addition, the thesis argues that the negative experiences of women of color go beyond imposter syndrome and other identity-based elements. Instead, it is more directly rooted in the spaces in law school, specifically related to the pedagogical model of the institution that clashes with identity-based experiences. Thus, the thesis suggests ways that law schools can better support women of color and a direction for future areas of study. / Thesis (BA) — Boston College, 2023. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Communication.