Preface

This book - *Education Systems Around the World* - is composed of two sections: the first, entitled "Introducing the Debates" is the introductory text by Dr Francisco Gilson Rebouças Porto Junior (OPAJE-Federal University of Tocantins-UFT, Brazil), entitled "Communication, education and internationalization: paths and possibilities of the systems in the European Union". The author reflects on the education system in the European Union, post-Bologna process, and the impacts of globalization, focusing on internationalization and mobility in the European bloc.

In the second section, "Studies and Research", eleven chapters are shared with different emphases, but all provide an important theoretical contribution around the book's theme. Despite the varied approaches, formats, and research, all the chapters are the result of the intellectual exercise of reflecting on public policies, systems, and training in various parts of the world.

The first chapter, "Evaluation of Human Capital as a Contribution of the Performance of the José Eduardo dos Santos University - Republic of Angola", is written by Dr Domingos João Fernandes (José Edaurdo dos Santos University, Angola) and Dr María Sotolongo Sanchez (Marta Abreu Central University of Las Villas, Cuba). The authors discuss the social responsibility of the university in ensuring the quality of education offered. The focus is on teaching skills and teachers' performance in their university activities.

The second chapter, "Education Systems in Eurasia", is by Dr Rashad (Institute of Legislation and Comparative Law under the Government of the Russian Federation, Russia) Kurbanov, Dr Ramin Gurbanov (Plekhanov Russian University of Economics, Russia), and Dr Asiya Belyalova (Institute of Legislation and Comparative Law under the Government of the Russian Federation, Russia). In the chapter, the authors focus on national-level education systems in the Eurasian states and their unification within a framework of international regional organizations. Highlights of the chapter are the elements of the educational system and the links between them, for example; state agencies and other state entities that regulate educational relations; and innovation policies in education in all states - universities and networks digital technologies.

The third chapter, "Full Funnel International Enrollment Management", is by Dr Lee Waller (American University of Ras Al Khaimah, United Arab Emirates) and Dr Sharon Waller (American University of Ras Al Khaimah, United Arab Emirates). The focus of the chapter is the process of recruiting new students and the strategies used for the dissemination, enrollment, orientation, and participation of foreign students in academic mobility.

The fourth chapter, "Lessons from the History of Pedagogical Methods for Culturally Responsive Teaching and Learning", is by Dr Sona Balasanyan (Yerevan State University, Armenia). The chapter presents and discusses educational practices based on examples from the history of pedagogical methods in classical to postmodern realities. Visa derive lessons by exploring global social contexts

**II**

**Chapter 8 93**

**Chapter 9 107**

**Chapter 10 129**

**Chapter 11 141**

**Chapter 12 153**

Analysis of Academic Achievement in Higher-Middle Education in

Discrete Choice Model: An Application to the Educational Decision of

An Epistemological Critique of the African University Education System

Pedagogist as Social Professional: Sozialpädagogik and Professional

*Alejandro Velázquez-Mena and Yaimara Céspedes-González*

Mexico through Data Clustering Methods *by Guillermo Molero-Castillo, Everardo Bárcenas,* 

Mathematics Education System in South Africa

Ivorian Households *by N'da Koffi Christan*

*by Zingiswa Jojo*

Pedagogy *by Franco Blezza*

*by Ephraim Taurai Gwaravanda*

of teaching and learn to address diversity and multiculturalism in contemporary education.

The fifth chapter, "Students and Institutional Preparedness for Educational Encounters: Views and the Margin", is by Dr Kehdinga George Fomunyam (Teaching and Learning Development Center, Mangosuthu University of Technology, Durban, South Africa). In the chapter, the author focuses on the challenges that higher education faces in South Africa for national and international academic mobility within the African continent.

The sixth chapter, "Educational Reform in Oman: Systems and Structural Changes", is by Dr Ramzi Nasser (University of Sharjah, Sharjah, United Arab Emirates). The chapter presents a historical perspective of the educational developments of the Sultanate of Oman, as well as the systemic and structural changes required for the educational organization aligned with international standards.

The seventh chapter, "Analysis of Academic Achievement in Higher-Middle Education in Mexico through Data Clustering Methods", is written by Dr Guillermo Molero-Castillo (Engineering Faculty, National Autonomous University of Mexico, Mexico), Dr Everardo Bárcenas (Engineering Faculty, National Autonomous University of Mexico, Mexico), Dr Alejandro Velázquez-Mena (Engineering Faculty, National Autonomous University of Mexico, Mexico), and Dr Yaimara Céspedes-González (University of Veracruz, Mexico). The authors discuss new ways to analyze the academic performance of students in autonomous, public, and private high schools in Mexico, using data analysis methods. This study broadens the understanding of the need for competencies and skills for future college graduates.

The eighth chapter, "Discrete Choice Model: An Application to the Educational Decision of Ivorian Households", is written by Dr N'da Koffi Christan (Jean Larougnon Guédé University, Daloa, Côte d'Ivoire). In the chapter, the author highlights the use of a model applied to the decision process, used in research applied between 1998 and 2008, focusing on school education and the possible impacts that may have on higher education.

The ninth chapter, "Mathematics Education Systems in South Africa", is written by Dr Zingiswa Jojo (University of South Africa (UNISA), Pretoria, South Africa). In the chapter, the author deals with the teaching of mathematics in schools in South Africa. The focus of the chapter is on reparations in the math curriculum and changes in the post-apartheid era, the exploration of mathematics education, democracy, and development, along with the introduction of mathematical literacy as an alternative compulsory subject for students as a way to overcome deficiencies in training.

The tenth chapter, "An Epistemological Critique of the African University Education Systems", is written by Dr Ephraim Taurai Gwaravanda (Department of Philosophy and Religious Studies, Great Zimbabwe University, Masvingo, Zimbabwe). The author discusses the African university education system that is characterized by the domination of the Eurocentric epistemological paradigm due to factors such as colonialism, imperialism, and globalization. The author proposes an African epistemological paradigm for the educational system.

Finally, the eleventh chapter, "Pedagogist as Social Professional: Sozialpädagogik and Professional Pedagogist", is written by Dr Franco Blezza, (full professor

**V**

on General and Social Pedagogy, DPPEQS, Università degli Studi "Gabriele d'Annunzio", Chieti- Pescara, Italy). This chapter summarizes the essential characteristics of the pedagogist profession, his methodology, his principles, his practical procedures, with special attention to the problems of the couple and family, and those pertaining to his early education and recognition by laws that in Italy

We are sure that reading and reflecting on the chapters presented will add value to

**Dr Gilson Porto Jr.**

Brazil

OPAJE-Federal University of Tocantins-UFT,

were resolved only at the end of 2017.

the debate on education and global education systems.

on General and Social Pedagogy, DPPEQS, Università degli Studi "Gabriele d'Annunzio", Chieti- Pescara, Italy). This chapter summarizes the essential characteristics of the pedagogist profession, his methodology, his principles, his practical procedures, with special attention to the problems of the couple and family, and those pertaining to his early education and recognition by laws that in Italy were resolved only at the end of 2017.

We are sure that reading and reflecting on the chapters presented will add value to the debate on education and global education systems.

> **Dr Gilson Porto Jr.** OPAJE-Federal University of Tocantins-UFT, Brazil

**IV**

in training.

education.

of teaching and learn to address diversity and multiculturalism in contemporary

challenges that higher education faces in South Africa for national and international

The sixth chapter, "Educational Reform in Oman: Systems and Structural Changes", is by Dr Ramzi Nasser (University of Sharjah, Sharjah, United Arab Emirates). The chapter presents a historical perspective of the educational developments of the Sultanate of Oman, as well as the systemic and structural changes required for the

Education in Mexico through Data Clustering Methods", is written by Dr Guillermo Molero-Castillo (Engineering Faculty, National Autonomous University of Mexico, Mexico), Dr Everardo Bárcenas (Engineering Faculty, National Autonomous

University of Mexico, Mexico), Dr Alejandro Velázquez-Mena (Engineering Faculty, National Autonomous University of Mexico, Mexico), and Dr Yaimara Céspedes-González (University of Veracruz, Mexico). The authors discuss new ways to analyze the academic performance of students in autonomous, public, and private high schools in Mexico, using data analysis methods. This study broadens the under-

The fifth chapter, "Students and Institutional Preparedness for Educational Encounters: Views and the Margin", is by Dr Kehdinga George Fomunyam (Teaching and Learning Development Center, Mangosuthu University of Technology, Durban, South Africa). In the chapter, the author focuses on the

academic mobility within the African continent.

may have on higher education.

educational organization aligned with international standards.

The seventh chapter, "Analysis of Academic Achievement in Higher-Middle

standing of the need for competencies and skills for future college graduates.

The eighth chapter, "Discrete Choice Model: An Application to the Educational Decision of Ivorian Households", is written by Dr N'da Koffi Christan (Jean Larougnon Guédé University, Daloa, Côte d'Ivoire). In the chapter, the author highlights the use of a model applied to the decision process, used in research applied between 1998 and 2008, focusing on school education and the possible impacts that

The ninth chapter, "Mathematics Education Systems in South Africa", is written by Dr Zingiswa Jojo (University of South Africa (UNISA), Pretoria, South Africa). In the chapter, the author deals with the teaching of mathematics in schools in South Africa. The focus of the chapter is on reparations in the math curriculum and changes in the post-apartheid era, the exploration of mathematics education, democracy, and development, along with the introduction of mathematical literacy as an alternative compulsory subject for students as a way to overcome deficiencies

The tenth chapter, "An Epistemological Critique of the African University Education Systems", is written by Dr Ephraim Taurai Gwaravanda (Department of Philosophy and Religious Studies, Great Zimbabwe University, Masvingo, Zimbabwe). The author discusses the African university education system that is characterized by the domination of the Eurocentric epistemological paradigm due to factors such as colonialism, imperialism, and globalization. The author proposes

Finally, the eleventh chapter, "Pedagogist as Social Professional: Sozialpädagogik and Professional Pedagogist", is written by Dr Franco Blezza, (full professor

an African epistemological paradigm for the educational system.

**1**

Section 1

Introducing the Debates

Section 1
