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In modern socio-economic conditions there is a need to improve the quality of higher agricultural education and improve the activities of educational organizations. There is a need to improve the qualification of teaching staff, to introduce innovative technologies in the educational process, to apply modern organizational and communicative forms of education of students in order to achieve pedagogical goals, to provide the educational process with a sufficient number of premises adapted for educational activities, including inclusive education. In the course of the study the activity of the organization providing services in the field of higher agricultural education was evaluated. To assess the quality of education the accreditation monitoring indicators characterizing personnel, material and technical, socio-cultural support of the educational process were used. The article found that the quality of education of the studied organization meets the requirements set by the standards. At the same time, certain shortcomings in research activities were identified and recommendations for their elimination were developed.
In modern socio-economic conditions there is a need to improve the quality of higher agricultural education and improve the activities of educational organizations. There is a need to improve the qualification of teaching staff, to introduce innovative technologies in the educational process, to apply modern organizational and communicative forms of education of students in order to achieve pedagogical goals, to provide the educational process with a sufficient number of premises adapted for educational activities, including inclusive education. In the course of the study the activity of the organization providing services in the field of higher agricultural education was evaluated. To assess the quality of education the accreditation monitoring indicators characterizing personnel, material and technical, socio-cultural support of the educational process were used. The article found that the quality of education of the studied organization meets the requirements set by the standards. At the same time, certain shortcomings in research activities were identified and recommendations for their elimination were developed.
As a social subsystem, the layout of higher education is related to the degree of harmony in the economy and society. Based on the panel data from the “China Statistical Yearbook”, “China Education Statistical Yearbook” and the “Education Statistical Yearbook” of China’s provincial administrative regions from 2000 to 2022, considering factors such as sustainable economic and social development capacity, regional scientific and technological cultural development level, and spatial layout of higher education, the degree of harmonious development among the three is determined. This paper constructs an indicator system for harmonious development of China’s higher education, and uses the method of “single indicator quantification-multi indicator synthesis-multi criteria integration” (SMI-P) to determine the harmonious development index of China’s higher education. The ArcGIS spatial analysis method is used to study the spatial distribution changes of higher education harmonious development in China’s 31 provincial administrative regions. Then, the Tobit model is used to analyze the impact of various economic and social factors, scientific and cultural factors or layout of higher education factors on the harmonious development of higher education, in order to optimize the spatial layout of China’s higher education resources, balance education development, narrow regional disparities, promote regional coordination, and enhance the overall competitiveness of higher education. Research has found that: (1) The development of higher education subsystems shows a trend of convergence; (2) Over the past 23 years (from 2000 to 2023), the spatial centroid of harmonious development of higher education (HDHE) in China shifted southward; (3) There is a strong spatial interaction between 3 subsystems of harmonious development of higher education in China(economic society subsystem, technology and culture subsystem, and higher education subsystem); (4) The main factors affecting HDHE in China include the degree of regional ecological civilization, the ratio of university students to teachers and the per capita domestic patent application authorization.
Ensuring optimum utilisation of the Earth’s finite resources engenders the circular economy (CE) concept which has attracted the attention of policymakers and practitioners worldwide. As a bifurcated strategy which involves both scientific knowledge, advanced technologies and behavioural changes, the CE transition is sociotechnical in nature. Yet, prolific studies focus on scientific knowledge and technologies alone, while studies on promoting CE practices or built environment stakeholders’ behaviour are limited. Using Stakeholder Theory, a comprehensive literature review on CE drivers was conducted. Through a questionnaire survey of professionals, key drivers identified were deployed to develop a 20-driver model for CE transition in the built environment. The model is relevant to policymakers and practitioners because it highlights essential drivers for optimum resource allocation. Moreover, the findings apprise policymakers of the drivers that pertain to key stakeholders (i.e., professional and higher educational institutions, society and clients, government and firms), thus stating the requirements for driving each stakeholder to achieve this sociotechnical transition.
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