<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">İlkdoğan Serbes, D.</style></author><author><style face="normal" font="default" size="100%">Aydın Balyer</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DROPOUT TENDENCIES IN TURKISH HIGHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">descriptive correlational research</style></keyword><keyword><style  face="normal" font="default" size="100%">diploma inflation</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">human capital</style></keyword><keyword><style  face="normal" font="default" size="100%">Tinto’s dropout model</style></keyword><keyword><style  face="normal" font="default" size="100%">youth poverty</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4604159</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Dropping out of higher education is a significant issue that impacts not only individual students but also the educational system and society at large. The purpose of the study is to examine the levels of dropout tendency among undergraduate students attending public universities in Türkiye and to determine whether these tendencies vary according to specific demographic variables. The sample included 1,061 students, of whom 58.2% (n = 617) were female and 41.8% (n = 444) male, enrolled in public universities in Türkiye. Data were collected using the &quot;School Dropout Scale in Higher Education&quot; and a demographic information form. The findings indicated that students in their third year or above demonstrated higher dropout tendencies compared to those in earlier stages of their studies, including preparatory, first, and second-year students. Additionally, students studying in metropolitan cities (Ankara, Izmir, Istanbul) demonstrated significantly lower dropout tendencies than those in other cities. A decrease in school attendance was associated with a statistically significant rise in dropout tendency. Students who worked while studying were more likely to show dropout tendencies than those who did not work. Furthermore, higher parental educational levels correlated with a significant decrease in dropout tendency. Similarly, students with higher Grade Point Average (GPA) exhibited a lower tendency to drop out. Conversely, lower family income and a greater number of siblings were associated with a significant increase in dropout tendency. No statistically significant difference was found regarding gender.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">545-562</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HUMAN AND SOCIETY EDUCATION: INTERACTION OF TWO SYSTEMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">economic development</style></keyword><keyword><style  face="normal" font="default" size="100%">educational indoctrination</style></keyword><keyword><style  face="normal" font="default" size="100%">human capital</style></keyword><keyword><style  face="normal" font="default" size="100%">political processes</style></keyword><keyword><style  face="normal" font="default" size="100%">social inequality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1741761863.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education influences the development of society, forms human capital, ensures socialisation and cultural development. At the same time, society determines the direction and goals of education and influences its quality and accessibility. Society and education are two interconnected systems that interact and influence each other. Education performs an important social function in society, determines social mobility, helps maintain cultural continuity, and, of course, is an important factor in economic development. Moreover, education can increase political awareness and promote active participation of citizens in political processes. Well-educated individuals often better understand political systems, their rights and duties, which can contribute to strengthening democracy. In this case, we want to emphasise the word “can” because it works differently in different societies. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-8</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alexandra David</style></author><author><style face="normal" font="default" size="100%">Ileana  Hamburg</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING VULNERABLE AND MARGINALIZED GROUPS INTO VOCATIONAL EDUCATION AND TRAINING THROUGH INNOVATIVE SOLUTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">human capital</style></keyword><keyword><style  face="normal" font="default" size="100%">integration of vulnerable and marginalized groups</style></keyword><keyword><style  face="normal" font="default" size="100%">social capital</style></keyword><keyword><style  face="normal" font="default" size="100%">vocational education and training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055712.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There is high (youth) unemployment in several EU countries. These present the latest examples from e.g. Greece, Spain or Italy. Other countries such as Germany or Austria are suffering a brain drain, and consequent depletion of knowledge sources, due to emigration of highly skilled and knowledgeable people. To ensure a broad and productive regional knowledge base, which would enable innovation, regions should develop an integrated human capital agenda. A main pillar of such an agenda is the use of regional untapped potential. To date scholars have only examined the meaning of highly skilled workers as knowledge-holders thereby neglecting the role of vulnerable and marginalized (VAM) groups. This paper focuses on the (re-)integration of vulnerable and marginalized groups to the vocational education and training (VET) system and labour markets using innovative VET solutions such as the approach of mentoring, social media (Web 2.0 and 3.0) as well as social networks. Social networks in particular, contain potential such as the formation of regional social capital through the ability of learners to interact in common learning situations, which may raise regional human capital of vulnerable and marginalized groups. Vice versa, if human capital accumu-lates into a strong regional knowledge base, which can be used for regional (economical) issues, the result will be regional social capital increases.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">42-58</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dan Soen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TO BE OR NOT TO BE: ACCOUNTABILITY - THE CONGRUENCE BETWEEN PUBLIC'S DEMAND AND TEACHERS' CONCEPT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">human capital</style></keyword><keyword><style  face="normal" font="default" size="100%">performance indicators</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher-student relationships</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=971790</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">38</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study is dealing with teachers' concept of accountability. It is based on a survey carried out among 50 elementary school teachers from Israel's Central District. The study covered three different domains – the academic domain, the behavioral domain, and the ethical domain. All in all, the study encompassed eleven different categories: Four in the first domain, three in the second domain, and another four in the third domain. The study's point of departure was the high complexity of Israeli society and the high pressures to which it is subjected. Bearing this in mind, the research question was to what extent would Israeli teachers embrace accountability in the three domains; to what extent would they be committed to instilling the values included in the eleven categories. The main research finding is the congruence between society's expectations and teachers' accountability and commitment.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">82-94</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marzena  Okrasa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ALTERNATIVE FORMS OF PRE-SCHOOL EDUCATION AS A CRITERION IMPROVING THE QUALITY OF EDUCATION IN POLAND</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">human capital</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool education</style></keyword><keyword><style  face="normal" font="default" size="100%">quality of education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400134559.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Investing in human capital, in knowledge and skills, impacts the economy’s development - similarly as investing in new technology. A good and effective employee, who as an adult will be capable of adjusting his or her qualifications to changes in technology, should as a child have access to pre-school education. 
It should be emphasized that the period of early education is very rarely linked to human capital development. Research has shown that the childhood period is crucial to the subsequent development of intellectual potential and social skills. Preschools and schools, where children are taught social skills, determine – in a broad perspective – how a person’s life chances will be utilized. Early care and education should, thus, be the main target of investments in the field of education and innovations. Poland has the lowest indicator of access to pre-school education (38.2% for children between 3-5 years of age). As it is necessary for more children to access pre-school education, alternative forms of pre-school education should be taken under consideration. The article outlines chosen forms of alternative pre-school education developing in Poland.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">109-117</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ľubomír Zelenický</style></author><author><style face="normal" font="default" size="100%">Beáta Stehlíková</style></author><author><style face="normal" font="default" size="100%">Anna Tirpáková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERGRADUATE EDUCATION AS A FACTOR OF THE EU MEMBER STATES COMPETITIVENESS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">human capital</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393267385.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Human capital as one determinant of a long term economic growth is often identified with school education. In this paper, the dependency of the total percentage of population in all types of education on the GDP, in all EU15 countries as well as EU25 is demonstrated. The paper also focuses on the spatial aspect of undergraduate education on the level of states as well as NUTS2 as a whole; and also on the university education in technical fields, mathematics, science and technologies that can eliminate overall economic lagging of Europe. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">133-143</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Svetlana Gorbunova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MODERNIZATION OF RUSSIAN HIGHER PROFESSIONAL EDUCATION INSTITUTE IN CONNECTION WITH PROBLEMS OF HUMAN CAPITAL ACCUMULATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">higher economic education</style></keyword><keyword><style  face="normal" font="default" size="100%">human capital</style></keyword><keyword><style  face="normal" font="default" size="100%">human capital accumulation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392222838.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research work is up-to-date for Russia. The scientific problem is in the disparity of form and content of economic education from the requirements of “stable social-economic development” conception. The state educational standard doesn’t guarantee the learning of theory of human capital, practical methods of management of human capital accumulation. As a result owners of business (firms) don’t understand the impotence of investment into human capital of employees. Businessmen don’t know the methodology of effective investment into human capital accumulation. All burden of investment into accumulation of human knowledge, abilities and motives is the only function of government. But it is not possible to take into consideration the specific business requirements to employees’ qualities. As a result the process of human capital accumulation is not realized in our country as it should be. The main result of our research is to offer changes and modernizations of state educational standard for higher economic specialties, especially for managers, owners of business. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">73-81</style></section></record></records></xml>