Beyond the right answer of those who preceded me, I stress that the "downfall of education" is a transversal phenomenon: it is not found only in developing countries and has been going on for well over two years.

Education in terms of the empowerment of the masses to become skilled employees and critical citizens, is not a priority of the political elites in many countries. I think that a political economy perspective may shed more light on why this is so. Acemoglu/Robinson (2015) have given a historical analysis of extractive vs developmental elites and what this means for inclusion.

Dear Gioacchino de Candia

You are absolutely right. I agree.

I think it is happening all around, not only in developing countries.

Exactly dear Mirna Leko Šimić

Thank you so much respectable Dr. Vadim S. G for your precious reply and recommendation as well.

The political will of the ruling class is the most important determinant of educational development. They may devise education policy after education policy every now and then, but if they do not actually support education, no improvement can be envisaged. The next important factor is political instability in many developing countries. If one government initiates a reform, the subsequent government shuts down all the projects of their predecessors. There always is a disconnect between policy rhetoric and reality. A few more are: Weak governance structures, poor allocation of resources, lack of coordination among the departments, concerns about quality teachers and teaching (their education, preparation, motivation, work environment etc), concerns about quality school leadership etc.

Thank you so much respected Sarah Gardezi for your brief and comprehensive reply.

Absolutely right dear Dr. Sarah Gardezi .

Dear Dr. Gioacchino de Candia

Yes, COVID-19 is a worldwide issue, and "the downfall of education" is a transversal phenomenon: -------- maybe last for a decade or more.....

Your valid point is very informative and supportive for us.

Thanks for giving your precious time to reply.

Best Regards,

M. Rashid

Respectable Dr. Andre Dellevoet,

You are right, "education is not a priority of the political elites in many countries". ........ such as "developing" has a big issue.

Thanks for your view and response. Always stay blessed.

Regards,

M. Rashid

Respectable Mirna Leko Šimić

You are absolutely right to say that it's an all-around issue not only in developing countries.

I appreciate your excellent comment.

Regards,

M. Rashid

One reason is that knowledge transfer is occurring in the counter-sens letting developing countries unable to create an intellectual critical mass. South/North Knowledge transfer is not a recent phenomenon: In Africa, the countries most affected by the brain drain in the early 2000s are low-income countries: Cape Verde (67% of qualified personnel), Gambia (63%), Mauritius (56%), Morocco (17%), Tunisia (9.6%), Egypt (4.6%), Burkina Faso (2.6%). The islands of Cape Verde, Samoa, Gambia and Somalia have seen in recent years more than half of their executives leave for rich countries.

Jeune Afrique n°2340, du 13 au 19 novembre 2005, p96

Muhammad Rashid I didn't mention the covid in my comment...don't try...

Dear Respectable Gioacchino de Candia,

Thanks for your reply, that's my view added to get a more clear picture of the current scenario if I'm not wrong.

Your point is very valid and clear.

Best regards,

Dear Dr. Jamel Chahed,

Thank you so much for your comprehensive and informative reply.

My best gratitude to you,

Always stay blessed,

Regards,

M. Rashid

It is caused by the amount of corruption by the politicians

Dear Chuck A Arize

Thanks for your comments and point to be noted.

Best Regards,

M. Rashid

absence of technology and dedication (commitment to act) from the government

Dear Dawit Negussie

Thank you so much for your comments.

Best Regards,

M. Rashid

One may wonder to what extent Downfall in Education in Developing Countries is obvious or likely. Paradoxically, knowledge transfer is occurring in the counter-sens. South/North Knowledge transfer is not a recent phenomenon: In Africa, the countries most affected by the brain drain in the early 2000s are low-income countries: Cape Verde (67% of qualified personnel), Gambia (63%), Mauritius (56%), Morocco (17%), Tunisia (9.6%), Egypt (4.6%), Burkina Faso (2.6%). The islands of Cape Verde, Samoa, Gambia and Somalia have seen in recent years more than half of their executives leave for rich countries.

Jeune Afrique n°2340, du 13 au 19 novembre 2005, p96

I think scholars in developed countries need to stop flagellating themselves and stand up for their students and for their people. They must be proud of what they are capable of producing in knowledge and in transmitting it; especially since they do all this with very little means. Regarding scientific output versus research funding, scientists from developing countries are the best, well ahead. Their students, duly trained in the sweat of the people, unfortunately, end up in foreign laboratories and make exceptional careers there, crowned for some with Nobel Prizes. See the Graph, from:

World citation and collaboration networks: Uncovering the role of geography in science, November 2012, Scientific Reports 2(1):902. Available on:

Article World citation and collaboration networks: Uncovering the ro...

One may read within the paper: "the total research impact of a country grows linearly with the amount of national funding for research & development. However, the average impact reveals a peculiar threshold effect: the scientific output of a country may reach an impact larger than the world average only if the country invests more than about 100,000 USD per researcher annually."

Dear Dr. Jamel Chahed

Thanks for your very informative and useful comments.

Best Regards,

M. Rashid

Dear and respectable Dr. Ibtihal Zaid Ali

Many thanks for your precious words,

Kind Regards,

M. Rashid

Dear Dr. Jamel Chahed

Thank you so much for your comments and for sharing ideas.

Many Regards,

M. Rashid

It is a pity if it happens. However, some best people have always to be dedicated for human, social purposes of education.

Dear Muhammad Rashid

Politically unstable countries has large downfall along with low budget are the major cause of downfall in developing countries.

Regards,

Respectable Dr. Arvydas Guogis

Thanks for your response and good view. Yes, it should be done for humanity.

Regards,

Dear doctor

The following paragraphs, chosen from web, may show the causes of downfall of education in developing countries:

"Developing countries face several issues concerning education. First, infrastructure costs money, and many poorer countries do not have the resources to build schools and hire teachers. Even after school and teachers are in place, many students struggle to access them due to their family finances, gender, or even distance from the school."

"Poorer countries often have the most challenges in offering any social programming, and education is no different. Just operating schools costs the government a lot of money, which is why many developing nations do not have enough schools available. In the United States, most communities have multiple schools, but in many developing countries, children are forced to walk miles or pay for transportation to get to a single-room school with one teacher. Some countries, to offset the cost, charge families for the privilege of attending school. This makes the idea of education impossible for many families. For example, the average salary in Congo is around $750 per year, and school costs $50 per child. This means a family with five children - the national average- would spend nearly one-third of their income on education each year. Even in countries where education is free, the costs are often too great for an average family since children who are in school cannot work a paying job. All these economic reasons keep poorer countries uneducated, which in turn keeps them in poverty."

1- The quality of teacher training.

2- Overcrowding in classes.

Dear Dr. Lahouari Izidi

Thanks for your view points.

Regards,

M. Rashid

With pleasure.

L. IZIDI

dear doctor

I do hope the following I quoted shows notable signs concerning collapse in education in developing countries.

[Education is a major driving force of development in any modern society. Quality education equips young people with knowledge and necessary skills and helps them develop positive values, ideas and morals so that they are ready to take the responsibilities and challenges of adulthood. It also plays a vital role in promoting the intellectual, social, economic, cultural, religious, spiritual and political development. The ability of a nation to sustain this process is key to its development, economic prosperity and the wellbeing of its citizens.

According to a report titled "Global Corruption Report: Education," corruption occurs in different forms: bribery in procurement, construction and other infrastructure development, in access to education, and such acts as buying of grades, nepotism in teacher appointment, illicit payments in recruitment and admission, the misuse of educational grants, absenteeism, and private tutoring in place of formal teaching-learning.

This goes to show our inability to provide the necessary educational and skill-enhancing resources to young people for them to prepare themselves for highly skilled jobs within the country.

In the midst of all that has gone wrong, a certain quarter is now trying to destroy our children's future by leaking question papers of almost all public examinations well in advance. It's true that question leak is nothing new, and such incidents have been taking place for a long time. But this time, things are different. It appears money is not the main goal of those doing the leaking. Even though they are selling the question papers the day before the exam, they have been giving it away for free on various social media networks, including via secret messenger groups on Facebook hours before exams. It seems their main motive is to cause chaos.

Question leakage, in fact, is now the biggest threat to the very foundation of our education system. It is destroying the learning process for our students and their capability, creativity, goodwill towards learning, and is undermining the foundation of a strong ethical and social fabric for the future. Students who are passing their exams using leaked question papers are getting habituated to using shortcuts to overcoming hardship. They are passing their exams without studying and are getting good results. This is very harmful and dangerous as it normalises a social acceptance of corruption in students at very early ages.

Apart from students, parents and teachers too have become active participants in the practice of corruption. They are buying leaked question papers for their children/students. With the help of leaked question papers, these students are passing public examinations with good grades and getting their degrees and certificates. Soon these miseducated individuals will take the helm of important positions in our country—some will become engineers, doctors, lawyers, teachers, politicians, etc. One may wonder how they would tackle real-world problems then.

"Destroying any nation does not require the use of atomic bombs or the use of long-range missiles. It only requires lowering the quality of education and allowing cheating in the examinations by the students." The result is that: Patients die at the hands of doctors. Buildings collapse at the hands of engineers. Money is lost at the hands of economists and accountants. Humanity dies at the hands of religious scholars. Justice is lost at the hands of judges. Because, "The collapse of education is the collapse of the nation."]

A) people no more realize that education is a private asset and do not invest into themselves B) programmed (automated) instruction has ruined the life-long value of educational foundations C) formal qualifications are outrun by the pace of tech-know-logy D) very few real scholars are left as higher education has become a corporate business E) the liberals arts play no more role in the curriculum of the occident, thus its very foundation is eroding F) the quality of educational career advice for young people is very low, most people need physical contact and not virtual robots for real-world decision-making, due to the evolution of human behavior and communication.

Conclusion: the dominant educational paradigms do no fit human nature; they are socially engineered and automated.

PS.

The employment problem should also be mentioned, with respect to the current speed of labor market dynamics, i.e. informatization of labor and capital (and even land).

https://ourworldindata.org/better-learning

Dear Dr. Sundus F Hantoosh

I agree with your excellent comments:

"Destroying any nation does not require the use of atomic bombs or the use of long-range missiles. It only requires lowering the quality of education and allowing cheating in the examinations by the students."

Thank you so much.

Best Regards,

M. Rashid

Developing countries, at the cost of immense sacrifices and great difficulties, are struggling to implement Public Healthcare and Education believing that Human Progress is synonym for Health, Knowledge, and Education, The Reverse is True. What is Paradoxical is that Poor Developing Countries are transferring Knowledge to developed rich countries, without being able to achieve Local Progress. Indeed South/North Knowledge counter-sens transfer is not a recent phenomenon and figures, at high increase, are alarming [1]: In Africa, the countries most affected by the brain drain in the early 2000s are low-income countries: Cape Verde (67% of qualified personnel), Gambia (63%), Mauritius ( 56%), Morocco (17%), Tunisia (9.6%), Egypt (4.6%), Burkina Faso (2.6%). The islands of Cape Verde, Samoa, Gambia, and Somalia have seen more than half of their executives leave for rich countries in recent years. (Own translation)

[1] Jeune Afrique n°2340, from November 13 to 19, 2005, p96 (In French)

Developing Countries have valid reasons to be proud of their education systems and scholars. The latter are real heroes because, despite the very low material means, they train young people and provide rich developed countries with doctors, computer scientists, physicists, chemists, mathematicians, etc. Many Nobel Prize winners began their university studies in the poor countries of Africa, Asia, or South America. The entire Scientific Community of the South must stand up proudly: you are the best if we consider the Return/Invest Ratio. The problem comes when all this is achieved with related immense sacrifices, the force of intellectual creation thus produced, leaves these lands where life is not always easy, to deploy their talents in other places where it is better to live. Okay, but just say it.

Education is not a very well paid field

It is certainly

Seemingly down falling in argentina

At least school level

Dear doctor

Go To

The Politics of Education in Developing Countries From Schooling to Learning

Edited by Sam Hickey and Naomi Hossain (2019)

ISBN 978–0–19–883568–4

"Universal basic education was set to be one of the great development successes of the twentieth century, as countries all around the world enthusiastically expanded provision, enrolling ever more of their young in primary and secondary schools. Yet by the early 2000s, it was already evident that not only were millions still out of school, but that a majority dropped out early, attended sporadically, or learned little while there (UNESCO 2014). As one observer summarized it, ‘schooling ain’t learning’ (Pritchett 2013): there is more to learning than placing children in schools. The ‘learning crisis’ is acknowledged in the Sustainable Development Goal 4 to ‘ensure inclusive and quality education for all and promote lifelong learning’, 1 an emphasis on quality and equality in contrast to the focus on access in Millennium Development Goal 2. This learning crisis is widely yet unevenly spread, varying between countries, classes, genders, and social groups (World Bank 2017). But whereas expanding primary schooling was a comparatively popular and measurably successful policy goal, addressing poor quality teaching and low levels of learning has so far proven less so (Bruns and Schneider 2016). A few countries have managed to expand their education systems while enhancing learning. But it is easier to build schools, abolish fees, recruit more teachers, and instruct parents to send their children, than it is to ensure that schools, teachers, and students are equipped and motivated for teaching and learning once there."

Sri Lanka hit by record brain drain, but some stay to rebuild. One can only pay tribute to these doctors and entrepreneurs who remain faithful to country. "As Sri Lanka sank deep into its economic crisis last year, dentist Lakmal Kulasekara watched many in his field pack up and leave. No matter how bad things became, he was determined to stay. "My education was paid for by the people of Sri Lanka, including poor people, and if I don't pay it back, I am not a man," he said of the nation's free public education system. "Yes, we have a problem in our country. But just because of the problem, if everyone chooses to leave, then what will happen?""

Excerpts from: https://asia.nikkei.com/Spotlight/Sri-Lanka-crisis/Sri-Lanka-hit-by-record-brain-drain-but-some-stay-to-rebuild

Released 3 days ago

La destrucción de la educación conduce a la destrucción del país.

@

Dear Doctor

Go To

The long-term decline of school quality in the developing world

Alexis Le Nestour∗ Laura Moscoviz∗ Justin Sandefur∗

September 2021

JEL classification: I25, N37, O15

"Abstract

This paper documents the evolution of school quality over time in the developing world. We use repeated cross-section surveys from 87 countries to model age, period, and cohort effects in literacy conditional on years of schooling for men and women born between 1950 and 2000. We find little evidence of human capital accumulation over the life-cycle: literacy declines with age, independent of occupation. Cohort effects show long-run stagnation in school quality in all regions, and a steep secular decline in both South Asia and Sub-Saharan Africa. Changing patterns of selection into school appear to explain some but not all of this decline: the fall in observed quality is greater where enrollment grew faster, and after the abolition of user fees, but smaller for women despite experiencing bigger enrollment gains.

Introduction

International organizations like the World Bank and UNESCO have declared a “learning crisis” in the developing world, with many school systems failing to reliably produce even basic literacy and numeracy skills [World Bank Group, 2018, UNESCO, 2013]. Pupils in India score, on average, at about the 5th percentile for pupils at a similar grade in advanced economies on international learning assessments, while nearly 80 percent of South African children cannot read for meaning in any language by fourth grade [Das and Zajonc, 2010, Howie et al., 2017]. The economic consequences of improving education quality are poorly understood, but potentially large. Recent work in the macroeconomics of development has suggested that school quality may outperform quantity measures in explaining long-run growth in econometric tests, and accounting for quality differentials roughly doubles the explanatory power of education in a development accounting framework [Hanushek and Kimko, 2000, Hanushek and Wossmann, 2006, Schoellman, 2012].1 The idea of a learning “crisis” implies something new. But we lack reliable, long-term measures of school quality over time, particularly for the developing world, to evaluate competing explanations for this crisis.2 For instance, one prominent narrative is that the expansion of mass schooling, e.g., after the abolition of user fees in many African countries in the 1990s and 2000s, led to a quality decline [Ruto and Mugo, 2005, Pritchett, 2013, Taylor et al., 2013, Atuhurra, 2016].3 Another complementary narrative is that countries at the top of the league table in international learning assessments (e.g., Finland or Vietnam) hold reform lessons for their neighbors [Sahlberg, 2007, Dang and Glewwe, 2018]. This argument often attributes current success to current educational policies, and elides the question of timing."

Dear Dr. Enrique Eduardo Bavio

Thanks for your comments.

Regards,

Dear Dr. Sundus F Hantoosh

Thanks for your valuable direction.

Kind Regards,

Lost of interest at pupils.

Decreased level of professors.

Not to punish professors and pupils that don't perform basic points of the program.

Demagogic politics.

Dear Dr. Enrique Eduardo Bavio

Thanks a lot for your valuable comments and nice views.

Best Regards,

On Brain Drain Paradox. Developing countries, at the cost of immense sacrifices and great difficulties, are struggling to implement Public Healthcare and Education believing that Human Progress is a synonym for Health, Knowledge, and Education, The Reverse is True. What is Paradoxical is that Poor Developing Countries are transferring Knowledge to Developed Rich Countries, without being able to achieve Local Progress. Indeed, far from any mafia activity, the developed countries, in Europe, in Canada, and in the Americas, blithely devote themselves to setting up policies of "Selected Immigration" where they recruit, with a vengeance, and without any scruple, from poor countries Doctors, Researchers, Computer scientists, Talents...

This South/North Knowledge counter-sens transfer is not a recent phenomenon and figures, at high increase, are alarming [1]: In Africa, the countries most affected by the brain drain in the early 2000s are low-income countries: Cape Verde (67% of qualified personnel), Gambia (63%), Mauritius ( 56%), Morocco (17%), Tunisia (9.6%), Egypt (4.6%), Burkina Faso (2.6%). The islands of Cape Verde, Samoa, Gambia, and Somalia have seen more than half of their executives leave for rich countries in recent years. (Own translation)

[1] Jeune Afrique n°2340, from November 13 to 19, 2005, p96 (In French)

Dear Doctor

Go To

The Quality of Higher Education in Developing Countries Needs Professional Support

Sarah Bunoti

"Abstract

In developing countries, higher education, and particularly university education is recognized as a key force for modernisation and development. This has caused an increase in the demand for its access, accompanied by a number of challenges. This paper explains the learners’ purpose of acquiring university education, the basis for selection of course of study, the assessment of the quality of higher education, the challenges faced by learners, as well as suggestions for improvement. The paper is based on a case study of one public university in Uganda. Data was collected through i) Focus Group Discussions with students in the various faculties, ii) In-depth interviews with officials in the Uganda National Council for Higher Education (NCHE), lecturers, counselors , management and administrative staff and iii) Document analyses of Conference papers and journal articles. Findings show that the quality of higher education in developing countries is influenced by socio–cultural, academic, economic, policy, political and administrative factors all of which are inextricably interwoven. This also applies to choice of course. The discussion of the findings is backed up by desk research on a wide range of related literature on learners’ challenges in other universities in the developing world, especially Africa. The paper concludes that the quality of higher education in developing countries is influenced by complex factors that have their roots in commercialization, general funding, and human population growth. Appropriate policies and homebred professionals (both academic and administrative) are necessary for improving the quality of higher education in developing countries."

In the same vein as my previous post on Brain Drain Paradox: Sri Lanka hit by record brain drain, but some stay to rebuild. One can only pay tribute to these doctors and entrepreneurs who remain faithful to the country. "As Sri Lanka sank deep into its economic crisis last year, dentist Lakmal Kulasekara watched many in his field pack up and leave. No matter how bad things became, he was determined to stay. "My education was paid for by the people of Sri Lanka, including poor people, and if I don't pay it back, I am not a man," he said of the nation's free public education system. "Yes, we have a problem in our country. But just because of the problem, if everyone chooses to leave, then what will happen?""

Excerpts from: https://asia.nikkei.com/Spotlight/Sri-Lanka-crisis/Sri-Lanka-hit-by-record-brain-drain-but-some-stay-to-rebuild

Released 1 month ago

See also:

https://www.researchgate.net/post/Science_Conscience

Dear Dr. Jamel Chahed

Thanks for your nice views.

Best Regards,

Thank you Dear Muhammad Rashid for your kind words.

Scholars in developed countries must be proud of what they are capable of producing in knowledge and in transmitting it; especially since they do all this with very little means. Regarding scientific output versus research funding, scientists from developing countries are the best, well ahead. Their students, duly trained in the sweat of the people, unfortunately, end up in foreign laboratories and make exceptional careers there, crowned for some with Nobel Prizes. See the Graph, from:

World citation and collaboration networks: Uncovering the role of geography in science, November 2012, Scientific Reports 2(1):902. Available on:

Article World citation and collaboration networks: Uncovering the ro...

One may read within the paper: "...the total research impact of a country grows linearly with the amount of national funding for research & development. However, the average impact reveals a peculiar threshold effect: the scientific output of a country may reach an impact larger than the world average only if the country invests more than about 100,000 USD per researcher annually..."

See also:

https://www.researchgate.net/post/Science_Conscience/11

https://www.researchgate.net/post/Scientific_Integrity_Research_Ethics_and_Higher_Education_Deontology_The_Senior_Scholars_Duty/41

The invisible hand of the market is all the more effective in creating profit and wealth when there are poor, needy, left behind, ignorant and submissive people. The invisible hand of the market is all the more effective in the creation of profit and wealth when there are areas of lawlessness, corruption, and famines where it is possible to exploit and over-exploit natural and human resources. , to pollute the water, the soil, and the air, to export weapons and poisons

Dear Dr. Jamel Chahed

Thanks for your nice compliments.

Regards,

Dear Dr. António José Rodrigues Rebelo

Thanks a lot for your valuable comments.

Best Regards,

M. Rashid

Economic gaps are transformed into knowledge gaps, there is something called the Saint Matthew paradox, whoever has will be given to those who do not have and the little they have will be taken away from them.

The elites can send their children to study abroad, the social groups of the lowest barracks have to settle for low levels of schooling.

In such a way that those who have more will receive a good education and those who do not have will remain in the circle of ignorance that breeds more poverty.

Dear Doctor

Go To

The long-term decline of school quality in the developing world

Alexis Le Nestour∗ Laura Moscoviz∗ Justin Sandefur∗ September 2021

[International organizations like the World Bank and UNESCO have declared a “learning crisis” in the developing world, with many school systems failing to reliably produce even basic literacy and numeracy skills . Pupils in India score, on average, at about the 5th percentile for pupils at a similar grade in advanced economies on international learning assessments, while nearly 80 percent of South African children cannot read for meaning in any language by fourth grade . The economic consequences of improving education quality are poorly understood, but potentially large. Recent work in the macroeconomics of development has suggested that school quality may outperform quantity measures in explaining long-run growth in econometric tests, and accounting for quality differentials roughly doubles the explanatory power of education in a development accounting framework.]

Politicians, States, and International organizations continue today to have no problems at all dealing with dictatorial and corrupt regimes in the middle east, in Asia, and in Africa, And have no scruples to "spoliate" (the word is too weak) and appropriate the wealth of their poor peoples. Many worldwide have not yet understood that developing countries, in Africa and elsewhere, of the last Century are gone, and they are now in a new dynamic including in education, certainly slow but sure in establishing healthy win-win cooperative relationships with developing countries in Africa and Asia. Pragmatic, direct without interference or hypocrisy, those of the givers of lessons.

See Also:

https://www.researchgate.net/post/Science_and_history_serving_political_and_ideological_totalitarianism

https://www.researchgate.net/post/Europe-Africa_Europe-America_Europe-Asia_Je_taime_moi_non_plus

On Using AI on RG Discussions. Here is an exchange on Another Thread: "https://www.researchgate.net/post/Why_Climate_Change_is_vulnerable_issue_to_address_in_future_Is_education_for_climate_resilience_needed_in_public_and_private_sector_How/29 (Page 29).

Jamel Chahed added an answer 20 seconds ago: @**** Thank you for your honest response. However, I find it inappropriate to have a machine responding in a discussion between people in place of one of them; and I find it all the more inappropriate when other interlocutors are not previously informed that they are dealing with a machine; as they will, without knowing it, find themselves responding in turn to a Machine: A Pretty Imposture. Thank you for your understanding.

@**** added an answer 1 hour ago: Jamel Chahed, Ok Sir , As I was very busy on the field trip and time was passing, I took the help of AI. It is sure always I don't like AI well but it is the tool of contemporary times that can guide us much better sometimes, we could do it manually. From medicine to Space everywhere AI is drastically used . I have already revised it sir. Thanks

Jamel Chahed added an answer, 14 hours ago: @**** Sorry but large parts of your reply are from or inspired by my Text. Again AI composition?

See Also:

https://www.researchgate.net/post/Scientific_Integrity_Research_Ethics_and_Higher_Education_Deontology_The_Senior_Scholars_Duty

https://www.researchgate.net/post/Scientific_Integrity_on_ResearchGate

In these holiday days, I would like to mention this article which inspires the desire to celebrate life (or to simply live) despite everything: Straits Times, Dec. 25, 2023, World celebrates Christmas in shadow of wars in Gaza, Ukraine. "... People donated Santa caps on beaches, ski slopes and streets around the globe on Dec 25 to celebrate Christmas, with Israel's war on Hamas and Russia's invasion of Ukraine casting a shadow over the holiday...". Happy Holidays to all

Read the Article on:

https://www.straitstimes.com/world/world-celebrates-christmas-in-shadow-of-wars-in-gaza-ukraine

See Also:

https://www.researchgate.net/post/War_Peace

https://www.researchgate.net/post/Science_and_history_serving_political_and_ideological_totalitarianism

On “Black Hussars of the Republic” (Hussards noirs de la République). "Those “hussards noirs” of education were waging a much more worthy war than the one launched by the paras .... The hussards noirs were dark-uniformed elementary schoolmasters who began teaching when education became compulsory in France in 1881. The term itself, which builds on the word hussard, or military horseman, was coined by the French writer Charles Peguy (1873–1914). Paras is an abbreviation of "parachutistes", and refers to a specialized French military unit..." Extract from: "Bellevue Bel-Air, Constantine Excellent Frenchmen, by Rebecca Glasberg and Jean-Luc Allouche, In A Jewish Childhood in the Muslim Mediterranean, University of California Press. (2023)". Available on:

https://www.jstor.org/stable/pdf/jj.1791903.29.pdf

Illustration: Preparatory class for the École Normale Supérieure at the Collège Sainte-Barbe, in Paris, in 1894. Charles Péguy (3rd from the left, 1st row), invented the expression "black hussars" in 1913 to designate the teachers. © © Roger-Viollet. From:

https://www.lepoint.fr/societe/les-hussards-noirs-valeureux-serviteurs-de-la-laicite-a-l-ecole-23-10-2020-2397705_23.php

See also:

https://www.researchgate.net/post/Scientific_Integrity_Research_Ethics_and_Higher_Education_Deontology_The_Senior_Scholars_Duty

According to Prof. Lee Penn, "Bias" and particularly "Implicit Bias" refers to the unconscious attitudes and stereotypes that individuals hold towards certain groups of people. The Conference Report by Hofmann, S. (2023). "SCNAT Ethics Series on Recognizing and Overcoming Bias, CHIMIA, 77(12), 883-884" reports elements on the workshop organized by the Platform Chemistry of theSwissAcademy ofSciences(SCNAT) on the framework of the SCNAT's Ethics Series. The 2023's topic was on ‘Recognizing and Overcoming Bias’ and took place on June 7–9, 2023.

Read the Report on :

https://www.chimia.ch/chimia/article/download/2023_883/6389

See Also:

https://www.researchgate.net/post/Scientific_Integrity_Research_Ethics_and_Higher_Education_Deontology_The_Senior_Scholars_Duty

https://www.researchgate.net/post/Scientific_Integrity_on_ResearchGate

Happy New Year to All

Dear Dr Jamel Chahed and Prof António José Rodrigues Rebelo

Thanks a lot for your valuable comments.

Best Regards,