6,557 research outputs found
The Bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia
The article provides an overview of carrying out the principles of the
Bologna reform in the education of subject teachers in the newly founded
states in the territory of the former Yugoslavia. Drawing upon official
documents, particularly laws and by-laws, study programmes and constituent
documents of individual universities, the comparative analysis of the reform
processes between 2004 and 2013 is made within a relatively homogeneous area
in teacher education that existed before the break-up of the former joint
state. Positive effects and weak points of the reform activities are observed
and detected. The analysis has shown that by implementing the Bologna process
the differences in the training of subject teachers among the states and
universities, and even among individual universities, increased significantly
compared to the previous state of education. This is evident not only in the
simultaneous implementation of different models (i.e., the duration of
studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous
and successive forms of acquiring teacher competences, different academic
titles, and particularly in the greatest issue - different levels of
education at which teachers acquire teaching competences for the same teacher
profile
The bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia
The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue different levels of education at which teachers acquire teaching competences for the same teacher profile
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New creative careers: the problems of progression and uncertainty
This chapter presents findings from research which we conducted with participants who were current and former art college students, practitioners in different areas of creative arts and design, and therefore workers in a relatively newly named part of the economy, the ācreative industriesā. Originally identified by New Labour as a significantly successful new sector, they have subsequently received considerable attention from policy-makers and also academic commentators, in the UK and elsewhere. The list of creative industries cited by New Labour (DCMS 2001) also corresponds closely to the subject areas and activities of many art college courses, indicating how these institutions function as a vocational training ground and entry point for the creative industries. In this chapter, we discuss special issues which our research raised in relation to creative working; the implications of our research findings for vocational learners themselves and for course providers, teachers and institutions; sources of advantage and disadvantage for learners, as indicated by our research, and some further implications for those aiming to assist and expand lifelong learning opportunities
Implementing the IOM Future of Nursing Report - Part I: How to Dramatically Increase the Formal Education of America's Nursing Workforce by 2020
Outlines strategies for realizing calls for competency-based curricula; seamless educational progression; more funding for accelerated programs, educational capacity building, and student diversity; and stronger employer incentives
The Middle Eastern Biodiversity Network: Generating and sharing knowledge for ecosystem management and conservation
Despite prevailing arid conditions, the diversity of terrestrial and freshwater biota in the Middle East is amazingly high and marine biodiversity is among the highest on Earth. Th roughout the Region, threats to the environment are moderate to severe. Despite the outstanding economic and ecological importance of biological diversity, the capacity in biodiversity-related research and academic education is inadequate. The "Middle Eastern Biodiversity Network" (MEBN), founded in 2006 by six universities and research institutes in Iran, Jordan, Germany, Lebanon and Yemen was designed to fi ll this gap. An integrated approach is taken to upgrade biodiversity research and education in order to improve regional ecosystem conservation and management capacities. A wide range of activities are carried out in the framework of the Network, including capacity building in biological collection management and professional natural history curatorship, developing university curricula in biodiversity, conducting scientifi c research, organising workshops and conferences on Middle Eastern biodiversity, and translating the results of biodiversity research into conservation and sustainable development. Keywords: Middle Eastern biodiversity, nature museums, biodiversity research, biodiversity education, biodiversity conservation, biodiversity network
Amalgamating sustainable design strategies into architectural curricula
In the era of climate change, rising sea levels, the hole in the ozone layer and current food
crisis, sustainability is no longer a matter of choice; it is a must. While the term sustainability manages
to embed itself in all aspects of contemporary life, sustainability in the built environment requires
special attention. Designs created by architects and planners play a fundamental part in shaping the
way we live, behave and interact with our surroundings. Smith (2001) argued that instilling sustainable
design in curricula at schools of architecture is a significant method of encouraging sustainable architectural
design in practice. This is particularly important in non-sustainable societies such as those
of the Middle East. For these reasons, this study aims at exploring āsustainability strategies,ā as they
may be described, adopted in different schools of architecture. The research surveys architectural
curricula at different Royal Institute of British Architects (RIBA) exempted schools of Architecture, at
part 1 and 2 levels. Meanwhile, it also observes the contradiction and difficulties of teaching sustainable
architectural design in Egyptian and Middle Eastern societies, whose cultural fabric does not encourage
environmental awareness. Finally, the study attempts to investigate, in an increased level of detail,
how sustainable design education fits into the undergraduate and postgraduate curricula of the Architectural
Engineering and Environmental Design Department (AEED) at the Arab Academy for Science,
Technology and Maritime Transport (AASTMT) in Alexandria, Egypt. The paper concludes that the
proper application of sustainable design strategies at early stages of architecture education has developed
architects with sturdy understanding of their environment, climate and local identity, which
can never happen if this is addressed in postgraduate studies or at later stages of the Architecture
career
2003 : Part-Time Programmes
Book containing information and full list of part - time courses for 2003 entry.
2003/2004 academic calendar.
Faculty structure and key contacts at DIT
Building capacity without disrupting health services: public health education for Africa through distance learning
The human resources crisis in Africa is especially acute in the public health field. Through distance education, the School of Public Health of the University of the Western Cape, South Africa, has provided access to master's level public health education for health professionals from more than 20 African countries while they remain in post. Since 2000, interest has increased overwhelmingly to a point where four times more applications are received than can be accommodated. This home-grown programme remains sensitive to the needs of the target learners while engaging them in high-quality learning applied in their own work contexts
Open by Degrees: A Case of Flexibility or Personalization?
This chapter focuses on the history, development, and perceived value of The Open University UKās BA/BSc (Hons) Open degree (hereafter referred to as āOUUK Open degreeā) over the past half-century in the context of changing external pressures and addressing debates around the coherence and acceptance of such a personalized program of study. It touches on the changing views of āopennessā over time, from the origins of The Open Universityās āopen entryā policy, through to ideas around flexibility of study, open education, and personalized learning. The chapter concludes with recommendations for other higher education institutions wishing to introduce a multidisciplinary open degree into their portfolio of curriculum
1999 - 2000 : Part - Time Courses
Book containing map of DIT main locations, student information, student regulations, key contacts and full listing of part-time programmes on offer at DIT 199
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