Knowledge and degree of training of Primary Education teachers in relation to ICT taught to disabled students

The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post-facto research method was used, where the sample comprised 777 teachers. An ad-hoc questionnaire was used as the data-collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities

Nursing Leadership From Bedside to Boardroom: Opinion Leaders' Perceptions

Presents topline results of a survey of healthcare experts across six sectors on top priorities, including cost and affordability; the influence of doctors and nurses on reform and quality improvement; and barriers to nurses exerting more leadership

General training by firms, apprentice contracts, and public policy

Workers will not pay for general on-the-job training if contracts are not enforceable. Firms may if there are mobility frictions. Private information about worker productivities, however, prevents workers who quit receiving their marginal products elsewhere. Their new employers then receive external benefits from their training. Training firms increase profits by offering apprenticeships committing them to high wages for trainees retained on completion. At those wages, only good workers are retained, which signals their productivity and reduces the external benefits if they subsequently quit. Regulation of apprenticeship length (a historically important feature) can enhance efficiency, as can appropriate subsidies.

PREPARATION OF BECOMING TEACHERS OF AGRICULTURE FOR FILLING THE PART OF AN ADULT EDUCATOR

All becoming teachers would need knowledge on adult education in order to better understand his own lifelong learning. If adult education were integrated into university education of BSc or MSc level, extension courses for practicing teachers would not loose their importance, but on the contrary, those would be arranged at an upper level. Adult education should be changed to competence based education, as the competent andragogical knowledge can hide the possibility of some extra profit. Teachers and trainers in vocational education, who are engineers and economists etc. at the same time, would mean potentially the best qualified adult educators, whose teaching competences should only be completed with andragogical competences. They are appropriate and can be let in one the task, but they are not used up.adult education, andragogy, adult educator, teacher training, vocational trainer, Community/Rural/Urban Development, Labor and Human Capital,