17 research outputs found
Web survey system to discover the actual role of experience in learning in higher education: a case study
March 19 - 22, 2006, São Paulo, BRAZIL
World Congress on Computer Science, Engineering and Technology EducationAdults students (AS) bring to Higher Education
(HE) and to the learning process a wide range of life
experiences. The use of these can assist academic learning
and enable AS to become independent reflective learners.
Research is urgent as more adults are returning to HE,
because of the push policy for lifelong learning – at national
government, European Commission (EC) and Bologna
Process levels. The project PRILHE (Promoting Reflective
Independent Learning in HE), funded by the EC Socrates-
Grundtvig Programme, aims to identify the learning
processes which enable AS in HE to become independent
reflective learners and how best to support these processes.
Within this research, both quantitative and qualitative
methods were used to determine how students organise their
studies and to discover their learning experiences. This
paper describes the design and development of the system
for the web survey data collection, taking into account the
characteristics of information systems quality models
Lifelong learning: case study of adult students in portuguese technological schools and higher education institutions
Paper to be presented in ESREA 2007
ADC Network Seminar - Changing Relationships between the State, Civil Society and the Citizen:
Implications for adult education and adult learning, 14 -16 June 2007 - University of Minho - Campus de
Gualtar, Braga (Portugal).Adult education, especially at the tertiary level, is significant when preparing citizens to
work in today’s continuously evolving markets, a hallmark of the knowledge-based
economies. This paper focuses on the identification of learning strategies used by
Portuguese non-traditional adult students who embark on lifelong learning routes to
obtain tertiary level education. The results of a case study undertaken within the project
PRILHE (Promoting Reflective Independent Learning in HE) funded by the European
Commission Socrates Adult Education Programme Socrates – (113869-CP-1-2004-1-UKGRUNDTVIG-
G1) are presented and discussed. It seems that there is still a long way to
go before non-traditional adult students can benefit from lifelong learning opportunities, at tertiary level in Portugal; nevertheless the study presents evidence of some “best
practices” in TS which could be shared with HEI
Building a knowledge and learning society in Portugal - Adult students in technological schools and higher education institutions
Chapter in Merrill, Barbara (ed.) (2009) Learning to Change? The Role of Identity and Learning Careers in Adult Education. Hamburg: Peter Lang Publishers. URL: http://www.peterlang.com/ index.cfm?vID=58279&vLang=E&vHR=1&vUR=2&vUUR=1This chapter introduces a case study of adult students in Portugal. It was developed by the Portuguese partner of the PRILHE (Promoting Reflective Independent Learning in HE) project consortium. This was a project funded by the European Commission Socrates Adult Education Programme (113869-CP-1-2004-1-UK- GRUNDTVIG-G1PP). In Portugal, adults may choose Higher Education Institutions[1] (HEI) or Technological Schools (TS) to pursue their education. The case study shows that there are similarities and differences between students from TS and Universities, mostly related with the approaches students have to learning and the way teachers take into consideration these approaches. It seems that TS have “best practices” that could usefully be implemented by other institutions. The chapter is organised as follows: first, we contextualize LLL development as an element within the political objective of creation of a knowledge economy, especially in the context of the European Union's Lisbon Agenda, linking education with employment. The different access routes non-traditional adult students can take to access Universities in the Portuguese higher education (HE) system are then briefly described. The PRILHE project, its main objectives, the participant institutions in the consortium, and the methodology used to gather and analyse data are briefly explained. Finally, the results of the Portuguese case within this project are presented and discu
Building a knowledge and learning society in Portugal: adult students in technological schools and higher education institutions
Lifelong learning (LLL) has received increasing attention in
recent years. It implies that learning should take place at all
stages of the “life cycle and it should be life-wide, that is
embedded in all life contexts from the school to the work place,
the home and the community” (Green, 2002, p.613). The
‘learning society’, is the vision of a society where there are
recognized opportunities for learning for every person, wherever
they are and however old they happen to be. Globalization and
the rise of new information technologies are some of the driving
forces that cause depreciation of specialised competences. This
happens very quickly in terms of economic value; consequently,
workers of all skills levels, during their working life, must have
the opportunity to update “their technical skills and enhance
general skills to keep pace with continuous technological change
and new job requirements” (Fahr, 2005, p. 75). It is in this
context that LLL tops the policy agenda of international bodies,
national governments and non-governmental organizations, in the
field of education and training, to justify the need for LLL
opportunities for the population as they face contemporary
employability challenges. It is in this context that the requirement and interest to analyse the behaviour patterns of adult learners
has developed over the last few year
Knowledge sharing and learning processes: case study of portuguese technological schools and higher education institutions
Paper to be presented at the ESREA Conference Learning to Change? The Role of Identity and Learning Careers in Adult Education, 7-8 December, 2006, Université Catholique Louvain, Louvain–la-Neuve, BelgiumThe interest in adult learners has increased over the last few years. When we study their biographies, we realize that they reveal uncertainty and sometimes a lack of confidence concerning their potential. However, we also realize that some of them have developed approaches to deal with these difficulties and have become autonomous and independent learners. This situation may be related to the pathways chosen during their lifetime. As a consequence, we may have different identities emerging from different institutions. In Portugal, adults may choose Universities or Technological Schools to pursue their education. Is this choice dependent on how they lived before? And has this choice affected the way they learn and develop their autonomy and independence? The Portuguese case shows that there are similarities between students from Technological Schools and Universities but also differences, mostly related with the approach used to learn and the way teachers take into consideration the way students learn. It seems that Technological Schools have “best practices” that should be shared with the other institutions
Environmental factors affecting larval fish community in the salt marsh area of Guadiana estuary (Algarve, Portugal)
Salt marsh areas in the Guadiana estuary are important nursery sites for many fish species of commercial and recreational value. More effective protection measures should be adopted as the area is highly affected by anthropogenic and natural threats. Studying larval fish communities in these impacted nursery areas will be relevant to the management of local ecosystems and to larval fish ecology in general. Spatial and seasonal distribution and the effect of environmental factors on the larval fish community of this ecosystem were studied for one year (April 2010 to March 2011). Larvae were sampled monthly in parallel with phytoplankton and zooplankton. Hydrological data and physical parameters were monitored. A decision tree model was used to assess the influence of environmental factors on the larval fish community. A total of 130 larvae and 1171 eggs were caught. Diplodus sargus, Sardina pilchardus, and Pomatoschistus microps were the most abundant larval fish species. The peaks of fish larvae abundance occurred in March and April. The output of the model demonstrates that the abundance of larval fish is determined by the abundance of eggs, zooplanktonic food, and water flood and flow. This study shows the importance of the Guadiana salt marsh as an area for fish nursery and highlights the need for conservation of this area.FCT (Portuguese Foundation for Science and Technology) [SFRH/BD/47985/2008
Sexualidade e género nas revistas juvenis : o caso da Bravo
Publicado em "Sexualidade e educação sexual : políticas educativas, investigação e práticas", ISBN 978-972-8746-91-9CIDTFF-Universidade de Aveir
Ecos committee from Pernambuco – Brazil: a study on the sustainability actions of participating institutions
This article seeks to analyze the importance of socio-environmental actions as tools for structuring sustainability management in the public sphere, with a view to fulfilling corporate responsibility, based on the Ecos Committee from Pernambuco-Brazil. To carry out this study, a bibliographical and documental research was carried out, where scientific articles, resolutions and other bases of formal documents were raised for a wider understanding of the theme in focus. Then,we conducted a survey of the actions put into practice by the Ecos Committee between 2015 and 2017. Confronting their planning with this survey, it was possible to analyze its strategic alignment, confronting theory and practice. The main results point to the existence of feasible public initiatives that endorse sustainability ramifications denoting potential for replication in other organizations, since the Ecos Committee from Pernambuco appears to fulfill its role.Further research initiatives are also presented
O agora das bibliotecas ou a biblioteca ágora : bibliotecas públicas, coworking e inovação
In a context of evolving technological and social changes, leading to today's information and knowledge society, we aim to understand the new concept of public library, and what services and spaces are emerging all over the world in public libraries in order to attract new users and meet the needs of people. As background, we associate the role of public libraries with the policies for smart, sustainable and inclusive growth strategies under Europe Strategy 2020. We present a new concept of public library that responds to the new challenges of today linking them with the educational, cultural, social, political and informative roles it plays. In this sense, there was a concern to demonstrate the importance of public libraries in the development of integrated cultural, social and educational policies through some concrete relevant examples, namely: the Library Parks in Medellin, Colombia ( with a distinctly social dimension), the BiblioRedes program in Chile (with a focus on information and communication technologies) and the National Program of Public Libraries (RNBP), which, to date, has provided Portugal with more than two hundred modern public libraries . Finally, under these new spaces and facilities offered by public libraries, they tried to develop the concept of public libraries as an area of work through several examples that have in common the concept of co-working. Based on this concept we propose the creation of co-working spaces in public libraries, through an actual project to be implemented in the Municipal Library of Montemor-o-Velho
Educational characteristics of adult students in Portuguese Technological Schools
Despite a massive expansion of education in Portugal, since the 1970's, educational attainment of the adult population in the country remains low. The numbers of working-age people in some form of continuing education are among the lowest, according to the OECD and EU-27 statistics. Technological Schools (TS), initially created in the 1990's, under the umbrella of the Ministry of Economy in partnership with industry and industrial associations, aimed to prepare qualified staff for industries and services in the country, particularly in the engineering sector, through the provision of post secondary non-university programmes of studies, the CET (Technological Specialization Courses). Successful CET students are awarded a DET (Diploma of Technological Specialization), which corresponds to Vocational Qualification level IV of the EU, according to the latest alteration (2005) of the Education Systems Act (introduced in 1986). In this, CET's are also clearly defined as one of the routes for access to Higher Education (HE), in Portugal. The PRILHE (Promoting Reflective and Independent Learning in Higher Education) multinational project, funded by the European Socrates Grundtvig Programme, aimed to identify the learning processes which enable adult students in higher education to become autonomous reflective learners and search best practices to support these learning processes. During this research, both quantitative and qualitative methods were used to determine how students organise their studies and develop their learning skills. The Portuguese partner in the project' consortium used a two case studies approach, one with students of Higher Education Institutions and other with students of TS. This paper only applies to students of TS, as these have a predominant bias towards engineering. Results show that student motivation and professional teaching support contribute equally to the development of an autonomous and reflective approach to learning in adult students; this is essential for success in a knowledge economy, where lifelong learning is the key to continuous employment.publishersversionpublishe