Suchergebnisse

У статті аналізуються сучасні тенденції формування громадянськості фахівців у процесі підготовки в закладі вищої освіти. Обґрунтовано, що громадянськість - це складне інтегроване утворення особистості, що формується у процесі громадянського виховання, складниками якого є патріотичне, правове та моральне виховання. Розглянуто теоретичні основи понять «громадянська компетентність», «громадянська відповідальність», «громадянська активність» та «громадянська позиція» як складників громадянськості. ; The educational transformational processes taking place in Ukraine are closely connected with country's entering to the European educational space. Modern society needs professionals who respect both the national and others peoples' cultures, are aware of the value of life and are able to preserve and pass its assets to the next generations. In the conditions of transition to a civic society the task of higher educational establishments is to ensure the students' citizenship forming according to innovative processes taking place in Ukraine. It is declared that in order to achieve the above-mentioned result, the educational process should be aimed not only at social and practical skills forming in order to ensure graduates' social adaptation and professional mobility in present changing conditions, but also to their civic competence forming that is their ability to participate in social processes of the country actively and creatively. In order to achieve the goal the set of scientific methods was used: theoretical (analysis, syntheses, comparison of different scientists' views concerning the problem of the research, systematization and generalization) and empirical (pedagogical observation, questionnaire). It is stressed that future professionals' citizenship forming at higher educational establishments will be effective only if the educational process is specially oriented. The general approaches to organizing this process are defined in the Law of Ukraine "On Higher Education", and are specified in the provisions on organizing the educational process of institutions of higher education, which are approved by the Academic Council according to the current legislation. It should be noted that future specialists' citizenship forming is carried out by means of improving the process of civic education at higher educational establishments, which includes civic activity, responsibility, patriotism, national dignity and respect for national traditions. Thus, future professionals' citizenship forming in the process of professional training at higher educational establishments is the urgent issue nowadays, a necessary condition for constructing democratic, lawful state. The success of this process largely depends on the content of educational and professional programs as well as organizing educational process at institutions of higher education and using effective teaching methods and technologies.

This paper presents the findings of a research study carried out with those who educate educators (teachers). One of the themes addressed are the social representations (SR) that teachers have of the application of the legal bases that have sustained teacher training in Argentina throughout history and which continue to underlie this training in the present day. We look at both the changes and continuities and their link to current educational practice. The methodology used was qualitative (documentary analysis, lexicometric analysis, hierarchical evocations). We established Nodes, categories and subcategories of analysis that reveal which aspects make up the core of teachers' SR and which are peripheral. Our findings – which do not coincide with the devalued images of teachers presented by the media, clouded by frequent claims by society – could orient transformations from the political, decision-making sector that would seek to improve practices and recover, precisely, the legal bases and their evolution up to the present day. ; Fil: Aparicio, Miriam Teresita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina. Universidad Nacional de Cuyo. Facultad de Filosofia y Letras; Argentina. Universidad Catolica de Cuyo - Sede San Juan; Argentina ; Fil: Fraca, Carina Silvia. Universidad Católica de Cuyo - Sede San Juan. Facultad de Ciencias Médicas; Argentina

This paper includes the recommendations of the 1988 Salary Review Commission and the government decisions on the recommendations regarding salaries and salary scales for the public service in Swaziland. (DÜI-Kst)

Increase of awareness and high knowledge base of society in the field of climate change and environment in general in global and local ranges is vital to prevent future possible increase of climate changes in the world. In order to more involve society in prevention of future climate changes, national government has come up with National Climate Policy [1], which includes possibility for educational institutions such as University of Liepaja to develop educational programs, including lifelong and distance education programs. To achieve given objective, educational module "Climate Change" is created by University of Liepaja. Goal of this activity is to increase knowledge and capacity of governmental institutions, municipalities, scientific and educational institutions, private businesses, societies and foundations as well as separate members of society. Besides overall information on greenhouse gas emissions and adaptation to climate change, University of Liepaja concentrates more on practical questions, since, in our opinion, practical knowledge on how to use renewable resources, reduce greenhouse gas emissions or even reuse them in industry will create larger impact on achieving the objective. Therefore University of Liepaja concentrates on following topics: practical use of different technical solutions in industry, technical equipment used in industry of renewable energy, technologies used to prevent greenhouse gas emissions and mathematical modeling of possible scenarios, when pollution occurs in populated areas. Developed materials will be available for society, especially for the members of the target group for educational purposes. Materials also can and will be used for distance education.

Introduction: Innovation in education should be done from the context and the factors that interfere in the construction and understanding of the curriculum. In the scope of nursing, teaching has undergone great changes in educational activities due to the demands of the capitalist world. Objective: To analyze the curriculum advances, which are announced as innovative educational projects aiming vocational training in nursing in Brazil. Methods: This is a systematic review of literature on curricular innovations and training of nursing students. The bibliographic survey was performed in the databases of Lilacs and Medline/PubMed using the following keywords: higher education, degree programs in Nursing and curriculum. Results: We found seven articles that addressed on the profile and training of professional nurses and curriculum changes in the undergraduate course. It became evident that the curricular changes of course still happen gradually, and reflect political moments which often doesn't being in line with the current health model conjecture. Conclusion: Despite the curricular changes in nursing that happened due to socio-political movements, have not yet produced changes in teaching that are sufficiently in line with the requirements of the job market and are able to prepare focused professionals in humanized and contextualized care and involved in the transformation of reality.

The purpose of this study is to analyse the effectiveness of using interactive technologies in the process of teaching a foreign language at a higher educational institution. The principal result of our research is the analysis of the influence of using interactive techniques on acquiring communicative competence and personal development. The major conclusions estimate the significance of applying interactive technologies in learning process.

En la actualidad la formación profesional en el País Vasco registra uno de los mejores índices de calidad. El tejido empresarial de la provincia ha hecho posible este fenómeno, que comienza en el siglo XIX. En la década de los años setenta del siglo XX, Guipúzcoa alcanzaba la cota más alta de matriculación del alumnado en formación profesional, con una amplia red de centros educativos. En este artículo queremos mostrar el surgimiento de este tipo de centros durante el franquismo, resaltando la importancia de sus agentes promotores: empresas, patronatos o congregaciones religiosas. Se trata de señalar que, más allá del marco legislativo, las demandas sociales y locales actuaron como un elemento dinamizador de la formación profesional. ; At present, the Vocational Training in the Basque Country holds one of the best indexes of quality. The business network of this province has made possible this phenomenon which begins in the 19th century. During the seventies of the 20th century Gipuzkoa reached the highest number of enrolments within the Vocational Training, together with a wide network of educational establishments. In this article we want to show the uprising of these kinds of educational centers during the Franco regime, highlighting the importance of their promoters: companies, advising boards or congregations. The purpose is to point out that, further than the legislative framework, the social and local demands acted as a dynamizing element of the Vocational Training.

Educational and training opportunities provide individuals with many options when it comes to building their knowledge base. Both formal and informal educational opportunities are available in many different formats, including face-to-face and online delivery methods. The purpose of this study was to examine the type of education and training opportunities in which Nebraska agricultural employees participate and their satisfaction with different delivery formats. The specific objectives of this study were to determine 1) the type of education or training programs rural agricultural employees have participated in over the last two years, and 2) the differences between attitudes toward face-to-face versus online education and training approaches. In general, results indicated that agricultural professionals participated in face-to-face training and training related to their job more often than other types of training. They also tended to be more satisfied with face-to-face training than online training. As educators develop programming for agricultural professionals, these findings may be helpful in designing high impact educational opportunities.

Competent physicians working in teams with other health professionals are a prerequisite for excellent patient care. The context for this thesis is physicians' specialist training, which consists of workplace learning in an environment primarily designed for other purposes than education, with sometimes contradictory objectives. Educational leaders have been singled out as important for the educational quality. Their tasks are complex and their influence on education may be challenging. Notwithstanding, factors that are influencing effectiveness in completing the tasks remain unexplored. The overall aim of this thesis is to explore educational leadership in physicians' specialist training. The central research question is, 'Which factors influence the role of the programme directors in Sweden?' The four empirical studies are positioned within a cultural conceptual perspective on leadership, recognizing context as an influential factor in facilitating and limiting leadership. The studies are guided by a constructivist approach, three using qualitative methods and one a quantitative method. Study I explored programme directors' perceptions of their work tasks, interpreted within Bolman and Deal's theoretical framework. The structural (structuring the education) and human resource function (supporting individuals and handling relations) were emphasized. Less described were the political (negotiating and mediating) and the symbolic function (influencing the educational culture). Study II explored factors perceived to influence programme directors' effectiveness. Individual factors, such as the programme director's own competence, were mainly facilitating, while structural factors, such as conditions for the role, were mainly hindering. Whether relational (such as communication and support) and attitudinal factors (such as values and attitudes) were perceived to be hindering or facilitating differed between the participants. Study III investigated factors related to the role of the programme directors that are associated with high educational quality. The findings showed that factors at both individual, relational, attitudinal and structural level were associated with high quality. Factors related to communication, support and attitude seemed to be of particular importance. Most high-quality education was found for the programme directors at a single unit that experienced sufficient impact on education. Study IV explored the process of successful change implementation. Similarities shown included experiencing the change to be meaningful, working in coalition with others and employing a long-term perspective on change, where involvement and anchoring were essential. Experiencing mandate was central, which was dependent on the next level of leadership. The findings show that the programme director role is influenced by contextual factors such as organisatorial characteristics and values, factors related to the leadership role such as conditions fore the role and competence, and factors related to the specialist training organisation and climate, such as communicationn and attitudes.Power and mandate are central concepts, and since the role mainly relies on personal power sources, relational factors may be of particular importance. In line with a diminished focus on leadership traits, the main message in this thesis argues that in order to strengthen the role of programme directors, a differentiated strategy with an aim to increase programme directors' influence on specialist training should be used.