Suchergebnisse

The review article describes the results of the new scientific and educational program held at St. Petersburg State University in June 2023, as part of a joint project of SPbSU and the Gorchakov Fund. The 1st "Asian Dialogue" was devoted to the problems of South Asian countries, their socio-political, trade and economic issues, as well as relations with the global powers. The organizers combined experts' discussions with educational activities for the participants of the Summer School, who received an excellent opportunity to communicate directly with a group of well-known experts from Russia, India, Pakistan and Bangladesh. The educational part included debates, a foresight session, situational analysis and a master class. The invited experts took part in most of these activities, so the participants of the summer school got an opportunity to demonstrate their skills in front of a prominent jury. The scientific part included several expert sessions dedicated to the complex issues of relations between South Asian states in the context of current geopolitical turbulence. The key problems of the South Asian region and the specifics of South Asian countries' relations with Russia were discussed in detail, including the nature of bilateral political, trade and economic relations in the context of anti-Russian sanctions, as well as regional security features. Each expert discussion was accompanied by a long question and answer session from the participants of the summer school, who appreciated this opportunity. In general, both participants and experts expressed their hope for the development of such a scientific and educational format in future.

Background  This study focuses on the support of persons with profound intellectual and multiple disabilities (PIMD) by analysing the number and content of formulated goals in the educational programmes.Methods  The programmes of 145 persons with PIMD were analysed. The number of long‐ and short‐term goals as well as the number of goals reached was determined. To clarify the content of given support, goals were categorized into different domains.Results  In total, 220 long‐term goals were formulated (mean: 2; SD: 0.88; range: 1–4), of which 14% were reached. Of the 1624 short‐term goals (mean: 11; SD: 10.07; range: 0–51) formulated, 52% were reached. Further detailed analyses show that although the number of goals was not dependent on age, the number of long‐term goals reached was significantly higher in children; 52% of the 220 long‐term goals focused on 'interaction and social' roles and 68% of the 1624 short‐term goals focused on 'gathering knowledge about the client'.Conclusions  Results indicate that support to persons with PIMD especially focuses on 'interaction and social roles'. Especially, health issues seem to be under‐represented. Short‐term goals mainly focus on gathering knowledge. Further studies are needed to clarify if professionals indeed lack detailed information about their clients or if available knowledge (e.g. in files) is not transferred into day‐to‐day practice.

AbstractBackgroundRisk reduction and self‐management programs for type 2 diabetes (T2D) are commonplace. However, little is known about their appropriateness for people with intellectual disabilities (ID). This review evaluates successful components and theoretical basis of interventions and preventions in relation to the needs of people with ID with or at risk of T2D.MethodCharacteristics of 23 randomised controlled trialled T2D educational programs were systematically assessed alongside the needs of people with ID, and evaluated in terms of study design and theoretical application.ResultsSuccessful components of programs align to the needs of people with ID. Further adaptations are required to ensure accessibility of materials and social support to enable reflection on illness perceptions and self‐efficacy, as underpinned by Self‐regulation and Social‐cognitive theories.ConclusionsSupport is provided for further trials of self‐management and preventative adaptations under development. Impact may be enhanced through preventions aimed at younger groups in educational settings.

5th International Conference on New Horizons in Education (INTE) -- JUN 25-27, 2014 -- Paris, FRANCE ; WOS: 000383740200122 ; Since its foundation EU aims to increase the number of members, to make the collaboration among its members. EU having the economic characteristics at this point has focuses its politic in some areas such as agriculture, social politics and economics. In order to arrive to its economical targets the education has been considered as instrument.In the field of education EU education cooperation initiatives carried out in accordance with economic objectives of the community. After the Second War, the knowledge, the developments in the communication technologies and the globalisation fact have played great role in the education approach of EU. According to respond the growing expectation of indviduals, EU has been forced to develop education policy with quality and efficient. Education is one of the fundamental rights of individuals. Therefore All member states perceive a need to increase the quality of their education, develop accessed to learning at all stages of life. Its clear that Life-long learning has become the basic point in EU's educational strategy. This concept includes in itself all the stages and forms of education and besides combines them. The aim of this study was to focus on the educational policy of European Union which has the goal of maintaining collaboration and integration among the members of the union within the framework of common cultural values. And also with this study was stressed historical perspective of EU education programmes. (C) 2015 The Authors. Published by Elsevier Ltd.

Higher education internationalisation as a quality driver : making a meaningful contribution to society / Jeanine Grergersen-Hermans and Karen M. Lauridsen -- Opportunities and challenges when teaching and learning in the international classroom / Karen M. Lauridsen and Jeanine Gregersen-Hermans -- An international competence profile for educational developers / Stacey M. Cozart and eanine Gregersen-Hermans -- Integrating intercultural competence as a graduate attribute in the curriculum / Jeanine Gregersen-Hermans -- Internationalised curriculum design and delivery / Helen Gallagher, Karen M. Lauridsen and Thomas Peschken -- Facilitating intercultural group dynamics to enhance learning in and from the international classroom / Jeanine Gregersen-Hermans, Lindsey Carey and Bob Gilmour -- The role of languages in internationalised higher education classrooms : from multilingual contexts to disciplinary language practices / Emma Dafouz and Joanne Pageze -- How can we enhance reflective processes for teaching and learning in the international classroom? / Joyce Kling -- Introduction to the case stories / Jeanine Gregersen-Hermans and Karen M. Lauridsen -- EARTH University, Costa Rica / Nico Evers and Daniel Sherrad -- University of Groningen, the Netherlands / Kevin Haines, Catherine Meissner and Jellina Timmer -- The University of Hong Kong, Hong Kong SAR, China / Tracy Zou -- University of Warsaw, Poland / Jolanta Urbanikowa -- PSG College of Technology and the PSG Institute of Advanced Studies, India / Muralidhar Devarajan and Kanchana Jeganathan -- University of Denver, Colorado, USA / Casey Dinger and Adrienne Gonzales -- Elon University, North Carolina, USA / Mike Carignan, Maureen Vandermaas-Peeler and Matt Buckmaster -- Yunnan University of Finance and Economics, China / Che Weimin and Yan Li -- The College of Engineering at the National University of Science and Technology, Sultanate of Oman / Ahmed Hassan al Bulushi and Namitha Krisna -- Lessons learned : reflections on the case stories / Karen M. Lauridsen and Jeanine Gregersen-Hermans -- Moving towards a coherent research agenda / Jeanine Gregersen-Hermans and Karen M. Lauridsen -- Educational development perspectives on the internationalisation of higher education programmes / Karen M. Lauridsen and Jeanine Gregersen-Hermans.

The main objective of this article is to present the history, background and goals of the European Union Socrates/Erasmus programme and to accentuate the immense importance of this programme for the unifying Europe in the past and at present. Moreover, the author devotes considerable attention to the degree of participation of European HE schools and Poland's academic centres. Notably, the author attempts to review the progress of Polish HE institutions in implementing the Erasmus/Socrates goals the most commonly undertaken types of activities. The number of students going to partner universities in other countries within the Socrates/Erasmus programme has been increasing each year. On the other hand, young Europeans show little interest in studying in Poland, which is one of the greatest weaknesses of the educational programme implemented by Polish academic centres. The author concludes her discussion by presenting possible reasons behind the relatively low popularity of Polish academic centres abroad and suggests some possible steps to promote Poland and Poland's academic community in other countries. ; Głównym celem artykułu jest przybliżenie historii, założeń i celów edukacyjnego programu Unii Europejskiej Socrates/Erasmus oraz zwrócenie uwagi na kolosalne znaczenie, jakie program ten miał i nadal ma dla jednoczącej się Europy. Ponadto autorka wiele miejsca poświęciła przedstawieniu zakresu uczestnictwa w programie Socrates/Erasmus zarówno uczelni europejskich, jak i polskich ośrodków akademickich. Szczególnie istotna wydaje się próba prześledzenia, w jakim zakresie polskie uczelnie realizują założone cele programu oraz jakie działania, w ramach programu, są najczęściej podejmowane. Wiadomo, że z roku na rok coraz więcej polskich studentów wyjeżdża, w ramach programu Socrates/Erasmus, na zagraniczne uczelnie partnerskie. Z kolei jednym z najsłabszych ogniw w realizowaniu przez polskie ośrodki akademickie unijnego programu edukacyjnego jest małe zainteresowanie młodych Europejczyków studiowaniem w Polsce. Konkluzję artykułu stanowi próba prześledzenia przyczyn stosunkowo małej popularności polskich ośrodków akademickich za granicą, a tym samym sugerowanie zmian, które należy wprowadzić, by promować Polskę i polskie środowisko akademickie.

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.

This paper attempts first to review the state of affairs in educational institutions with reference to science education visa- vis the expected standards. Secondly, the effort of Government, through the Ministry of Education and the Ghana Education Service, to provide pre-university institutions with adequate resources for science teaching, especially from 1986 to 1995, are discussed, Thirdly, the identified problems which may have eluded the attention of planners and administrators in charge of the educational reforms are mentioned and analyzed. Finally, probable solutions and suggestions are made to assist the authorities concerned to revisit the blueprint of 'the Educational Reforms Programme and make the necessary modifications.