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1.
Recently, many educational institutions across the globe have implemented engineering leadership programmes either as a part of a formal engineering curriculum or where leadership development is embedded into separate in-house programmes. This shows the clear intent of these educational institutions to prepare their engineering students for solving real-world problems, recognising that both technical and leadership skills are valuable for tomorrow's engineers. Leadership programmes in engineering education have been implemented in various formats with varying degrees of success. It has already been identified in research studies that 80–90% of engineering leadership programmes offered explicitly across the globe were based in the United States of America. However, in Europe and Australia, there is a noticeable lack of engineering leadership programmes, particularly in undergraduate curricula. The programmes that are offered across Australia and Europe have distinct design and delivery styles but there are certain key features that are common to most of the programmes, including professional partnerships, mentoring, engineering design and project-based approaches.  相似文献   

2.
Quality school-based sexuality education is important for all children and adolescents. The global trend towards students’ earlier, longer, and technologically connected pubertal experience makes the timely provision of such education particularly significant. Quality international sexuality education documents are available for teachers developing curriculum-based frameworks and pastoral care programmes, and these variously include policy and structural guidance, equity standards, comprehensive content and pedagogical strategies. This paper aims to compare three such documents for their relevance in meeting the educational needs of students, and their usefulness for teachers and educators. The results show that these three documents, produced by global organisations for multi-national application, provide highly professional and sustainable responses to the dire need for improved sexuality education for all children and adolescents, in formats accessible to any curriculum planner or teacher. Inclusive and timely provision of any of these document frameworks would help enhance sexuality teaching and learning in contemporary primary and secondary schools, and they are highly recommended for use by teachers around the world.  相似文献   

3.
A historical tension between a more general and a more specific focus in post-compulsory education is made visible in some educational systems by the division into more academic and more vocational programmes. Embedded in this tension are questions of social justice and the purposes of education. In addition, division into academic and vocational programmes has class dimensions since youth with working class backgrounds are often over-represented in vocational programmes. This study investigates how this tension is handled in the Swedish upper secondary curriculum, which reflects an international neoliberal policy trend in promoting competition, employability and employer influence over the curriculum. By analysing how the educational content of vocational educational and training (VET) programmes and higher educational preparatory (HEP) programmes is contextualised, we found that the two programme types were based on very different logics. In VET programmes, knowledge is strongly context-bound and often related to regulating behaviours. This contrasts sharply with the way knowledge is contextualised in HEP programmes in which less context-bound knowledge and skills such as using concepts, models and critical thinking are dominant. Students in VET programmes are trained to ‘do’ and to ‘adapt’, while the students in HEP programmes are trained to ‘think’ and to ‘imagine possibilities’. Thus, students from different social classes are prepared for very different roles in society.  相似文献   

4.
中外合作开办高等教育课程的政策与现状分析   总被引：5，自引：0，他引：5  
中外合作办学已经成为我国教育事业的一个组成部分。然而,我国高等教育领域中的中外合作办学现状如何呢?这是国内外教育机构都十分关注的话题。本首先介绍了我国中外合作办学的管理和条例,这些规定也适用于香港、澳门和台湾;进而以国内25所高校与境外147个教育机构的116项合作办学项目为例,概括了中外合作办学的五种形式：境外课程、境外资历;双方课程、境外资历;双方课程、双方资历;境外课程、境外资历、国内证明书;双方课程、国内资历、境外证明书,并对每一种形式的教学方式进行举例说明;最后,作综合讨论了三个相关主题：优质的境外远程教育学历课程进入内地市场的挑战;未来教育的新模式对中外合作办学形式的挑战;香港高校与内地合作办学的独特优势。  相似文献   

5.
This article analyses elements of moral education in the educational programmes offered by the International Baccalaureate (IB). Particular reference is made to the IB learner profile, a list of 10 virtues which, the IB claims, are fostered through its educational programmes. This approach is evaluated in the light of existing ideas concerning moral and character education. It is argued that the learner profile is firmly grounded in the character education approach to moral education. An alternative perspective is sketched, focusing on student autonomy and personal sense making, allowing students to develop a personal sense of the good life through interaction with others.  相似文献   

6.
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7.
Competence‐based education is becoming increasingly popular. Competencies are used more and more as the starting point for designing curricula and instructional methods, especially in vocational education and training, to realize authentic and self‐steering study programmes. Despite its popularity in both research and educational settings, there is no shared understanding of what competence‐based education should look like. Earlier work developed a model for competence‐based education that outlines eight features that are important for competence‐based education. This paper presents a study designed to determine the extent to which the model for competence‐based education can be understood and perceived as useful by teachers in vocational education and training in the Netherlands. The study included 12 teams of teachers in the process of designing or re‐designing their study programmes to be more competence‐based. Teachers reported that the instrument helped them understand the state of affairs of their study programmes, and empowered them to make decisions about the extent to which they want to make these programmes more competence‐based.  相似文献   

8.
Fast changing information technology (IT) has posed tremendous challenges to information systems (IS) educational programmes. One question frequently asked by IS educators has been: ‘Are we doing the right thing?’ This article presents information about the current state of IS educational programmes in the USA based on a survey of 193 higher education institutions conducted at the end of 1996. The results indicate that IS educational programmes are prevalent in the higher educational institutions. These programmes have a highly qualified faculty: 92% or more holding terminal degrees, more than two-thirds having tenure, with evidence of an increasing amount of time being devoted to research activities. It is also found that the most popular programming languages taught in both graduate and undergraduate programmes are C/C++, SQL and COBOL, and dominant operating systems are Windows/OS2 and UNIX. The most profound change over the last five years in the content of IS programmes has been the transition from text-based and centralized mainframe environment to the graphical and decentralized network based client–server architecture. This survey provides a snapshot of IS programmes, serving both to improve our understanding of current programmes and to provide a frame of reference for future studies.  相似文献   

9.
Understanding factors influencing international students' decision to engage in international education is essential for education providers to better cater for students' educational expectations and enhance their attractiveness to international students. Whilst there has been extensive research on the reasons why international students undertake cross-border higher education, international students' motivations for enrolling in vocational education and associate degree programmes are still under-researched. Drawing on semi-structured interviews with 30 international students from China, this research found that pathway to higher education appears to be the most important factor motivating international students to undertake vocational education and associate degree programmes. In addition, prospect of immigration, English language proficiency, previous academic performance, agent's recommendations and relatives' and friends' advice are amongst the important factors that students take into account in their decision to choose vocational education and associate degree programmes. This research also examines why Chinese international students have chosen vocational education programmes in a dual-sector university over vocational education colleges. It found that the flexibility to articulate to higher education, international reputation of the programme, practical training and favourable location are key issues that these students draw on when making their decision to study in a dual-sector university.  相似文献   

10.
劳动教育与美育在本质上具有一致性,两者育人观念一致、育人目标协同、育人方式融通,遵循从"劳动教育"到"劳动美育"的关联逻辑,从"局部创新"到"顶层设计"的育人逻辑,从"劳美分离"到"劳美融合"的融合逻辑。职业院校应以"系统化"的实践活动助推育人路径共通,以"立体化"的课程体系助力育人目标共融,以"科学性"的评价方案助成育人过程共生。  相似文献   

11.
The management of complex water problems is nowadays being practised through new ways and approaches. Therefore, water engineers, planners and managers should be appropriately educated through modern undergraduate curricula and by well-designed postgraduate specialisation programmes. Within this framework, a study of the specific characteristics of an ensemble of 14 postgraduate programmes in various fields of environmental water resources engineering and management, offered by Greek universities, is presented. Detailed information and data regarding the formats, structures, educational processes and curricula contents of these programmes are analysed and critically discussed. Similarities and differences among them are depicted and synthesised, in order to reveal individual as well as collective qualities and deficiencies in relation with the overall current needs for engineering postgraduate specialisation in water-related issues.  相似文献   

12.
A key ongoing debate in environmental education practice and its research relates to the content and goals of environmental education programmes. Specifically, there is a long history of debate between advocates of educational perspectives that emphasise the teaching of science concepts and those that seek to more actively link environmental and social issues. In practice, educators and organisations respond to these tensions in a variety of ways, often strongly reflecting the particular social and economic contexts in which they are located. Much of the research in the area, however, has tended to take a narrow focus on either purely theoretical concerns or on individual programmes in schools or protected areas. In contrast, this research used an ethnographic approach to explore debates about the content and aims of educational programmes between diverse educational actors in one community in Costa Rica. The research revealed that environmental education: (i) is an important local site for the active contestation of understandings of the natural world and humans’ relationships to it; and (ii) can be part of wider struggles over the control of processes of local development and environmental management. The study further suggests that while theoretical discussion about the relative merits of diverse approaches to environmental teaching and learning is important, if that analysis is not situated within a particular social, economic and political context, it is likely to reveal relatively little about how or why particular perspectives on environmental education may dominate or remain marginal in a specific place.  相似文献   

13.
Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.  相似文献   

14.
Lifelong learning has become a prominent fixture in educational policy in recent years in many countries around the world. In terms of teacher education, it is now widely accepted that initial teacher education is insufficient for the lifelong professional needs of teachers. From September 2012, initial teacher education in Ireland will be offered as a radically different four-year BEd degree programme. This reform of initial teacher education offers immense potential for teacher educators to re-imagine their programmes in light of a range of guiding paradigms and theoretical frameworks, including lifelong learning. This paper provides a rationale for developing programmes in initial teacher education in the context of lifelong learning. A number of recommendations for lifelong primary teacher education are offered in light of current reforms that are taking place in Ireland.  相似文献   

15.
Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine‐Westphalia, Germany, to evaluate its forest education sector, with a specific focus on the organisations, demand for its services, forest educational programmes and framework conditions. Input from expert interviews was also used to develop recommendations. The study indicates that, especially with children as the main target group, many non‐formal programmes are offered to support the formal environmental education sector and to promote leisure activities in the forest. Yet, despite a high demand for forest education, low personnel resources restrict the number of visits and activities, principally owing to limited financial resource. We also discuss the provision of innovative new educational programmes and supplementary services, combined with increased quality management, that could be beneficial to the future development of the sector in NRW.  相似文献   

16.
ABSTRACT

Knowledge of sexual and reproductive health and rights (SRHR) by health care, police, legal and social work professionals has been shown to be insufficient. This lack of competence is likely to affect the quality of services. The aim of this study was to describe SRHR indicators in educational programmes in health care, police, legal and social work higher education in Sweden. A text-based analysis was conducted of written material from all educational programmes in law, midwifery, nursing, occupational therapy, physiotherapy, police work, psychology, social work and undergraduate medicine (93 educational programmes at 27 universities and university colleges). Representation of different SRHR indicators varied, but most were poorly covered in the educational programmes. Existing educational programmes lack comprehensiveness in their coverage of SRHR and are unequal both within and between the professions and universities. This situation creates the risk of inequalities in SRHR competence and suggests that needs within this field may be unmet. There is an urgent need therefore to enhance the presence of SRHR in health care, social work and law enforcement education in Sweden.  相似文献   

17.
ABSTRACT

This study explores the use of digital videos in education, from the perspective of the teacher as an agent of technological integration. Secondary and university teachers were surveyed in a region-wide case study. Three topics were specifically surveyed: common uses of digital video in teaching, instructor self-production of educational videos, and preferences in common presentation formats (chalk-and-talk, screencast, PowerPoint, demonstration and whiteboard writing). Results show that secondary teachers make more use of digital video and are more innovative than university teachers. Video self-production is scarce, though respondents declare a positive attitude, with time constraints and technical qualification as main reported obstacles. Preferences in video presentation formats reveal notable differences between secondary and university teachers for some formats. Preferences are also moderately influenced by the teacher’s knowledge field, and by experience with ICT and video production.  相似文献   

18.
ABSTRACT

Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ concerns towards inclusive education by utilising Concerns-Based Adoption Model as a framework. The Stages of Concern Questionnaire was refined to conform to the Chinese educational context and administered for data collection in Beijing from a sample of 425 regular education teachers. The result indicates that regular education teachers make decisions on whether or not to implement inclusive education based on what they know about inclusive education and how effective it is to be. Regular education teachers demonstrate a ‘Multiple Peak User Profile’ in the Stages of Concern model, and that their concerns vary according to a few demographic factors. The results inform educational leaders’ decision making in improving programmes for teachers’ professional development for inclusion.  相似文献   

19.
In many educational systems, age is used as a criterion to organise education. Children's age is used to group students together and indicate entry into particular programmes. The use of age for organisational purposes in education stems from the idea that age provides an indication of the development of children, which is associated with teaching and learning. However, more far‐reaching consequences of age‐related educational practices are insufficiently recognised in policy and academic research. Qualitative methods are used to study students and school personnel in diverse types of educational institutions in Flanders (Belgium) to assess how age and age‐related issues matter for the students’ educational trajectories and educational decision‐making processes leading to early school leaving. Data analyses reveal that school staff members consider age and perceived maturity during evaluation procedures. Students also consider age during educational decision‐making processes: when getting older or being too old for the grade, students increasingly weigh the costs and benefits associated with getting an educational qualification and being enrolled in school and alternative opportunities. Students’ expectations related to age shape their school experiences and feelings of belonging. The findings of this study demonstrate how these educational practices add to the reproduction of inequalities through education. These results could inform debates concerning the evaluation procedures in secondary education, compulsory education and the reduction of early school leaving in Europe.  相似文献   

20.
This essay traces the bilingual education movement that began in Tucson through the efforts of local teachers, university faculty and educational leaders. It is argued that Mexican Americans and their allies played a crucial role in promoting the merits of bilingual education at the local, state and national levels. Their advocacy of Spanish-for-Spanish-speakers programmes as a culturally relevant means of improving educational outcomes for Mexican American students led to a push for bilingual education with the support of the National Education Association. The work that educators from Tucson accomplished focused national attention on the education of Mexican Americans and ultimately contributed to the passage of the Bilingual Education Act of 1968. This legislation sparked a national movement to expand bilingual education programmes throughout the Southwest and other parts of the nation.  相似文献   

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