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Zeitschriftenartikel zum Thema „Education Scenario“

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Veröffentlicht am 18. Mai 2024

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1

Polyakov, Sergej Danilovich. „On the Basics of Scenarios for the Development of Social Education“. Siberian Pedagogical Journal, Nr. 6 (29.12.2020): 151–59. http://dx.doi.org/10.15293/1813-4718.2006.15.

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The article describes the experience of developing scenarios for the development of Russian social education. The concept of a forecast scenario is formulated; the difference between this forecasting method and the foresight method is shown; the technology of developing a predictive scenario for social phenomena is characterized, the foundations for scenarios of the development of social education are presented (background data, description of the object and subject of the stage, scenario parameters); examples of developed scenarios are presented; their assessments by experts; correction of scenarios taking into account the new social and educational situation in 2020. On the basis of the formulated scenario provisions, new research topics are proposed for the problems of social education, the relation of predictive scenarios to the really unfolding processes in the sphere of social education is indicated.

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Polyakov, Sergej Danilovich. „On the Basics of Scenarios for the Development of Social Education“. Siberian Pedagogical Journal, Nr. 6 (29.12.2020): 151–59. http://dx.doi.org/10.15293/1813-4718.2006.15.

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The article describes the experience of developing scenarios for the development of Russian social education. The concept of a forecast scenario is formulated; the difference between this forecasting method and the foresight method is shown; the technology of developing a predictive scenario for social phenomena is characterized, the foundations for scenarios of the development of social education are presented (background data, description of the object and subject of the stage, scenario parameters); examples of developed scenarios are presented; their assessments by experts; correction of scenarios taking into account the new social and educational situation in 2020. On the basis of the formulated scenario provisions, new research topics are proposed for the problems of social education, the relation of predictive scenarios to the really unfolding processes in the sphere of social education is indicated.

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Victor, Samson R., und Dr S. Srikanta Swamy. „Present Scenario Of ICT In Teacher Education“. Indian Journal of Applied Research 1, Nr. 2 (01.10.2011): 26–28. http://dx.doi.org/10.15373/2249555x/nov2011/8.

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Kūla-Braže, Elīna. „Home economics education development opportunities“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (30.05.2015): 250. http://dx.doi.org/10.17770/sie2013vol1.534.

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In relation to the ongoing changes in the sphere of education in Latvia based on a sustainable development of education, concerns about the sustainability of the education of home economics in the circumstances of a changing environment have become deeper. On the basis of the ecological approach new development potentialities for the improvement of the education of home economics have been formulated – the development scenario, the applied arts scenario and the scenario of the home environment economics. The target of these scenarios is harmonious development of the student’s individuality, inheriting the cultural properties, creative activity in the development of the cultural environment and development of the quality living space. The scenarios were worked out on the basis of experience of the formal education and non-formal learning in the development of the subject of home economics as well as on the basis of interaction of the educational environment and cultural environment.

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Nikbakht Nasrabadi, Alireza, Abbas Ebadi, Masoud Fallahi-Khoshknab, Soheil Najafi-Mehri, Farideh Yaghmaei, Fatemeh Alhani, Atefe Vaezi, Mansoureh Sepehrinia und Mahboubeh Shali. „Future Scenarios of Nursing Education in Iran“. Iran Journal of Nursing 36, Nr. 142 (01.06.2023): 110–27. http://dx.doi.org/10.32598/ijn.36.142.1398.7.

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Background & Aims One of the challenges in accurate and macro planning for the future is the uncertainty involved in estimating the future and rapid changes in various health-related fields. A powerful tool that can predict future competitive environments is the scenario planning tool. The current research aims to provide scenarios for the future of nursing education in Iran. Materials & Methods This exploratory research was conducted in 2022. In the first stage, the drivers and trends of nursing education were identified using meta-synthesis, interviews, and the Delphi method. Then, the influence and uncertainty of the identified trends were rated using the opinions of a panel of experts. In the next step, using influence/uncertainty diagrams, the key factors for writing the scenario were identified. Scenarios were then designed by Scenario Wizard software, version 4.11, and strategies were presented. Results The experts agreed on 6 drivers and 31 trends. With five key uncertainties, the scenarios were designed with three optimistic, realistic, and pessimistic assumptions. According to the size of the matrix and its dimensions (15×15), four problem-oriented, ethics-oriented, maintaining the status quo, and limited educational system scenarios were designed. The validity of the scenarios was examined according to feasibility, internal consistency, usefulness, and differentiability. Conclusion Each of the four designed scenarios has the potential to be realized, but their occurrence depends on the current plans. The use of future planning methods, such as the scenario planning tool, can be used as a warning system for awareness of opportunities and threats in Iran's health system before a crisis.

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Dunnigan, Brian. „Scenario!“ Journal of Media Practice 5, Nr. 1 (01.01.2004): 59–62. http://dx.doi.org/10.1386/jmpr.5.1.59/0.

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Konwar, Nitu, und Subhadeep Chakraborty. „Higher Education Scenario of the North-Eastern India“. Paripex - Indian Journal Of Research 2, Nr. 3 (15.01.2012): 78–80. http://dx.doi.org/10.15373/22501991/mar2013/29.

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Burza, Mehak. „Shoah Education: The Indian Scenario“. Volume 4 4, Nr. 1 (01.08.2022): 46–58. http://dx.doi.org/10.33929/sherm.2022.vol4.no1.04.

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India represents a country that was neither directly affected nor involved with the Holocaust. As the timeline of the Holocaust overlaps the timeline of the struggle for freedom for the Indian subcontinent, the later events overshadow the former. Holocaust education is neither mandatory nor prevalent in India. Equating the partition of India with the Holocaust and tagging the Holocaust as one of the genocides, represents one of the few misconceptions about the Holocaust in India that often strips off the uniqueness of the catastrophic event. My article describes the present status of Holocaust education in schools and universities. The survey stems from the standard books used in Indian schools and my personal experience as an educator. The article not only articulates the need of creating awareness regarding the Holocaust in India but also traces a few examples, which illuminate the fact that India proved a haven for Jewish refugees during the Holocaust. The need of the hour is to recognize such connections, which would serve as the appropriate entry wedges to create awareness regarding Holocaust education in India.

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Chakrawal, A. K. „Business Education in Changing Scenario“. Asia Pacific Business Review 1, Nr. 1 (Januar 2005): 93–101. http://dx.doi.org/10.1177/097324700500100112.

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Voratitipong, Anant. „Digital-Education Scenario for Thailand“. International Journal of Innovation, Management and Technology 10, Nr. 2 (2019): 97–103. http://dx.doi.org/10.18178/ijimt.2019.10.2.843.

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Arnold, Uwe, Heinrich Söbke und Maria Reichelt. „SimCity in Infrastructure Management Education“. Education Sciences 9, Nr. 3 (05.08.2019): 209. http://dx.doi.org/10.3390/educsci9030209.

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Simulation games offer a safe space to experiment with system models and provide learning experiences about interdependencies and thus, are considered to foster the development of a deeper understanding of systems. This article describes the use of SimCity in the university course Infrastructure Management, which has been in continuous operation since 2002. Methodologically, a total of four events were observed. Students’ motivation, the didactic scenario and the perceived learning outcomes were examined with the help of a focus group discussion and questionnaires. The didactic scenario shows characteristics not described in this combination in the literature to date: (1) the moderated open, simultaneous and competitive play in groups, (2) the used regional planning scenario and (3) the long, regular period of application of more than 15 years. The results show that SimCity 4 can still serve as a platform for exciting learning scenarios more than 15 years after its initial release. It could also be shown that the didactic scenario motivates the students and that SimCity also generates gaming fun. Furthermore, it could be argued that a regional scenario can be implemented by simple means and is perceived as motivating by the students. Furthermore, this study indicates that even a technically complex and fast-moving medium such as a computer game can be used in a didactic scenario over a longer period with limited effort. Nevertheless, the challenge of game aging should be actively addressed. Furthermore, the study revealed that game-based learning still faces challenges with being recognized by students as a serious learning activity.

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Pryanka, I. Gusti Ayu Agung Virna, und Ida Ayu Nyoman Saskara. „Potential Sustainability Scenarios for Gringsing Weaving: How Important is Education?“ QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, Nr. 1 (21.09.2023): 701–12. http://dx.doi.org/10.37680/qalamuna.v15i1.3924.

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The Gringsing weaving craft industry is a culture-based creative industry with its values and characteristics as a local cultural heritage with innovation and creativity that are important for developing countries and economic growth. Karangasem, Bali, is full of culture-based weaving craft industries such as gringsing weaving. With the rapid modernization of technology, Bali Aga ethnic weavers must adapt to changing times by improving education, skills, and knowledge to maintain the continuity of local traditions. This research aims to determine the probability scenario for the sustainability of ikat weaving in Tenganan Pegringsingan Village, Karangasem. This research is quantitative, with primary data from the results of FGDs with experts who will later determine probability scenarios for sustainability. Researchers will place more emphasis on educational probability scenarios to improve the skills and knowledge of craftsmen. The analysis technique used is SMIC-Prob analysis. The analysis results show that of the five scenarios formulated, there is the best combination with a probability of 0.104, namely the scenario of craftsmen producing as usual, opening a fashion stall, increasing production, and increasing knowledge. The conclusion of the sensitivity of the scenario shows the highest elasticity in the sustainability of gringsing weaving by realizing an educational scenario to increase skills and knowledge of 1.102. It can be concluded that the sustainability of gringsing weaving is largely determined by the educational scenario to improve the skills and knowledge of craftsmen. Training programs and instilling character values as support for gringsing weaving craftsmen need to be improved to maintain the sustainability and development of gringsing weaving.

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Even, Susanne. „Presence and unpredictability in teacher education“. Scenario: A Journal for Performative Teaching, Learning, Research XIV, Nr. 1 (03.07.2020): 1–10. http://dx.doi.org/10.33178/scenario.14.1.1.

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The basis of this paper is the talk held at the 7th SCENARIO Symposium at University College Cork on May 4, 2019. It describes the student teacher training program at Indiana University and makes the claim that performative approaches need to be a central part of teacher education. Excerpts of student teachers’ course journals emphasize the need for contextualized learning, the inclusion of physicality, as well as the importance for teachers to be fully present in the classroom and embrace the unpredictability of learning processes.

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Davidovsky, Anatoly G., und Natalya V. Lapitskaya. „Social consequences of the education digital transformation in the conditions of the coronacrisis“. Journal of the Belarusian State University. Sociology, Nr. 2 (29.06.2022): 56–65. http://dx.doi.org/10.33581/2521-6821-2022-2-56-65.

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A bioinspired quasi-molecular scenario analysis algorithm has been developed, on the basis of which seven scenarios of the social consequences of the digital transformation of education, as well as five scenarios of the development of the social consequences of the COVID-19 pandemic, have been proposed. The scenario approach is an effective tool for system analysis and forecasting of various variants of social activity of Internet users in the conditions of the coronacrisis.

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Haden, N. Karl, Kathryn P. Bell, Marco C. Bottino, Colin M. Haley, Karin K. Quick und Pamela C. Yelick. „Dental education 2026: A scenario exploration“. Journal of Dental Education 86, Nr. 3 (09.12.2021): 343–51. http://dx.doi.org/10.1002/jdd.12838.

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Avasthi, Rishi Dutt. „Competency Based Nursing Education; A Scenario“. Asian Journal of Nursing Education and Research 7, Nr. 4 (2017): 598. http://dx.doi.org/10.5958/2349-2996.2017.00117.3.

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Dua, S., und K. S. Chahal. „Scenario of Architectural Education in India“. Journal of The Institution of Engineers (India): Series A 95, Nr. 3 (September 2014): 185–94. http://dx.doi.org/10.1007/s40030-014-0087-6.

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Venkatesh, Gubbi Suryanarayana, Pradeep A. Dongare, Challakere Lakshminarain Gurudatt und S. Bala Bhaskar. „Postgraduate education in anaesthesiology – present scenario“. Indian Journal of Anaesthesia 68, Nr. 1 (Januar 2024): 123–25. http://dx.doi.org/10.4103/ija.ija_885_23.

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Dauletova, M. D., K. S. Abdiramasheva und G. A. Izzatullaeva. „The «Standardized Patient» in Student Education“. Iasaýı ýnıversıtetіnіń habarshysy 123, Nr. 1 (15.03.2022): 240–55. http://dx.doi.org/10.47526/2022-1/2664-0686.21.

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The aim of the work was to study the use of «standardized patients» in the process of interactive teaching of students. When using «standardized patients» in teaching, teachers of medical universities will be able to control the educational process, create new working curricula taking into account the use of innovative technologies. As a result of this method, it is possible to plan specific learning outcomes through the use of clinical scenarios, as opposed to unplanned consultations in real conditions, depending on real patients. Trainees have the opportunity to practice complex counseling without risking the risk of harm to real patients. A standardized patient dramatizes / simulates a clinical case (clinical task), according to a given clinical scenario. Translated from English, «standart» – hence «standardized», i.e. this patient must strictly follow and simulate a particular clinical scenario strictly within the «gold standard» prescribed in his clinical scenario. The inclusion of the joint venture in the educational process gives: The opportunity to plan specific learning outcomes through the use of scenarios, as opposed to unplanned consultations in real clinical settings, depending on the patients who come to the appointment. The ability to stop the consultation during the training stages if the patient or students are tired. Students can re-consult to try other strategies. Students can get feedback from the JV, group members, and the coach. Students can practice complex consultations without the risk of harming real patients. The scenarios can be adapted to the learner's needs and abilities. The situation of the training room is close to a real doctor's office (ward) with the necessary set of medical devices.

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Magnussen, Rikke. „Game-Like Technology Innovation Education“. International Journal of Virtual and Personal Learning Environments 2, Nr. 2 (April 2011): 30–39. http://dx.doi.org/10.4018/jvple.2011040103.

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This paper examines the methodological challenges and perspectives of designing game-like scenarios for the implementation of innovation processes in school science education. This paper presents a design-based research study of a game-like innovation scenario designed for technology education for Danish public school students aged 13-15. Students play the role of company heads that develop intelligent music technology. This game-like learning environment was designed to develop innovation competencies through the simulation of a practical learning situation. The term “game-like” is used to denote that the scenario should not be considered an educational game, such as the educational computer games used in many schools today. The focus of the design is to include practices and tools from innovative professions and use game principles and elements to create a meaningful frame around the creative and innovative practices.

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Рыжиков, Сергей, und Sergey Ryzhikov. „Scenario Analysis of the Establishment of Strategic Goals of Vocational Education“. Standards and Monitoring in Education 6, Nr. 1 (21.02.2018): 46–50. http://dx.doi.org/10.12737/article_5a5f2a240ed2d7.76132926.

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In professional education, in recent years, tools of strategic management have become widely used. It is possible to increase the objectivity of strategic decisions and goals, using the methods of scenario analysis. Setting goals for diff erent developments helps to reduce strategic uncertainty and increase the opportunity for the implementation of the scenario. The process of developing scenarios leads to a higher preparedness of the leadership for this or that turn of events. The scenario analysis method has an exceptional ability to describe a number of possibilities and to detail them, which will allow studying future events directly aff ecting the organization. Scenario analysis has the listed advantages of identifying factors that contribute to the study of the potential outcomes of a strategy, allowing foreseeing and evaluating the results of strategic actions under all assumed conditions.

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Sharp, Jonathan. „Macbeth in the Higher Education English Language Classroom“. Scenario: A Journal of Performative Teaching, Learning, Research IX, Nr. 2 (01.07.2015): 33–47. http://dx.doi.org/10.33178/scenario.9.2.3.

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This paper presents the latest phase in an ongoing project to develop and widen the scope of drama-based classes in the practical language section of a German university English department. A brief overview of the use of literature in the (English) language classroom is given, with examples of some recent models, before turning to a consideration of practical drama-based approaches in Shakespeare education. This forms the background against which the main report on practice is presented. The Sprachpraxis section of the University of Tübingen English Department is briefly introduced before the focus shifts to the most recent example: a course on Shakespeare’s Macbeth involving drama-based methods. Course design, assessment and literature choice are discussed, before the pre- and post-course expectations and impressions are explored using data gathered from student questionnaires and teacher diary entries. Based on this analysis, initial outcomes are suggested for the continued progress of drama-based elements in the Sprachpraxis curriculum.

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Maley, Alan. „Mainstream ELT and Steiner Education: Exclusivity or complementarity?“ Scenario: A Journal for Performative Teaching, Learning, Research XVI, Nr. 1 (15.08.2022): 89–104. http://dx.doi.org/10.33178/scenario.16.1.6.

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The article discusses MELT (Mainstream English Language Teaching) in relation to the author’s perception of Waldorf education. It first attempts a definition of performance. It goes on to describe the recent history of MELT with particular regard to performative and creative elements. It then considers those teacher qualities needed for successful in-depth learning and relates this to performance. The major differences between Steiner and MELT are then set out, in particular the encroachment of regulation on MELT. It argues that, while MELT may be imperfect in many ways, not least in the current preference for control, it has nonetheless produced a rich variety of creative work much of which is compatible with Waldorf philosophy and practice. Waldorf likewise has much to offer MELT in helping to restore physical, emotional and spiritual aspects which it currently neglects. It suggests there would be mutual benefit in a better knowledge and understanding between MELT and Waldorf systems.

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Schewe, Manfred. „Going performative in education – the artistry of teaching“. Scenario: A Journal for Performative Teaching, Learning, Research XVI, Nr. 1 (15.08.2022): 105–12. http://dx.doi.org/10.33178/scenario.16.1.7.

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It is a hot summer day in 1979. As a student teacher (English/German studies) at the Carl von Ossietzky University of Oldenburg at the time, I am taking part in a seminar on the subject of alternative schools. The lecturer suggests leaving the stuffy room and holding the lecture under a tree by the Haare, a nearby river.

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Crowley, P., I. Saramago, R. Cannon und K. McGrath. „32 SIMULATION-BASED EDUCATION FOR ACUTE STROKE“. Age and Ageing 50, Supplement_3 (November 2021): i1—i8. http://dx.doi.org/10.1093/ageing/afab216.32.

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Abstract Background Acute stroke requires efficient multi-disciplinary collaboration to deliver time-sensitive treatment in a prompt and effective manner. The European Stroke Organization (ESO) recommends simulation-based education (SBE) for stroke care. Studies have shown SBE improves door-to-needle times, which predict better patient outcomes. SimStars was a competition, run by the National Doctors Training and Planning leads for the South-SouthWest Hospitals Group, to develop in-situ SBE scenarios. We developed a SBE program for acute stroke in an Irish teaching hospital. Methods Medical doctors and nursing staff are included in the SBE scenario as candidates/target learners. Patients are played by role-players. Anonymised data and neuroimaging from real patients is utilized to maximize fidelity to real life. Other participants, such as paramedics, can be included to facilitate scenarios as required. Candidates are briefed before each scenario. Clear learning objectives are set. All participants are provided with a script outlining their roles. Candidates are appraised using standard evaluation forms. A de-brief is undertaken to reinforce learning objectives. Results We qualified for the final of SimStars by establishing a SBE program for acute stroke, including a video of a simulated scenario that can be utilized for demonstration purposes. 100% of candidates who have participated in the SBE program so far have stated that it made a valuable contribution to their learning in the field of stroke care. Conclusion Stroke has been described as an exemplar of how SBE may benefit training along an entire clinical pathway. Scenarios can be adapted to cover an endless variety of stroke-related situations. SBE has been shown to improve hyper-acute clinical pathway performance and outcomes.

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Taylor, John L. „Beyond a utilitarian scenario“. Higher Education Quarterly 39, Nr. 4 (September 1985): 306–9. http://dx.doi.org/10.1111/j.1468-2273.1985.tb02058.x.

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Suryanto, Yustinus Ricky Hapsoro. „Planning scenarios for improving the performance of education personnel after COVID-19 at XYZ University“. Indonesian Journal of Multidisciplinary Science 3, Nr. 4 (25.01.2024): 325–40. http://dx.doi.org/10.55324/ijoms.v3i4.787.

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In the post-Covid-19 pandemic period with such rapid changing dynamics, the role of education personnel in the university environment is increasingly crucial to support the development and improvement of education quality. The purpose of this study is to identify and analyze internal and external factors that affect the performance of XYZ University education personnel and determine scenario planning to improve the performance. The results of this research show that there are four scenarios that can occur based on the planning scenario matrix, namely scenarios in optimistic, semioptimistic, semi-pessimistic and pessimiistic conditions. It can be concluded that the current condition of the condition of organizational aspects is in an optimistic scenario, in this case the organization facilitates and aspects of educational personnel that support efforts to improve performance, so that the formulation of strategies carried out by the company focuses on optimistic scenarios where the company can implement hybrid work methods supported by clear and well-socialized regulations to education staff and supported by optimizing the function of HRM applications and strengthening the ability of education staff to carry out their job responsibilities, especially online.

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Göksel, Eva, und Stefanie Giebert. „Notes on the third Drama in Education Days 2017“. Scenario: A Journal of Performative Teaching, Learning, Research XI, Nr. 1 (01.01.2017): 117–20. http://dx.doi.org/10.33178/scenario.11.1.10.

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After two successful conferences (2015 & 2016) at Reutlingen University, the third Drama in Education Days was held at Konstanz University of Applied Sciences, June 30th and July 1st, 2017. The bilingual (English/German) conference focuses on best practice and research in the field of drama and theatre in education in second and foreign language teaching, and is organised by Dr. Stefanie Giebert (Konstanz University of Applied Sciences, Germany) und MA Eva Göksel (Centre for Oral Communication, University of Teacher Education Zug, Switzerland). The two-day event caters to teachers, scholars, and performers working with drama and theatre in language education at all levels – primary through to tertiary. This year’s conference attracted 45 participants from 9 countries including Austria, Canada, France, Germany, Kirgizstan, Spain, Switzerland, the US, and the UK. The conference kicked off Thursday, June 29th, with a hands-on pre-conference workshop, during which Tomáš Andrášik (Masaryk University) demonstrated how improv theatre creates a positive classroom atmosphere and fosters communication skills. In the space of two hours, workshop participants tested out techniques to lower communicative anxiety and to develop public speaking skills. Exercises aimed at building self-confidence in speaking and listening and to empower spontaneous and authentic communication were also presented. ...

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Costantino, Anna. „Performative education inside and outside the ethics of care“. Scenario: A Journal for Performative Teaching, Learning, Research XV, Nr. 2 (31.12.2021): 27–46. http://dx.doi.org/10.33178/scenario.15.2.2.

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Inspired by the provocations raised in Cañas’s RISE Manifesto (2015), this essay argues that language learning, language teaching, and performative activities are caring acts. They are qualitative offerings that manifest themselves as embodied, relational, and artful events concerned with fostering fairer and caring societies. I refer to them as qualitative acts of care. The essay also voices concerns regarding the structural constraints faced by language educators and educational practitioner-researchers when they seek to enact language learning, arts practice, or practice-based research as caring and ethical work. Qualitative care is an ever-changing process that is often difficult to capture (both conceptually and experientially) in the flow of practice, which raises epistemological questions about the way qualitative care is measured and deemed to be self-sufficient and self-contained. Paradoxically, measurement and evaluation turn qualitative care into practices that are referred to here as quantitative acts of care. The essay does not provide readers with answers to the problems raised by Cañas (2015). Rather, from the reflexive standpoint of a language teacher and practitioner-researcher, it suggests the need to leverage the qualities of performative learning and teaching by making any work of care a continual endeavour.

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Huisman, Jeroen, Harry De Boer und Paulo Bótas. „What Will English Higher Education Look Like in 2025?“ International Higher Education, Nr. 72 (17.03.2015): 20–21. http://dx.doi.org/10.6017/ihe.2013.72.6098.

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In light of the recent higher education policy changes in the UK, a scenario study was carried out based on the Delphi-method exploring the longer term impact (2025) of the policies on English higher education. The two scenarios are briefly presented below.

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Reddy, IndlaRamasubba. „Undergraduate psychiatry education: Present scenario in India“. Indian Journal of Psychiatry 49, Nr. 3 (2007): 157. http://dx.doi.org/10.4103/0019-5545.37311.

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Roy, Swapan Kumar, und Suhas Roy. „Tribal people and education: the Indian scenario“. ACADEMICIA: An International Multidisciplinary Research Journal 6, Nr. 7 (2016): 30. http://dx.doi.org/10.5958/2249-7137.2016.00022.7.

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M. Sukanya et al.,, M. Sukanya et al ,. „Scope of Management Education in Current Scenario“. International Journal of Information Systems Management Research and Development 8, Nr. 1 (2018): 1–4. http://dx.doi.org/10.24247/ijismrddec20181.

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Sabharwal, J. R. „Time to Modify Dental Education – Changing Scenario“. Indian Journal of Dental Education 8, Nr. 1 (2015): 39–43. http://dx.doi.org/10.21088/ijde.0974.6099.8115.7.

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Tandon, Piyush, Sheeba Sharma, Vasantha Vijayaraghavan, DRV Kumar und Yogesh Rao. „Dental Education: Current Scenario and Future Trends“. Journal of Contemporary Dental Practice 13, Nr. 1 (2012): 107–10. http://dx.doi.org/10.5005/jp-journals-10024-1103.

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ABSTRACT India has more than 290 dental institutions, producing over 25,000 BDS graduates every year. There are three main characteristics that are shared by any profession. Delivering the best possible education to its students, giving priority to public service over self-interest and enforcing regulations and codes of ethics through self-government. Dentistry in India is currently being challenged to maintain the professionalism. This is partly a result of pressures applied to the educational system. This article discusses some challenges in brief and attempts to attend the challenges in positive manner. How to cite this article Sharma S, Vijayaraghavan V, Tandon P, Kumar DRV, Sharma H, Rao Y. Dental Education: Current Scenario and Future Trends. J Contemp Dent Pract 2012;13(1):107-110.

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Wieringen, Fons Van. „Scenario Planning for Vocational and Adult Education“. European Journal of Education 34, Nr. 2 (01.06.1999): 153–75. http://dx.doi.org/10.1080/01418219999403.

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Wechsler, Solange Muglia, Denise de Souza Fleith und Maria P. Gomez-Arizaga. „The scenario of gifted education in Brazil“. Cogent Education 4, Nr. 1 (01.01.2017): 1332812. http://dx.doi.org/10.1080/2331186x.2017.1332812.

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Sonowal, C. J. „Environmental Education in Schools: The Indian Scenario“. Journal of Human Ecology 28, Nr. 1 (Oktober 2009): 15–36. http://dx.doi.org/10.1080/09709274.2009.11906215.

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Patel, Kunj, und Omar El Tokhy. „Scenario-based teaching in undergraduate medical education“. Advances in Medical Education and Practice Volume 8 (Dezember 2016): 9–10. http://dx.doi.org/10.2147/amep.s126922.

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Davies, Brian F., und Lann Brumlik. „Enabling Exploration: Scenario Learning in Collaborative Education“. International Journal of Learning: Annual Review 15, Nr. 8 (2008): 41–46. http://dx.doi.org/10.18848/1447-9494/cgp/v15i08/45912.

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Gupta, Anjuli Deepak, und Dr Meenakshi Panchal. „FDI IN EDUCATION SECTOR CONSIDERING INDIAN SCENARIO“. Globus An International Journal of Management and IT 14, Nr. 1 (2022): 20–24. http://dx.doi.org/10.46360/globus.mgt.120222003.

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Alfakhry, Ghaith. „Dental Education in Syria: A Kafkaesque Scenario“. Journal of Health Professions Education and Innovation 1, Nr. 2 (01.04.2024): 36–37. http://dx.doi.org/10.21608/jhpei.2024.248235.1000.

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Maksimova, Elena A. „Specific features of forecasting in professional education“. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 11, Nr. 3 (22.09.2022): 254–59. http://dx.doi.org/10.18500/2304-9790-2022-11-3-254-259.

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The relevance of the study is determined by the need of pedagogical theory and practice in prognostic research in order to reveal the prospects and risks of the professional school development programmes. The purpose of the study is to determine the specific character of professional education as an object of forecasting. The author notes that professional education is a synergetic system, which is characterized by the following features: disequilibrium, nonlinearity, variability and probability of development. The provisions of the social forecasting methodology of A.S. Akhiezer are interpreted in the study. The article also shows that professional education has static, intensive and destructive types of reproduction. Different approaches to forecasting are compared: the one based on mutually exclusive oppositions (such as optimistic and pessimistic development options) and the other based on complementary scenarios. The author shows that binary oppositions in making forecasts are unproductive, whereas considering the possibility of several potential scenarios, and determining their prospects and risks are expedient. Further, the study identifies three potential growth points for the system determined by possible bifurcation situations in the development of professional education and three corresponding scenarios for further development: organizational, technological, and subjective. The organizational scenario implies the spread of regional educational associations and it is strategically aimed at reducing the difference in the level of socio-economic development of central and peripheral regions. The technological scenario is associated with the spread of digital educational platforms, virtual laboratories and simulators. It is aimed at individualizing students’ educational trajectories. The subjective scenario is characterised by the change in the axiology of professional education, by the consolidation of the environmental protection (in the broadest sense) of the professional activity. The author draws the conclusion that specific features of forecasting in professional education are determined by the characteristics of a synergetic system, its anthropocentric nature and the increasing role of the methodology of environmentally-centred professional activity.

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Minkkinen, Matti, Sirkka Heinonen und Marjukka Parkkinen. „Drilling and Blasting to Learn Scenario Construction: Experimenting with Causal Layered Analysis as a Disruption of Scenario Work“. World Futures Review 11, Nr. 2 (21.05.2018): 110–21. http://dx.doi.org/10.1177/1946756718774940.

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Scenario thinking is one of the key elements of futures studies, and therefore, “Scenario Thinking” is one of the first compulsory courses in the Master’s Degree Programme in Futures Studies at the University of Turku. Scenario methods are continuously evolving, and our educational practices must reflect recent developments while giving a clear outline of the big picture. Furthermore, increasing interest is being taken in hybrid methods, and such hybridity can also be introduced to teaching scenario thinking. This article discusses an experiment of using causal layered analysis (CLA) to complement and deepen scenarios made by student groups for a Finnish company during an introductory course on scenario thinking. During a first-year master’s degree course, a two-hour CLA session was conducted, and student groups were instructed to include the results into their scenario reports. From a methodological point of view, we discuss using CLA as a disruption in the middle of the scenario process to increase reflexivity. From a pedagogical point of view, we discuss how a relatively complex method combination (CLA and scenarios) can be made accessible to first-year master’s students conducting their first scenario study. As material, we use our own firsthand experiences from the scenario course and the CLA session as well as a subsequent survey with students. The intention of the paper is to quickly distribute educational practices for assessment by the futures education community and, thus, contribute to improving the state of futures studies and foresight education.

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Bale, Richard. „Online to On Stage: Towards a performative approach to interpreter education“. Scenario: A Journal of Performative Teaching, Learning, Research X, Nr. 2 (01.07.2016): 8–21. http://dx.doi.org/10.33178/scenario.10.2.2.

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Spoken language interpreting is a complex task involving comprehension of a source language message and subsequent production of this in the target language, all of which happens at a fast pace and often in front of an audience. Building on research conducted in language learning and drama-based pedagogies, this paper takes stock of recent technological developments in interpreter education, and proposes that a renewed focus on the interpreter as a language user and as a performer is necessary.1

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Go, In-Gyu. „Study on contents and method of practical education in future education through scenario planning“. Journal of Korean Practical Arts Education 24, Nr. 3 (31.08.2018): 31–45. http://dx.doi.org/10.29113/skpaer.2018.24.3.031.

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Kaur, Dr Ravneet. „Diabetes Self-Management Education Programs: Current Scenario and Relevance in India“. Epidemiology International 2, Nr. 2 (15.08.2017): 4–8. http://dx.doi.org/10.24321/2455.7048.201709.

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Ahmad, Tashfeen. „Scenario based approach to re-imagining future of higher education which prepares students for the future of work“. Higher Education, Skills and Work-Based Learning 10, Nr. 1 (02.12.2019): 217–38. http://dx.doi.org/10.1108/heswbl-12-2018-0136.

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Purpose The world of work and education is changing at a rapid pace, driven by continued technological disruption and automation. The future is uncertain and difficult to envisage. A futures thinking scenario planning approach is used in exploring and guiding education policy makers on how best to respond to the range of possible futures. The paper aims to discuss this issue. Design/methodology/approach This study utilizes elements of prior scenario planning methodologies to devise a practical model of preferred and plausible likely scenarios in the context of rapid and continuing technology disruption. Based on the notion of “impact and uncertainty,” two possible future alternatives of work and learning were developed. Incorporating elements of the possibility space scenario framework and a vignette approach of current emergent technologies, this paper assessed the usefulness of the preferred and likely outcomes. Findings While preferred future scenarios entailing collaborative styles such as human–machine cooperation, smart virtual active learning campuses and living knowledge learning environments may produce more desirable benefits for education stakeholders, the more likely plausible scenario is one based on continued disruptive technologies. Automation, artificial intelligence and the advent of 5G network technologies will drive customization and personalization in higher education delivery and revolutionize the work landscape in the immediate future. Universities will need to embrace and respond to these changes. Originality/value The paper gives insights into how universities can prepare their students for future of work and improve their employability. In addition, this author recommends ways in which HEIs can leverage these newer technologies to drive educational services and commercial value.

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Jain, Shruti. „First international conference on the theme 'The Art(s) of/in Foreign Language Teaching'“. Scenario: A Journal for Performative Teaching, Learning, Research XIV, Nr. 1 (03.07.2020): 111–15. http://dx.doi.org/10.33178/scenario.14.1.8.

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In times when foreign language education is increasingly becoming susceptible to the dictates of neoliberal consumerism, prevalent metaphors in the field of education such as 'student as customer', 'teacher as service provider' or 'language as product' distract from the beauty of the process of learning itself. Unfortunately, these metaphors are seldom subjected to critical reflection and therefore continue to subtly shape institutional frameworks in which foreign language education takes place, in turn affecting the curriculum and foreign language educational policies.

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Thomas, Howard, Michelle Lee und Alexander Wilson. „Future scenarios for management education“. Journal of Management Development 33, Nr. 5 (06.05.2014): 503–19. http://dx.doi.org/10.1108/jmd-02-2014-0018.

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Purpose – Business schools are facing unprecedented challenges, ranging from financial sustainability in some quarters to waning demand for the MBA to the potentially disruptive impact of massive open online courses. Given these challenges, how might the future of management education unfold? The purpose of this paper is to better understand how leaders in management education perceive these challenges and their likely impact on the evolution of the field. Design/methodology/approach – The authors conducted in-depth interviews with 39 experts, the majority of who were in leadership positions at business schools. Each of these in-depth interviews was tape-recorded, transcribed and then content-analysed. Findings – The authors asked the panel of experts for their insights on what they perceive to be the most likely, best-case, and worst-case scenarios in the next ten years. The modal response for the most likely scenario was one where intense competition pushes schools to specialise and better differentiate their offerings, as they attempt to strengthen their position in the market. The best-case scenario was one where schools move closer to the practice, in an attempt to regain relevance and legitimacy. Finally, the experts described the worst-case scenario as a situation where management education as a whole fails to respond to the criticisms and challenges, leading the field down the path of greater and greater irrelevance. Originality/value – The insights gained from this research can be of strategic value to administrators and those in leadership positions in business schools who wish to anticipate shifts in the management education landscape and strategic responses of peer schools.

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