Auswahl der wissenschaftlichen Literatur zum Thema „Further Education Services“
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Zeitschriftenartikel zum Thema "Further Education Services"
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Wright, Jean. „Student Services in Further Education: Specialist Roles“. Pastoral Care in Education 10, Nr. 3 (September 1992): 10–12. http://dx.doi.org/10.1080/02643949209470801.
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Urquhart, Christine, Rhian Thomas, Siân Spink, Roger Fenton, Alison Yeoman, Ray Lonsdale, Chris Armstrong et al. „Student use of electronic information services in further education“. International Journal of Information Management 25, Nr. 4 (August 2005): 347–62. http://dx.doi.org/10.1016/j.ijinfomgt.2005.04.006.
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Korshunov, Ilya A., Tatiana A. Meshkova, Maxim S. Miroshnikov und Mikhail N. Sverchkov. „Russian Universities’ Further Education: Integration with International Markets“. Integration of Education, Nr. 4 (28.12.2018): 612–31. http://dx.doi.org/10.15507/1991-9468.093.022.201804.612-631.
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Introduction. The paper describes the role of Russian transnational corporations in the development and implementation of the Adults’ Education and Vocational Education and Trainings programs in foreign countries as the promotion of Russian technologies. As the competition between the universities in the international educational markets rises, they see the increasing need for the fixation of the programs they offer onto the needs of the global companies, broadening the possibilities for the students to obtain relevant qualifications and skills, and corresponding diversification of educational programs. Among the possible directions for the increase in the educational services that are offered for export could be adults’ educational programs, vocational education and trainings. Materials and Methods. The study of the additional vocational education programs for foreign students was carried out with specialized questionnaire. 180 higher education institutions took part in the survey. The analysis of the corporate segment of additional professional education services for foreign markets was carried out on the basis of semi-formalized in-depth expert interviews. Results. Based on the collected empirical data we were able to identify main participants of the Adults’ Education and Vocational Education and Trainings export and structure and spheres of the programs as well as target countries in this market in three years’ time. It was revealed that the most successful providers of the educational programs are the universities that on the one hand offer already well developed and sought-after educational programs on the Russian Adults’ Education and Vocational Education and Trainings market, and on the other hand – already have stable partnership ties with countries that send students to undergraduate programs. Discussion and Conclusion. This study elaborates on the role of universities in promoting competitive technologies through the distribution of Adults’ Education and Vocational Education and Trainings. Mechanisms for formation and implementation of corporate training programs by universities for Russian industrial corporations are structured. Barriers for the attraction of foreign students are discussed to increase the scope of training. Results of the study can be recommended for the universities concerned with the development of the Adults’ Education and Vocational Education and Trainings sector in the international context. Keywords: export education, university, adults educational programs and vocational education and trainings, structure of the market for educational programs, promotion of technologies, corporate education
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Awre, Chris. „Portals: enabling discovery for all in higher and further education“. VINE 33, Nr. 1 (01.03.2003): 5–10. http://dx.doi.org/10.1108/03055720310489003.
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The Joint Information Systems Committee (JISC) information environment aims to offer seamless and integrated access to a wide range of digital collections and resources through a common interface. Portals are a primary means through which such resources will be delivered to users, facilitating the discovery of information. Portals can deliver their functionality by embedding distinct portal services in Web environments familiar to the user, such as an institutional portal or virtual learning environment. Initial work on such embedding has started, though this promises to be a major area for future development.
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Buchanan, Denise, und Ian Warwick. „Supporting adults with mental health problems through further education“. Health Education Journal 79, Nr. 8 (12.06.2020): 863–74. http://dx.doi.org/10.1177/0017896920929739.
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Aim: To identify how a college of further (tertiary) education might promote the wellbeing of adults with mental health problems. Study design: Qualitative study of the college-related experiences of people with mental health problems. Setting: A further education college in inner-city London, UK. Methods: Fifteen students, all of whom had been diagnosed with mental health problems, were selected from a range of courses, including those attending a special cookery class, those on mainstream courses, and former-students who had studied on one of a number of courses and who might or might not have completed their studies. Data were collected through two individual semi-structured interviews. Results: Findings focus on barriers to learning outside and inside college and how these were overcome, as well as participants’ perceived links between learning and their mental health and wellbeing. Conclusion: Discussion highlights the necessity of ‘bridging’ between health and education services in order to enable adults with mental health problems to benefit from lifelong learning opportunities in a potentially transformative way.
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Laitinen, Ilpo, Tony Kinder und Jari Stenvall. „Co-design and action learning in local public services“. Journal of Adult and Continuing Education 24, Nr. 1 (16.08.2017): 58–80. http://dx.doi.org/10.1177/1477971417725344.
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The paper argues that from a new public governance and service management perspective, local public services are best conceptualised as service systems in which users co-produce and co-design; this differentiates public from private services, which have lower of trust and shared values resulting in a goods-dominant logic and are an alternative to the new public management viewpoint. Referencing new case studies from Finland and Scotland, we further argue that for local public servicesʼn co-production as an action- learning environment supports and encourages co-design: this makes local public services a special case of codesign. Analysing the two cases of co-design, we argue that since public services are subject to public scrutiny, and since design is a social activity, there exists a wider democratic footprint. Finally, we argue that co-design of local public services is best analysed from the perspective of action learning, for which we suggest an analytical framework.
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Rizos, Spiridon, Eleni Sfakianaki* und Andreas Kakouris. „Quality of Administrative Services in Higher Education“. European Journal of Educational Management 5, Nr. 2 (15.12.2022): 115–28. http://dx.doi.org/10.12973/eujem.5.2.115.
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<p style="text-align: justify;">This study investigates the quality of higher education institutes’ (HEIs’) administrative services by assessing student satisfaction in the context of Total Quality Management (TQM). Differences between students’ perceptions and expectations of administrative service quality are examined and discussed. A questionnaire survey was developed employing the SERVQUAL service quality model, the results of which were further enhanced by the application of importance-performance analysis (IPA). All five dimensions of the model were explored (reliability, assurance, tangibles, empathy, and responsiveness) with data from the 104 students from five Greek HEIs who participated in the survey. The results of the IPA complemented the survey research by enabling recommendations for importance and performance. The study’s findings indicate that students’ expectations are not met by the administrative services provided at the time of examination. A gap is observed between perceptions and expectations on all dimensions, indicating the necessity to make improvements to enhance service quality.</p>
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Teteryatnikov, K. S., S. G. Каmolov und P. V. Eliseeva. „Russia on Global Education Market“. Management and Business Administration, Nr. 3 (September 2020): 113–22. http://dx.doi.org/10.33983/2075-1826-2020-3-113-122.
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The article is devoted to the current positioning of Russia on the world market of educational services. The authors reveal actual trends in the development of this market, describe ongoing Russian projects in this area, analyze existing problems of further development of Russian exports of educational services, and make well-substantiated conclusions and recommendations. Improving global competitiveness of Russian universities in the export of educational services should be approached to as one of the national importance tasks. At the same time, there is a need to consider the export of educational services not just as one of the directions of Russian educational system development, but holistically as a particular type of economic activity with all the consequences that follow — legislative, organizational, financial and tax.
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Puška, Adis, Selma Berbić und Aleksandar Maksimović. „Utjecaj kvalitete i zadovoljstva studenata na namjeru daljnjeg korištenja usluga visokog obrazovanja na primjeru Visoke škole eMPIRICA“. Oeconomica Jadertina 6, Nr. 2 (12.11.2017): 21. http://dx.doi.org/10.15291/oec.1341.
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During the last two decades, quality in higher education became increasingly important. The reasons for that can be observed in the development of the information society and globalization itself. By applying the Bologna Declaration to higher education an increase in student mobility occurred, together with the emergence of more private higher education institutions and the subsequent increase in competition. The aim of the paper is to analyze the relation between the quality of service in higher education, student satisfaction and the intent to further use these services by the students. The study was conducted at the College eMPIRICA by surveying a total of 95 students. By using factor analysis a grouping of statements in three factors was performed within the quality of services variable, while the proposed hypothesis were tested by applying a multiple regression analysis. It has been proved that the quality of higher education affects the satisfaction of students and furthers the intent of using these services, while the satisfaction of students is associated with the further intention of using these services. The results presented in this work provide an important insight into the understanding of quality in higher education and its impact on the satisfaction and intention of using these services by students.
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Popkova, Elena G., und Bruno S. Sergi. „Social entrepreneurship in Russia and Asia: further development trends and prospects“. On the Horizon 28, Nr. 1 (09.12.2019): 9–21. http://dx.doi.org/10.1108/oth-09-2019-0065.
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Purpose This paper aims to determine the trends and prospects of the development of social entrepreneurship in Russia and Asian countries. Design/methodology/approach The methodology includes trend, regression, and correlation analysis and scenario (imitation) modeling and elaborates on perspectives and recommendations for further development of social entrepreneurship in Russia and Asia. Findings Despite the active development of social entrepreneurship in Russia and Asian countries (its share in the structure of GDP of these countries constituted 2.6% on average in 2018), it accounts for a small contribution to domestic development of socio-economic systems. These countries of Asia in 2018 were peculiar for low level of social freedoms (70th position in the world), low level of healthcare (51st position), moderate level of ecological effectiveness (61.33 points out of 100), moderate level of education (0.767 points out of 1) and low level of development of infrastructure (39 points out of 100). In the provision of social freedoms and healthcare, social entrepreneurship is least developed and is peculiar for a tendency for a decrease. The difference between demand and offer of social entrepreneurship causes an imbalance of the market of social (non-profit, volunteer and charity) services in these countries. This imbalance is to be overcome with the recent tendency of digitization of social entrepreneurship in Russia and Asian countries. Originality/value Digitization occupies the last position among the factors of the development of social entrepreneurship. Tax stimulation of social entrepreneurship is preferable, so it is recommended to pay primary attention to it until 2022, for the provision of the balance of the market of social services.
Dissertationen zum Thema "Further Education Services"
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Bland, Kathy. „Shared services in further education“. Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.
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George, D. J. „Motivating students to achieve in a vocational services sector programme within further education“. Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/24263/.
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This thesis explores learning motivation in a vocational further education setting, and investigates whether and why learners may not be achieving as highly as expected. The purpose of this study was to explore a learner’s transition into further education (FE) and the impact of their past educational and life experiences on their motivation to learn. A form of life course research was used to explore why some learners fail to reach their minimum expected grade profiles, as indicated by value added data, and appear to leave further education without achieving as highly as expected. A detailed study of what goes on in practice at programme level to enhance the progress made by the learner provides a rounded study of learning motivation. This study uses a qualitative case study methodology and a form of life course research. A desk based interrogation of policy literature and the construction of policy across macro (national), meso and micro levels sets the context of study. Semi-structured interviews with ten BTEC National Extended Public Services students were used to form partial life stories that were analysed using Pierre Bourdieu’s concepts of ‘capital’, and ‘field’. Classroom observations of teaching and learning practices explore what is going on in practice. The findings detail a wide ranging number of factors that can attribute to learning motivation. These include ‘emotional factors’ such as the influence of peers, parents and teachers, the approach and personality of the teacher, and critical incidents at various points in a learner’s education. In addition, there are ‘cultural factors’ such as religion, perception of the value of qualifications, assessment preferences, and cultures associated with FE. Whilst the data highlighted sub-themes pertinent to the broader emotional and cultural factors that may impact learner motivation, these findings also present the diverse and individualistic nature of learning and learner motivation. The discussion illustrates the multifaceted and complex nature of learning motivation and highlights the importance of social structure in the development and maintenance of learning cultures. More specifically, the discussion highlights the importance of significant others and the reciprocal nature of emotional investment in education. A range of conceptual models are introduced to help teachers and managers understand the complex and multifaceted nature of learning motivation providing useful tools for curriculum design and intervention. These models can help teachers and managers to understand the key capital transactions and transubstantiations between learners, parents, teachers, and peers from a Bourdeusian perspective thus understanding the value of various capitals (namely cultural and emotional) and how they interact within the network of fields that are at play at the educational site.
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Padfield, Andrew James. „The impact of The Manpower Services Commission on non-advanced post-16 further education“. Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431714.
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Ferreira, Stephanus Lourens. „The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa“. Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
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The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner.The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.
- student counselling services
- academic development and learning support
- occupationald evelopmenat nd careerg uidance
- life skills education and health education, and
- college institutional development
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Köhler, Marcel, und Lars Leidl. „Interkulturell ausgerichtete Studien- und Dienstleistungsangebote“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-120746.
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Das Working Paper Nr. 3 ist Ergebnis einer Recherche nach interkulturellen Bildungs-, Studien- und Dienstleistungsangeboten, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Das Working Paper ist Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.
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Marumo, Lesang Philadelphia. „The impact of in-service educator professional development programmes on grade 10 life orientation educators / Lesang Philadelphia Marumo“. Thesis, North-West University, 2010. http://hdl.handle.net/10394/8253.
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The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system.
The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study.
Two distinct conclusions are drawn from the findings of the study, namely;
• Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District.
• Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement.
Four categories of recommendations are suggested, namely:
• The responsibility of the Department of Education towards the professional in-service training programmes.
• The teacher training institutions' responsibility towards the Life Orientation teachers.
• The formation of support groups in the different regions in the Francis Baard District.
• Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011
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Köhler, Marcel, und Lars Leidl. „Interkulturell ausgerichtete Studien- und Dienstleistungsangebote“. Berufsakademie Sachsen, Staatliche Studienakademie Breitenbrunn, 2012. https://slub.qucosa.de/id/qucosa%3A3517.
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Das Working Paper Nr. 3 ist Ergebnis einer Recherche nach interkulturellen Bildungs-, Studien- und Dienstleistungsangeboten, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Das Working Paper ist Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.:1 Projekthintergrund und Zielstellung
2 Interkulturelle Studienangebote: Grundständige und aufbauende Studiengänge im deutschsprachigen Raum
3 Interkulturelle Kompetenz als Zusatzqualifikation: Trainings- und
Dienstleistungsangebote
3.1 Interkulturelle Kompetenz als Ausbildungsgegenstand: begriffliche Prämissen
3.2 Ziel der Angebotsanalyse und methodische Vorgehensweise
3.3 Ergebnisse
4 Fazit
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Hughes, Jacqueline. „Action planning and assessment in guidance contexts : how can I understand and support these processes while working with colleagues in Further Education colleges and career service provision in Avon?“ Thesis, University of Bath, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320554.
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Mashiloane, Ernest Phaswa. „Implementation of student support services at public further education and training colleges in Mpumalanga province“. 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000907.
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(9809444), Helen Keen Dyer. „(Re) imagining the boundary: A case of contemporary fire and emergency services education and training“. Thesis, 2018. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/13447793.
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The Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing of FES, as they have historically been known. The contemporary industry narrative is calling for collective responses to the business of FES, and as such, calling for FES to work closely with its multiple intersecting jurisdictions and constituents. This qualitative investigation aimed to better understand one such intersection, that of FES and Higher Education (HE).
FES has a long and proud history with Australia’s Vocational Education and Training (VET) sector. While this continues today, the industry is increasingly looking toward HE and its potential for preparing FES workers for the increasing complexity. The FES industry and VET have a well-established working relationship, and systems and processes in place to support this relationship. However, arrangements of this kind do not currently exist in regard to HE. As such, current FES HE efforts vary considerably and lack the mechanisms needed to support one another to come together and work in a fulsome way. The FES education and training environment and its enactments, such as training products, present as highly particular, and these particularities come to the fore when education and training is conceptualised as encompassing VET and HE, and as a continuum of these. Against this backdrop, there is a pressing need for an approach which sees FES, VET and HE working in unison.
Located within the constructivist perspective, and conducted using an instrumental case study design, this research explores the current FES education and training environment in order to better understand the challenges faced by FES and HE, and thereby, their working together. This research is conducted within the Queensland FES context and in relation to one particular HE provider, CQUniversity Australia. Data were collected through semi-structured interviews, documents, observations of the QFES education and training environment, and a participatory workshop. As a result of the data analysis process, five themes emerged, that of 1) culture, history and tradition, 2) identity and identification, 3) boundaries, 4) accountability, and 5) imaginings. Emerging from the interpretation of these five themes is the need for a specific type of working relationship, postulated here as a collaboration. In support of the collaboration, the FES-HE Model of Collaboration was constructed. This model and its guiding principles speak to FES and HE, and the structure and function of the collaboration argued here as occurring at and within the boundary point between FES and HE, as it is currently known. Through considerations of the FES-HE boundary, and the conceiving of a FES-HE connected future, new understandings of the nature of boundary points emerged. In addition, a mechanism emerged by which boundary points can be navigated and negotiated, here called imaginings. The notion of imaginings, the boundary insights, theorised model and FES contextual understandings represent the contribution to knowledge of this thesis.
Bücher zum Thema "Further Education Services"
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Chapman, Margaret. User education in further education college libraries. (London): British Library Research and Innovation Centre, 1997.
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Great Britain. Further Education Unit., Hrsg. External support services: Meeting additional support needs in further education. London: FEU, 1994.
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Britain, Great. Further education bill: A bill intituled an act to empower local education authorities to supply goods and services through further education establishments (...). London: HMSO, 1985.
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1951-, Lees John, und Vaspe Alison 1954-, Hrsg. Clinical counselling in further and higher education. London: Routledge, 1999.
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Library Association. Colleges of Further and Higher Education Group. Guidelines for learning resource services in further and higher education: Performance and resourcing. 6. Aufl. London: Library Association, 2000.
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Duncan, Dawn. Service-learning companion. Boston, Mass: Houghton Mifflin, 2008.
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Western Australia. Office of the Auditor General. Value for money in TAFE: Vocational education and training services : performance examination. West Perth, WA: The Office, 1995.
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Service, Bedfordshire Education. A non advanced further education information pilot project: A report to the Manpower Services Commission. Bedford: Bedfordshire County Council, 1986.
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Section, Leeds (England) Department of Education Policy and Planning. D.A.R.E. (Disability Advice and Resources for Equality): Services available to schools and further education (community). Leeds: Dept. of Education, Leeds City Council, 1994.
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Ofsted. Caring courses in further education: The BTEC National Diploma in caring services (Nursery nursing) : Autumn 1991. [London]: [Ofsted], 1992.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Further Education Services"
1
Mellors, Colin, David Pollitt und Andrew Radtke. „Dungannon College of Further Education“. In Directory of Language Training and Services for Business, 175. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-116.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Redbridge College of Further Education“. In Directory of Language Training and Services for Business, 437. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-323.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Boumville College of Further Education“. In Directory of Language Training and Services for Business, 94–95. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-47.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Chelmsford College of Further Education“. In Directory of Language Training and Services for Business, 137. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-83.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Hull College of Further Education“. In Directory of Language Training and Services for Business, 258. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-185.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Hendon College of Further Education“. In Directory of Language Training and Services for Business, 240. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-171.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Kingston College of Further Education“. In Directory of Language Training and Services for Business, 279. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-201.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Moray College of Further Education“. In Directory of Language Training and Services for Business, 360. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-261.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Castlereagh College of Further Education“. In Directory of Language Training and Services for Business, 132. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-78.
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Mellors, Colin, David Pollitt und Andrew Radtke. „Magherafelt College of Further Education“. In Directory of Language Training and Services for Business, 334. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-243.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Further Education Services"
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Torosyan, Liya D., Katerina А. Stepanenko, Vera V. Semina und Armine E. Grigoryan. „Further Education as an Integrative Pivot of Lifelong Learning“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.023.
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this study is focused on analysing further education as an integrative pivot of lifelong learning. Modern universities are currently undergoing changes in terms of transformation into entrepreneurial units aimed at commercialization of educational services including further educational programs. The topicality of the research is stipulated by the global urge to stay competitive in the saturated educational services market due to the increasing number of institutions both state and private rendering educational services. The aim of the study is to reveal the needs for further education of representatives among young and academic audiences and devise a course syllabus within further educational programs relevant to the detected requirements of potential listeners. The authors put forward a hypothesis suggesting that there are courses whose unique selling points might be attractive to learners. The results obtained through the questionnaires demonstrated that students and academic staff envision an ideal course to meet all their educational needs in a different way which gives momentum to reconsider the format of rendering educational services and recompose further educational programs making them client-friendly in terms of duration, group size, location, range of courses available and flexibility regarding program contents. The results of the study are of significance due to the fact that further educational programs will be far more susceptible to the needs and requirements of the target audience possessing such features as adjustability, flexibility and modularity.
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Brink, Henning, Sven Packmohr und Kristin Vogelsang. „The digitalization of universities from a students’ perspective“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11181.
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The digitalization of higher education institutions is progressing significantly. Though the use of digital assets enhances the students’ learning experience and offers new opportunities for administration, there are no uniform standards for the use of digital media in teaching and student services. As educational service providers, universities are dependent on students being able to cope with the structures offered. Thus it is essential to ascertain students’ attitudes of the technologies used. We asked students from three blended learning courses about their perceptions. We further asked the students what should be done and by whom. Our results show that students see structural changes occurring not only in themselves but also at the level of the university management. Our research contributes to the actual discussion about the digitalization of higher education by offering suggestions for development from a students’ view. The results are valuable for lecturers and faculty managers who want to advance the digitalization of services and learning.
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D Senn, William, Gayle Prybutok, Kittipong Boonme und Victor R. Prybutok. „Development and Testing of an Education Service Quality Model [Abstract]“. In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4781.
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Aim/Purpose: This study builds upon theory to develop and test a parsimonious model of service quality importance, the Higher Education Service Quality Importance (HESQI) Model, for use in standardized, frequent surveys of student satisfaction in higher education service delivery. Background: Educational institutions operating in the higher education marketplace are facing increased competition for students. In order to be competitive in terms of the student services provided, these institutions need a method to evaluate and measure, on a frequent and recurring basis, the quality and performance of their services. Methodology: A survey was developed and administered to a stratified random sample of 1,400 students at a large public university in the southwestern United States. The 56% response rate was comprised of 790 total respondents. Partial least squares structural equation modelling (PLS-SEM) was used to analyze model constructs and latent variables. Reliability, validity, non-response bias, and common method bias were assessed as part of the research. Contribution: The HESQI is a compact, parsimonious instrument that can be administered in a cost-effective manner for faster, point-in-time checks of student satisfaction with less survey fatigue than larger instruments. Findings Service quality is significantly correlated with student satisfaction. The developed model is capable of explaining nearly 70% of the variance in student perceptions of satisfaction. Recommendations for Practitioners: The developed HESQI instrument addresses the need for a quick and easy measurement instrument to assess student satisfaction in higher education institutions. The HESQI instrument simplifies data collection and analysis and can be used on a frequent and ongoing basis to gain rapid insight into service and quality issues affecting students. Recommendations for Researchers: The development of the HESQI provides an instrument that researchers can use to study the delivery of auxiliary services in higher education. In addition, the methodology used has implications for how to develop and test other parsimonious instrument for use in other contexts. Impact on Society: Higher education is of critical value to societal mobility. As such providing a better experience for those who seek education is important and services are an important part of that experience. The HESQI has an important role in helping to improve that experience because it allows measuring the satisfaction with changes that are made to improve auxiliary services which are important to the overall environment and experience. Future Research: Future research may be carried out to further validate and confirm the research findings and use it in other environments. Also, research may consider a single item instrument in similar environments.
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Ahmed Fadelelmoula, Ashraf. „Traits Contributing to the Promotion of the Individual’s Continuance Usage Intention and Perceived Value of M-University Services“. In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5150.
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Aim/Purpose. This study aims to examine the roles of key traits of m-university services and their users in promoting two crucial post-adoption outcomes of these services; namely, continuance usage intention and perceived value. Background. M-university (i.e., a university providing services via mobile technologies) has gained a great interest in the higher education sector as a driver of new business models and innovative service offerings. However, its assessment has been greatly overlooked, especially in evaluating the factors that drive the stakeholders’ continuance intention to use it and the determinants of its post-adoption perceived value. Consequently, research efforts undertaking such assessment facets empirically are highly required. Methodology. An integrated research model that enables such assessment was developed and evaluated using a quantitative research methodology. Accordingly, data were collected using a formulated closed-ended survey questionnaire. The target population consisted of the academic staff of a Saudi public university that has witnessed an extensive adoption of m-university services. The obtained data (i.e., 207 fully completed responses) were evaluated using the structural equation modeling approach. Contribution. To the best of our knowledge, this is the first study that gains the chance to provide the research community and m-service providers with new knowledge and understanding about the predictors that drive the continuance usage intention and value of m-university services. Findings. The findings showed that all of the examined traits of m-university services and their users (i.e., reliability, usability, customization, self-efficacy, and involvement) are having positive roles in promoting the continuance intention to use these services, while only two traits (i.e., reliability and involvement) contribute significantly to augmenting the perceived value. Recommendations for Practitioners. The study recommends developing effective design and implementation specifications that strengthen the contributions of the examined traits in the post-adoption stage of m-university services. Recommendations for Researchers. Further studies should be devoted to addressing the notable need to assess the factors influencing the adoption of m-university services, as well as to explore which ones are having significant roles in the attainment of post-adoption outcomes. Impact on Society. The empirical insights provided by the present study are essential for both university stakeholders and mobile service providers in their endeavors to improve the key aspects of the anticipated post-adoption outcomes of the provided services. Future Research. Further empirical investigations are needed to examine the roles of more m-university services and user traits in achieving a broad range of post-adoption outcomes of such services.
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Kongprasert, Pawith, und Sopid Sawangjit. „THE STUDY OF FULL-ACADEMIC SERVICES ONLINE-REQUEST SATISFACTION: A CASE STUDY OF THE FACULTY OF SCIENCE AND TECHNOLOGY, SUAN SUNANDHA RAJABHAT UNIVERSITY“. In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/xx324yc.
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This study consists of 3 objectives: 1) to develop Full-Academic Services Online-Request system, 2) to study students' understanding of Full-Academic Services Online-Request, and 3) to study students' satisfaction with Full-Academic Services Online-Request services. The researchers randomly sampled 330 students from the 1st – 3rd year of the Faculty of Science and Technology, Suan Sunandha Rajabhat University. The results of the study showed that the subjects had an understanding before and after the training about ‘Academic services in an online’ There are statistically significant differences (p < 0.05) from moderate understanding (x̄ = 3.24) to good understanding (x̄ = 4.23), and overall utilization of knowledge gained from training is good (x̄ = 4.25), and students' overall satisfaction with online academic requests was good (x̄ = 4.40). Finally, a comprehensive Full-Academic Services Online-Request System has been implemented for students from October 2022 to May 2023, there were a total of 774 students when we considered the frequency of the types of student requests use to access the comprehensive Full-Academic Services Online-Request System with the period, the student's year and their curriculum are the main ones. Therefore, we have the opinion that further research on this issue should be conducted to support future service planning.
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Kotlars, Aleksandrs, Dmitrijs Solovjovs und Valerijs Skribans. „Contemporary Tendencies in Third Party Logistics“. In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.023.
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Contemporary third party logistics (3PL) companies tend to broaden their competences in different fields and apart from traditional logistics services provide various value-added services to their customers. An inductive analysis of 3PL related literature is required, in order to define possible directions for development of contemporary 3PL companies. The purpose of this paper is, foremost, to discover contemporary tendencies of 3PL activities through investigation of literature. Second, to systematically classify 3PL activities discussed in scientific literature. Third, discover areas that require further development. The paper is based on systematic review and classification of articles related to 3PL activities that were published in scientific journals and databases. This paper is organized as follows. First part contains quantitative analysis of literature and description of authors’ developed directions of 3PL activities. Subsequent sections contain qualitative review of modern 3PL tendencies by each of pre-defined areas. Last section aims at providing conclusions and suggestions for further research. The key findings are following. Majority of studies of 3PL activities are based on particular business case or survey that does not allow to make conclusion about industry in general. Main emphasis in contemporary research is done on knowledge-based services. It is agreed that core logistics services are tended to be replaced by value-added services.
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Schmitt, Florian, Kris Rudolph, Eckhard Kirchner, Benjamin Blat Belmonte, Aaron Kappes und Stephan Rinderknecht. „Smart Products, engineering and services. An example of modern engineering education“. In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1197.
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As digitization and Industry 4.0 progress, the need for smart products and innovative business models increases. This contribution presents the underlying novel concept of the collaborative course “Smart Products, Engineering and Services”. The objective is to enable students of mechanical engineering to develop and work with smart products, and to derive possible business models for their use. A combination of traditional lectures, flipped classroom exercises and a development project characterizes the unique character of the course. The presented topics range from the basics of sensing machine elements, intelligent mechatronic systems and the use of artificial intelligence in the latter. Further, it comprises product development methods such as agile development, V&V methods and the usage of rapid manufacturing technologies. The flipped classroom exercises serve as preparation for the project work and allow students to gain practical experience with additive manufacturing processes as well as cyber-physical systems. As part of the project work, students develop a smart product which must complete the control task of balancing a body on vertically excited surface by minimizing the bodies movement. For this purpose, the kinematics, the controller, and the usage of a force-measuring ball bearing as a sensing machine element are predetermined. Missing components must be designed and manufactured in a Makerspace using 3D printing or laser cutting and the developed controller must be implemented. The smart product is finally tested on a specially developed test rig.
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Dobre, Iuliana. „AN OVERVIEW OF THE LIFELONG E-LEARNING OPTIONS OFFERED BY USING THE HIGHER EDUCATION ORGANIZATIONS AS INTEGRATED SERVICES HUBS“. In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-163.
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The changes induced at worldwide level by the technological revolution and by the evolution of globalization from economical point of view had deep effects in all domains. All disciplines, activities, industries etc. have been transformed. Same like any other domain, the educational process has been profoundly marked and has been as well transformed at an unprecedented level. The information and communication technology revolution has challenged the society to take steps for moving to another universe which fifty years ago was just a dream or for most optimist researchers, just a possibility. The foundation for all transformations was the education and the same foundation shall be considered as the first brick today and tomorrow and the next years and centuries, if we want having a dream becoming true. New times, near future trends, long terms plans and same important, the needs and requirements of a human society driven economically, politically and socially by open markets evolution, by innovations, by primary resources ores depletion etc. request a new approach in terms of education. One of these approaches is to establish a bridge between, at one side, the higher education organizations, and on the other side, the students/employees and the employers, by which the first ones could provide an opportunity for improving the others performances by combining the lifelong learning and e-learning. Moreover, I do see as possible that higher education organizations could become competitive educational enterprises which could offer their services in the form of integrated services hubs for students/employees and employers. In this article will be presented a brief overview of the critical directions and strategies which in my opinion the higher education organizations should follow for facing the future challenges raised by the necessity having a continuous process for improving skills and knowledge after graduation and during employment, named lifelong learning, as well as the relations which could be developed and which could be used as roots for integrating tertiary education level with business environment, regardless that is public or private. The article will develop further, starting from statistical facts, a possible theoretical model of integrated services hub applicable on a higher education organization and which is using the features disposed to all of us by the e-learning systems with the purpose to offer options for developing the skills and knowledge of the students/employees within a continual improvement cycle.
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Ocholla, Dennis N., und Lyudmila Ocholla. „Responsiveness of Academic Libraries in South Africa to Research Support in the 4th Industrial Revolution: A Preliminary study“. In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-169-177.
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At the World Economic Forum in Davos, Switzerland, in 2016, the concept of the 4th Industrial revolution (4IR) was coined by Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, with the reference that it would be building on «the Third, the digital revolution» and would be «characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological». Thus, the ‘smart’ technologies will spearhead the revolution. We acknowledge that the 4IR will impact on everything, everywhere, including research and libraries. In this paper we conceptualize 4IR, and compare current academic/university library services/trends in South Africa with 4IR requirements through the analysis of 26 public university library websites. The findings show that the libraries are responding well to the revolution through their services, with remarkable of innovation and creativity on display. The study expects library services to be responsive, resourced and accessible anytime and anywhere, and provides a framework for further research and exploration in the region and perhaps elsewhere.
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Mocanu, Mariana, und Cristina Nichimis. „CULTURE - DIGITAL TECHNOLOGY NEXUS FOR A NEW ERA IN EDUCATION“. In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-114.
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Nowadays, culture and digital technology systems are interdependent. New technologies enable new approaches in the creation act, as well as widen the access to cultural products and services to divers social groups. In the same time, almost all cultural acts require interdisciplinary approach, based on artistic competences and technological skills. The profile of an artist gets new dimensions and requires a multidisciplinary education. In the same time, through its increased accessibility, culture gains a more and more important role as vector for non and informal education. It is time for a more systematic approach to address the challenges and opportunities of the culture-digital technology nexus as well as the deployment possibilities in the present educational landscape. Due to technological advances, the shift of education paradigms from topic centred to learner centred education was enabled, with increased tendency to allow personalized learning routes based on individual skills and targets. The paper presents an educational approach based on learning environments build on cultural features that fit the learners profile, created with the support of advanced technologies. Several success stories about improving the educational process with support of new technologies and for increasing the use of IT tools in the performing arts are presented further. Based on past experiences, the paper proposes a model for creating new learning contexts by using digital technology to widen the access to culture, as an education vector, as well as by using cultural experiences to increase the receptivity of learners. Two case studies are presented: one regarding the inclusion of digital education, the second for creation of learning environment based on work reality.
Berichte der Organisationen zum Thema "Further Education Services"
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina und Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3854.
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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Kastelliz, Dietlinde, und Achim Hopbach. Evaluierung der Pädagogischen Hochschulen. Thematische Analyse. AQ Austria - Agentur für Qualitätssicherung und Akkreditierung Austria, 2018. http://dx.doi.org/10.22163/fteval.2018.505.
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In 2016/2017, AQ Austria conducted external evaluations at ten universities of teacher education, which had to be completed for the first time by 1 October 2017 in accordance with the Higher Education Evaluation Ordinance (HEV). For a further three universities it provided individual services within the framework of such evaluations. AQ Austria was commissioned by the universities of teacher education to conduct the evaluations. In this report, AQ Austria presents selected findings and assessments of the provisions for quality assurance at universities of teacher education that it gained in the course of conducting the evaluations.
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Williams, Sarah. Silos and Systems. Auckland University of Technology, November 2023. http://dx.doi.org/10.24135/10292/16947.
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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internationally. In New Zealand, however, the education and health sectors work in silo with no formal directive to do otherwise. Achieving and maintaining inter-sectoral collaboration is therefore challenging, piecemeal, and time-consuming. It is further complicated by system structure, competing priorities, and differing perspectives of the two sectors and those working within them. This multicase study of three urban primary schools explored the relationship between school staff and health services and the influences on this relationship. The study focused on the experiences and perspectives of participant principals, teachers, teacher aides, administrative staff, and Special Educational Needs Co-ordinators (SENCO) working with health services. Data were collected through semi-structured interviews, observations, and reviews of staff professional development and other related learning opportunities. The findings highlighted the uncoordinated working relationship between the health and education sectors in New Zealand and the current barriers to achieving workable, inter-sectoral collaboration. This study has confirmed the need for better inter-sector alignment while acknowledging the interdependence of both sectors. Collaborative inter-sectoral work between education and health is critical. The findings from this study recommend developing and implementing a national policy enabling these sectors to work together to achieve optimal education and health outcomes for children and young people in New Zealand.
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Arifi, Besa. Education in Preventing & Countering Violent Extremism: Considerations for the Western Balkans. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/pn2022.1.wb.
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Violent extremism in the Western Balkans takes many forms, from Western Balkans foreign fighters recruited to participate in conflicts abroad, including in the Middle East and Ukraine; to ethno-nationalist organizations that spread inter-ethnic hatred, some emanating from and glorifying legacies of conflict spanning back to the breakup of the former Yugoslavia and regional conflicts in the 1990s; to chauvinism and anti-EU and anti-NATO ideas that emerge to become even more serious and with greater consequences for the region and socio-political cohesion and dynamics. As violent extremism continues to evolve and adapt in the Western Balkan countries, efforts to address it must also adjust to new threats from both internal and external sources. Recent research on violent extremism in the Western Balkans, and North Macedonia specifically, suggests that education may be an important tool in addressing violent extremism in the region. Some have suggested educational initiatives may assist in addressing online and offline disinformation and extremist narratives. Furthermore, addressing ongoing issues within ethnically divided educational systems may play an important role in working to address some of the ethnic-based divisions that can contribute to ”othering” dynamics. Others have further suggested that education and other support services can play a role in aiding the transition of those imprisoned on charges related to violent extremism and returning families back into society. As countries throughout the Western Balkans continue to update and revise their national action plans and policies to address violent extremism, greater consideration of the role of education and how it might be integrated into these policies is needed. This publication, based on findings from a large-scale literature review mapping the state of research on education in P/CVE in the Western Balkans and beyond,offers a series of considerations for policymakers and practitioners looking to incorporate education in future efforts to address drivers, both real and potential, of violent extremism in Western Balkan states. While findings from this paper are contextualized within the broader experiences of the Western Balkans, specific examples based on experiences in individual countries, North Macedonia most notably, are detailed to provide an in-depth example of considerations for policymakers interested in further incorporating education into P/CVE plans moving forward.
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3897.
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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков und Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
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Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko und Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3270.
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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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Ferre, Zuleika, Néstor Gandelman und Giorgina Piani. Quality of Life in Montevideo. Inter-American Development Bank, September 2008. http://dx.doi.org/10.18235/0011268.
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This paper analyzes various dimensions of the quality of life in Montevideo. The paper finds that satisfaction with various public goods and services at the neighborhood level play a minor role in the overall reported well-being of individuals and in the satisfaction of life domains, such as leisure, social life, family, health, housing, neighborhood economic situation and work. This is in spite of significant disparities in a wide range of indicators among those living in different areas of the city. The results further suggest that differences in overall happiness and in domain satisfaction are mostly due to differences in individual outcomes like education, health, labor situation and housing quality.
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Panchenko, Liubov F., und Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3750.
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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.
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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low-fee private schools but also from among an array of low-fee tuition providers in their immediate neighbourhood to ensure that the child can cope in class, complete daily homework assignments, and pass exams in order to transition to the next grade. The evidence presented in this paper suggests that whether their child is enrolled in a state school or in a low-fee private school, the parents’ dependence on low-fee tuition providers is absolute: without their services, the child will not progress through the primary grades. Yet the sector remains entirely under-researched. The paper argues for the need to map the scale of this sector, document the household spending on it, and bring it within policy debates, placing it alongside low-fee private schools and state schools in order to provide access to primary education to all and improve the quality of education. At the same time it complicates the existing debates on low-fee private schools, by showing that parents on very low incomes — in this case households where mothers are employed as domestic workers and fathers are in casual employment — find them inaccessible; it also shows that household spending on education needs to take into account not just the charges imposed by low-fee schools, but also the cost of securing religious education, which is equally valued by the parents and is not free, and also the cost of paying the low-fee tuition provider. When all these costs are taken into account, the concerns that low-fee private schools are not truly accessible to the poor gain further traction. The paper also shows that mothers end up bearing the primary burden, having to work to cover the costs of their children’s education, because the core income provided by the father can barely cover the household costs.