Academic literature on the topic 'Archives Administration Study and teaching (Higher) Standards'
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Journal articles on the topic "Archives Administration Study and teaching (Higher) Standards"
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Martynova, A. V. "Developing cultural competence of future primary school teachers in professional retraining (language teaching-learning)." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 90–95. http://dx.doi.org/10.36906/2311-4444/19-1/13.
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The article considers the problem of developing cultural competence of future primary school teachers during professional retraining (language teaching-learning). This problem is stated in the Federal State Educational Standards of Higher Professional Education. The author emphasizes that organizing work to develop cultural competence is a relevant pedagogical concern. Competency-based approach is a high-priority task. Its implementation is mandatory within the framework of new Federal State Educational Standards of Higher Professional Education that determine the training objectives in the form of competencies which are necessary for modern teachers in their professional activities. To address the problem the author suggests using historical documents and archives as additional methodological tools during the compulsory courses study (“Theoretical Bases and Technologies of Primary Language Education”, “Theoretical Bases of Primary Literary Education”) of the 44.03.01. Pedagogical Education (Primary Education) curriculum. According to the author, mastering linguistic disciplines will be successful, if there are vivid examples from regional texts illustrating how a language unit functions and evolves. As a result, it will lead to the developing cultural competence of future primary school teachers.
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Elfaki, Alfatih Alamin, Khedir Sidieq Mohamed, Mohamed Ahmed Hamato, and Ahmed Idries Abdo. "A Proposed Framework for Applying the National Standards of Quality Assurance in Higher Education in Sudan from the Teaching Staff’s Perspective - Faculties of Business Administration." Arab Journal For Quality Assurance in Higher Education 10, no. 30 (August 7, 2017): 3–32. http://dx.doi.org/10.20428/ajqahe.v10i30.1188.
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This study aimed to clarify the importance of having national standards and their role in achieving quality, as well as establishing a framework for the actual application of national standards in quality assurance so as to achieve quality in higher education institutions. The researchers followed a descriptive analytical method to achieve the objectives of the study and developed a questionnaire covering primary and secondary variables that have a role in the design of specific models to help in applying the national standards by the Sudanese universities. The questionnaire included one dependent variable; the effective application of national standards of quality assurance in higher education institutions, and the four main variables (independent) are: the national standards of quality assurance in higher education in Sudan, the standard of quality assurance, the standard of teaching and learning and the standard of scientific research and publication. The study revealed a number of conclusions: there were statistically significant differences in the extent of familiarity with the national quality assurance standards in Sudan according to the academic rank of the faculty members; there were also significant differences in the extent of compliance with the national quality assurance standards in Sudan according to the academic rank of the faculty members; there was full agreement between the national standards for quality assurance in Sudan and the international standards for quality assurance; and there were statistically significant differences in that the absence of specific models would have a negative impact on effective application of national standards of quality assurance in higher education in Sudan, according to the academic rank of the faculty members.
Keywords: Quality, The program, Standards, University, Total quality management.
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AL-Mekhlafi, Mohammed Sarhan. "Quality Evaluation of Postgraduate Programs from the Perspective of Students (Faculty of Education, Imam Abdulrahman Bin Faisal University (IAU), KSA)." Journal of Education in Black Sea Region 5, no. 2 (May 23, 2020): 76–95. http://dx.doi.org/10.31578/jebs.v5i2.201.
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This study is an attempt to determine the implementation level of quality standards in graduate programs at the college of Education, IAU in the light of the National Center for Academic Accreditation and Evaluation standards from the viewpoints of students. Data were collected from a randomly selected sample of 86 graduate students. To achieve the study goals, respondents were requested to answer a five-point scale questionnaire comprised of 69 items related to eight quality standards. The result shows an average degree of overall implementation. At the standards level, findings revealed a higher average for implementing quality standards related to teaching staff and quality learning. On the other hand, lower averages of implementation were found for the quality standards of Scientific Research and Projects, Students, Learning Resources, Facilities and Equipment, Curricula, Mission and Goals, and Graduate Qualities and Learning Outcomes. A statistically significant difference (P< 0.05) was found between males and females on the teaching staff standard favoring female students and non-significant differences were found on the implementation of quality standards according to their graduate specialization. The study concluded with recommendations directed for decision makers and higher administration to monitor the implementation of quality assurance within graduate programs.
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Kuznetsova, Elena Ivanovna, Dmitry Vladimirovich Dianov, Umeda Akparovna Ovezova, Alexey Viktorovich Suslov, and Tatiana Sergeevna Markova. "Career and salary of a university teacher: personnel policy regulation in Russia." Revista Tempos e Espaços em Educação 14, no. 33 (August 24, 2021): e16267. http://dx.doi.org/10.20952/revtee.v14i33.16267.
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The present article explores the problems of personnel policy in the higher education system concerning the incentive role of remuneration and career development opportunities. At present, due to several major socio-economic changes, a transformation of labor relations in the system of higher education is taking place. As a result, new approaches to both the management of educational institutions and the selection of university faculty and the remuneration and career development of teachers are required. The goal of the study is to analyze individual modern trends in the development of incentive methods in higher education as a feature of personnel policy. The article demonstrates that as a consequence of the economic transformations, changes requiring an increase in the quality of graduates are occurring in university management which inevitably influences the expansion of the professional requirements for teaching staff. It is established that in modern conditions, external control is replaced by internal one, academic freedoms are displaced by the administration, and academic standards are modified and replaced by formal rules. This process is accompanied by considerable changes in the university personnel policy and the relationships between the administration and teachers. Various examples of human resources policy organizations adopted in different countries are studied. The features of labor contracts with teachers, the conditions of their work, and career opportunities are investigated. Special attention is paid to various approaches to stimulating teaching activity. The shortcomings that do not allow achieving a higher quality of higher education in Russia are identified. Proposals for improving personnel policy in higher education aimed at improving its quality are presented.
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Xhafaj, Jorida, Visar Hoxha, and Qendresa Beka. "The legal governance of online learning and the higher education institutions approach in the developing country." Journal of Governance and Regulation 11, no. 1, special issue (2022): 223–30. http://dx.doi.org/10.22495/jgrv11i1siart3.
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The purpose of the study is to examine the legal framework governing online learning in higher education in Kosovo and harmonization with accreditation standards, professional licensing bodies, and copyrights laws (Frydenberg, 2002; Davis, Dowd, Poulin, & Silverman, 2020) and evaluate the transformation process from in-campus classes to online classes from the technical perspective within five higher education institutions (HEI) in Kosovo such as faculty support, redesign of learning outcomes, and assessment strategies (Martin, Polly, Jokiaho, & May, 2017; Coates & Lennon, 2014; Johnson, Veletsianos, & Seaman, 2020). The present study uses qualitative research methodology. The qualitative research method analyzes laws, standards, and other by-laws in Kosovo to examine the legal clauses governing the delivery of online teaching in Kosovo. The study analyzes the Kosovo Law on Higher Education, Accreditation Directive, accreditation manual and standards, and strategic documents of the Ministry of Education, Science and Technology of Kosovo. Further, the present study uses discussions and interviews with the homogenous purposive sample of stakeholders within five HEIs in Kosovo. The present study finds that the actual legal framework in Kosovo lacks clarity and standardization and offers liberty for self-governance and independence to universities to decide on online education. Also, results show that Kosovo universities are at the outset of transformative processes towards online education such as faculty support, the adaption of didactics, course redesign, and the adaptation of assessment policy. So, the present study paves the way for better regulation of online learning within the Law on Higher Education and various administrative directives governing the accreditation of HEI and their study programs and modes of delivery. The present paper represents the first qualitative study of legal and institutional governance of online learning in Kosovo.
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Mamatova, Tetiana, Iryna Chykarenko, Oleksii Chykarenko, Тetiana Kravtsova, and Oleg Kravtsov. "Innovative digital technologies in the pr-management specialists training for public administration bodies on the blended learning." Eduweb 16, no. 3 (September 28, 2022): 160–76. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.12.
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Objective. The paper examined the information digital technologies effectiveness in the PR-management specialists training for public administration bodies on the blended learning model. The research methodology is based on a mixed-methods approach and a combination of qualitative and quantitative design to fully cover the use of digital technology in the training of professionals under martial law. Results. It has been demonstrated that through a combination of different digital technologies in the higher education institutions of Ukraine, depending on the stage of training and type of lesson, a flexible inclusive approach was used, making provision for the creation of common standards for teaching through digital technology. Innovative digital technologies were used depending on the stage of the educational process (communication and interaction; conducting lectures and seminars; transferring learning materials and exchanging them; digital content development; knowledge evaluation and academic performance rating). As the higher education institutions of Ukraine significantly improved the asynchronous learning models, the preparation level of both educators and students for the complete transition to asynchronous learning given the war was markedly higher. It is deemed that the flexible self-study model during the war ensures the general competencies development, however students have not mastered a sufficient level of professional practical competencies.
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Alqedra, Hamed N. I. "The level of Applying Total Quality Standards in Graduate Studies at Palestinian Universities, Gaza." Arab Journal For Quality Assurance in Higher Education 10, no. 29 (May 29, 2017): 55–78. http://dx.doi.org/10.20428/ajqahe.v10i29.1168.
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The study aimed to identify the level of applying total quality standards in the graduate studies at the Palestinian universities from the students' perspective. The researcher used the descriptive analytical method to achieve the objectives. A questionnaire, consisting of (33) items divided into (3) themes, was developed and distributed to the sample of the study which was (129) male and female students, approximately constituting (15%) of the study population (860 members). To collect the data, the questionnaire was distributed to the sample, data was analyzed and the following results were obtained. The overall degree of applying the total quality standards in higher studies from the perspective of students was on average with a proportional weight of (62.83%). The theme related to the teaching staff scored the first rank while the theme related to the university administration scored the last rank. In addition, there were no statistically significant differences between the means of the study sample members regarding the degree of applying total quality standards in the graduate studies at the universities that were attributed to the variables of gender, university, and the academic level. Finally, the study proposed major recommendations the first of which was that more efforts should be exerted in order to improve the application of total quality standards in the postgraduate studies at Palestinian universities, and to continuously develop human resources as well. The second recommendation was that there should be a revision of future visions of Palestinian universities according to the total quality management standards, with wide participation of the university staff to ensure compliance with the total quality standards. The last major recommendation suggested by the study was to consider the university inputs to ensure that the outputs are in line with the quality standards. This can be achieved through persistent and continuous efforts on the application of total quality standards during the processing phase
Keywords: Total quality standards, Graduate, Palestinian universities.
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Bokarev, Aleksandr I., Еlena S. Denisova, Ivan A. Ignatovich, and Aleksandr Yu Kazakov. "Assessing the Learning Administration of Higher Education Institutions by Graduates’ Turn-Out and Learning Outcomes: Theory and Practice." Integration of Education 25, no. 1 (March 30, 2021): 69–90. http://dx.doi.org/10.15507/1991-9468.102.025.202101.069-090.
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Introduction. This article describes how universities are fulfilling their training assignments. Its relevance is determined by the growing need of teachers to correlate the learning results of specialists-to-be with learning assignments. The aim of the article is to describe a method for assessing the learning management system of higher education institutions by analysing learning outcomes and graduates’ turn-out. Materials and Methods. The study relies on the collection and analysis of the results of specialists’ training between 2015 and 2019. The joint use of the obtained data and methods of normative forecasting and interpolation allowed the authors to calculate and measure the intermediate results relative to the final ones, to build educational trajectories, which made it possible to evaluate the learning management system by dealing with training results and graduates turn-out. Results. For the first time the authors of the article showed that the measured results demonstrated not only the scope of specialists’ training and graduation, but they evaluated management of the educational process and developed necessary management decisions to regulate standards and measures for specialists’ training and graduation according to the specified final results. Discussion and Conclusion. The conclusions contribute to the development of the concept of learning management systems, provided that there are specified final results of the specialists’ graduation. Findings are of interest to the scientific and pedagogical community, professors, teaching staff and leadership of educational institutions.
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Kilbourne, Brianne F., Thomas G. Bowman, and Stephanie M. Mazerolle. "A Developmental Perspective on Behaviors of New Faculty Transition into Higher Education." Athletic Training Education Journal 13, no. 4 (December 1, 2018): 348–58. http://dx.doi.org/10.4085/1304348.
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Context: The responsibilities of new faculty members can be stressful because of the expectations of research, teaching, service, and for some, administration. The strain from transition and role complexity can impact faculty members' perceptions of the experience and therefore professional development. Objective: To understand how individual characteristics and behaviors influenced development of new faculty during their transition from doctoral students to faculty members. Design: Qualitative phenomenology study. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited athletic training programs. Patients or Other Participants: Sixteen junior faculty (7 males, 9 females, age = 32 ± 3.5 years) representing 7 National Athletic Trainers' Association districts and 14 different higher education institutions participated. Main Outcome Measure(s): A semistructured telephone interview protocol was used to examine the experiences of junior faculty within their first 3 years of a faculty role. Interviews were coded inductively using a psychosocial developmental interpretive lens. Credibility was established with saturation of the findings and researcher triangulation. Results: The data revealed 3 individual behavioral characteristics positively influenced the development of junior faculty through transition: (1) adaptive perfectionism, (2) competence gained through experience, and (3) the use of a mentor network. Our participants adapted personal expectations in light of outcomes that differed from personal standards; gained competence by seeking experience before, during, and after their doctoral studies; and used a mentor network to ease transition. Conclusions: Our findings suggest that individuals who are able to reflect on their performance and self-adjust personal standards and/or behaviors have a positive perception related to their ability to be successful during transition. Competence gained through experience apart from doctoral assistantships appears to facilitate the transition into higher education. Also, the creation and maintenance of a mentor network that provides a variety of support from multiple sources appears to improve transition by providing comradery, security, and help.
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Fernàndez Gonzàlez, Jorge. "Mujeres pioneras: la catedrática de instituto Rosario Fuentes." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 487. http://dx.doi.org/10.5944/hme.14.2021.27510.
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If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.
Dissertations / Theses on the topic "Archives Administration Study and teaching (Higher) Standards"
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Bell-Nolan, Mary E. "Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.
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Van, Jaarsveldt Liza Ceciel. "Information technology competence in undergraduate public administration." Thesis, 2010. http://hdl.handle.net/10500/4831.
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This research was selected after the South African Minister of Public Service and Administration, Minister Geraldine Fraser-Moleketi’s, statement in the Budget vote speech of 2002 that government spent an estimated R3 billion per annum on Information and Communication Technology (ICT) goods and services, but that only 20 percent of public servants are computer literate. In 2004, this was illustrated again by the Minister who stated that the government will be recruiting new skilled personnel and that the recruitment will take place primarily from African countries, India and Iran. During 14 to 17 November 2005 the Minister lead a delegation to India with the specific purpose of reaching agreements between the two countries for assistance by the Indian public service through the transfer of Indian public servants, as well as training interventions and mentorship programmes for South African public servants.technology is one of the key strategies that governments can use to reform and improve public service delivery. Large amounts of information are required to deliver public services, for example pension and unemployment administration. However, to make proper use of and benefit from information technology public servants will need information technology skills and knowledge.
It is generally accepted that universities provide Public Administration education to students that will become the future workforce in the public service. It is the duty of a university to provide scientifically inspired career education to students. Universities undertake to provide the knowledge as well as higher education to students in order to function effectively in the workplace. A student studying for a career should be able to gain knowledge about the field of study and gain the necessary skills to be used in practice. Thus, students in Public Administration should not only have knowledge about the subject Public Administration, they should also be able to act as professional public servants that can serve the public. The question can however be asked whether the curricula provided to undergraduate Public Administration students at South African universities comply with the needs of the public work force when considering the use of information technology competencies?Public Administration and Management
D. Litt. et Phil. (Public Administration)
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van, Jaarsveldt Liza Ceciel. "Information technology competence in undergraduate public administration." Thesis, 2010. http://hdl.handle.net/10500/4831.
Full textAbstract:
This research was selected after the South African Minister of Public Service and Administration, Minister Geraldine Fraser-Moleketi’s, statement in the Budget vote speech of 2002 that government spent an estimated R3 billion per annum on Information and Communication Technology (ICT) goods and services, but that only 20 percent of public servants are computer literate. In 2004, this was illustrated again by the Minister who stated that the government will be recruiting new skilled personnel and that the recruitment will take place primarily from African countries, India and Iran. During 14 to 17 November 2005 the Minister lead a delegation to India with the specific purpose of reaching agreements between the two countries for assistance by the Indian public service through the transfer of Indian public servants, as well as training interventions and mentorship programmes for South African public servants.technology is one of the key strategies that governments can use to reform and improve public service delivery. Large amounts of information are required to deliver public services, for example pension and unemployment administration. However, to make proper use of and benefit from information technology public servants will need information technology skills and knowledge.
It is generally accepted that universities provide Public Administration education to students that will become the future workforce in the public service. It is the duty of a university to provide scientifically inspired career education to students. Universities undertake to provide the knowledge as well as higher education to students in order to function effectively in the workplace. A student studying for a career should be able to gain knowledge about the field of study and gain the necessary skills to be used in practice. Thus, students in Public Administration should not only have knowledge about the subject Public Administration, they should also be able to act as professional public servants that can serve the public. The question can however be asked whether the curricula provided to undergraduate Public Administration students at South African universities comply with the needs of the public work force when considering the use of information technology competencies?Public Administration and Management
D. Litt. et Phil. (Public Administration)
Books on the topic "Archives Administration Study and teaching (Higher) Standards"
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Alonso, Vicenta Cortés. Diez años de cooperación archivística iberoamericana: Curso sobre organización y administración de archivos de Madrid. Madrid: Ediciones Cultura Hispánica, 1985.
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Michael, Cook. Guidelines on curriculum development in information technology for librarians, documentalists, and archivists. Paris: General Information Programme and UNISIST, United Nations Educational, Scientific, and Cultural Organization, 1986.
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Malcolm, Tight, ed. The RoutledgeFalmer reader in higher education. London: RoutledgeFalmer, 2004.
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Axel, Schniederjürgen, and International Federation of Library Associations and Institutions., eds. World guide to library, archive and information science education. 3rd ed. München: K.G. Saur, 2007.
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Andreevna, Osichkina Galina, Mosi͡a︡gina O. V, Uchebno-metodicheskoe obʺedinenie vuzov Rossiĭskoĭ Federat͡s︡ii po obrazovanii͡u︡ v oblasti istoriko-arkhivovedenii͡a︡ (Rossiĭskiĭ gosudarstvennyĭ gumanitarnyĭ universitet), and Federalʹnai͡a︡ arkhivnai͡a︡ sluzhba Rossii, eds. Problemy prepodavanii͡a︡ arkhivovedcheskikh i dokumentovedcheskikh dist͡s︡iplin: Sovremennai͡a︡ praktika i perspektivy : materialy Vserossiĭskoĭ nauchno-prakticheskoĭ konferent͡s︡ii, 7 dekabri͡a︡ 2000 g. Moskva: Rossiĭskiĭ gos. gumanitarnyĭ universitet, 2001.
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United States. National Archives and Records Administration, ed. The Face of war: A study guide for the exhibition at the National Archives, March 1994-September 1995. [Washington, D.C.?]: The Administration, [1993?], 1993.
Find full textBook chapters on the topic "Archives Administration Study and teaching (Higher) Standards"
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Hill-Berry, Nola. "Professionalism among Jamaican Educators." In Advances in Educational Marketing, Administration, and Leadership, 24–45. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1700-9.ch002.
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The issue of professionalism among Jamaican educators has occupied a significant portion of much discourse. In this chapter, the author discusses a small-scale study that sought to answer two main questions: What are the perspectives of the Jamaican teachers regarding professionalism and are Jamaican teachers professional? The aim of which was to generate information that the relevant technocrats within the education sector can use to inform decision making. Through convenience sampling, a cross-sectional survey was done to solicit responses across a select college and two high schools. Participants responded to these questions through a specifically designed questionnaire. The question of whether Jamaican teachers are professional was still unanswered. However, more efforts should be expended to ensure that teachers uphold professional standards, become acquainted with their code of ethics and improve the levels of compliance with these professional codes and standards. In the meantime, educators should be encouraged to continuously seek and engage in professional development activities to augment their personal and professional growth; as well as the growth and development of others. This chapter discusses professionalism among Jamaican educators and highlights the professional principles and code of conduct, daily practices of Jamaican educators, and their perspectives on teacher professional development, and wider stakeholder impact. The author challenges educational leaders to mobilize educators to attain higher levels of excellence and professionalize teaching by ensuring conformity with established standards and code of conduct.