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Journal articles on the topic 'Diploma of Special Education'
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Cassels, L., and O. V. Cummings. "GED: An Option for Students with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 3 (May 1997): 258–60. http://dx.doi.org/10.1177/0145482x9709100311.
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The general equivalency diploma (GED), which is an equivalent high school credential, is authorized by all states in the United States and is recognized as a diploma by both colleges and employers. This article describes the development and implementation of a GED-preparation program at the New York Institute for Special Education, which serves students who are visually impaired.
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Tabron, Lolita A., and Karen Ramlackhan. "Hypocrisy, State Policy, and African American Students With Disabilities: The Guise of Access." Educational Policy 33, no. 1 (October 26, 2018): 181–204. http://dx.doi.org/10.1177/0895904818807308.
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We critically examined the odds of earning a college preparatory diploma for African American high school seniors receiving special education services under Texas’s Top 10% Policy (TTPP). Critical policy analysis was used to explore the meritocratic guise of college access for African American youth with disabilities, and through DisCrit, theorized TTPP’s broader effect on the social stratification and creation of policy “winners” and “losers.” Results from multilevel logistic regression models indicate African American students are nearly twice as likely to be identified with disabilities as their peers and are the least likely to earn a college preparatory diploma in Texas.
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Santos Fabelo, María del Carmen, and Addiel Pérez Díaz. "La educación especial en Ciudad Juárez: reflexión y acción." Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, no. 19 (February 4, 2020): 79. http://dx.doi.org/10.5944/comunitania.19.5.
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El artículo está basado en investigaciones recientes que permiten constatar cómo se encuentra Ciudad Juárez respecto a la demanda de los cambios en la Educación Especial. La información se obtuvo utilizando una metodología mixta que permitió obtener datos para reflexionar y accionar al respecto. De una población conformada por 20,412 habitantes de las colonias marginadas, se tomó una muestra aleatoria simple de 8,301 y resultaron con necesidades educativas especiales y/o discapacidad el 19.3%. A partir de este estudio se han realizado diversas acciones y reflexiones para modificar situaciones negativas, abordándose la apertura del primer Diplomado en Educación Especial en el 2006 y de la Maestría en Educación Especial en el 2007.The article is based on recent research that shows how Ciudad Juárez is in relation to the demand for changes in Special Education. The information was obtained using a mixed methodology that allowed obtaining data to reflect and act on it. From a population consisting of 20,412 inhabitants of marginalized colonies, a simple random sample of 8,301 was taken and 19.3% were found with special educational needs and / or disability. From this study, various actions and reflections have been carried out to modify negative situations, addressing the opening of the first Diploma in Special Education in 2006 and the Master in Special Education in 2007.
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Leite, Sónia, and Diana Brás. "Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva." História da Ciência e Ensino: construindo interfaces 20 (December 29, 2019): 702–13. http://dx.doi.org/10.23925/2178-2911.2019v20espp702-713.
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Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law
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Tipton, Dorothy. "Music in the Certificate of Pre-Vocational Education: A Music Course for Special People." British Journal of Music Education 6, no. 1 (March 1989): 55–68. http://dx.doi.org/10.1017/s0265051700006835.
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The author describes a project which was created to encourage communication, through music and drama, between mainstream sixth form pupils and a local Special School. The course was offered as part of the Certificate of Pre- Vocational Education of the Joint Board of City and Guilds/B. Tech. and was open to all sixth form students irrespective of their musical expertise or experience. None had previously worked with handicapped children.Dorothy Tipton is Head of Music at the Rowena School for Girls, Sittingbourne. Her interest in Special School work was awakened during a Diploma in Music Education course at Christ Church College, Canterbury, resulting in a dissertation on ‘Music in the Mainstream Classroom for children with Special Needs’ (1985). During this research close and lasting links were developed with the local Special School for the severely handicapped, St Bartholomew's School, Milton, Kent. In March 1988, project cards for Music non-specialist primary school teachers Exploring Sounds and Themes, devised by Dorothy Tipton, Alan Vincent and Vanessa Young, were published by Kent Education Committee.
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Hastriana, Umniyatis Sholiha. "Penyelenggaraan Program Unggulan Teknologi Informasi di MAN 1 Malang." Idarah (Jurnal Pendidikan dan Kependidikan) 2, no. 2 (December 10, 2018): 117–32. http://dx.doi.org/10.47766/idarah.v2i2.276.
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Mastery of computer technology is the demands of globalization whose distribution has touched all lines including education. the reason for implementing this program is (1) many graduates do not continue their education to the next level; (2) students to get practical skills, and technical skills in the field of computers that are ready to use; (3) the need for a computer certification; and (4) the demands of the industrial world and the business world. The study used a qualitative method of phenomenology approach. The data analysis technique used is observation and interview. The results of the study showed that the mechanism for implementing the program are (1) subjects fulfilled not interfere with other subjects learning material for one year in a diploma program, will be included in three years of learning at Aliyah; (2) the time of the diploma program along with other regular learning at Aliyah is for 2.5 years - having a certificate of expertise -; (3) the implementation of an internship scheduled for a long one-week vacation with placement determined by the Madrasah; (4) special teaching staff for this diploma program from FKK SDI ITS and the rest from MAN Malang 1 teacher who has passed certification from ITS.
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Datsenko, Vita. "THE ECOLOGICAL DIMENSION OF CHEMISTRY EDUCATION IN A TECHNICAL UNIVERSITY." Educological discourse, no. 3-4 (2019): 268–79. http://dx.doi.org/10.28925/2312-5829.2019.3-4.268279.
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The experience in the implementation of the methodological system of building the eco-chemical knowledge into the practice of the Kharkiv National Automobile and Highway University has been analyzed. The main purpose of this work is to exchange the experience of increasing the efficiency of the eco-chemical knowledge assimilation under the influence of integrating ecological components into the chemical curriculum. The formation of the ecological consciousness of future specialists is addressed through the creation of the chemical education space, which allows, through the nature of the environmental interaction, for guiding students towards solving ecological issues in both theory and practice. The chemical curriculum in the university is based on the specialty and consist of the most important topics and issues necessary for further professional activities. It’s been shown that integrating ecological components into the chemical curriculum – lectures, laboratory and practical sessions – stimulates the ecological thinking of students. The multidimensional observation of ecological objects, solving ecological tasks, and carrying out eco-oriented laboratory sessions raises students’ interest to the addressed issues of their professional activities, increases the motivation to studying chemical subjects and reinforces the learning efficiency of chemical knowledge. Implementing the ecological component into the curriculum plans of the fundamental and profession-oriented chemical subjects and special courses, along with transforming the approach to writing diploma thesis through the development of the ecology-infused topics of diploma thesis facilitated the development of the chemical knowledge for future engineers with technical occupation in Ukrainian technical universities.
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Sadlo, Gaynor. "Problem-based Learning in the Development of an Occupational Therapy Curriculum, Part 2: The BSc at the London School of Occupational Therapy." British Journal of Occupational Therapy 57, no. 3 (March 1994): 79–84. http://dx.doi.org/10.1177/030802269405700303.
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Part 1 of this article* defined the process of and rationale for problem-based learning (problem-focused education). Part 2 describes the new BSc(Hons) programme in occupational therapy at the West London Institute, which is designed around a series of true-life problems encountered by people who have been referred for occupational therapy. It was developed following experience of problem-focused education in the diploma course. Problems are presented to students in a special sequence, within units of study, graded to promote understanding and critical evaluation of the process of occupational therapy. There is an accent on fieldwork reasoning, and on the accumulation of usable knowledge required for each case. The capacity for self-direction for lifelong learning is promoted. The curriculum is intended to be motivating, exciting, relevant and challenging for students and staff. Evaluations of the diploma course have been positive, and the outcomes of this new degree are being monitored to ensure standards and to ascertain more clearly the educational value of fieldwork problems.
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Muhammad Yudo and Rahmad Salahuddin. "The Implementation of Curriculum at Kuttab Al-Fatih Surabaya." International Journal on Integrated Education 3, no. 3 (June 30, 2020): 174–78. http://dx.doi.org/10.31149/ijie.v3i3.425.
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This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia
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Muhammad Yudo Agressi Akbari, and Rahmad Salahuddin. "The Implementation of Curriculum in Kuttab Al- Fatih Surabaya." International Journal on Integrated Education 3, no. 4 (July 2, 2020): 81–85. http://dx.doi.org/10.31149/ijie.v3i4.431.
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This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the Lembaga Pendidikan Kuttab al-Fatih Surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of Miles and Huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for Allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the Kuttab curriculum which is applied at the Lembaga Pendidikan Kuttab al- Fatih Surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-Fatih educational institution Surabaya also uses an informal education (Pusat Kegiatan Belajar Masyarakat/PKBM) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in Indonesia.
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Gale, Mary-Anne. "AnTEP Comes of Age." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 17–25. http://dx.doi.org/10.1017/s1326011100002210.
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Walking across that stage, no-one can take that feeling away because it's really special to you. You feel really, really proud — even though it took a long time to do it and to get there.(Ruth Anangka, one of the first AnTEP graduates, Pers. Comm., 1995)With permed hair, academic gowns and proud smiles of achievement, two more groups of Aboriginal women have walked the length of the red carpet on the stage of the Adelaide Festival Theatre during university graduation ceremonies. Amid hoots and cheers from University staff seated on the stage (also wearing gowns and smiles of pride) on the 29th May 1995, six more women from the far north west of South Australia, and one from Alice Springs, were awarded the Associate Diploma of Education. Six months later, on the 6th October 1995, two more women from the north west were presented with the Diploma of Teaching.
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Nketsia, William, Maxwell Peprah Opoku, Timo Saloviita, and Danielle Tracey. "Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 49–65. http://dx.doi.org/10.2478/jtes-2020-0005.
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AbstractIn accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. In this study, 167 final-year trainees and 13 teacher educators from Diploma in Basic Education Program in three colleges of education in Ghana were surveyed about their views on the SEN teacher preparation course. The study found out that the SEN course placed much emphasis on medical model view of SEN and only a minority of trainees acquired the requisite inclusive knowledge, values and pedagogical practices. The paper discusses key barriers to the development of inclusive knowledge, pedagogical practices and values among trainees as well as factors that can promote the effective training of inclusive teachers.
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Dust, Karen, and Diana Moses. "In‐service education for specialist teachers of children with special educational needs: a survey of the diploma courses 1984‐85." Research Papers in Education 1, no. 3 (October 1986): 194–216. http://dx.doi.org/10.1080/0267152860010303.
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Sonedi, Sonedi. "STRATEGI PENGEMBANGAN MANAJEMEN PERGURUAN TINGGI SWASTA." Anterior Jurnal 17, no. 2 (September 1, 2018): 69–78. http://dx.doi.org/10.33084/anterior.v17i2.1.
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Higher education is the level of education after the secondary education that includes diploma programs, undergraduate programs, master programs, doctoral programs, and professional programs, as well as special programs, organized by universities based on Indonesian culture. One of the common characteristics of organizational development is that organizational development is a continuous and dynamic process. Executors should be able to change strategy during the ongoing process as a result of emerging problems and organizational events. This is because it has a strong influence on the achievement of college goals, especially organizational development concerning financial perspective, costumer, education service process, and learning and growth. Balanced Scorecard (BSC) as an alternative to organizational development. Within the framework of organizational development, PTS should optimize education services with the potential of existing resources in accordance with the demands of the internal and external environment.
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Connell, Tim. "Web support for distance learning in the field of translation." ReCALL 11, no. 2 (September 1999): 31–37. http://dx.doi.org/10.1017/s0958344000004936.
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Distance learning courses have been developed at City University over the last eight years. Language Plus, a semi-distance scheme was designed around the MBA programmes, which have little timetable space to spare (Connell & Pollard 1993). At the request of the Institute of Linguists, special syllabuses and examinations were devised for the Background Studies module of the Instite of Linguists, special syllabuses and examinations were devised for the Background Studies module of the Institute's ELIC Diploma in 1991. It was also a means of satisfying demand from students located elsewhere in Britain or abroad wishing to prepare for this particular module, but for whom no local course was available.
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Gaydar, B. V., V. N. Tsygan, V. A. Shvets, K. A. Palii, S. A. Tsvetkov, and A. E. Baretskaya. "Imperial Medical and Surgical Academy." Bulletin of the Russian Military Medical Academy 20, no. 4 (December 15, 2018): 275–80. http://dx.doi.org/10.17816/brmma12400.
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The main events related to the assignment of the «Imperial» Medical and Surgical Academy status are considered. In the days of the celebration of the Academy’s 100th anniversary, publications dedicated to this event asserted that grateful offspring would always honor the memory of the Academy high Founders and Patrons. Our great predecessors, who celebrated the jubilee ideologically and organizationally, had recognized and honored Emperor Paul I as its founder. But the name and status the «Imperia Academy» was received from the hands» of Emperor Alexander I. On August 27, 1808, the Medical Surgical Academy, which had received Permission to be called Imperial, that was, a new quality (education) and other rights, the advantages granted to it, opened its first solemn meeting. That day, in our opinion, can claim to be considered the Birthday of the Imperial Medical and Surgical Academy. We emphasize that it is only about of the «Imperial» status. At that meeting the president of the academy James Wylie announced that the emperor «deigned to take on the title of Honorary Member of the Academy». On September 18, 1809, another great celebration took place in the Assembly Hall of the Academy devoted Alexander I and other High Men receiving the title of Honorary Members of the Academy. At the same time, the Emperor «showed his special favor to the Academy and bestowed upon it the Highest Charter, which «protects the rights and advantages of the Academy for all time». The most important provision of the Highest Charter was that, as a pledge of special imperial favor, the Medical and Surgical Academy was given the title of the Imperial Medical and Surgical Academy. That great celebration, its ritual procedure were reflected in the academic records: a thanksgiving service in the name of the Smolensk Mother of God in the academic church; the arrival of guests to a large academic audience (Assembly Hall, Conference Hall), members of the State Council, members of the Holy Synod, government ministers, foreign ministers; the arrival of Emperor Alexander I in «the Academy house»; the announcement of the Highest Diploma; the presentation of the diploma by the Minister of Internal Affairs Prince A. Kurakin to Emperor Alexander I; the highest order to present the diploma of the Academy; the receipt of the diploma by the President of the academy James Wylie and his thank-you speech; receiving diplomas Honorary Members of the Academy; election of new Honorary Members of the Academy; final speech of the President of the Academy; a visit to the Emperor of the academic church; breakfast of the Emperor in the dining room and his departure from the academy; further celebrations in the academy.
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Velasco, Laura E. De Luna, Antonio Hernandez Fernandez, and Isabel Maria Ferrandiz Vindel. "University Practice As A Key Factor In Increasing The Sensitivity To Educational Inclusion." Contemporary Issues in Education Research (CIER) 5, no. 5 (December 19, 2012): 379. http://dx.doi.org/10.19030/cier.v5i5.7472.
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The present article is based on research carried out in three universities, the University Center South (Cusur, Mexico), Jaen and Cuenca (Spain) on the influence of university practice in the development of sensitivity towards inclusive education in our students the first years of the Diploma in Education, using the subject "pedagogical basis of special education" and the equivalent Cusur and Cuenca. With the idea that the practices of the subject are the ideal time to promote positive attitudes towards inclusive education a questionnaire to collect data prior to the four month long activities focused on the presentation of case studies and program auditions radio "A Light in the Chest" which airs on Ciudad Guzman (Mexico) directed by Professor De Luna and which revolves around the inclusion. When the semester ended he turned to pass the quiz to test variations in sensitivity to educational inclusion or not been able to develop our university students.
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Safitri, Dyah, and Titis Wahyuni. "THE VIEW UI VOCATIONAL STUDENTS IN MANAGING PERSONAL RECORDS TO GET DIPLOMA SUPPLEMENT." Journal of Documentation and Information Science 1, no. 1 (November 21, 2017): 01. http://dx.doi.org/10.33505/jodis.v1i1.25.
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Personal file record is very important for the students to support the activities. If the personal records can be organized properly, they can fill Sipresma (Sistem Informasi Prestasi Mahasiswa) or student achievement information system easily. The rules also require that students can manage a personal record in the form of a charter, certificate or other reference letter to get diploma supplement or Surat Keterangan Pendamping Ijazah (SKPI). In this study objectives are to determine the management of personal records related to student achievement information system (Sipresma) UI. This research method uses quantitative methods involving 358 respondents of the Vocational Education Program University of Indonesia students. The results obtained showed that the majority of students agreed that the personal file management still not maximal. The conclusion from this study also shows that the students are very aware of the certificate or reference of activity should be stored in a special storage area that's personal record can be well ordered
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Linkwitz, Klaus. "Experience from a Course on “Formfinding and Analysis of Tension Structures”, held at the University of Stuttgart for 10 years." International Journal of Space Structures 17, no. 2-3 (June 2002): 159–69. http://dx.doi.org/10.1260/026635102320321806.
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The most striking and peculiar property of surface-tension structures – membranes, prestressed and hanging cable nets, pneus, etc. – is their intrinsic interaction of form and forces. When designed using pencil and paper only, or even using a conventional CAD-system, and then materialised by tissue or cables they would act unpredictably. This is due to the fact that here feasible shapes must be “figures of equilibrium”. Mostly the design and even analysis of this type of structure is outside the conventional education of the profession. Thus the student of structural engineering or architecture enters a completely new and strange world when attending a class where, the creation of feasible forms is the essential objective The course comprises lectures, practice with formfinding software at either UNIX-Workstations or WINDOWS-PCs, and issuing of special study, diploma, and design work. An intrinsic property of the working and training places offered and also of the different study- and diploma works is their interdisciplinarity. It has proven year after year to be successful, judging also from the fine exercises and the excellent design- and thesis-works done by the attending students.
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Lestari, Sudarsri. "Analisis Standar Pendidik Dan Tenaga Kependidikan (Studi Di Sdn 3 Tamanagung Banyuwangi)." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 3, no. 1 (August 16, 2018): 18–22. http://dx.doi.org/10.31538/ndh.v3i1.35.
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Standards of educators and education personnel are one of the eight national standards of education. Standards of educators and educational personnel are the standards governing the qualifications that must be possessed by educators and education personnel, both academic and non academic qualifications. SDN 3 Tamanagung is one of the primary schools in Kabupaten Banyuwangi which has educators and education personnel 8 people. This study aims to analyze the implementation of standard educators and education personnel at SDN 3 Tamanagung Banyuwangi. The method used in this research is qualitative method with descriptive research type. Data collection methods used were interviews, observation, and documentation. Testing the validity of data is done by using triangulation. The result of the research found that the head of SDN 3 Tamanagung has fulfilled the general qualification and special qualification. For educators, there is one teacher SDN 3 Tamanagung who do not meet the minimum qualifications, which is still educated diploma. In non academic qualification, all educators and education personnel at SDN 3 Tamanagung have fulfilled various competency fields, which are pedagogic, personality, social, and professional competence.
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Lestari, Sudarsri. "Analisis Standar Pendidik Dan Tenaga Kependidikan (Studi Di Sdn 3 Tamanagung Banyuwangi)." Nidhomul Haq: Jurnal Manajemen Pendidikan Islam 3, no. 1 (March 30, 2018): 18–22. http://dx.doi.org/10.31538/nidhomulhaq.v3i1.106.
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Standards of educators and education personnel are one of the eight national standards of education. Standards of educators and educational personnel are the standards governing the qualifications that must be possessed by educators and education personnel, both academic and non academic qualifications. SDN 3 Tamanagung is one of the primary schools in Kabupaten Banyuwangi which has educators and education personnel 8 people. This study aims to analyze the implementation of standard educators and education personnel at SDN 3 Tamanagung Banyuwangi. The method used in this research is qualitative method with descriptive research type. Data collection methods used were interviews, observation, and documentation. Testing the validity of data is done by using triangulation. The result of the research found that the head of SDN 3 Tamanagung has fulfilled the general qualification and special qualification. For educators, there is one teacher SDN 3 Tamanagung who do not meet the minimum qualifications, which is still educated diploma. In non academic qualification, all educators and education personnel at SDN 3 Tamanagung have fulfilled various competency fields, which are pedagogic, personality, social, and professional competence.
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Sharmin, Tasnuva, Pranab Kumar Chowdhury, Tafazzal Hossain Khan, and Md Obidul Hoque. "Knowledge of Nurses Regarding Essential Newborn Care in Special Care Neonatal Units (SCANU) of Different Hospitals of Chattogram, Bangladesh." Journal of Bangladesh College of Physicians and Surgeons 39, no. 3 (June 19, 2021): 185–92. http://dx.doi.org/10.3329/jbcps.v39i3.54163.
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Background: The advancements in intensive care in recent decades have enabled better survival of newborn. Knowledge of essential newborn care is important for the survival, growth, and development of a newborn. In spite of its essentiality, most health-care professionals do not know and follow the World Health Organization recommendation.
Aim and objectives: The aim of this study was to assess the knowledge of nurses regarding essential newborn Care in Special Care Neonatal Units (SCANU).
Materials and methods: This observational study was conducted among the nurses working in SCANU of Chattogram Medical College and Hospital, Chattogram Maa- O- Shishu Hospital and Bangabandu memorial hospital of University of Science and Technology, Chattogram (USTC) for 6 months. Purposive sampling technique were applied for selecting the sample. A structured data sheet was predesigned to collect data. Knowledge regarding Essential Newborn Care among the nurses graded as satisfactory or not satisfactory.
Results: In this study it was observed that 69.0% nurses had completed diploma in nursing and midwife education, B. Sc in nursing 11.0%, diploma in nursing 7.0%. 56.0% nurses attended special courses/training in neonatology. 94.75% of the nurses had satisfactory knowledge regarding essential newborn care. 58.0% of nurses washed their hands with disinfectant solution before handling the baby, 99.0% mentioned that the baby must be breast feeding within 1st hour of delivery, 92.0% mentioned that baby must be fed 6 months of exclusive breast feed, 91.0% knew how to stabilize body temperature of low birth weight newborn. The knowledge regarding essential newborn care were almost similar with age, gender, religion, marital status, educational level, working place and attending special courses/training in neonatology.
Conclusion: Most of the nurses working in SCANU of both Government and non-government hospitals of Chattogram have good knowledge regarding ENC. This knowledge appeared irrespective of their age, gender, religion, marital status, working place and special courses/training in neonatology.
J Bangladesh Coll Phys Surg 2021; 39(3): 185-192
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Brown, Nancy. "Focus on Education Diplomacy: Education Diplomacy in Early Childhood Education: A Special Topics Graduate Course for ACEI Student Members." Childhood Education 90, no. 2 (March 3, 2014): 161–63. http://dx.doi.org/10.1080/00094056.2014.894828.
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Mereku, Damian Kofi. "Sixty years of teacher education in Ghana: Successes, challenges and the way forward." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (December 30, 2019): 69–74. http://dx.doi.org/10.4314/ajesms.v15i2.6.
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This paper was a presentation made at the launching of the 60th Anniversary Celebration and the Annual Graduation Ceremony of Peki College of Education, on Friday, 13th June 2014. The paper examined the history of the development of initial teacher training institutions in Ghana since 1835 when the first (i.e. Presbyterian Training College [PTC]) was established by the Basel Mission at Akropong in the Eastern Region. It explains that currently there are 38 public and 3 private colleges of education in the country producing teachers for basic schools. It argues that even though the 41 colleges of education have been elevated to tertiary status to offer programmes leading to diploma in basic education, they are still being run like the old missionary teacher training schools. These and several other factors had led to concerns about the quality of the products of the colleges in terms of the generic and subject-specific competences as well as the capacities of the institutions to meet the increasing demand for basic school teachers. It is therefore suggested that the boarding system in the Colleges of Education be scrapped, and instead, few (about 10) of the colleges selected for development and upgrading into Teacher Education Universities. It is further suggested that special incentives are introduced to attract the top candidates to the colleges of education and also the institutions should review their programmes and study modules to ensure pre-service teachers develop practical skills in teaching the core competencies in basic education.
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A. Prishchepa, A., L. A. Burovkina, and V. V. Koreshkov. "The Problem of Preparing Future Designers." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 393. http://dx.doi.org/10.14419/ijet.v7i4.38.24589.
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The article is devoted to the study of professional training of future designers. The concepts of "competence", "professional competence" in the research of specialists are revealed. According to the authors, higher education is not a privilege, not the lot of the elected, but not a set of basic knowledge and skills. The diploma of higher education does not certify the identity or citizenship and not the rights and freedoms of the individual, but only the level of qualification in the specialty that requires fundamental scientific training. The system of higher education, unlike educational organizations, provides citizens with the special knowledge, skills and abilities required to replace well-defined places in the system of social division of labor. There are many professions in demand in the labor market and vital to society, the mastery of which requires training at the University and allows the individual to fully realize their abilities. The creation of a comfortable environment in higher education, helping young people to understand that in the pursuit of self-realization and achievement of success in life should be guided not by the prevailing stereotypes, and their own desires and inclinations, is a necessary condition for the successful professional development of the individual graduate.
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Trujillo-Cotera, Aurora, and Ariana Gabriela Acón-Matamoros. "UN CASO DE ESTUDIO EN RELACIÓN CON LOS GRADUADOS DE LA ESCUELA DE CIENCIAS DE LA EDUCACIÓN DE LA UNIVERSIDAD ESTATAL A DISTANCIA (UNED). AN STUDY CASE ABOUT GRADUATES OF THE ESCUELA DE CIENCIAS DE LA EDUCACIÓN, OF THE UNIVERSIDAD ESTATAL A DISTANCIA (UN." Revista Electrónica Calidad en la Educación Superior 3, no. 2 (November 6, 2012): 84–101. http://dx.doi.org/10.22458/caes.v3i2.447.
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Se aplicó una encuesta a los graduados de la Escuela de Ciencias de la Educación, de las carreras de Diplomado, Bachillerato y Licenciatura en Educación Preescolar,General Básica I y II Ciclos y Educación Especial. Se procedió a recolectar la percepción de los graduados enrelación con elgrado de satisfacción en aspectos como la interacción y asesoría de los docentes con los estudiantes, la información oportuna, el desarrollo del proceso enseñanza aprendizaje, la calidad de los servicios ofrecidos por dependencias y funcionarios, la infraestructura y equipamiento en el centro universitario y la satisfacción con la carrera escogida. Entre los resultados obtenidos, se identificó un patrón similar sin diferencia de la carrera, producto de la cultura heredada de la Escuela de Ciencias de la Educación de la UNED.El propósito general es señalar las fortalezas y las necesidades de mejora, con el fin de asegurar el mejoramiento continuo para brindar un servicio de calidad al estudiante.Palabras claves: Cultura de evaluación o de calidad, mejoramiento, autoevaluación, mejora institucional.AbstractA survey was applied to the graduates of Escuela de Ciencias de la Educación, in the Diploma, Bachelor and Licenciatura Degree in Early Childhood Education, General Elementary I and II cycles and Special Education. The perception of graduates was proceeded to collect in relation to the degree of satisfaction in areas such as interaction and counseling of teachers to students, timely information, the development of the teaching-learning process, the quality of services provided by agencies and officials , infrastructure and equipment at the university and chosen career satisfaction. Among the results, we identified a similar pattern without difference of the career, culture inherited product of the School of Education Sciences, UNED. The overall aim is to identify the strengths and needs for improvement in order to ensure continuous improvement to provide quality service to the student.Keywords: Evaluation culture or quality improvement, self-assessment, institutional improvement.
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Martin, Joseph D., Gisela Mateos, David P. D. Munns, and Edna Suárez-Díaz. "Special Issue Introduction." Historical Studies in the Natural Sciences 51, no. 2 (April 1, 2021): 169–78. http://dx.doi.org/10.1525/hsns.2021.51.2.169.
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This special issue, “Revealing the Michigan Memorial–Phoenix Project,” highlights the Michigan Memorial–Phoenix Project at the University of Michigan, a program of civilian nuclear research established after World War II that also memorialized Michigan’s victims of the two World Wars. It blossomed into a broad-based, multidisciplinary program supporting work pursuing peaceful uses of the atom, understood broadly. It became the basis for sustained interdisciplinary and international collaboration, a conduit for scientific diplomacy, a privileged site for the alliance between the US government and industry, and a pioneer in the education of nuclear engineers. The Phoenix Project was an unusual and highly local phenomenon, but contributors to this issue nevertheless find ways in which it embodied larger trends in the early Cold War. In this introduction, we highlight the multiple dimensions of the Phoenix Project and reflect on the challenges and opportunities posed by writing the history of peculiar entities.
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Agung, Iskandar. "AKADEMI KOMUNITAS DAN PENERAPAN MASTER PLAN PERLUASAN DAN PERCEPATAN PEMBANGUNAN EKONOMI INDONESIA (MP3EI)." JIV-Jurnal Ilmiah Visi 9, no. 1 (June 30, 2014): 68–81. http://dx.doi.org/10.21009/jiv.0901.8.
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The establishment of Community Academy (CA) as a vocational education diploma one and/or two stipulated in Law No. 12/2012 fit 59 is an effort to increase the Gross Enrollment Ratio (GER) for higher education (HE), to develop human resource quality, and to provide an opportunity for the region to have a public university. In addition, the establishment of CA is expected to support the implementation and expansion of regional economic growth, as set out in the MP3EI concept initiated by the government. However, the results obtained by the study, the establishment of CA is still reaping a number of problems related to determining the course, the accuracy of the location of the appointment and organization of the study program, and the pattern of development and the ongoing working relationship. Having critically analyzed the problems, this article recommends to (a) conduct an in-depth and thorough assessment to determine the program of study in CA; (b) negotiate the establishment of CA with ‘assignment’ type and provide the opportunities for private sector CA to participate; (c) substitute the courses conducted by CA in certain regions ; (d) change the distribution budgent patterns: and (e) set a special teamwork responsible directly to the Minister of Education and Culture.
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Majkić-Singh, Nada. "Education and Recognition of Professional Qualifications in the Field of Medical Biochemistry in Serbia." Journal of Medical Biochemistry 30, no. 4 (October 1, 2011): 279–86. http://dx.doi.org/10.2478/v10011-011-0013-7.
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Education and Recognition of Professional Qualifications in the Field of Medical Biochemistry in Serbia Medical biochemistry is the usual name for clinical biochemistry or clinical chemistry in Serbia, and medical biochemist is the official name for the clinical chemist (or clinical biochemist). This is the largest sub-discipline of the laboratory medicine in Serbia. It includes all aspects of clinical chemistry, and also laboratory hematology with coagulation, immunology, etc. Medical biochemistry laboratories in Serbia and medical biochemists as a profession are part of Health Care System and their activities are regulated through: the Health Care Law and rules issued by the Chamber of Medical Biochemists of Serbia. The first continuous and organized education for Medical Biochemists (Clinical Chemists) in Serbia dates from 1945, when the Department of Medical Biochemistry was established at the Pharmaceutical Faculty in Belgrade. In 1987 at the same Faculty a five years undergraduate branch was established, educating Medical Biochemists under a special program. Since school-year 2006/2007 the new five year undergraduate (according to Bologna Declaration) and postgraduate program of four-year specialization according to EC4 European Syllabus for Post-Gradate Training in Clinical Chemistry and Laboratory Medicine has been established. The Ministry of Education and Ministry of Public Health accredits the programs. There are four requirements for practicing medical biochemistry in the Health Care System: University Diploma of the Faculty of Pharmacy (Study of Medical Biochemistry), successful completion of the profession exam at the Ministry of Health after completion of one additional year of obligatory practical training in the medical biochemistry laboratories, membership in the Serbian Chamber of Medical Biochemists and licence for skilled work issued by the Serbian Chamber of Medical Biochemists. The process of recognition of a foreign higher education document for field of medical biochemistry is initiated on request by Candidate. The process of recognition of foreign higher education documents is performed by the University. In the process of recognition in Serbia national legislations are applied as well as international legal documents of varying legal importance.
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Kouwenaar, Kees. "Changing paradigms: towards competency-assessment in admission to master’s programmes in Europe: a review." Tuning Journal for Higher Education 3, no. 1 (December 23, 2015): 99. http://dx.doi.org/10.18543/tjhe-3(1)-2015pp99-135.
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<p>The majority of efforts to improve admission to master’s programmes in Europe for students with a bachelor´s from outside the providing university have been focused on standardization of defined outcomes of bachelor´s degrees and improvement in mechanisms for recognition of diplomas and degree. With growing diversity within and around these master’s programmes, an alternative approach to master’s admission in needed. This article analyses the nature and shortcomings of the standardisation and the recognition approach and reports on the creation of a competency-assessment based approach in the Mastermind Europe project. In that project – part of the EU’s ERASMUS+ programme, Guiding Tools are produced for academic master’s directors who want to base their admission decisions less on recognition of a diploma and more on assessment of the applicants´ competency. The Guiding Tools focus on specific categories of admission criteria, on how they can be brought together in a coherent framework and on IT tools to help organize the process. The guiding tools are accompanied by a short Introductory Note on the Paradigm Shift from diploma-recognition based to competency-based master’s admission.<a title="" href="#1">[1]</a> This article<a title="" href="#2">[2]</a> is a more elaborate version of that introductory note, reflecting also the progress in thinking and tool development since the start of the project. It is intended both for users of the Guiding Tools who seek more background and detail, and for readers with a general interest in the topic. For users of the Guiding Tools, it may give them additional reasons and arguments that they may find useful to increase commitment in their own university.</p><div><hr align="left" size="1" width="33%" /><div><p><a id="a" name="1"></a>[1] A competency-assessment approach to master’s admission should not be confused with Competency-Based Education.</p></div><div><p><a id="a" name="2"></a>[2] The author acknowledges the support received from all members of the Mastermind Europe project team; outside the team, special acknowledgement is due to Robert Wagenaar (Tuning) and to Bas Wegewijs (Nuffic/Naric).</p></div></div>
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Engler, Ágnes, Petra Aczél, Ágnes Réka Dusa, Valéria Markos, and Marianna Várfalvi. "Appraisals of Childbirth Experience in Hungary." Social Sciences 10, no. 8 (August 11, 2021): 302. http://dx.doi.org/10.3390/socsci10080302.
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The main focus of our research is to identify the factors that impact childbirth experience positively and negatively, with special attention to the case of caesarean sections. Drawing on a telephone survey conducted over four years between 2021 and 2018, we use data on 2000 Hungarian mothers and assessed a total of 4266 births. According to the regression analysis, there is a significant association between childbirth experience and settlement type, marital status, financial situation and factors measuring social support, as well as between high-risk pregnancy and informal patient payments. Significant results relating to caesarean sections indicate that the proportion of this mode of birth is higher among women who are older, completed a higher level of education and who live in settlements of a larger type. Based on regression analysis, we can conclude that the likelihood of opting for a caesarean section increases with the mother having a degree or diploma, giving birth with support from an obstetrician of her own choice, experiencing high-risk pregnancy or being older.
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Buryakova, Lyubov Aleksandrovna, and Alexey Gennadievich Buryakov. "French Higher Music Education System." Общество: социология, психология, педагогика, no. 11 (November 27, 2020): 97–109. http://dx.doi.org/10.24158/spp.2020.11.17.
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The study provides a characteristic of the French model of higher musical education with a pronounced national specificity, which consists of a special division into levels, or cycles, with its own system of naming academic degrees, awarding diplomas, etc. The authors revealed that the organization of a complex “organism” of the musical education system, presented in a variety of types of public and private institutions, is based on the principle of complementarity of curricula and the identity of competitive examinations. The phenomenon of the high status of university music education is especially noteworthy. Although until recently it concerned mainly musicology and pedagogy, in the last two decades, obtaining an academic degree approved by the higher conservatory together with the university has become prestigious for musicians of various specialties, including concert performers.
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Karužaitė, Daiva. "Higher Education Changes in Great Britain in XX–XXI centuries." Pedagogika 117, no. 1 (March 5, 2015): 16–32. http://dx.doi.org/10.15823/p.2015.064.
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The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries.
During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma.
The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees.
The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics.
Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.
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Md Nuruzzaman, Tomas Zapata, and Md Masudur Rahman. "Informing the increasing production of the health workforce in Bangladesh: evidence from a mapping exercise of health professional education institutions." Bangladesh Journal of Medical Education 12, no. 2 (June 30, 2021): 30–46. http://dx.doi.org/10.3329/bjme.v12i2.54451.
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This study aimed to evaluate the trend of production (2007-2016) and associated factors of seven health professionals i.e. physicians, dentists, diploma nurses, bachelor nurses, midwives, medical assistants and medical technologists in Bangladesh. The study team adopted a mapping approach to geographically locate all the health professional education institutions recognized by the Ministry of Health and Family Welfare (MOHFW). This was supported by a mixed-method design combining qualitative (e.g. group discussions and key informant interviews) and quantitative (questionnaire survey) methods. From 2007 to 2016, a total of 107,406 students graduated from all seven professional categories. Out of the total, about 40% belonged to the MBBS physician, 6% dentists, 15% medical assistants, 18% medical technologists, 21% nurses, and only 1% to the midwives. So, a skill-mix imbalance exists at the production level. Though the production had been on rising last 10 years, the production of the physicians was higher than any other professional categories. Feminization of the workforce is prominent as there was an average 14% increase of the female doctors than the male. The increasing production of health professionals needs to be supported by proper planning and policy interventions in order to avoid distortion of skill mix. Growing feminization of the workforce is also another area that requires special attention on the development of gender-sensitive employment conditions.
Bangladesh Journal of Medical Education Vol.12(2) July 2021: 30-46
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Turko, Bohdana Bohdanivna, and Lyubov Nos. "Motivational Aspect and Readiness of Teacher Assistant to Professional Activity." Moldavian Journal for Education and Social Psychology 4, no. 1 (2020): 01–13. http://dx.doi.org/10.18662/mjesp/4.1/11.
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The article deals with the problem of motivational aspects creation, definition of motive groups and students’ readiness to perform professional activity of teacher assistants, namely to cooperation with a teacher and teaching children with special needs. Determined, that the effectiveness of the professional training of future teacher assistants is largely due to the motivation for training. The purpose of the article is to analyze the results of study motivation study students and readiness for professional activity and determination of reasons for unpreparedness to fulfill their professional obligations. To study the peculiarities of the motivation of teaching future correctional teachers, the use of the following methods were followed: modified A. Rean, V. Yakunin; questionnaire According to the results of the methodology, the predominance of cognitive motifs of learning, in particular, "to become a highly qualified specialist" and "to receive a scholarship" was found. Dominant the social motivation for learning is "keeping up with classmates", "getting a diploma". The results of the survey showed that most of them students make the choice of the future profession unknowingly, that in the process of education is manifested in insufficient the formation of a positive and active attitude to learning. Low wages in our country repel students to work in the chosen specialty. According to the results of the questionnaire, students are not all ready to work in the inclusive class with children with special needs. A generalized analysis of the results showed the need for professional formation directed motivation of training and readiness for work. The article outlines the reasons for the unpreparedness to fulfill their professional obligations in the process of training in higher education institutions, testing of which will be promising direction of research.
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Nechaev, Vladimir D., Maxim P. Evstigneev, and Veronika R. Dushko. "The Model of Master’s Degree Program in Product Design Engineering." Higher Education in Russia 28, no. 3 (March 8, 2019): 57–66. http://dx.doi.org/10.31992/0869-3617-2019-28-3-57-66.
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The paper presents the model of Master’s Degree Program in Product Design Engineering implemented for training engineers majoring in “Innovation shipbuilding”. The program is being rolled out as a pilot project since 2017 on the basis of the Institute of National Technological Initiative of Sevastopol State University. The ideology of Master’s programs in Product Design Engineering generally matches with the paradigm of context education, nevertheless it has its own specific features, such as the principle of diploma project readiness (as a product of Master’s program) to enter into the market, and the evaluation of the product by expert community; training of the graduates to professional activity as ‘chief designer managers’, who understand the principles of how to organize the team of specialists and to obtain the required result as a market product; simulation by the students of the role of a customer for the object of designing, and preparation of the future engineer taking into account not only object designing, but also future utilization, that is, the whole life cycle. Special attention is paid to so called “distributed design”, which enables to organize a virtual professional environment of a “design bureau” bringing together different student project groups.
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Sztáray Kézdy, Éva. "The Descendants of Former Aristocratic Families in Hungary at the Turn of the 21st Century." Acta Universitatis Sapientiae, Social Analysis 9, no. 1 (August 1, 2019): 9–27. http://dx.doi.org/10.2478/aussoc-2019-0002.
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Abstract Historical and social historical researches have extensively explored the social role and history of the Hungarian nobility and aristocracy, but the present situation of the descendants of the former traditional élite has been overlooked by contemporary sociological studies. The aim of this paper is to fill this gap by providing a comprehensive picture concerning the young descendants of the Hungarian aristocratic families living in Hungary at the turn of the 21st century. The results confirm that the examined group has a very good chance of reaching a higher status within the society despite all the disadvantages their parents and grandparents suffered during the communist era. In other words, they possess all socio-demographic factors which make a higher position likely. This advantageous socio-demographic position is interacting with the values and goals transmitted in family upbringing, namely acquiring a diploma and the knowledge of foreign languages. The religious, Christian, and family-centric values also played a considerable role in their education. Among the young descendants of the former aristocratic families, we can distinguish a group which creates a strong informal network and has preserved its special aristocratic identity and filled it with a renewed content.
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Schneider, Sebastian, and Matthias Pilz. "The function and institutional embeddedness of Polytechnics in the Indian education system." International Journal for Research in Vocational Education and Training 6, no. 3 (December 19, 2019): 284–308. http://dx.doi.org/10.13152/ijrvet.6.3.5.
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Purpose: India’s Polytechnics are a fundamental part of its (vocational) education and training system but are largely ignored in VET research. Understanding the status quo and potential of India’s (vocational) education landscape requires an understanding of the role played by the Polytechnics, particularly in view of the Indian government’s major efforts to implement a functioning VET system. Because little is known about the function and embeddedness of the Polytechnics the article therefore aims to examine how polytechnics are embedded in the Indian education and training system and what functions they perform for the actors within the system.Methods: The article begins by describing the systemic embeddedness of Polytechnics in the Indian education system and demonstrates their role and function in relation to a range of stakeholder groups (individuals, employers, society and the economy). Problem-centred face-to-face interviews Interviews were conducted with the principals of 14 Polytechnics in Bangalore, Delhi and Mumbai, among other cities. Semi-standardized interview guidelines were used to conduct the interviews. The interviews were analyzed by qualitative content analysis.Results: The results show that polytechnics perform various functions in the Indian education system. The Polytechnics teach both theoretical and practical skills, which is a special feature of the Indian system at this level. Qualification takes place at an intermediate level, which means that graduates have the opportunity to enter a company after graduation, where they can hold a kind of supervisor position. It is precisely these employees that are increasingly being sought by Indian companies. In addition, polytechnics provide a pathway to higher education, so students can use the opportunity to switch to a college once they have their diploma at the Polytechnic. Furthermore, the Polytechnics offers its graduates a good opportunity to become self-employed through the wide range of specializations and the practice-oriented skill development. In addition, the Polytechnics offer numerous opportunities to promote socially disadvantaged groups. Conclusion: The survey findings illustrate the importance of Polytechnics to the various stakeholder groups, demonstrating their “multidimensional bridging function” within the Indian education and training system.
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Jovičić, Snežana, and Nada Majkić-Singh. "Medical Biochemistry as Subdiscipline of Laboratory Medicine in Serbia." Journal of Medical Biochemistry 36, no. 2 (April 1, 2017): 177–86. http://dx.doi.org/10.1515/jomb-2017-0010.
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SummaryMedical biochemistry is the usual name for clinical biochemistry or clinical chemistry in Serbia, and medical biochemist is the official name for the clinical chemist (or clinical biochemist). This is the largest sub-discipline of the laboratory medicine in Serbia. It includes all aspects of clinical chemistry, and also laboratory hematology with coagulation, immunology, etc. Medical biochemistry laboratories in Serbia and medical biochemists as a profession are part of Health Care System and their activities are regulated through: the Health Care Law and rules issued by the Chamber of Medical Biochemists of Serbia. The first continuous and organized education for Medical Biochemists (Clinical Chemists) in Serbia dates from 1945, when the Department of Medical Biochemistry was established at the Pharmaceutical Faculty in Belgrade. In 1987 at the same Faculty a five years undergraduate study program was established, educating Medical Biochemists under a special program. Since the academic year 2006/2007 the new five year undergraduate (according to Bologna Declaration) and four-year postgraduate program according to EC4 European Syllabus for Postgraduate Training in Clinical Chemistry and Laboratory Medicine has been established. The Ministry of Education and Ministry of Public Health accredited these programs. There are four requirements for practicing medical biochemistry in the Health Care System: University Diploma of the Faculty of Pharmacy (Study of Medical Biochemistry), successful completion of the professional exam at the Ministry of Health after completion of one additional year of obligatory practical training in the medical biochemistry laboratories, membership in the Serbian Chamber of Medical Biochemists and licence for skilled work issued by the Serbian Chamber of Medical Biochemists. In order to present laboratory medical biochemistry practice in Serbia this paper will be focused on the following: Serbian national legislation, healthcare services organization, sub-disciplines of laboratory medicine and medical biochemistry as the most significant, education in medical biochemistry, conditions for professional practice in medical biochemistry, continuous quality improvement, and accreditation. Serbian healthcare is based on fundamental principles of universal health coverage and solidarity between all citizens.
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Stepus, Irina S., Anna V. Simakova, and Evgeny A. Pitukhin. "Applicability of online professional education to the conditions of the Arctic zone: the viewpoint of employers." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 108–20. http://dx.doi.org/10.32744/pse.2021.4.7.
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Introduction. Labor markets in the regions of the Arctic zone of the Russian Federation are challenged with the needs for personnel who have to work in the extreme conditions of the Far North. This objective circumstance imposes special, often increased requirements for the qualifications and level of training of job seekers, including the quality of their education. The relevance of this study is due to the increasingly popular online form of education, which is characterized by both advantages associated with the availability of such education and its safety in the era of a pandemic, and disadvantages associated with the quality of education received. The purpose of the study is to analyze the demand for specialists who have received professional education online in the labor market of the regions of the Arctic zone of the Russian Federation. Materials and methods. The information base of the study was the results of surveys of more than 2,200 employers from the territories of all 9 constituent entities of the Russian Federation included in the Arctic zone. The surveys were conducted using online survey methods. The methods of descriptive statistics, system analysis and comparative data analysis were used when processing the survey results. Research results. The applicability of obtaining professional education in online form for the conditions of the Arctic zone is approved by 58% of the surveyed employers, and 42% have a negative attitude to this practice. Only every third employer surveyed considers the online education system existing in the RF AZ as a whole to meet their requirements for this type of training. At the same time, over 40% of employers in all Arctic regions expressed their readiness to hire specialists with a diploma in online education. The results of the survey, presented in the context of the Arctic regions and types of economic activity, showed a heterogeneous attitude of the employers to the issues under study. Discussion and conclusion. The results obtained confirmed the importance for the employers of the RF AZ of personnel training issues using online training, which has both a number of undoubted advantages for the Arctic territories and limitations. An important trend in the development of the study is to assess the capabilities of the existing system of distance online education from the perspective of the subjects of education themselves – universities and colleges located in the Arctic zone of Russia.
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Mahmud, Md Shohel, Most Khadija Begum, and Jabin Akhter. "Knowledge and attitude of senior staff nurses regarding geriatrics health care in a tertiary public hospital." Asian Journal of Medical and Biological Research 6, no. 3 (October 17, 2020): 431–39. http://dx.doi.org/10.3329/ajmbr.v6i3.49791.
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There is proportionate increase in the health problems along with increase in geriatric population in Bangladesh. Nurses need to be well equipped with knowledge and should also have a positive attitude regarding geriatric care. The current cross sectional study conducted with an aim to assess the knowledge and attitude of senior staff nurses and associated factors regarding geriatrics health care. This cross-sectional study was conducted among 384 nurses working at a tertiary public hospitals in the Rangpur city of Bangladesh from January 2019 to December, 2019. Participants were selected using simple random sampling from the list of staff. The Kogan's attitude questionnaire was used to measure nurses' attitudes toward the elderly. Out of 384 respondents, 36.5% were of age group 21-30 years, most of female (84.4%) and married (85.2%) with maximum Muslim (88.5%) religious view. About half of the respondents had diploma level education (53.9%) and having 1-5 years job experience (48.7%). 64.1% respondents have monthly income within BDT 25001-35000. 35.4% of the nurses agreed for skill nursing and 36.5% agreed for challenging and stimulating nursing care, and 54.2% nurses agree for need highly skilled nursing. Most (97.7%) of the nurses opined needs special geriatric wards for effective care and 93.8% requires special training. According to Kogan attitudes scale, 36.2% nurse had negative attitudes and 63.8% had positive attitudes regarding geriatric health care. More than one third (38.5%) of respondents were average knowledge; followed by 32.8% respondents were good knowledge. There is a statistically significant relationship present between job experience and attitude (λ2=26.193, p<0.05) and job experience and knowledge (λ2=15.04, p<0.04) of nurses. It was concluded that senior staff nurses had average knowledge and positive attitude regarding geriatric care.
Asian J. Med. Biol. Res. September 2020, 6(3): 431-439
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Büsse, Martina. "Uniformity and diversity: Education for (art?) librarians." Art Libraries Journal 21, no. 4 (1996): 37–39. http://dx.doi.org/10.1017/s0307472200010117.
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Das Studium zum/r Diplom-Bibliothekar/in unterliegt in den letzten Jahren einem noch andauernden Reformprozeß: An die Stelle der traditionellen, dreijährigen verwaltungsinternen Studiengänge tritt zunehmend ein verwaltungsexternes, 7-8-semestriges und integriertes Studium. Gemeinsame Grundstudien sollen dabei den wachsenden funktionalen Verflechtungen zwischen wissenschaftlichem und öffentlichem Bibliothekswesen wie auch Dokumentationseinrichtungen Rechnung tragen. In einigen Einrichtungen besteht mittlerweile die Möglichkeit, die allgemeine Ausbildung durch Kenntnisse in Spezialbereichen wie z.B. Kunstbibliotheken zu ergänzen. Darüber hinaus beginnt die neugegründete AKMB Weiterbildungen fur Bibliothekarinnen, die in Kunstbibliotheken arbeiten, zu organisieren.In recent years, education for certified librarians has been undergoing a process of reform which will continue. The traditional 3-year-long education within the civil service is being replaced by a 7-8 semester integrated study program, outside the civil service. A general curriculum aims at bridging the growing functional connections between research libraries and public libraries and documentation facilities. In a few institutions, opportunities now exist for adding special subjects to this general training in librarianship, including, in at least one institution, subjects relevant to art librarianship. In addition, the newly formed AKMB is beginning to address the need for training opportunities for working art librarians.
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Venot, Alain, Bertran Auvert, François Grémy, and Patrice Degoulet. "Graduate Programs in Medical Informatics at the Paris Universities." Yearbook of Medical Informatics 04, no. 01 (August 1995): 110–14. http://dx.doi.org/10.1055/s-0038-1638026.
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Abstract:Most medical schools in France have chairs in Biostatistics and Medical Informatics to coordinate the teaching of these two disciplines both within the regular curriculum of the medical studies and as a specialized teaching. This paper describes the current medical informatics specialized program offered at the Paris Universities. Since 1968 the program has comprised a Master of Science and a Ph.D. degree. At the Master Level, despite several reforms and in-depth program revisions the curriculum is still organized as a set of modules of 100 hours teachins with a large freedom for the medical faculties to define the contents of the courses and for the students to organize their studies and combine medical informatics, biomathematics and biostatistics training. Since 1990, an intensive one-year full-time course is offered, called Advanced Study Diploma in Medical Informatics, which is strongly research oriented. This program seems a good strategy to form medical informatics special1 ists who have initially received a broader education in informatics and statistics.
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الصمادي, أسامة يوسف. "تقييم جودة دبلوم التربية الخاصة في جامعة الإمام في ضوء المعايير المهنية لإعداد المعلم = Evaluation of the Special Education Diploma Program at the University of Imam in Light of the Quality Standards." Dirasat Educational Sciences 43, Suppl. 3 (December 2016): 1151–66. http://dx.doi.org/10.12816/0033867.
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Dea, Paulos, and Dawit Negassa. "The Influence of Demographic Factors on Teachers’ Instructional Practices and Challenges in Including Students with Visual Impairment in Government Secondary Schools of Harari Region." International Journal of Education and Literacy Studies 7, no. 3 (July 31, 2019): 19. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.19.
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The purpose of this study was to examine the influence of demographic factors on instructional practices and challenges teachers face in teaching students with visual impairments in the government secondary schools of Harari regional state. A quantitative method with a survey design was employed. The sample consisted of 100 (with 95% response rate) participants selected using simple random sampling technique. Data was collected using questionnaire in the form of Likert scale. Frequencies, percentages, means, standard deviation, independent t-test and One-Way ANOVA were used to analyze the data. The study revealed that teachers’ level of qualification has implications to the instructional practices, namely their collaboration with other professionals, classroom supplies and equipment and teaching strategies. Teachers with training on inclusive or special needs education were found to use more specialized or individualized teaching strategies in the classroom for SVI than those who did not have training. Furthermore, years of teaching experience was found to influence teachers’ collaboration with other professionals. Teachers with bachelor’s degree and MA/MSc holders were found to face more challenges in adapting teaching strategies, materials and identifying the needs of SVI compared to teachers with diploma holders. The study concluded that the identified demographic factors were found to influence at least one of the teachers’ instructional practices in inclusion of SVI. The study concluded that teachers’ level of qualification has an influence on the challenges they face in teaching SVI in the government preparatory and secondary schools of Harari regional state.
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Et. al., Shakila Ahmad,. "UTHM Muslim Students Proficiency on the Ahl Sunnah Wal Jamaah Background, Characteristics and Aqeedah Methodologies." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 657–64. http://dx.doi.org/10.17762/turcomat.v12i2.919.
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Ahl Sunnah Wal Jamaah (ASWJ) is a name given to a dominant group of Muslims who adhere to the teaching brought by Rasullah SAW and his companions. In Malaysia, ASWJ Asyai’rah has its place in the main stream and is being used in Islamic education modules at all levels of studies starting from pre-school up to secondary school. As a result it has been able to create uniformity and harmony in Muslim students way of thought when they are at tertiary level. It is expected that all Muslim students undergo a formal education process about ASWJ background, characteristics and methodologies that are used in aqeedah discussion. The article is intended to explain a research pertaining to Universiti Tun Hussein Onn Malaysia muslim students proficiency towards ASWJ background, characteristics and methodologies used in discussing aqeedah. A total of 236 diploma students were involved in the study. At the time of the study, the students were undertaking Introduction of Islamic Studies (UQI10402) course that was offerred by the Department of Islamic Studies, Centre for General Studies and Co-curriculum during a special semester. Students were required to respond to 20 items serving as indicators on ASWJ background, characteristics and methodologies. 5 points likert scales were employed in the Google Form survey. The findings indicates a very high level of students proficiency on the ASWJ backgrounds and characteristics (mean=4.620). However, upon anlysis there are four items in methodologies indicating a high level of proficiency(mean=3.915 to 4.169). The findings is hoped to give valuable information to the related authorities in strengthening the ASWJ aqeedah module namely; UTHM Islamic Centre, Ahl Sunnah Wal Jamaah Institute,UTHM, UTHM General Studies and Johor Islamic Council.
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Bonjo, Josphat Shaduma, Kochung J. Edward, and Nyangara Karen. "Extent of Involvement of Parents in the Identification of Children with Special Needs in Kenya." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 3 (June 28, 2017): 215. http://dx.doi.org/10.21013/jems.v7.n3.p6.
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<div><p>The assessment of children with special needs is an important component of SNE. The process of educational assessment involves identification of children with special needs and disabilities, administration of tests and intervention. The Educational Assessment and Resource centers (EARCs) in Kenya are mandated to provide assessment services. The principles of assessment require the involvement of parents in the assessment process. Preliminary survey on 120 parents from 10 counties whose children had special needs reveals that only 51(43%) parents were involved in the assessment process. The roles of parents include provision of background information; instruction of children during the administration of the tests and training children after assessment. What is unknown is the extent of parental involvement in the assessment process at the EARCs in Kenya. The purpose of this study was to establish the extent of parental involvement in the identification of children with special needs in Kenya. The objectives of the study were to; examine the involvement of parents in the identification of children with special needs. The study employed descriptive survey research design. The target population was 47 assessment teachers, 94 parents of children assessed and 47 parents of children to be assessed from 47 centers in 47 counties in Kenya. Saturated sampling technique was used to select assessment teachers. Purposive sampling was used to select parents of the already assessed children and 41 parents of those to be assessed. Questionnaires, interview guides, observation schedules and document analysis guides were used for data collection. Face and content validity of the instruments were ascertained by experts from the department of Special Needs Education Maseno University. Reliability of the instruments was determined through a pilot study on 10% of the population using test-retest. The acceptable reliability was set at r = 0.70.Quantitative data was analyzed using frequency counts, percentages and mean scores. Qualitative data was organized and reported in an on-going process as themes and sub-themes. The study found out that there was a minimal involvement of parents in the assessment process at the centers in Kenya (M=2.18). The study concluded that assessors with training specifically in assessment were positive in involving parents in the assessment process at the EARCs compared to those who had qualifications in SNE without a specific training in assessment. The study recommends that a certificate or diploma course tailored to train assessors in assessment procedures, assessment techniques, guidance and counseling, referral and placement procedures be introduced at a relevant institution to train only assessors. It is also recommended that a policy on assessment procedures to harmonize assessment services in Kenya be enacted by the government. The research findings may help to improve parental involvement in the assessment process at the EARCs in Kenya.</p></div>
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Shafqat, Faseeha. "STRUGGLING FIELD OF SPEECH-LANGUAGE PATHOLOGY IN PAKISTAN." Rehabilitation Journal 4, no. 2 (December 31, 2020): 165–66. http://dx.doi.org/10.52567/trj.v4i02.2.
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The need of speech and language pathology (SLP) as a specialized field in Pakistan emerged with the education of deaf. Development in education of deaf began in Pakistan by Mr. Siddique Akbar Makhdum in 1949. Later in 1951 College for the Teachers of the Deaf in Lahore was established with the collaboration of USAID and faculty from US to teach speech-language pathology. The basic courses introduced were speech, language and audiology. In the tenure of 6th president of Pakistan General Zia-ul-Haq, many organizations were formed to serve special needs children. In his time special education centers were developed in Islamabad, Lahore and Karachi. One of its kind was Speech and Hearing Centre, Karachi, which was established in 1983 and aimed to advocate Auditory Verbal Therapy (AVT).1 In 1991, Post graduate diploma in speech-language therapy (PGD-SLT) was launched with collaboration of NIRM (formerly called National Institute of Handicapped NIHd), UNDP and National Institute of Psychology (NIP), Quaid-e-Azam University, Islamabad. Ministry of Women Development, Social Welfare and Special education took this initiative. Diane Schaffer from USA and Linda from England were two expert speech therapists who came to Pakistan to teach and train PGD-SLT students in NIRM. Speech and Hearing Association of Pakistan (SHAP) was formed in January 2000.2 On 13th June 2002 SHAP got registered under Sindh Government with registrar of societies Act 21 of 1860. Currently Ms. Amina Siddiqui is President and Dr. Nadeem Mukhtar is Vice President of SHAP. In 2006-2007 Special Education Department of Karachi University launched masters in speech Therapy program. In 2007 Zia-u-Din Hospital started clinical services and collaborated with SHAP to develop the College of Speech Language & Hearing Sciences (CSLHS) where nation’s first 4-year Bachelor’s program in Speech Language Therapy was launched in 2007.2 In 2010 Riphah University Islamabad started MS program in speech-language pathology under supervision of Dr. Ayesha Kamal Butt. In 2013 Isra University Islamabad campus started M.Phil SLP degree program and PhD in Rehabilitation Sciences which opened way to doctoral degree for SLPs as well. In 2019 Riphah International University also launched PhD in Rehabilitation Sciences program. King Edward Medical University also launched BS program in 2008. Currently there are 16 institutes offering BS, 5 institutes offering MS/MPhil and 6 institutes offering diploma in SLP. On 9th October 2019 Pakistan Speech and language pathologist association (PSLPA) was formed by pioneers of field in Pakistan. It is federally registered under the society’s registration act 21 of 1860. Launch day of PSLPA i.e. 9th October was also declared as National Speech Pathology Day. President and Vice President of PSLPA are Dr. Nazia Mumtaz and Ms. Saima Tariq respectively. Although the field of speech-language pathology in Pakistan headed up in 1990 but research in the field began with the commencement of degree programs. The lag between practice and research resulted in the lack of culturally appropriate standardized practices which has yet not been eradicated fully. Despite efforts of existing associations to eliminate malpractice and quackery from the field, it is still going on a huge scale. In fact many practicing SLPs are yet not registered with any association because on legal grounds there is not yet any such compulsion for them on national level. In many states, like other medical professions, it is mandatory for SLPs to be licensed through a state authority in order to practice their speciality.3 The licensing process includes such steps that helps to maintain and establish stringent standards for licensure candidacy and practice. In Pakistan there is a dire need of state’s recognized licensing system that could assure provision of genuine SLPs to public through a standardized vetting process that internationally involves qualifying degree education, supervised clinical experience and examination. Graduate programs are producing culturally consistent researches, even though application of these researches is slow and rare to an extent that out dated traditional practices still dominates. Consequently patients and their families suffer with no or slow pace of progress. There are also centers where patients treated by SLP students are not supervised and guided by senior therapists hence their trial and error learning only benefits them in making stronger clinical record books but at the cost of patient’s wastage of time and student’s malpractice. One reason behind lack of desired clinical supervision is recruitment of less number of SLP clinical supervisors in teaching hospitals as compared to number of students and case load. In many institutes SLP departments are provided with too low budget to equip their clinics with latest assessment and treatment tools due to which students could not get know how of latest practices happening in the field at international level. A huge proportion of clients that take speech therapy sessions are children and adolescents. Regarding pediatric speech therapy, many families raise issues that they are not allowed to observe or stay in sessions. Furthermore, non-provision of appropriate parent training which is contrary to roles and responsibilities of SLPs,4 is also a critical issue that puts parents or guardians in psychological stress when they try to work with their affected family member. Like other countries, in Pakistan the solution of all aforesaid problems can only be found with integration of evidence based practices (EBP). Only with evidence based practices Pakistani SLPs can make informed, evidence based decisions in their practices along with provision of high quality services reflecting the needs, choices, interests and values of target population.
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Idriz, Mesut. "From a Local Tradition to a Universal Practice: Ijāzah as a Muslim Educational Tradition (With Special Reference to a 19th Century Idrīs Fahmī b. Sālih's Ijāzah Issued in the Balkans and Its Annotated English Translation)." Asian Journal of Social Science 35, no. 1 (2007): 84–110. http://dx.doi.org/10.1163/156853107x170178.
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AbstractThe ijāzah tradition is recognized as having a long history in Muslim educational life. The term 'ijāzah' in Islamic pedagogy generally signifies a 'licence to teach', and more specifically refers to a certificate issued by a professor in an institution of higher learning to a student who has attended a course of lecturers to the professor's satisfaction, and who has been deemed henceforth as qualified to transmit the same subject to his own students. The ijāzah tradition developed in Muslim education life as early as the 4th century A.H. (10th century A.D.) and became a universally applied educational procedure in all Muslim lands. Originally, it was a tradition developed by Muslims under the influence of Islamic sciences, such as hadīth and tafsīr. Some two centuries later, in the second half of the 12th century, ijāzah made its appearance in the Latin West or Christian Europe. It was a licence to teach, a so-called 'licentia docendi', which is the same as ijāzah. Licentia docendi was the earliest form of certificate in the West. But throughout history, the term 'licentia docendi' has been altered, according to the university system, into certificate, diploma, degree, etc. Whereas the term ijāzah has remained almost the same since the time it was developed, from the early years of Islam up until today, with a few exceptions in some areas. The various ijāzahs in Islamic sciences and in other fields demonstrate the religious, cultural and educational unity of Muslims in the past, despite their geographical differences. In this article, we will have an attempt to study the ijāzah tradition in the Balkans by analyzing an ijāzah issued in the 19th century in the famous city of Üsküp (Skopje), then translating the same ijāzah into English.
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Ratiu, Mariana, Corina Suteu, and Ioan-Florin Oarga. "Education and training in Romania on occupational safety and health in the offshore industry." MATEC Web of Conferences 184 (2018): 04005. http://dx.doi.org/10.1051/matecconf/201818404005.
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This paper is the result of a study on the current situation in Romania regarding education and training on the occupational safety and health in the offshore industry. This study was conducted within a European project, which, among other things, has as intellectual outputs, identifying the main requirements related to learning needs and competencies and identifying the similar safety and health training courses for offshore industry at European level. Romania has transposed the European Union legislation in the area of minimum requirements for the safety and health of workers in the offshore industry and has an adequate institutional framework aligned to the Community requirements in the field. In Romania, there are no special occupations and explicit requirements for occupational safety and health specialists in the offshore industry. But, there are some training centers, which offer theoretical and practical courses regarding safety and health for those graduates or professionals who wish to pursue a professional career in the offshore industry. Also, some universities provide diplomas, courses or training related to the offshore industry.