Academic literature on the topic 'Professional qualifications'
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Journal articles on the topic "Professional qualifications"
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Koikov, Vitaliy. "The Role of Professional Standards in Regulating the Professional Activities of Healthcare Professionals." Journal of Health Development 2, no. 42 (2021): 4–19. http://dx.doi.org/10.32921/2225-9929-2021-2-42-4-19.
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This review is devoted to the analysis of the existing shortcomings in the sectoral qualifications system and the development of suggestions for improving the mechanisms for regulating the professional activities of healthcare professionals in the Republic of Kazakhstan. The main problems in the development of human resources for health care that require a systemic solution include the lack of compliance of training programs and the system of continuous professional development of workers in the industry, a system for assessing professional readiness and admission of health professionals for practical activities to the needs of practical health care, the lack of a clear delineation of the competencies of health professionals by levels qualifications. The above problems are based on the imperfection of the Sectoral Qualifications System due to the absence of the Sectoral Qualifications Framework (covering all professions and professional activities in the health sector) and professional standards (regulating in detail for each qualification level all those labor functions and professional tasks that are necessary for those working in the industry. specialists, as well as the skills, knowledge, and even personal competencies required for this). The implementation of professional standards in the development of educational programs at all levels of education, in the activities of organizations that assess the professional readinesss of healthcare professionals, in the personnel policy of the health system, regions and medical organizations, will ensure that the competencies of graduates of educational programs and specialists working in the health sector correspond to the real needs of practical healthcare. All this will make it possible to achieve greater labor productivity of healthcare professionals, improve the quality of medical and other services provided, reduce the costs of recruiting and enhance the competitiveness of both specialists working in healthcare organizations. Keywords: sectoral qualifications system, professional standards, healthcare professionals
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Williams, R. L. "Professional qualifications." Forensic Science International 40, no. 2 (February 1989): 103–4. http://dx.doi.org/10.1016/0379-0738(89)90137-0.
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Jones, Russell. "Professional qualifications." Data Processing 27, no. 1 (January 1985): 6–8. http://dx.doi.org/10.1016/0011-684x(85)90336-3.
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M, Dmytrychenko, Tokin O, and Kharchenko A. "PROSPECTS FOR THE DEVELOPMENT OF THE PROFESSIONAL QUALIFICATIONS SYSTEM IN HIGHER EDUCATION." National Transport University Bulletin 49, no. 2 (2021): 63–71. http://dx.doi.org/10.33744/2308-6645-2021-2-49-063-071.
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The article is devoted to the problematic issues of integrating professional competencies into educational programs of higher education institutions. It is substantiated that the relationship between educational and professional standards should be deepened, which will ensure a balance of knowledge of applicants obtained during training in higher education, and requirements for jobs, achieving the necessary program learning outcomes that will be implemented in the labor market as effective human capital. The object of research in the article is the professional qualification of higher education students, integrated into the educational programs of higher education. The purpose of the study is to determine the prospects for the development of the system of professional qualifications for the quality implementation of professional competencies in educational programs of higher education institutions. The article performs a theoretical and analytical analysis of the prerequisites for the introduction of professional competencies in educational programs of higher education institutions. It is determined that professional qualifications should be awarded by a higher education institution on the basis of appropriate professional standards, which in turn reflect a person's ability to perform a certain set of tasks and responsibilities defined by the relevant profession. It is established that for the assignment of a certain educational or professional qualification it is necessary to have: an appropriate standard; the state (institution) authorized to assign the appropriate qualification; rules (procedure) for assigning a qualification, which includes criteria for assessing the achieved program learning outcomes. It is determined that the current challenges for the development of professional competencies and the creation of appropriate standards are the reorientation of the labor market in connection with the emergence of new qualifications; development of lifelong learning trends; creation of new preconditions for licensing of educational activity of higher education institutions; high requirements for the quality of higher education in higher education and for professional qualifications in the labor market; the need for cross-border recognition of educational and professional qualifications; development of non-formal and informal education. The main perspective steps for the development of the system of professional qualifications for high-quality implementation in higher education curricula are outlined, which include: international recognition of the adopted the National Qualifications Framework, creation of new generation educational standards, establishment of uniform requirements for recognition of professional experience. comparison of educational and professional qualifications, adoption of the Procedure for recognition in Ukraine of professional qualifications acquired in other countries, determination of an effective mechanism for recognition of competencies acquired in nonformal and informal education, creation of an effective register of qualifications, support of dual education 70 development, monitoring of education qualifications, approximation of professional qualifications to Multilingual Classifier of European Skills, Competences, Qualifications and Professions (ESCO). KEY WORDS: PROFESSIONAL QUALIFICATION, HIGHER EDUCATION, STANDARD, EDUCATIONAL PROGRAM.
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Lambert, Steve. "The convergence of National Professional Qualifications in educational leadership and master’s level study." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 484–94. http://dx.doi.org/10.1108/heswbl-07-2017-0040.
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Purpose In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional Qualifications for Senior Leadership and National Professional Qualifications for Headship) needs to be updated in order to ensure they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts (MATs). At the same time, the Government proposed a new National Professional Qualification for Executive Leadership aimed at the CEOs of MATs. The purpose of this paper is to explore the way in which the new National Professional Qualification (NPQ) programmes are having master’s level criteria embedded into them to facilitate a seamless progression into the master’s level study. Design/methodology/approach The paper combines desk research with reflections on the experience of developing the new NPQ programme within higher education institutions (HEIs) and considers the implications of this upon current and emerging HEI practice and research into educational leadership. Findings There were a number of key issues highlighted by the paper. Notably, the process of embedding academic criteria into a training programme, which was not used to support the notion of critical reflection. Also, the associated mechanisms of accreditation, existing professional networks and the upskilling of staff delivering the NPQ programme, and a professionally oriented interface between the university, employer and deliverer of the training. Originality/value This paper provides an original perspective involving the embedding of master’s level criteria into professional qualifications in the field of educational leadership.
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Erschens, Rebecca, Anne Herrmann-Werner, Tim Fabian Schaffland, Augustin Kelava, David Ambiel, Stephan Zipfel, and Teresa Loda. "Association of professional pre-qualifications, study success in medical school and the eligibility for becoming a physician: A scoping review." PLOS ONE 16, no. 11 (November 11, 2021): e0258941. http://dx.doi.org/10.1371/journal.pone.0258941.
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Background Literature, individual experiences and common considerations suggest that prior professional qualification can be an advantage for later career development. For instance, in Germany, professional pre-qualification has been honored by medical faculties in selection procedures for several years. However, a systematic evaluation of this relationship lacks. This scoping review summarizes existing literature and addresses the role of prior professional pre-qualifications on objective or subjective study success and the choice of a specialization. Methods The scoping review was performed oriented on the PRISMA guidelines. PsycINFO and PubMed databases were searched for relevant studies that included data of medical students with and without professional pre-qualifications. To answer the underlying research questions, this scoping review also includes studies that examine professional pre-qualifications in association with non-cognitive "soft" criteria. Results and further directions 1055 items were identified and reviewed by two independent reviewers with final 11 studies were included for this scoping review. The results of identified studies that report possible effects of prior pre-professional qualifications are inconclusive but suggest that prior professional qualifications tend not to have rather an advantage on study success. Medical school success for students with prior professional qualifications tended to be below average in the preclinical setting, and there were no differences in the clinical setting compared with students without prior professional qualifications. The influence of professional pre-qualifications has not yet been adequately studied without the moderator variable “waiting time” and “A-levels grade”. The scoping review indicates insufficient number of articles stating a co-relation of prior pre-qualifications and subjective data. Again, the results found are not sufficient to state a clear relationship between professional pre-qualifications and the choice of a specific speciality preference. However, professional pre-qualifications, both in medicine and as "practical experience in rural areas", tend to be beneficial for the choice of becoming a rural physician. Large-scale cross-sectional and longitudinal studies are needed to investigate the influence of professional pre-qualifications on different study trajectory parameters.
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Koikov, Vitaliy. "Analysis of the Structure of the Healthcare Sector in Terms of Professional Qualifications and Development of Proposals for Improving the Sectoral Qualifications System." Journal of Health Development 3, no. 38 (2020): 21–36. http://dx.doi.org/10.32921/2225-9929-2020-3-38-21-36.
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Abstract The main problems of regulating the sectoral qualification system of the health system in Kazakhstan are the lack of a sectoral qualifications framework that is relevant to the existing needs of the health system and the absence of professional standards regulating the requirements for health professionals, the lack of a clear delineation of competencies by skill levels. In order to achieve this goal, we made analysis of the structure of the healthcare sector in terms of professional qualifications, taking into account: 1) types of economic activities in accordance with the National Classifier of the Republic of Kazakhstan «General Classifier of Types of Economic Activities»; 2) grouping occupations according to the National Classifier of Occupations of the Republic of Kazakhstan; 3) types of professional activities, specialties, qualifications and positions in accordance with secrtoral legislation. The next stage was the analysis of the health system’s need for new professions, taking into account the development of new technologies and international trends, including based on the analysis of the results of foresight research. Taking into account the complexity of the professional qualifications structure of the health system and the need for the introduction of new professions, we made proposals for the development of an industry qualifications framework and the creation of an Secroral Council for professional qualifications. The development of a sectoral qualifications framework and the formation of a Sectoral Council on professional qualifications in health system will create a tool for the formation of state and sectoral human resources policy in the health system, for the provision of demanded services in health care, for the creation and application of effective methods and technologies for prevention, diagnosis, treatment and medical rehabilitation. The sectoral qualifications framework should become the basis for the developers of professional standards for the health system, as well as employers, educational organizations of various levels, organizations that assess the professional preparedness of healthcare workers, heads of health organizations and government bodies in the field of healthcare. Keywords: Sectoral qualifications system, sectoral qualifications framework, professional standards.
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Minyurova, S. A., and O. I. Leonova. "Professional Exam: Assessing Teachers’ Qualifications According to Requirements of Professional Standard." Психологическая наука и образование 21, no. 2 (2016): 66–75. http://dx.doi.org/10.17759/pse.2016210208.
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This paper focuses on the issues of applying professional standards for preschool and school teachers in the assessment of teachers’ qualifications and the development of their professional skills. The paper reviews foreign practices in the subject and approaches to the organization of qualification exams for teachers in various countries. The discussed issues include the development of such criteria for assessing the quality of teaching activity that would promote professional skills in teachers as well as reveal the outcomes of this activity in students. The paper concludes with an outline of the key elements of the model of professional exam for teachers as a form of assessment aiming to prove that teachers’ qualifications meet the requirements of the professional standard.
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MYTSYK, H. M., and M. I. PRYSHLIAK. "ВИКОРИСТАННЯ НАЗВ ПРОФЕСІЙНИХ КВАЛІФІКАЦІЙ В ОСВІТНЬО-ПРОФЕСІЙНИХ ПРОГРАМАХ 016.01 – ЛОГОПЕДІЯ ПЕРШОГО (БАКАЛАВРСЬКОГО) РІВНЯ ВИЩОЇ ОСВІТИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (October 4, 2021): 36–49. http://dx.doi.org/10.31494/2412-9208-2021-1-2-36-49.
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The practice of using the professional qualifications names which are awarded to higher education applicants is examined in the article based on the analysis of educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level of some higher educational institutions. It is noted that the availability of recommended list of professional qualifications of the specializations which are established of the Ministry of Education and Science of Ukraine in the Standard of higher education of Ukraine of the first (bachelor’s) higher education level of specialty 016 Special education is a more important issue and therefore requires the attention of scientists. It is found out that questions of using professional qualifications names in educational and professional programs of specialty 016.01 Special education (Speech therapy) are solved differently. Mostly in such programs, direction to assigning to higher education applicants, who have successfully completed it, the professional qualification of «speech therapist», to a lesser extent – «teacher-speech therapist assistant» is observed. It is stated that not one of directories of the qualification characteristics workers’ professions operating in Ukraine does not contain the qualification characteristics of a speech therapist and the requirements for the educational degree of the employee required to hold the position of a speech therapist have not concretized enough. The absence of qualification characteristics of a speech therapist to a certain extent causes problems in determining the list of main jobs that are inherent to this position (profession). Taking into account the level of complexity of the problems which to be solved by a speech therapist and teacher-speech therapist assistants in professional activity, the idea was proposed of orienting educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level for preparation only speech therapists awarding its graduates the professional qualification of «speech therapist». In turn, the preparation of teacher-speech therapist assistants should be carried out according to the educational and professional programs of the initial level (short cycle) of higher pedagogical education. Of point of view the existing close connection between a teacher-speech therapist and a speech therapist, it is proposed to reconsider the qualification requirements for the primary position of teacher-speech therapist, providing the possibility of its occupation by persons with a bachelor’s degree. Key words: educational and professional program, educational qualification, professional qualification, speech therapist, assistant teacher-speech therapist.
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Zabrodin, Yu M., P. A. Sergomanov, L. A. Gayazova, and O. I. Leonova. "Development of the Differentiation System of Skill Levels in Teaching Professional Standards." Психологическая наука и образование 20, no. 5 (2015): 65–76. http://dx.doi.org/10.17759/pse.2015200506.
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Questioning the definition of the principles of building a career in teaching and the relationship between qualification required for this from the perspective of teacher professional standards. Provides a detailed analysis of the issues of separation of levels of pedagogical activity. The results of expert work on the establishment of conformity of the content of the professional standard for qualifications. Recommendations for the development branch Qualifications Framework, focused on differentiating levels of qualification requirements in accordance with the content of the teacher professional standard.
Dissertations / Theses on the topic "Professional qualifications"
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Sethi, Ahsan. "The impact of postgraduate qualifications in medical education." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/2d54dc4a-5be0-4ec3-9871-0e57b1523c46.
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Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sparse. This study investigated the impact of postgraduate qualifications in medical education on graduates’ educational identities, practices and career progression. The study design is mixed methods using the explanatory model. The first study comprised of an online survey of graduates from the Centre for Medical Education, Dundee between 2008 and 2012. The data collected were sequentially explored in more depth through semi-structured interviews in the second study. To increase the range and scope of enquiry a third study was carried out, which involved a 10 month follow-up of a new cohort of face-to-face students (2013/14) through the course and to the workplace. The quantitative data were analysed using non-parametric statistics on SPSS 21, and constructivist grounded theory analysis was used for the qualitative data in ATLAS.ti 7. I found that a qualification in medical education enhances theoretical foundations in educational practices, with increased self-efficacy and engagement in scholarly activities. The qualification encourages transformational changes and epistemological development as a teacher, researcher, leader and learner. Many participants attributed their career progression to the qualification. The graduates were able to lead various educational changes in the workplace and they described substantial performance attainments. I also found their work environment and personal factors influenced the impact of these qualifications. A conceptual framework based on an increased understanding of the identity development of healthcare educators was also developed. This is the first study on the long-term effects of a degree-awarding course in medical education on healthcare professionals worldwide. The findings have implications for the educators, course directors, healthcare organisations and professionalisation of the speciality.
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Aragon, Marc A. "A web-enabled database for tracking the Personnel Qualifications of Information Professional Officers." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Dec%5FAragon.pdf.
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Alexakis, George. "Management training in Greece : evolution from improvisation to the systematic development of professional qualifications." Thesis, Middlesex University, 2008. http://eprints.mdx.ac.uk/3031/.
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Executive management training is a fast growing field in adult training and an important component of a wider demand for reconstruction in the educational system and its orientation towards a closer relationship with the needs of the labour market and the priorities of the business environment. This study investigates the development achieved in this field in Greece from the initial efforts made by the Greek Productivity Centre, the Hellenic Management Association and the Athens University of Economics and Business in the beginning of the 1960s up to today’s development of recognized vocational training programmes and the contribution of Executive MBAs by modern educational organizations, as well as, by both Greek and foreign Business Schools operating in this field. In particular, this study examines the structure and the content of short-term in-company seminars, open courses and long-term courses leading to Certificates, Diplomas or Master’s Degrees and the efforts of introducing distance learning. The Hellenic Management Association, which is the most reliable management training establishment, is the major case study of the research. In addition, the contributing factors in the provision of training services, such as the process of designing, organising, implementing and evaluating the courses, are also analyzed together with modern training methods and techniques, trainers’ specialization and qualifications, the attitude adopted by companies and the role of the State and supervisory organizations. The study involves a team of trainers who propose some changes with a view to improving their work and the overall efficiency of training through action research. In addition, it examines the conditions of developing a model programme leading to an Advanced Diploma in Management, which is designed for executives who are already on the “management threshold” on their way to being promoted to higher managers. In conclusion, the study establishes a dynamic development in the field, supports the introduction of learner-centred methods and training technologies and makes proposals for improvement and better organisation. A 514 pages book on “The Art of Management” is an outcome of the project. It is published and delivered to the trainees of several training programmes.
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Patrick, Rachel, and r. patrick@rmit edu au. "New teachers, professional knowledge and educational reform in New Zealand." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081022.073150.
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This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study.
The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry.
The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals.
The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'.
The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and
success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general.
This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.
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Korhonen, Kaisu. "Intercultural competence as part of professional qualifications : a training experiment with Bachelor of Engineering students /." Jyväskylä : University of Jyväskylä, 2002. http://bibpurl.oclc.org/web/21572.
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O'Donnell, Brian Charles, of Western Sydney Macarthur University, and Faculty of Education and Languages. "A model for registering teachers, accrediting teacher education and awarding advanced certification in Australia : a means for advancing the status of teaching as an autonomous profession." THESIS_FEL_XXX_O'Donnell_B.xml, 1999. http://handle.uws.edu.au:8081/1959.7/78.
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Teaching in Australia is acknowledged as a profession. The public, however, generally perceives teaching as a poorly paid occupation whose practitioners exert little control over their own standards of practice. Consequently, the professional status of teachers is low, and very few of the most capable school leavers and high ability university graduates are attracted to teaching as a career. Furthermore, teachers' perceptions that the public does not appreciate their work have led to low morale, high rates of resignations, and early retirements among experienced practitioners. These factors will contribute to serious shortages of teachers in the new millennium. In the past Australian employers in both government and non-government school sectors have attempted to circumvent teacher shortages by reducing qualifications required for teaching. This anti-professional practice has contributed to the belief that teaching is something that anyone can do. It is argued in this thesis that the status of the teaching profession in Australia must be enhanced if teaching is to attract capable new recruits and retain knowledgeable, experienced practitioners. This could be achieved by giving teachers greater responsibility for their profession's standards through a system of statutory regulatory boards, comprised largely of practising teachers. The boards would be responsible for establishing and enforcing standards for registration of teachers, accreditation of teacher education, and provision of advanced certification. Furthermore, such regulation of the profession should be on a national basis to ensure that all children in all schools in Australia have access to competent, professionally qualified teachers, and to overcome the problems of interstate mobility of teachers. The thesis concludes by calling on all stakeholders to acknowledge teaching as a full profession. This could be achieved by accepting that teachers should regulate their professional standards in the same way that other professions do. A model to achieve that end is presented.Doctor of Philosophy (PhD)
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Baker, David M. "Certificates in library work : an historical-critical study of non-professional level librarianship qualifications in Britain, with reference to other countries, professions and training schemes." Thesis, Loughborough University, 1987. https://dspace.lboro.ac.uk/2134/27002.
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Dobermann, Lenise Mitidieri Garcia. "O Trainee e a construção do trabalhador flexive." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252948.
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Orientador: Aparecida Neri de SouzaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-07T10:22:41Z (GMT). No. of bitstreams: 1 Dobermann_LeniseMitidieriGarcia_M.pdf: 347698 bytes, checksum: 05f885aff9b7466224812755fa364baa (MD5) Previous issue date: 2006
Mestrado
Ensino, Avaliação e Formação de Professores
Mestre em Educação
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Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.
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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy
2016 learner achievement data, aimed to examine the relationship between teacher
profiles in terms of teachers’ age, years of experience and formal qualification,
teachers’ participation in formal and informal professional development activities and
South African Grade 4 learners’ reading literacy achievement when controlling for the
socio-economic status of the learners. To accommodate all the variables used in the
study, a new conceptual framework was developed.
This study was initiated as a result of the PIRLS Literacy 2016 results which revealed
that South African Grade 4 learners achieved the lowest reading literacy scores out of
the 6 participating countries. This study is a secondary analysis utilising standard
multiple regression analysis of the PIRLS Literacy 2016 achievement data and the
contextual data from the teacher and school questionnaires.
The study’s results revealed that there is no statistically significant relationship
between South African teachers’ participation in either formal or informal professional
development and learners’ reading literacy achievement. Based on the literature
however, the emphasis was placed on the educational significance of teachers’
participation in effective professional development activities.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Deret, Lydia. "Les savoir-agir langagiers professionnels des enseignants débutants." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC027/document.
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Ce travail s’inscrit dans la lignée des recherches portant sur la professionnalité des enseignants. Nous nous intéressons plus particulièrement à l’activité langagière des débutants. L’hypothèse centrale est qu’il est possible d’identifier, au sein du discours des enseignants en interaction avec leurs élèves, des indices de leur développement professionnel. Le cadre théorique croise les apports de la didactique professionnelle avec ceux de la pragmatique du langage et de la théorie interactionniste linguistique. Replacé dans un contexte didactique, nous envisageons le langage comme premier instrument stratégique pour enseigner et nous nous situons dans une approche instrumentée de l’activité enseignante. Nous avons mené une enquête ergonomique auprès de trois néo-titulaires, à partir de vidéos réalisées au cours de séances de mathématiques et d’entretiens d’auto-confrontation. Les interactions langagières entre les enseignantes et leurs élèves ont été analysées quantitativement et qualitativement, en relation avec l’identification de fonctions pédago-didactiques. Les résultats caractérisent des savoir-agir-langagiers-professionnels, révélateurs de la professionnalité et du développement professionnel de chacune des enseignantes enquêtéesThis work takes place within a line of research regarding teachers’ professionalism. We are looking particularly at the language activity of beginners. The central hypothesis is that it is possible to identify, within teachers’ conversations as they interact with pupils, clues regarding their professional development. The theoretical framework links the contributions made by professional didactics with those of language pragmatic and interactional linguistic theory. Set within a didactical context, we consider language as the first strategical tool to teach and we are placed within an approach orchestrated by teacher activity. We lead an ergonomic investigation alongside three newly qualified teachers, from videos shot during mathematics lessons and from self- confrontation interviews. Language interactions between teachers and their students have been analysed qualitatively and quantitatively, in relation with the identification of pedago-didactic functions. Results highlight professional language know-hows, revealing of the professionalism and the professional development of each of the teachers investigated
Books on the topic "Professional qualifications"
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Association, Library. Routes to associateship: Professional qualifications. London: Library Association, 1990.
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Commission of the European Communities. Mutual recognition of diplomas and professional qualifications. London: Commission of the European Communities, 1991.
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National Council for Vocational Qualifications. Professional bodies, their qualifications and the National Council for Vocational Qualifications: Consultative paper. London: the Council, 1987.
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Allen, Bryce. Survey of professional development leaves, 1985. [S.l.]: Canadian Association of College and University Libraries, Committee on Academic Status, 1985.
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Authority, Qualifications and Curriculum. Standards and vocational qualifications in continiung professional development (CPD). London: QCA, 1998.
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Lafortune, Louise. Professional accompaniment model for change: For innovative leadership. Québec: Presses de l'Université du Québec, 2009.
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Lafortune, Louise. Professional accompaniment model for change: For innovative leadership. Québec: Presses de l'Université du Québec, 2009.
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Ltd, Kogan Page. A complete guide to professional, vocational and academic qualifications in the UK. 3rd ed. London: Kogan Page Ltd, 2008.
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Information and Library Services Lead Body. Advanced professional training and qualifications: A report on the information and librarysector. Liverpool: EUCLID, 1995.
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1001, Nfpa. Fire Fighter Professional Qualifications. Natl Fire Protection Assn, 1997.
Find full textBook chapters on the topic "Professional qualifications"
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Finch, John. "Professional qualifications." In Speller’s Law Relating to Hospitals, 521–49. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-7122-7_19.
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Kinnard, William N. "Professional Qualifications." In Research Issues in Real Estate, 119–37. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8953-6_8.
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Klingebiel, Franz, and Eckhard Klieme. "Teacher Qualifications and Professional Knowledge." In Methodology of Educational Measurement and Assessment, 447–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_18.
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Vankova, Zvezda. "Flanking Rights in the Context of Circular Migration: Entry and Residence Conditions for Family Members and Recognition of Qualifications for Migrant Workers in Bulgaria and Poland." In IMISCOE Research Series, 215–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52689-4_8.
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AbstractThis chapter focuses on entry conditions for family members and recognition of qualifications that are considered secondary policy areas, yet could still influence migrants’ willingness to engage in circular migration. The chapter commences with an analysis of the transposition of the Family Reunification Directive into Polish and Bulgarian law. It then moves on to explore its implementation dynamics through the eyes of the migrant workers who participated in the focus groups as part of this study. As a second step, the chapter examines national instruments in the field of academic and professional qualifications. It takes physicians and nurses as case studies in order to present the challenges associated with practicing regulated professions in the context of circular migration. The chapter concludes with an assessment of existing instruments against the study’s benchmarks in these two policy areas, namely the conditions for family reunification and for migrant workers to have their diplomas and professional qualifications recognised.
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Amans, Diane. "Continuing Professional Development, Training Opportunities, Gaining Skills and Qualifications." In Age and Dancing, 146–54. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29651-1_14.
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Poças, Ana, Pedro Cardoso, Filipa Newton, Diogo Beirão, Charalampos Malamatenios, Georgia Veziryiani, Esther Rodriguez, Javier González, Rossella Martino, and Diego De Gisi. "Levering Industry and Professional Qualifications Over Water Efficiency and Water–Energy Nexus in Buildings." In Frontiers in Water-Energy-Nexus—Nature-Based Solutions, Advanced Technologies and Best Practices for Environmental Sustainability, 51–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13068-8_12.
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Kahlawi, Adham, Francesca Giambona, Lucia Buzzigoli, Laura Grassini, and Cristina Martelli. "A statistical information system in support of job policies orientation." In Proceedings e report, 131–35. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.25.
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A significant problem for labour market policies relies on the individuation of the most advisable skills to have and to enhance through focused training offers. Vocational training systems and institutions are called to answer the question posed by every person looking for a new job or professional opportunities: which are the skills-to-have to enhance the professional profile? Many efforts have been made to answer this question, mainly designing predictive models; however, these models are often limited to specific economic sectors and usually don’t adopt a country-specific perspective. This paper proposes a recommendation system oriented to specific users: once that the user has described his/her skills profile, the system suggests the skills that, once got, will fit with the most frequent job vacancies. In this proposal perspective, the skills are proposed regardless of the economic sector, and they are compatible with the characteristics of the specific country labour market. In this contribution, we will focus on the Italian market; the recommendation system is based on the job ads published by Italian companies on various websites for both 2019 and 2020 after the skills required for each job offer have been mapped to one of the skills presented in the classification of European Skills/ competence, qualifications ad Occupations (ESCO).
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Isaakyan, Irina, and Anna Triandafyllidou. "“Enchanted with Europe”: Family Migration and European Law on Labour-Market Integration." In IMISCOE Research Series, 95–113. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67284-3_5.
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AbstractThis chapter explores the European legal platform for alleviating the main barriers in the labor market integration of dependent family migrants in the EU. Namely, the chapter looks at the work of the European Court of Justice (ECJ) in relation to cases that involve recognition of professional qualifications and establishment of residence status. The study looks at how family reunification provisions, EU citizen status and in particular provisions for EU citizens and their family members when they move to another Member State, affect indirectly the status situation of third country nationals and their labour market integration by facilitating or hampering the recognition of their skills. This chapter is based on desk research, notably literature review (including published reports from the SIRIUS research) and analysis of legislative documents (EU Directives and ECJ case-law). We specifically look at the ECJ case-law on status and recognition and at related Directives involving family migrants. We study conditions under which the ECJ makes a decision in favour of the migrant-plaintiff. The discussion of our findings shows a complex interplay between family migration, gender bias and European law.
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Dawrant, Andrew C., and Chao Han. "Testing for professional qualification in conference interpreting." In The Routledge Handbook of Conference Interpreting, 258–74. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429297878-25.
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Wilkens, Klaus, and Rob Brons. "European Qualifications Framework for the Lifeguard Profession." In Drowning, 369–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-04253-9_57.
Full textConference papers on the topic "Professional qualifications"
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Soncheva, Elena, Larisa Isner, and Mikhail Chervyakov. "FORMATION AND DEVELOPMENT OF THE NATIONAL QUALIFICATION SYSTEM IN RUSSIA: LEGAL PERSPECTIVES." In NORDSCI International Conference Proceedings. Saima Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b2/v2/32.
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Today, the main event in the social and labour sphere of Russia is, of course, the introduction of the National Qualifications System (abbreviated NSC), which comes to replace the old system of qualification characteristics. In general, the NSC in Russia is represented by four interrelated elements: professional standards, independent assessment of qualifications, professional and public accreditation of educational programs and a directory of the most popular professions. The professional standard at the legislative level states the requirements for the type of activity. Independent assessment of qualifications is a mechanism for personnel certification for compliance with professional standards, and professional public accreditation of educational programs is their assessment for compliance with the requirements of professional standards. In European countries, such systems have existed for a long time and accumulated some experience in this field. The purpose of this article is to consider the common and distinctive features of the European and Russian systems of national qualifications, as well as the experience of building such a system in Russia. In addition, the work will present the differences between the previously existing system of qualifications in Russia and the modern one. The article will show the difficulties of embedding the new system in Russian labour legislation. In addition, problems in the activities of society that were caused by the new system will be considered, its advantages and disadvantages will be considered. Particular attention will be paid to the analysis of the new qualification assessment system and its comparison with similar ones abroad. Today, Russia is trying, using the experience of European countries, to introduce a system of awarding qualifications outside educational institutions in special centers for the assessment of qualifications. The difference between the Russian model and the existing analogues abroad is that these centers are represented by commercial organizations, while education is carried out by state educational institutions. Such a docking of the state system of education and business has given rise to a number of problems, which will be discussed in the article. The main feature of the national qualifications system in Russia is a synthesis of the obligation (imperativeness) and the market fundamentals of the system itself.
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Thomas, Liz, and Vicky Duckworth. "Maintaining the diversity of the professional healthcare workforce through higher education qualification routes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8198.
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In England many professional healthcare qualifications, including nursing, are only achievable through higher education, for which tuition fees are payable from this year (2017-18) onwards. This paper is concerned about maintaining both the number and diversity of healthcare professionals to meet the needs of a diverse and ageing population. It reviews student views and the available statistical evidence about the impact of the introduction of tuition fees on applicants, and literature and empirical evidence about what higher education institutions are doing to recruit and retain students from different backgrounds to meet the health needs of the population. It concludes that because professions such as nursing have traditionally recruited from a diverse population minimal knowledge or practical expertise has been developed to widen participation in healthcare education in general and nurse education in particular. Moving forward, the healthcare and higher education sectors will need to work in joined up ways to develop strategies to both attract and retain a wide range of diverse students to higher education professional healthcare qualification courses – and maintain the supply of qualified healthcare professionals.
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Horak, Hana. "THE RECOGNITION OF PROFESSIONAL QUALIFICATIONS AND PROBLEM OF NECESSARY LANGUAGE SKILLS IN HEALTHCARE PROFESSION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.137.
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(Shehi) Gishti, Ejvis. "A Synoptic View of the Albanian Qualifications Framework." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.223.
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This research addresses a synoptic analysis of the state of play of the qualifications aligned with the Albanian Qualifications Framework (AQF). One of the main features of human resource development is the development of a national qualification framework within which can be obtained all the necessary professional competences. Albania is gradually shifting from traditional qualifications into outcome based modern ones. Research methodology includes qualitative analysis, covering legal framework, strategic documents, other research papers related to the focus of this article. The study adopted a qualitative approach. After 10 years of AQF developments and implementation, there is a need to restart the discussion on the number of AQF levels and, when needed, respective sub-levels in order to have a current common understanding among stakeholders about qualifications types and their relationship to each other. AQF implementation is linked with its contribution to policy goals such as lifelong learning and increasing the quality of education and training in Albania. For better development and implementation of the AQF, the responsible institutions should work in accordance with common principles, practices and criteria for the main respective functions: development of standards and qualifications, accrediting institutions to supply these qualifications; and, quality assuring assessment and certification.
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Dowelani, Musimuni, and Faith Dowelani. "Curriculum development in South Africa: the role of professional bodies." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11188.
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The function and main goal of higher education has evolved over time; studies show that there is a shift in focus from pure intellectual exploration to job preparation. Curriculum development literature argues that the collaboration between universities and industries is critical for skills development and provides alignment between skills required in the workplace and skills transferred through higher education. This desk study aimed to synthesis the role of professional bodies as representatives of industry in curriculum development in the South African context. Observations show that a significant number of professional bodies mandate curriculum, by accrediting qualifications offered by universities. Not all programs require professional body accreditation or approval, however approximately 60% of all university programmes in South Africa are subject to the accreditation of professional associations. Without the accreditation from professional bodies, universities would not be able to offer qualifications in certain disciplines such as health and engineering. There is evidence that professional body involvement in curriculum development ascertains a level of quality.
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Astafeva, O. V. "Council For Professional Qualifications In The Staff Training For The Digital Economy." In GCPMED 2018 - International Scientific Conference "Global Challenges and Prospects of the Modern Economic Development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.84.
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Fedotova, Olga. "Professional Qualifications In The Sphere Of E-Learning In An Alternative Discourse." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.71.
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Фадеева, Олеся Михайловна, Елена Геннадьевна Пафнутова, and Ирина Ивановна Широкорад. "BRANCH SYSTEM OF PROFESSIONAL QUALIFICATIONS OF THE AGRO-INDUSTRIAL COMPLEX AS THE MAIN VECTOR OF DEVELOPMENT OF AGRICULTURAL EDUCATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Ноябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko188.2020.75.74.008.
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Одной из основных проблем агропромышленного комплекса в Российской Федерации в настоящее время является проблема взаимодействия рынка труда и рынка образовательных услуг. Отраслевая система профессиональных квалификаций агропромышленного комплекса как совокупность механизмов правового и институционального регулирования спроса на квалификации работников со стороны рынка труда и предложения квалификаций со стороны системы образования и обучения должна решить данную проблему. One of the main problems of the agro-industrial complex in the Russian Federation at present is the problem of interaction between the labor market and the market of educational services. The sectoral system of professional qualifications of the agro-industrial complex as a set of mechanisms for legal and institutional regulation of the demand for workers ' qualifications from the labor market and the supply of qualifications from the education and training system should solve this problem.
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Silenko, Pavel Arkadyevich, and Dmitry Yuryevich Pravnik. "The development of independent evaluation system of stuff professional qualifications in the nuclear industry according to the requirements of professional standards." In VII International applied research conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-462949.
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Rubtsov, M. Yu, and V. V. Serikov. "PSYCHOPHYSIOLOGICAL RESEARCH METHODS EFFECTIVENESS OF ELECTRIC TRAIN DRIVERS PROFESSIONAL PERFORMANCE ASSESSMENT." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-427-431.
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Abstract. Electric train driver work requires visual, auditory, tactile systems functioning high level, as well as mentality. These requirements caused the study directed to analyze the professional performance effectiveness these indicators, psychophysiological parameters including, for training and retraining in train driver (assistant train driver) profession. The research was carried out in the base of the training centers of professional qualifications of JSC «Russian Railways», 106 people were examined (age 27.2± 5.4 years) who were trained to perform all operations under work as train driver: first theoretically, then practically by special simulators use. There were evaluated: cardiovascular system state, complex visual-motor reaction time, «Landolt Ring» correction test as well as psychological methods of personal properties testing: reflection, self-regulation of behavior; the method of differentiated assessment of working capacity reduced. The dependence of working capacity of factor’s complex are determined. There are: organism’s functional state, psycho-emotional strain, adaptation mechanisms, motivational involvement, and target aspiration. Based on obtained data a set of promising methods has been determined to identify the possibility of reliable of driver operation and adjustment of his activities aimed at improving self-regulation skills as one of the main criteria for reliability of work.
Reports on the topic "Professional qualifications"
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, January 2017. http://dx.doi.org/10.53328/mwud6984.
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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in student enrollment. Some problems with student dropout rates, over-estimating the transformational and disruptive nature of MOOCs and uncertain business models remain, but less “massive” MOOCs with more engaged students are overcoming these problems. There are many existing distance learning courses and programmes in the water sector designed to train and/ or educate professionals, operators, graduate and undergraduate students and, to a lesser extent, members of communities dealing with water issues. There are few existing true MOOCs in the water sector. MOOCs could supply significant numbers of qualified practitioners for the water sector. A suite of programmes on water-related topics would allow anyone to try the courses and determine whether they were appropriate and useful. If they were, the students could officially enroll in the course or programme to gain a meaningful qualification or simply to upgrade their qualifications. To make MOOCs more relevant to education and training in the water sector an analysis of the requirements in the sector and the potential demand for such courses is required. Cooperation between institutions preparing MOOCs would be desirable given the substantial time and funding required to produce excellent quality courses. One attractive model for cooperation would be to produce modules on all aspects of water and sanitation dealing with technical, scientific, social, legal and management topics. These should be produced by recognized experts in each field and should be “stand-alone” or complete in themselves. If all modules were made freely available, users or mentors could assemble different MOOCs by linking relevant modules. Then extracts, simplified or less technical versions of the modules could then be used to produce presentations to encourage public participation and for other training purposes. Adaptive learning, where course materials are more tailored to individual students based on their test results and reactions to the material, can be an integral part of MOOCs. MOOCs efficiently provide access to quality courses at low or no cost to students around the world, they enable students to try courses at their convenience, they can be tailored to both professional and technical aspects, and they are very suitable to provide adaptive learning courses. Cooperation between institutions would provide many course modules for the water sector that collectively could provide excellent programmes to address the challenges of capacity development for SDG 6 and other issues within the water sector.
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Liu, Xiaobing, and Diana E. Hun. Summary and Analysis of Responses to Surveys on Experience with GHP Installations in Federal Facilities and Minimum Qualifications of GHP-related Professionals. Office of Scientific and Technical Information (OSTI), November 2012. http://dx.doi.org/10.2172/1057502.
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Association Amal Al Mansour: Supporting vulnerable youth into work every step of the way. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7901.
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Oxfam’s Youth Participation and Employment (YPE) project helped Hind, a young woman in Morocco, to enter the labour market. Though she is educated, her skills were insufficient to get a job. The Amal Al Mansour Association, a YPE partner, helped her with practical training in developing soft skills and accessing the formal labour market. With support from the Association, she got a job in the retail sector. Her current job is a stepping-stone to achieving her personal and professional goals. She wants to obtain her law degree and find a stable job in line with her qualifications. In the context of the COVID-19 crisis, the number of available jobs has decreased, and it is hard to get a full-time salaried position. Hind is hopeful that the YPE programme can help young people in Morocco through advocating for decent work for vulnerable young people.