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Journal articles on the topic 'Tertiary education level'

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Author: Grafiati

Published: 22 July 2024

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1

Ferguson, Therese, and Sharon Bramwell-Lalor. "Tertiary-level Sustainability and Climate Change Education." Caribbean Quarterly 64, no. 1 (January 2, 2018): 79–99. http://dx.doi.org/10.1080/00086495.2018.1435337.

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Mohammed Lawa, Salahu l. "Entrepreneurship Education at Tertiary Education Level: Implication to Historical Studies." International Journal of Education and Literacy Studies 1, no. 1 (July 1, 2013): 33–37. http://dx.doi.org/10.7575/aiac.ijels.v.1n.1p.33.

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3

Stanton, Harry E. "Self‐Help Change Techniques for Tertiary Level Teachers." Higher Education Research & Development 8, no. 1 (January 1989): 39–45. http://dx.doi.org/10.1080/0729436890080104.

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4

Arslan, Abdullah. "A CEFR-based Curriculum Design for Tertiary Education Level." International Journal of Languages' Education 1, Volume 5 Issue 3 (January 1, 2017): 12–36. http://dx.doi.org/10.18298/ijlet.1778.

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Faisal, Rajib Ahmed, and Jarin Akther. "Including Value Education in Tertiary Level: What Bangladesh Think." International Journal of Education 12, no. 2 (February 12, 2020): 73–79. http://dx.doi.org/10.17509/ije.v12i2.18287.

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Bangladesh is a country with numerous number of cultural, social and religious diversity. Such in a pluralist society, it is not easy to identify the common values to be taught. Therefore it is necessary to develop pupils’ values to show respect to others cultures and promote mutual tolerance and understanding through Value Education (VE). The purpose of the research was to explore teachers’ and students’ opinion to include VE as a course in higher education level in Bangladesh. It was a qualitative study and data was collected from the university teachers and students via semi-structured interview. In this study it has been found that religion is a sensitive issue to be taught in VE class which may cause conflict between teacher and students. Participants suggested that VE contents should be practical rather than be theoretical only. One of the challenges to include VE course was the influence of job market economy and because of it students would consider the course as a burden, not to fit for having jobs in future. One of the recommendations of this research was that VE teachers should be open, liberal, and respectful to students’ believe to manage the classroom conflict.

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N, Gopika, and Kaveevendan K. "Influence of English language proficiency on tertiary level education." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 89–96. http://dx.doi.org/10.47772/ijriss.2022.61210.

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English is an international language, which is essential for interpersonal communication across the world. It is considered to be a common language in the field of education, business, trade, and commerce. It is found from the research studies that imparting proficiency in the English language should begin right from the school level education. Thus, the present study was carried out to assess the influence of English language proficiency on tertiary-level education in a target undergraduate student population (second year in biological sciences) at the Faculty of Science, Eastern University, Sri Lanka. A structured questionnaire was used to collect data. Collected data were analyzed by Excel software (Windows 10.0) to assess the significant influence of English language proficiency in tertiary education. In the current study, the sex ratio (male and female) was nearly 2:1 (63% and 37%) respectively. The national school students showed a more successful rate for university entrance than provincial school. Further, the highest frequent usage of English than their mother tongue was noticed among university teachers (84%) when compared with school teachers (40%). Furthermore, the analysis showed that the majority of the students are using the English language in the university (87%), then school (40%). Most of the students were highly engaged in writing (94%), listening (83%), and reading rather than speaking skills (53%). Usage of the English language was higher (100%) in university education than in schools. Hence, the pass rate of English language proficiency was high at the tertiary level than the secondary level. Thus, this study recommends that school teachers should frequently use English in order to communicate with students while teaching.

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Edmonds, Neil R., John McKee, and Peter N. Plimmer. "Commercial Plastics: Tertiary Level Postgraduate Education in New Zealand." Macromolecular Symposia 355, no. 1 (September 2015): 39–42. http://dx.doi.org/10.1002/masy.201500035.

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8

Gadomska, Agnieszka. "Developing mediation skills at the tertiary level of education." Neofilolog, no. 62/1 (April 12, 2024): 170–91. http://dx.doi.org/10.14746/n.2024.62.1.11.

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The article discusses the need to implement various aspects of mediation, a concept included in CEFR 2003 and updated in the form of new illustrative descriptors in the 2018 CEFR Companion Volume, into English Philology program with reference to students’ needs, the role of mediation in the process of both traditional and online communication. The bottom-up perspective on the selection of mediation descriptors adopted by the author in the project published in the CEFR Companion Volume, Examples from Practice (2022) inspired further changes in the English Studies program. The article presents a model of implementing the mediation-oriented strategies and activities into the syllabi of Practical English, specialization courses, seminars, etc. and discusses their advantages as well as challenges.

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9

Stoichkova, Elitsa. "Reflections on Language Teaching at Tertiary Level." Sprin Journal of Arts, Humanities and Social Sciences 2, no. 03 (March 26, 2023): 29–34. http://dx.doi.org/10.55559/sjahss.v2i03.98.

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“No man ever steps in the same river twice, for it's not the same river and he's not the same man.” Heraclitus The article provides insights into the current situation in English Language Teaching (ELT) at the tertiary level in a non-linguistic higher education institution in Bulgaria. It also represents some significant research findings on the topic. Moreover, it may raise the awareness of language education specialists and teacher trainers about the need for teacher training courses aiming at facilitating the implementation of the advances in the field of language teaching. It is expected that it may also appeal to university language teachers to maintain their lifelong learning habits and keep up with the advances in the field.

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Inamullah, Hafiz Muhammad, M. Naseer Ud din, and Ishtiaq Hussain. "Teacher-Student Verbal Interaction Patterns At The Tertiary Level Of Education." Contemporary Issues in Education Research (CIER) 1, no. 1 (January 11, 2011): 45. http://dx.doi.org/10.19030/cier.v1i1.1209.

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The main objective of the proposed study was to explore Teacher–Student verbal interaction patterns at tertiary level education in the North West Frontier Province of Pakistan using Flanders’ Interaction Analysis system. This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviour in order to maximize student learning. To achieve the above study objectives, three hypotheses were formulated in the light of Flanders “Two-thirds rule” of teacher-student classroom interaction at the tertiary level, namely, about two-thirds of the classroom time is devoted to talking, about two-thirds of this time the person talking is the teacher and two-thirds of the teachers’ talk is “direct” talk. Twenty-five classrooms at the tertiary level were randomly selected as samples for this study. Twenty-five observations were carried out, one in each classroom, using Flanders Interaction Analysis system to secure the data. To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) in a 45-minutes class. After obtaining and encoding the data, it was tabulated, analyzed, and interpreted by using percentages, means, and standard deviation. All the hypotheses were supported and it was concluded that, at the tertiary level, more than two-thirds of classroom time was devoted to talking. Thus, talk method dominated in classes. More than two-thirds of the classroom talking time was devoted to teachers talking at the tertiary level with the teachers playing the dominant role. More than two-thirds of the teachers’ talking time was devoted to direct talk, which showed the direct role of the teacher and indirect role of students at the tertiary level.

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Kabir, Md Shahjahan. "Testing English at Tertiary Level:." Crossings: A Journal of English Studies 6 (August 1, 2015): 196–213. http://dx.doi.org/10.59817/cjes.v6i.227.

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The universities in Bangladesh, with their autonomous academic systems, formulate, design, and introduce their own course curricula and syllabi for teaching English. Here, the testing methods are crucial-for the success or failure of teaching or learning is determined by testing the students on their acquired knowledge of language. Unfortunately, the proficiency that the learners achieve at graduate and postgraduate levels is painfully disappointing. Students can hardly write a discourse in acceptable English, nor can they speak the language fluently and correctly. This failure is due not only to inefficient teaching methods but also to outdated and century-old testing systems. For language courses, the learners are usually tested on their typical knowledge of some set items of language, especially; they are tested on reading and writing abilities rather than listening and speaking skills. For literature courses, no skill-based test is taken. So, the present research is an endeavor on the existing testing methods to find out the drawbacks and failures of testing English at the tertiary level in Bangladesh. The researcher proposes some new and effective methods of testing which, if considered and introduced, can substantially contribute to upgrading the teaching and testing standards of these higher education institutes.

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Bran, Florina, Petrică Sorin Angheluță, Carmen Valentina Rădulescu, and Sorin Burlacu. "Aspects of the Vocational Education and Training of Tertiary Education Graduates." Research and Education, no. 8 (2023): 138–51. http://dx.doi.org/10.56177/red.8.2023.art.8.

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On the labour market, an important aspect is the resizing of jobs due to automation, respectively globalization. Technological changes have led to the need to acquire higher skills. The acquired knowledge and skills can lead to an increase in the ability of graduates to enter the labour market. Thus, for the member countries of the European Union, the article presents an analysis of the share of the population with age between 25 and 64 years, with a tertiary level of education. Likewise, the degree of insertion of graduates of tertiary education programs can be influenced by the economic activities carried out by economic agents. Analysis of employment rates for graduates of tertiary education programs is important. From this point of view, an analysis of the educational fields of the graduates is presented. The used comparative statistical analysis considered the study of the evolution of the number of tertiary level graduates, as well as of the educational fields, for the period 2013-2020, for the member countries of the European Union. Also, the 25-64 age group was selected, and for this the evolution of the share of people with tertiary education was studied. The importance of the degree to which graduates occupy a job after graduation, led to the selection of another indicator – the employment rate (for the period 2012-2021). The rate of participation in continuing professional education and training programs was another indicator for which a comparative statistical analysis was carried out. For all these analyses the existing database on the EUROSTAT website was used. The creation of new jobs involves, and also requires, new skills. For people in the field of work, the updating of skills, respectively their improvement, can be achieved by participating in education and professional training programs. At the same time, this subsequent participation in education and professional training programs is an indicator analysed in the article. The presented data show us that in 2021, approximately half of the population aged between 25 and 64, with tertiary education, was the majority in Ireland, Luxembourg, Cyprus, Sweden, Lithuania. The evolution of the number of graduates, at the level of the European Union, shows us that the number of graduates is increasing, so that in 2020 there were 4.24 million tertiary level graduates. It was found that in 2020 most graduates came from France, Germany, Spain, Italy, Poland. Also, in 2020, the most graduates were for the field of business, administration, and law, followed by: engineering, manufacturing and construction, health and welfare, and education. The lowest share of graduates was for the field of agriculture, forestry, fisheries, and veterinary. It was found that in 2021 the employment rate for people aged between 25 and 64, with a tertiary level of education, was high for: Malta, Poland, Hungary, Romania. The lowest values were registered in: Greece, Spain, Italy, Cyprus. At the same time, in the period 2013-2019, the values of the participation rate in education and professional training programs for people aged between 25 and 64, with a tertiary level of education, remained relatively constant, oscillating between 18.0% and 18.7%.

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Dalgety, Jacinta, and Richard K. Coll. "Students' perceptions and learning experiences of tertiary‐level chemistry." Canadian Journal of Science, Mathematics and Technology Education 5, no. 1 (January 2005): 61–80. http://dx.doi.org/10.1080/14926150509556644.

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Searle, Peter. "A study of force concepts in tertiary level students." Research in Science Education 23, no. 1 (December 1993): 266–75. http://dx.doi.org/10.1007/bf02357070.

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Rowe, J. "Greening agricultural education at the tertiary level: a case study." European Journal of Agricultural Education and Extension 1, no. 3 (December 1994): 105–13. http://dx.doi.org/10.1080/13892249485300281.

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Udensi Ekea, Udensi. "Weed Science Education at the Tertiary Educational Level in Nigeria." Agriculture, Forestry and Fisheries 8, no. 1 (2019): 27. http://dx.doi.org/10.11648/j.aff.20190801.15.

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Jogezai, Sheila, and Bibi Arifa. "Exploring Teachers' Attitude toward Inclusive Education at the Tertiary Level." ProScholar Insights 1, no. 1 (December 30, 2022): 37–48. http://dx.doi.org/10.62997/psi.2022a.739105.

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The goal of the current study was to investigate teachers' attitudes toward inclusive education in higher education. The study set out to investigate the attitudes of University of Loralai teachers toward inclusive education and to ascertain the teachers' dedication to inclusive education. There were one hundred teachers. Fifty teachers at the tertiary level are chosen at random from the entire population. The study's findings indicated that most participants believed that meeting the needs of all pupils should be accomplished through inclusion. The majority of educators concurred that having a diverse classroom enhances student learning. Most people believe that your university would benefit greatly from inclusivity. The majority of participants concurred that including students with special needs has a negative impact on other students' schooling. The majority of educators concurred that teaching inclusion adds far too much extra workload. The majority of respondents stated that staff/teacher involvement is the only factor that determines inclusion. Less than half of educators disagreed that there is conflict in their university when special needs students are included in regular classrooms.

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Jr, Pedro P. Raymunde, and John Harry S. Caballo. "Happiness Level and Happiness Portrayal among Tertiary Education Institutions Educators." East Asian Journal of Multidisciplinary Research 2, no. 11 (December 2, 2023): 4499–512. http://dx.doi.org/10.55927/eajmr.v2i11.6408.

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This study was conducted to determine the level of the happiness of educators, the level of happiness portrayal of educators, and the significant relationship between the happiness and happiness portrayal of educators. This study employed a quantitative correlational research design. Furthermore, this study administered two types of standardized tests to gather the data needed. The results implied that the educators’ level of happiness is high. On the other hand, the level of happiness portrayal of educators is also high. In addition, the reflected standard deviation for each of the variables, namely the happiness and happiness portrayal, was found to be quite varied. Further analysis revealed that there is a positive moderate significant relationship between the educators’ happiness and happiness portrayal (r= .55, p> .05). Consequently, the institutions should be able to provide an avenue to increase the happiness of the educators in terms of their professional and personal lives.

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Botha, Melodi, and Alex Bignotti. "Internships enhancing entrepreneurial intent and self-efficacy: Investigating tertiary-level entrepreneurship education programmes." Southern African Journal of Entrepreneurship and Small Business Management 8, no. 1 (September 29, 2016): 15. http://dx.doi.org/10.4102/sajesbm.v8i1.45.

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<p><strong>Background:</strong> Entrepreneurship education interventions are deemed effective when they enhance interns’ entrepreneurial intent (EI) and entrepreneurial self-efficacy (ESE). Notwithstanding the emergence of internship as an experiential learning approach in entrepreneurship education, evidence about their potential to foster EI and ESE lacks systemisation.</p><p><strong>Aim:</strong> The aim of this study was to determine whether internships enhance EI and ESE. Furthermore, to what extent South African tertiary institutions include internships in their entrepreneurship and management curricula and the obstacles to such inclusion.</p><p><strong>Setting:</strong> South Africa has made a concerted effort to insert an entrepreneurship component across tertiary curricula. The evolution of this entrepreneurship component to experiential learning approaches is, however, unclear.</p><p><strong>Methods:</strong> A qualitative research approach was followed. Firstly, it reviewed empirical evidence for the positive relationship between internships and EI and ESE. Secondly, it conducted a survey of entrepreneurship and business management programmes at all 23 South African tertiary institutions and content analysed the retrieved information to determine whether such programmes include internships. Finally, 10 experts were interviewed to unveil the constraints inhibiting the inclusion of internships in tertiary curricula.</p><p><strong>Results:</strong> The results revealed empirical support for the positive influence of internships on both EI and ESE. Significant lack of inclusion of internships in tertiary curricula in South Africa emerged, owing mainly to administrative issues, curriculum re-design challenges, and lack of mentoring capacity.</p><p><strong>Conclusion:</strong> Tertiary-level entrepreneurship education programmes should include an internship component. The paper suggested that tertiary institutions pilot-test the inclusion of internships with a small number of students and a selected cohort of small business owners.</p>

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Wong, V. "The use of authentic materials at tertiary level." ELT Journal 49, no. 4 (October 1, 1995): 318–22. http://dx.doi.org/10.1093/elt/49.4.318.

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Oldfield, Keith A., and J. Mark K. Macalpine. "Peer and Self‐assessment at Tertiary Level ‐‐ an experiential report." Assessment & Evaluation in Higher Education 20, no. 1 (April 1995): 125–32. http://dx.doi.org/10.1080/0260293950200113.

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Coffin, Caroline, Clare Painter, and Ann Hewings. "Patterns of debate in tertiary level asynchronous text-based conferencing." International Journal of Educational Research 43, no. 7-8 (January 2005): 464–80. http://dx.doi.org/10.1016/j.ijer.2006.07.004.

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Watkins, David. "Academic locus of control: a relevant variable at tertiary level?" Higher Education 16, no. 2 (1987): 221–29. http://dx.doi.org/10.1007/bf00139044.

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Holubnycha, Liudmyla, Tetiana Besarab, Yana Pavlishcheva, Oksana Kadaner, and Oksana Khodakovska. "E-Learning at the Tertiary Level in and After Pandemic." Acta Paedagogica Vilnensia 48 (November 7, 2022): 47–60. http://dx.doi.org/10.15388/actpaed.2022.48.3.

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The article deals with new challengers in higher education system in terms of reality caused by coronavirus COVID-19. Some positive experience in English distance teaching and learning (at the basis of Yaroslav Mudryi National Law University, Ukraine) is described as it is significant in pandemic and may become useful for post pandemic society to improve educational processes. The purpose of the paper is to share positive ideas for English e-learning organization at the tertiary level in pandemic in order to use e-learning gains in further educational practice, highlight and solve its problems. General theoretical methods (analysis and synthesis) as well as empirical (observation and discussion) helped to find out advantages and identify disadvantages of the issue under study. The study has reached the following conclusions: asynchronous distance learning is effective for highly motivated students; synchronous forms demonstrate ability for developing all kinds of language skills. Advantages of distance teaching and learning there are: opportunity to display necessary didactic material on screen, to play audio recording or video materials for students in better quality. We have identified these problems: necessity of strong students’ motivation, connected with self-organization and the ability to work independently; sometimes insufficient technical skills of academic staff; academic dishonesty, which leads to meaninglessness of testing.

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Backes-Gellner, Uschi, Christian Rupietta, and Simone N. Tuor Sartore. "Reverse educational spillovers at the firm level." Evidence-based HRM: a Global Forum for Empirical Scholarship 5, no. 1 (April 3, 2017): 80–106. http://dx.doi.org/10.1108/ebhrm-03-2015-0007.

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Purpose The purpose of this paper is to examine spillover effects across differently educated workers. For the first time, the authors consider “reverse” spillover effects, i.e. spillover effects from secondary-educated workers with dual vocational education and training (VET) to tertiary-educated workers with academic education. The authors argue that, due to structural differences in training methodology and content, secondary-educated workers with VET degrees have knowledge that tertiary academically educated workers do not have. Design/methodology/approach The authors use data from a large employer-employee data set: the Swiss Earnings Structure Survey. The authors estimate ordinary least squares and fixed effects panel-data models to identify such “reverse” spillover effects. Moreover, the authors consider the endogenous workforce composition. Findings The authors find that tertiary-educated workers have higher productivity when working together with secondary-educated workers with VET degrees. The instrumental variable estimations support this finding. The functional form of the reverse spillover effect is inverted-U-shaped. This means that at first the reverse spillover effect from an additional secondary-educated worker is positive but diminishing. Research limitations/implications The results imply that firms need to combine different types of workers because their different kinds of knowledge produce spillover effects and thereby lead to overall higher productivity. Originality/value The traditional view of spillover effects assumes that tertiary-educated workers create spillover effects toward secondary-educated workers. However, the authors show that workers who differ in their type of education (academic vs vocational) may also create reverse spillover effects.

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Cosgrove, Laurie, and Ian Thomas. "Categorising Tertiary Environmental Education In Australia." Australian Journal of Environmental Education 12 (1996): 27–34. http://dx.doi.org/10.1017/s0814062600001592.

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AbstractThe diversity of environmental courses at tertiary level continues to increase. Following from a survey of these courses in the early 1990s the current study revisited the courses to investigate their characteristics. In 1993 tertiary courses with ‘environment’ in their title were surveyed through a postal questionnaire to gain an understanding of their philosophy and approach to teaching in the environmental field, of the capabilities the courses sought to assist the graduates to develop and of the extent to which graduates were being employed. The paper presents and discusses the results of this survey and offers suggestions about enhancing the role of environmental education in tertiary institutions.

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Yıldırım, Billur, and Ece Zehir Topkaya. "Clarificative evaluation of elementary level grammar program of a tertiary level preparatory class in Turkey." Studies in Educational Evaluation 65 (June 2020): 100862. http://dx.doi.org/10.1016/j.stueduc.2020.100862.

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KARAFİL, Burcu, and Özlem UYSAL İLBAY. "EFL Instructors’ Satisfaction with Teaching English Online at Tertiary Level." Participatory Educational Research 11, no. 2 (February 29, 2024): 76–96. http://dx.doi.org/10.17275/per.24.20.11.2.

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The aim of this study is to examine the satisfaction level of instructors teaching English as a Foreign Language (EFL) online at the tertiary level in Türkiye. The mixed-method research design was used to understand the nature of the existing state. In the quantitative part of the study, a total of 106 EFL instructors were included while there were 7 EFL instructors in the qualitative part of the study. The data were obtained through the “Online Instructor Satisfaction Measure (OISM)”, and an interview form consisting of 8 open-ended questions. Descriptive statistics were used in the analysis of the quantitative data while content analysis was employed for the analysis of qualitative data. The overall satisfaction level of EFL instructors with online teaching was found to be at moderate level. The findings revealed that EFL instructors identified various personal and system-related factors that facilitated their interaction with students in the online learning environment. On the other hand, they stated that student-to-student interaction was limited in online teaching, which poses a challenge for instructors. Additionally, assessment was one of the challenges of online teaching as well as internet loss, lack of interaction. They also stated that online teaching provided flexibility and wide range of resources as well as saving time. This study highlighted the importance of evaluating and enhancing online teaching practices to ensure instructors' satisfaction.

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Mustapha, Siti Maziha, Nabilah Abdullah, Karthiyaini Devarajoo, Faridah Ibrahim, Suhida Hani Suid, and Suraya Amirrudin. "Embracing Internationalization in Gearing Malaysian Higher Education Towards Global Education." Asian Journal of University Education 17, no. 4 (November 25, 2021): 132. http://dx.doi.org/10.24191/ajue.v17i4.16224.

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Abstract: Embracing internationalization is the reality in Malaysian tertiary education in this century. Various endeavors and research collaborations have been and are still carried out to achieve the government’s vision to position Malaysia as a tertiary education hub in the region. Using phenomenological approach, this study attempts to highlight challenges and strategies towards achieving internationalization of Malaysian higher education. Twelve lecturers from public and private universities were purposively sampled to discuss issues on internationalization of Malaysian tertiary education. Focus Group Discussions using semi structured interview protocol were undertaken. Data analysis and interpretation were carried out through thematic development. The findings revealed all participants are aware of the pedagogical approaches to be in practice to embrace the dynamics of global cultures convening in Malaysian lecture rooms. They highlighted the advantages of having international students from academic and social perspectives. Also included are ways how local students benefit with the presence of international students. These benefits emerged as participants discussed the consequences of Malaysian campus bereft of international students. In-class challenges and strategies to overcome them were deliberated. The findings also informed lecturers, administrators, and policy makers of relevant aspects to consider when dealing with international students at the tertiary level in Malaysia. Keywords: global education, internationalization, international students, tertiary education, phenomenology

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Ullah, Mohammad Nur. "INGREDIENTS OF QUALITY EDUCATION AT TERTIARY LEVEL: AN ASSESSMENT OF HIGHER EDUCATION IN BANGLADESH." International Journal of Engineering Applied Sciences and Technology 04, no. 11 (April 30, 2020): 546–56. http://dx.doi.org/10.33564/ijeast.2020.v04i11.097.

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Dong, Yueyan, Nannan Yu, Tao Hong, and Jinxing Yue. "City Administrative Level and Tertiary Educational Opportunities: Evidence From China’s Higher Education Expansion Policy." SAGE Open 12, no. 2 (April 2022): 215824402210899. http://dx.doi.org/10.1177/21582440221089931.

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In 1999, the Chinese government implemented a higher education enrollment expansion policy to improve education equality. Now, its positive impact on educational equality is contested. This study attempts to identify the link between city administrative level and tertiary attainment in the context of the policy. Our empirical findings indicate that after implementation of the policy, inequality increased. Students from political and economic centers had more opportunities for tertiary education attainment. This policy has a greater impact on disparities in access to undergraduate education for individuals living in different administrative hierarchies than it does on specialist education.

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C. Calabit, Marcelo. "Alternative Learning System (ALS) Program Graduates and Level of Readiness Towards Tertiary Education." International Journal of Education (IJE) 10, no. 01 (March 31, 2022): 57–69. http://dx.doi.org/10.5121/ije.2022.10105.

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The research study was about the alternative learning system (ALS) program graduates and their level of readiness towards tertiary education in the municipality of Kabacan and M'lang, Cotabato, Philippines. The study sought to answer the level of readiness of the graduates’ from the Alternative Learning System Program towards tertiary education. A descriptive-correlation method of research was utilized, such as the t-test and correlation bivariate as statistical tools with purposive sampling techniques in identifying the sample of the population. The findings revealed that there was no significant difference between the ALS learning strand/subject and the subjects taken in higher education, and that the ALS graduate was prepared to enter tertiary education. Those whose preparation will depend on their stability, promises, and aims to constitute high perseverance as they face the changing environment are more interested and eager to bind themselves entirely to achieving their intended aims by expending effort and resources to fulfill their objectives.

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LEKHAK, Bindeswar Prasad. "Evaluating the Effectiveness of Education Aid in Promoting Inclusive and Equitable Quality Education with a Specific Emphasis on the Gender Perspective." Journal of Education and Learning 12, no. 5 (July 20, 2023): 127. http://dx.doi.org/10.5539/jel.v12n5p127.

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The primary objective of this study is to examine the relationship between education aid and different levels of schooling, specifically primary, secondary, and tertiary education, from a gender perspective, with a particular focus on Sustainable Development Goal (SDG) four. The study is structured into three main parts: the analysis of female outcomes, the analysis of male outcomes, and conducting a comparative analysis of results between females and males. Firstly, the study analyzes the impact of education aid on completion rates for females and males at the primary level, net enrolment rates for females and males at the secondary level, and gross enrolment rates for females and males at the tertiary level. Subsequently, a comparative analysis of the female and male outcomes is conducted. The study drew data from a 19-year panel (2002-2020) of fifty low and lower-middle-income countries. The system GMM (One-step GMM and Two-step GMM) was utilized for the analysis. Both methods demonstrated a favorable correlation between education aid and primary and secondary education. However, the results suggest that males benefit more from education aid than females at primary and secondary levels. Additionally, the findings for the tertiary level demonstrate that the relationship between tertiary education aid and tertiary education is not optimal. The primary contribution of this study lies in its focused examination of the impact of a specific level of educational aid on particular educational outcomes, with a special emphasis on gender considerations within a comprehensive framework aligned with SDG four.

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Gaisch, Martina, Silke Preymann, and Regina Aichinger. "Diversity management at the tertiary level: an attempt to extend existing paradigms." Journal of Applied Research in Higher Education 12, no. 2 (January 29, 2019): 137–50. http://dx.doi.org/10.1108/jarhe-03-2018-0048.

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Purpose The purpose of this paper is to adopt a holistic diversity lens with the aim to enhance the understanding of the multifaceted paradigms for diversity management at the tertiary level. Design/methodology/approach This contribution takes the inspiration of existing diversity paradigms used in business settings and relates them to higher education. It then articulates them in greater depths in line with the diversity segments of the so-called higher education awareness for diversity wheel and seeks a common denominator that may be shared across disciplines by adding an eclectic and context-specific approach. Findings It was identified that the underlying assumptions which constitute the commonly known diversity paradigms are only partially applicable for the tertiary level. It is further suggested that in view of the highly dynamic kaleidoscope of higher education institutions, multiple, at times conflicting rationales for diversity management need to be addressed. Originality/value This paper seeks to address the paucity of studies with regard to diversity management at the tertiary level. By drawing on relevant paradigms and relating them to specific diversity segments, this study intends to make a meaningful scholarly contribution to the existing body of knowledge.

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Cornwall, Jon. "Evaluation of free i-applications for tertiary level gross anatomy education." Australasian Medical Journal 5, no. 4 (May 1, 2012): 239–42. http://dx.doi.org/10.4066/amj.2012.1249.

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Suchana, Afroza Aziz. "Mentoring at Tertiary Level Education: A Tool to Exceed Students' Problems." Shanlax International Journal of English 7, no. 4 (September 1, 2019): 11–17. http://dx.doi.org/10.34293/english.v7i4.620.

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The study examines the role of mentoring to surpass the problems of tertiary level students. It includes both mentors’ and mentees’ views on mentoring. It explores how mentoring helps the mentor find out students’ problems and to provide them with emotional and instrumental support. Adapting the qualitative method, this research includes case studies of three different students of a private university of Bangladesh who had been facing various problems and shows how they overcame their obstacles. It exposes the difficulties and challenges of one fresher, one female and one minority student. The study applies both formal and informal aspects of mentoring. It also includes an interview of their mentors. Findings indicate that through this process, mentors may find students’ problems and help them go over and inspire them with a vision of the future. The study finds that mentoring contributes to students’ academic achievement and social integration. It also states that through mentoring students’ frustration can be transformed into motivation.

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Saehu, Andang, and Annie Susany Somantri. "The Sketch of Reading Instruction in Islamic Tertiary Level of Education." Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam 14, no. 1 (June 20, 2017): 37–54. http://dx.doi.org/10.15575/al-tsaqafa.v14i1.1790.

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Saehu, Andang. "An Overview of Teaching Listening in Islamic Tertiary Level of Education." Jurnal Pendidikan Islam 2, no. 3 (December 29, 2016): 445. http://dx.doi.org/10.15575/jpi.v2i3.901.

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Ernawati, Diyah. "Tourism education at the tertiary level in indonesia: an exploratory study." International Journal of Tourism Research 4, no. 2 (2002): 145–47. http://dx.doi.org/10.1002/jtr.364.

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Haq, Muhammad Anwar Ul, and Syeda Mahnaz Hassan. "Student Performance at Tertiary Level: The Role of Social Work Education." Qlantic Journal of Social Sciences and Humanities 4, no. 4 (December 30, 2023): 354–65. http://dx.doi.org/10.55737/qjssh.575933834.

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This paper has been designed to examine the role of satisfaction towards discipline, spiritual orientation, and commitment to be professional in student performance at the tertiary level in the Punjab province. Social work has become an essential component of higher education globally, especially with the rise of globalization and internationalization. The study has been based on a quantitative approach. It uses the data from a sample of 347 social work discipline students from public sector universities through a proportionate random sampling technique. It is important to mention that the students have been enrolled in the BS (4 Years) program. A cross-sectional survey was conducted, and a structured questionnaire was administered to collect information from social work students. It was pretested from 30 randomly selected students, and reliability was confirmed. It used three independent, two paths, one dependent, and one intervening variable. In the same way, the study found that satisfaction towards discipline, spiritual orientation, and commitment to be professional indirectly affect social work student performance through the mediation of practice learning and supervision of academic activity.

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Curtis, Joel Nicholas. "The mental health of musical theatre students in tertiary education: A pilot study." Studies in Musical Theatre 13, no. 3 (December 1, 2019): 333–48. http://dx.doi.org/10.1386/smt_00011_1.

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This article seeks to illuminate questions of mental health in tertiary-level musical theatre training. Professional performing artists, students of singing, dance and acting, as well as undergraduate university students are all at greater risk of mental health problems than the general population. At the nexus of these domains is the tertiary-level musical theatre student. Through a survey conducted with recent musical theatre graduates in Australia, this study investigated the impact of tertiary-level musical theatre study on the psychological wellbeing of its students, identifying relevant stressors and mitigating factors. The results demonstrate a higher instance of mental health concerns in this cohort than the general population and other tertiary-level groups. Some solutions to mitigate the issue are presented.

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AFARI, ERNEST, JILL M. ALDRIDGE, and BARRY J. FRASER. "EFFECTIVENESS OF USING GAMES IN TERTIARY-LEVEL MATHEMATICS CLASSROOMS." International Journal of Science and Mathematics Education 10, no. 6 (April 4, 2012): 1369–92. http://dx.doi.org/10.1007/s10763-012-9340-5.

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Efe, Carol, and Dr Igberaharha Omovigho Clever. "Influence of Parental Variables on Academic Achievement of Business Education Students. A Case Study of Teritary Institutions in Delta State." International Journal of Research and Innovation in Social Science VIII, no. I (2024): 322–37. http://dx.doi.org/10.47772/ijriss.2024.801024.

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This study examined the influence of parental variables on academic achievement of business education students in tertiary institutions in Delta State. Four research questions were raised and answered and four null and alternate hypotheses were formulated and tested at 0.05 level of significance to guide the study. The main purpose of the study was to determine the influence of parental variables on business education students’ academic achievement in tertiary institutions in Delta State. Specifically, the study sought to determine the influence of parental financial support on academic achievement of business education students in tertiary institutions in Delta State; influence of parental involvement on academic achievement of business education students in tertiary institutions in Delta State; influence of level of parental educational background on academic achievement of business education students in tertiary institutions in Delta State and the comparative influence of parental variables on academic achievement of business education students in tertiary institutions in Delta State. The correlational survey research and expo-facto was used. The population of the study was 441 business education students and the sample size was 172. The instrument used was a structured questionnaire and was validated by five experts. The reliability coefficient of the instrument using PPMC reported r=0.78. The data collected was analyzed using Mean, Standard Deviation, Chi-Square and Multivariate Simple Linear Regression Analysis. Findings of the study include: Parental financial support influence academic achievement of business education students in tertiary institutions in Delta State to a high extent. In addition, parental involvement influence academic achievement of business education students in tertiary institutions in Delta State to a high extent. It was therefore concluded that that parental financial support, involvement and level of parents education background influence business education students’ academic achievement in tertiary institutions in Delta State to a high extent. The study also concluded that all the parental variables (parental financial support, involvement and level of parents educational background) do significantly influence business education students’ academic achievement in tertiary institutions in Delta State. It was recommended that parents should continually be involve in the academic activities of their children at all time. Also that Government should provide loans, grants and scholarship to students as this will assist them in boasting their academic achievement among others.

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Ojule, L. C., and G. I. Oliobi. "Managing Entrepreneurial Education in Tertiary Institutions for Graduate Employability in a Competitive Society." East African Scholars Journal of Education, Humanities and Literature 7, no. 02 (February 10, 2024): 49–58. http://dx.doi.org/10.36349/easjehl.2024.v07i02.004.

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The goals of tertiary education institutions in any country are directed towards scientific, technological and socio-economic development among others. Tertiary institution managers have the responsibility to be sensitive and respond to challenges affecting their establishments, especially that of their products’ (graduates) employability in a competitive society. Awarding degree certificates to graduates that will face employment challenges in the labour market amounts to resource wastage in the production process. Entrepreneurial education focuses on developing a way of thinking, attitude, and mindset that frees an individual from being a burden to the society. It does not equate to coming up with ideas or making money. It provides students with the cross-functional skills necessary to boost their employability rate in response to the pressing issue of unemployment that institutional managers need to address quickly. This article explored managing entrepreneurial education at tertiary level for employability of their products in a competitive society. The paper contained introduction, discussion on entrepreneurial education, entrepreneurial education skill types for tertiary education products, innovation as correlate to entrepreneurship education, employment challenges of tertiary institutions’ graduates, challenges of entrepreneurial education at tertiary institutions, resources and strategies for implementing entrepreneurship education in tertiary institutions and managing entrepreneurial education at tertiary level for graduate employability. The paper equally featured conclusion and recommendations on the topic discussed.

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Roslim, Norwati, Aini Faridah Azizul, Vahid Nimehchisalem, and Muhammad Hakimi Tew Abdullah. "Exploring Movies for Language Teaching and Learning at the Tertiary Level." Asian Journal of University Education 17, no. 3 (August 1, 2021): 271. http://dx.doi.org/10.24191/ajue.v17i3.14520.

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Abstract: The increasing importance of using movies to enhance second language teaching and learning has been addressed by researchers and educators. A few scholarly studies have effortlessly put forward significant findings on using movies in the area of theoretical bases, pedagogical aspects and learners’ perspectives. However, more studies need to be explored further as proposed by many scholars in their suggested future research. Hence, this study aims to investigate perceptions and experiences among university undergraduate students in exploring English language movies of their own choice for their oral commentary presentations. A corpus of English movies selected by students was used to assist students in their presentations. A total of 77 university undergraduates took part in the study. The data was collected through an online survey which consisted of a three-section questionnaire: demographic profile, learners’ perceptions and learners’ experiences. The data were analysed descriptively using SPSS version 20. The results revealed that using movies has helped students mainly, in improving their oral skills, vocabulary, interest and motivation as well as decreasing their anxiety and tension. This study adds to the body of knowledge and benefits educators and instructors on using movies for language teaching and learning. Keywords: Experiences, Language Learning, Movies, Perceptions

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Gaffield-Vile, N. "Content-based second language instruction at the tertiary level." ELT Journal 50, no. 2 (April 1, 1996): 108–14. http://dx.doi.org/10.1093/elt/50.2.108.

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ALIMEN, Ma CECILIA D., ROLANDO A. ALIMEN, and ROWENA V. ISIDRO. "ADVOCACY AS A STRATEGY IN TEACHING IN THE TERTIARY LEVEL." International Journal of Social Sciences and Management Review 05, no. 03 (2022): 85–92. http://dx.doi.org/10.37602/ijssmr.2022.5308.

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This paper was in response to the thrust of the Commission on Higher Education (CHED) in the Philippines on how teachers can achieve multimodal ways of the presentation. The researchers offered a research-based alternative to creating an advocacy-based teaching strategy at the tertiary level in this paper. The researchers chose random students’ outputs to present how the advocacy has been done. The researcher offers an epistemological justification that suggests advocacy in education is compatible with the concept of openmindedness and may serve as a vehicle for the realization of a university’s tripartite function: instruction, research, and community service in the form of service-learning.

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Rujube N. Hinoguin and Annabelle M. Hufalar. "Justifying Higher Education Expenditure Using Saturation Analysis." Journal of Educational and Human Resource Development (JEHRD) 6 (December 28, 2018): 133–39. http://dx.doi.org/10.61569/bh996y63.

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The massive allotment of funds for tertiary education in the Philippines prompted the researchers to examine whether this high budget is justifiable in terms of contribution to the GDP of the country. This study determined the extent of money that the Philippine government will spend for tertiary education per student, that will help increase the GDP per capita to the highest level using saturation analysis. The findings show that the saturation point for the government expenditure per tertiary student for ASEAN countries is 22.20% of the GDP per capita.

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White, Lesley. "Social Ecology as Innovative Tertiary Environmental Education." Australian Journal of Environmental Education 8 (1992): 59–75. http://dx.doi.org/10.1017/s0814062600003311.

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Social ecology as expressed by the Social Ecology Centre, (Faculty of Agriculture & Rural Development, University of Western Sydney, Hawkesbury), is an emerging field of learning concerned with improving the quality of the interrelationships between people and between people and the environment. The essence of this improvement is powerfully depicted by Albert Einstein, with this plea for people to widen their sense of compassion and concern to all life:A human being is part of the whole, called by us ‘Universe’ a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty.Social ecology then is concerned with recognising and transcending this ‘optical delusion’ of which Einstein speaks.In 1992 the Social Ecology Centre will be offering, through the introduction of the Bachelor of Applied Science (Social Ecology) [B. App. Sc. (Soc. Ecol.)] program, a substantively new and different approach to environmental education at a tertiary level. The establishment of the B.App.Sc. (Soc. Ecol.) will provide for the first time learning opportunities in social ecology at undergraduate level.

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ABEDIN, Md Thasinul, Kanon Kumar SEN, Mohammad Rifat RAHMAN, and Sharmin AKTER. "SOCIOECONOMIC FACTORS OF STOCK MARKET DEVELOPMENT: ROLE OF TERTIARY EDUCATION." JOURNAL OF EUROPEAN ECONOMY 19, Vol 19, No 2 (2020) (June 2020): 224–45. http://dx.doi.org/10.35774/jee2020.02.224.

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Considering economic growth and banking sector development as economic factors and tertiary level of education as a social factor, this paper explores their effect on stock market development in Bangladesh during the period 1976 to 2015. This paper reveals a significant positive impact of banking sector development and economic growth and an insignificant positive impact of tertiary level of education on stock market development both in the short-run and in the long-run. The positive long-run effect of socioeconomic factors on stock market development suggests that over time the rise in tertiary education, economic growth, and banking sector development contributes into the stock market development. Hence, government should give special attention into the development of tertiary education in addition to accelerating economic growth and banking sector development to ensure broad base stock market.

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