Bibliographies thématiques / Tertiary education level

Littérature scientifique sur le sujet « Tertiary education level »

Auteur : Grafiati
Publié le 22 juillet 2024

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Articles de revues sur le sujet "Tertiary education level"

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Ferguson, Therese, et Sharon Bramwell-Lalor. « Tertiary-level Sustainability and Climate Change Education ». Caribbean Quarterly 64, no 1 (2 janvier 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 (1 juillet 2013) : 33–37. http://dx.doi.org/10.7575/aiac.ijels.v.1n.1p.33.

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

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

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Faisal, Rajib Ahmed, et Jarin Akther. « Including Value Education in Tertiary Level : What Bangladesh Think ». International Journal of Education 12, no 2 (12 février 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, et 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 et Peter N. Plimmer. « Commercial Plastics : Tertiary Level Postgraduate Education in New Zealand ». Macromolecular Symposia 355, no 1 (septembre 2015) : 39–42. http://dx.doi.org/10.1002/masy.201500035.

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Gadomska, Agnieszka. « Developing mediation skills at the tertiary level of education ». Neofilolog, no 62/1 (12 avril 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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Stoichkova, Elitsa. « Reflections on Language Teaching at Tertiary Level ». Sprin Journal of Arts, Humanities and Social Sciences 2, no 03 (26 mars 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 et Ishtiaq Hussain. « Teacher-Student Verbal Interaction Patterns At The Tertiary Level Of Education ». Contemporary Issues in Education Research (CIER) 1, no 1 (11 janvier 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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Thèses sur le sujet "Tertiary education level"

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Kavanagh, Michael Christopher. « Teacher cognition among tertiary-level Chinese English teachers ». Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.

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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.
Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill
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Sato, Masahisa. « Environmental education at the tertiary level in the Asia-Pacific region ». Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395844.

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Dixon, David. « Measuring language learner autonomy in tertiary-level learners of English ». Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.

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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
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Suen, Nga-ling. « The consultative process in educational policy-making at the tertiary level in Hong Kong ». [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13236143.

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Suen, Nga-ling, et 孫雅玲. « The consultative process in educational policy-making at the tertiary level in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31964151.

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Hainey, Thomas. « Using games-based learning to teach requirements collection and analysis at tertiary education level ». Thesis, University of the West of Scotland, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729422.

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Law, Chu Sau-lan Doris, et 羅朱秀蘭. « An analysis of the provision of adult education at the tertiary level in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975458.

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Law, Chu Sau-lan Doris. « An analysis of the provision of adult education at the tertiary level in Hong Kong ». Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B31975458.

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Dansieh, Solomon Ali. « Quality issues in teaching and learning English at tertiary level in Ghana ». Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681039.

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Available empirical data relating to quality generally and the application of quality assurance principles to language education at tertiary-level are scanty. This study explores how higher education institutions in Ghana apply QA mechanisms to enhance the teaching and learning of English for Academic Purposes. It examines how institutional contexts and cultures of the four case study institutions impact their QA processes. First, the rhetorical tensions and the apparent lack of consensus on the definition of the term “quality” are acknowledged alongside the enviable status of English as a “global lingua franca”; the relevance and pervasiveness of the EAP discipline in tertiary educational circles within and without Ghana and the resultant need for quality assurance and enhancement in its teaching and learning. One particular component of quality in higher education: the need for ensuring that programmes and services are fit for the purpose for which they were designed, and that the “clients” (students) are getting value for their money serves as the focus of the empirical research. The QA dimension of the research attempts to answer the question of whether students provide written feedback on their teaching and whether this is acted upon by the case study institutions in order to improve the EAP course. A combination of qualitative, quantitative, mixed-method approaches and documentary research is adopted to provide the framework for exploring QA and quality issues at each of the institutions involved in this study. The study first considers the quality challenges of higher education in Sub-Saharan Africa and Ghana within the context of policy. Subsequently, the unique features of each case study institution are quantified. To enhance the depth of understanding so as to establish each case study institution’s QA mechanisms and processes for enhancing EAP teaching and learning, a comparative/multiple case study approach is adopted. The blend of methods facilitated exploring the issues and the drawing of conclusions as the strengths of each complements the other. The assessment of QA practices used in the teaching and learning of EAP in the case institutions revealed a number of interesting similarities and differences in terms of institutional context, quality culture, quality assurance mechanisms, pedagogy, and curriculum designs. Based on these findings, suggestions for EAP teaching quality enhancement in the case study institutions are subsequently made. Unique practices identified in the institutions are recommended for replication in other tertiary educational institutions. Suggestions for further and future research are also made followed by a brief account of the author’s professional and personal development during the DBA programme.
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王革 et Ge Wang. « Understanding ethnic multilingual learners at tertiary level : an ethnographic case study in Yunnan, China ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/193062.

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Existing research on multilingual acquisition indicates that multilingual learners confront challenges not only in mastering new linguistic forms, but also in forming new identities, and especially when the languages concerned are socially and linguistically distant. This study shows that ethnic minority students in China (referred in particular as ‘ethnic multilingual learners’ or EMLs in this study) at universities can face more challenges than the ethnic majority, Han, when they choose to study English as their major subject. The Han’s content and method in English learning are straitjacketed upon them. The environment is unfamiliar to EMLs, and the EMLs are often regarded as “strangers” to the place. Their problems include the national examination system, medium of instruction, learning difficulties, psychological issues and cultural exclusion. The current educational policies in China intend to protect the educational rights of ethnic minorities, but ignore the role of education in inheriting and capitalizing their ethnic cultures. The current university curricula mainly focus on subject knowledge building and patriotic education. As a result, the “cultural self-consciousness” and “cultural capital” of EMLs are less emphasized and encouraged. Data are collected on two female ethnic minority students at Yunnan University of Nationalities (YUN) through ethnographic interview, autobiography, oral narrative, online chatting and field observation. It provides information at a micro level, on how the two students, who have successfully navigated through Chinese education system to the tertiary level, try their best to excel in the education system of YUN with English language as their major subject and construct their multiple identities, and what important factors are affecting such identity construction. The findings suggest that they negotiate their multiple identities successfully through their active engagements on and off the university campus to become legitimate participants in various “communities of practice”. These identities are shaped partly by their own heritage and partly by the present sociopolitical realities in China. Drawing mainly on poststructuralist and multicultural education theories, the study also examines the power relationship exercised in YUN and discusses the impact of this power relationship on the identities formation of the target informants. The national and local policies as well as the curriculum structures of YUN are analyzed to identify the implicit power relationship that mainly causes tensions to the education and language learning of EMLs. It is argued that multiculturalism, as a discourse of education, may help to ease the tension between being an ethnic minority and a Chinese national, and reduce the danger of assimilation and marginalization of these EMLs. To achieve the goal of multilingual education based on the notion of multiculturalism, a “collaborative” power relationship which facilitates the empowerment rather than disempowerment of EMLs should be the goal in China according to the framework of “ethnic diversity within national unity”. It is envisaged that with such multicultural mentality, EMLs will be more able to act not only as manpower for raising productivity of the country, but also as agents for social transformation and in the end become citizens of the cosmopolitan world.
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Livres sur le sujet "Tertiary education level"

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Ross, Lisa. Environmental education in Bangladesh at the tertiary level. Dhaka : Bangladesh Centre for Advanced Studies, 1995.

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Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions : A directory & a handbook. New York, NY (809 United Nations Plaza, New York 10017-3580) : Institute of International Education, 1989.

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Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions : A directory & a handbook. New York, NY : Institute of International Education, 1994.

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Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions : A directory & a handbook. New York, NY (809 United Nations Plaza, New York 10017-3580) : Institute of International Education, 1989.

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Micou, Ann McKinstry. Linkages at the tertiary level between U.S. & South African institutions : A directory & a handbook. New York, NY (809 United Nations Plaza, New York 10017-3580) : Institute of International Education, 1989.

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Christensen, Peter. The road forward ? : Alternative assessment for Aboriginal and Torres Strait Islander students at tertiary level. Canberra : Dept. of Employment, Education, Training and Youth Affairs, 1997.

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Australia. Committee to Review Australian Studies in Tertiary Education. Windows onto worlds : Studying Australia at tertiary level : the report of the Committee to Review Australian Studies in Tertiary Education. Canberra : Australian Govt. Pub. Service, 1987.

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Barkat, Abul. Situational analysis of sexual harassment at tertiary level education institutes in and around Dhaka. Dhaka : UN Women, 2013.

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Statistics, UNESCO Institute for. The Caribbean and Latin America : English, Dutch and French-speaking countries, good neighbours, Caribbean students at the tertiary level of education. Canada : UNESCO Institute for Statistics, 2001.

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Moore, Euna A. A review of tertiary level courses in Barbados relevant to sustainable development in the Caribbean. [Mona, Jamaica] : University of the West Indies, Centre for Environment and Development, 1994.

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Chapitres de livres sur le sujet "Tertiary education level"

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Harding, Ansie, et Juha Oikkonen. « Mathematics Education at Tertiary Level and Access to Tertiary Level ». Dans The Proceedings of the 12th International Congress on Mathematical Education, 385–88. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_27.

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Plaxco, David. « Overview of Tertiary Level Data ». Dans Research in Mathematics Education, 211–17. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80008-6_17.

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Trnavcevic, Anita, Nada Trunk Sirca et Vinko Logaj. « Toward Internationalization of Higher Education : Emerging Educational Markets ». Dans Strategic Human Resource Management at Tertiary Level, 75–85. New York : River Publishers, 2022. http://dx.doi.org/10.1201/9781003357223-5.

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Codruta, Osoian, et Zaharle Monica. « Human Resources' Development Needs in Higher Education ». Dans Strategic Human Resource Management at Tertiary Level, 211–18. New York : River Publishers, 2022. http://dx.doi.org/10.1201/9781003357223-12.

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Butorac, Marta zuvic, Nena Roncevic, Damir Nemcanin et Zoran Nebic. « Blended E-Learning in Higher Education : Research on Students' Perspective ». Dans Strategic Human Resource Management at Tertiary Level, 1–30. New York : River Publishers, 2022. http://dx.doi.org/10.1201/9781003357223-1.

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Davidowitz, Bette, et Marissa Rollnick. « Adjustment of Under-Prepared Students to Tertiary Education ». Dans Identifying Potential for Equitable Access to Tertiary Level Science, 89–106. Dordrecht : Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3224-9_5.

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Nakayiwa, Florence, et John Lynam. « Network approaches to transforming tertiary agricultural education in Africa. » Dans Transforming tertiary agricultural education in Africa, 227–39. Wallingford : CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0014.

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Abstract This chapter explores the potential of networking to strengthen tertiary agricultural education (TAE) in Africa, especially at the graduate level. The network approach is examined from the perspective of the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), which was created to foster TAE institutions, increase effective research outputs and elevate community-based action research. An assessment is offered of RUFORUM's approaches to developing capacity within its member universities, outlining the challenges and benefits of interventions within the agricultural sector and providing lessons to inform future capacity-building programmes.
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Giraldo, Victor, Chris Rasmussen, Irene Biza, Azimehsadat Khakbaz et Reinhard Hochmuth. « Topic Study Group No. 2 : Mathematics Education at Tertiary Level ». Dans Proceedings of the 13th International Congress on Mathematical Education, 381–86. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_29.

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Spurga, Saulius, et Inga Žalėnienė. « The Changing Role of Universities in Lithuanian Society ». Dans The Promise of Higher Education, 227–32. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_35.

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AbstractThe Lithuanian Republic was re-established on 11 March 1990 after the fall of the USSR, marking the beginning of a wave of reforms in the country’s higher education (HE) sector. The prevailing assumption had been that, as a Soviet society, Lithuania enjoyed a high level of education at the tertiary level. Yet, the facts of the matter speak differently; during the Soviet period, only about 10% of the general population went on to obtain HE qualifications.
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Firstova, Maria, Oksana Manzhula et Boris Proskurnin. « British Fiction in CLIL Methodological Approach at Tertiary Level of Education ». Dans Science and Global Challenges of the 21st Century – Innovations and Technologies in Interdisciplinary Applications, 205–12. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-28086-3_16.

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Actes de conférences sur le sujet "Tertiary education level"

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Gueudet, Ghislaine, et Irene Biza. « Mathematics Education at Tertiary Level ». Dans The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0026.

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Wolfe, Henry. « Information Assurance Programs at Tertiary Level ». Dans InSITE 2008 : Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3198.

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This paper highlights the rationale for all IT degrees being focused on Information Assurance holistically throughout the entire degree. It takes a look at the failure of industry to produce an operating system that provides user control of system activities and primarily serves the user rather than other special interest groups (Microsoft, Digital Rights Management, other applications vendors, etc.)
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ANGHELUȚĂ, Sorin Petrică, Sorin BURLACU, Carmen Valentina RĂDULESCU et Carol Cristina GOMBOȘ. « LEVEL OF TERTIARY EDUCATION IN THE EUROPEAN UNION ». Dans International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.15.

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Through the skills they acquire upon graduation, higher education is increasingly important. Cooperation between different higher education institutions, as well as joint support for university programs, has contributed to increasing student mobility. The article presents an analysis of the level of tertiary education for the population of the European Union, aged between 25 and 34 years. The application of new technologies requires highly qualified people. Given the demands that will come from the labor market, higher education will need to take advantage of the opportunity to provide flexible and modular learning pathways.
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Cinkara, Emrah. « Burnout among tertiary level EFL instructors ». Dans 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.858.

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Fedorková, Jolana, et Ivana Nekvapilová. « STUDY COPING STRATEGIES AT THE TERTIARY LEVEL OF EDUCATION ». Dans 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2160.

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Wong, Eva Y. W., Robert M. Davison et Patricia W. Wade. « Computer ethics and tertiary level education in Hong Kong ». Dans the conference. New York, New York, USA : ACM Press, 1994. http://dx.doi.org/10.1145/199544.199600.

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Richardson, Tony. « The New Tertiary Model and Its Low-Level Impact ». Dans 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2564.

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There have been many articles written which describe the changing financial environment currently faced by tertiary institutions. In New Zealand our Universities and Polytechnics have faced a gradual per-student reduction in government funding over the past decade and, despite the public utterances of ministers of education, there is little evidence that this is anything but a continuing trend. This has pushed institutions towards the so-called “commercialisation of the education sector”. It means greater efficiencies in the delivery of courses, greater emphasis on the marketing of popular courses and reductions in the numbers of general and academic staff. The dreaded word “restructuring” has begun to be whispered in the corridors and staff lounges of Universities, a state akin to the whisperings of “downsizing” and “core business concentration” among the true corporates of our economies. Interestingly, this shift in tertiary institution modeling at the macro level has been reflected down at the micro level of individual courses and assessments and it is this low level change which has prompted this paper.
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Apse, Vineta, et Monta Farneste. « Improving the Use of Linking Words in Tertiary Level Essays ». Dans Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.003.

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Zakharova, Marina. « DIGITALIZATION OF ENGLISH LANGUAGE TRAINING AT TERTIARY LEVEL ». Dans 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1450.

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Kaminskienė, Lina, Estela Daukšienė et Nano Khetsuriani. « LEARNING PERSONALISATION AT THE TERTIARY LEVEL USING ICT ». Dans 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0903.

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Rapports d'organisations sur le sujet "Tertiary education level"

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Hammond, Kay, et Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki : Trust and peer teaching. Unitec ePress, septembre 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Dassanayake, Wajira, Gayani Hewagama et Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching : Student Experiences Within a New Zealand ITP. Unitec ePress, août 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.
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Stampini, Marco, et Sophie Gardiner. Returns to Education in Suriname. Inter-American Development Bank, juillet 2013. http://dx.doi.org/10.18235/0009119.

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We analyze the relationship between education and employment in Suriname, using data from a 2007 IDB household survey (representative nationally and at the level of three macro areas: Urban Coast, Rural Coast and Interior). We find that education brings returns in terms of both likelihood of employment (particularly for women) and higher earnings. Completed primary, junior secondary, senior secondary and tertiary education increase the probability of employment by 12%, 19%, 86% and 84% respectively, relative to the base category of no-schooling or incomplete primary. In addition, senior secondary and tertiary education lead to 46% and 81% higher earnings, relative to peer individuals with junior secondary education or less. These returns to education are relatively high in the context of the Caribbean. Nonetheless, higher educational achievements are associated with a transition towards public sector jobs, suggesting that the private sector is scarcely dynamic, and unable to attract skilled workers.
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Fitzpatrick, Rachael. Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes. Institute of Development Studies, août 2022. http://dx.doi.org/10.19088/k4d.2022.122.

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This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
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Calónico, Sebastián, et Hugo R. Ñopo. Returns to Private Education in Peru. Inter-American Development Bank, mars 2007. http://dx.doi.org/10.18235/0010873.

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The private provision of educational services has been representing an increasing fraction of the Peruvian schooling system, especially in recent decades. While there have been many claims about the differences in quality between private and public schools, there is no complete assessment of the different impacts of these two type of providers on the labor markets. This paper attempts to provide such a comprehensive overview by exploring private-public differences in the individual returns to education in Urban Peru. Exploiting a rich pair of data sets (ENNIV 1997 and 2000) that include questions on type of education (public vs. private) for each educational level (primary, secondary, technical tertiary and university tertiary) to a representative sample of adults, this paper measures the differences in labor earnings for all possible educational trajectories. The results indicate higher returns to education for those who attended private schools than those who attended the public system. Nonetheless, these higher returns also show higher dispersion, reflecting wider quality heterogeneity within the private system. The private-public differences in returns are more pronounced at the secondary than at any other educational level. On the other hand, the private-public differences in returns from technical education are almost nonexistent. A cohort approach paired with a rolling-windows technique allows us to capture generational evolutions of the private-public differences. The results indicate that these differences have been increasing during the last two decades.
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Ahmed, Badrun Nessa, et Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, mars 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi et Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), septembre 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, Solomon Mekonnen Abebe, Pierre Celestin Bimenyimana, Rediet Gizaw et Mustofa Worku Jemal. Implementing e-Learning in low-resourced university settings : A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, décembre 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.
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Cohen, Spencer, Sumathi Chakravarthy, Sindhu Bharathi, Badri Narayanan et Cyn-Young Park. Potential Economic Impact of COVID-19-Related School Closures. Asian Development Bank, mai 2022. http://dx.doi.org/10.22617/wps220197-2.

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This study examines the economic impacts of COVID-19-related school closures in the primary, secondary, and tertiary levels along with the implications to future labor productivity in Asia and the Pacific. School closures due to COVID-19 created substantial disruptions in education, and this will impact the skills of students and their productivity when they mature as professionals. This study examines medium- and long-term economic impacts of COVID-19-related school closures using the Global Trade Analysis Project or GTAP. It also evaluates the labor productivity effect per year of schooling loss due to the pandemic.
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