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TROQUET, MICHEL. "University Education of Engineers in France". European Journal of Engineering Education 15, n.º 4 (janeiro de 1990): 349–55. http://dx.doi.org/10.1080/03043799008939492.
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Chevaillier, Thierry, e Jean-Jacques Paul. "University?Industry Relations in France". Higher Education Quarterly 47, n.º 1 (janeiro de 1993): 41–51. http://dx.doi.org/10.1111/j.1468-2273.1993.tb01613.x.
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Durdas, Alla. "UNIVERSITY EDUCATION IN THE FRENCH REPUBLIC: STRUCTURE AND LEGAL FRAMEWORK". Modern Higher Education Review, n.º 4 (2019): 57–65. http://dx.doi.org/10.28925/2518-7635.2019.4.7.
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The article deals with the complex and multistage system of higher education of the French Republic. The structural features of higher education in France, its complex and multi-stage system has been considered. Attention is drawn to the role of the state in the field of higher education in France. The importance of the development of education for the national development of the country and civilization as a whole has been stressed. A strong centralized presence and role of the state in the field of education in France has been noted, in particular in the organization of the educational process and in financing the education sector, as well as in determining the fundamental principles of the educational process, the details of the curriculum at all levels of education, the organization of the procedure for receiving teachers, determining the content, recruitment teachers who become public officers, ensuring their continuing education; recruiting and training inspectors responsible for quality control of the education system; funding public education and subsidizing “private schools under contract”. The article focuses on the constant attention of the state to the problems of education. It highlights the openness of the French system of higher education and its accessibility for most of the population. The features of France’s higher education management system and the specifics of its legislative framework have been disclosed. Four Legislative Acts of the Ministry of Education are characterized, played an important role in its functioning. A more democratic and collegial management of universities for today has been noted. The relevance of the study of the structure and legislative framework of university education in France has been grounded. The types of higher education institutions in France and their features in the context of development trends have been investigated. The current stage of development of the system of French university education and the features of structural transformations have been considered. The features of the functioning of universities, “grand schools” and private higher education institutions have been disclosed. The article draws attention to the achievement of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France have been highlighted. Leading elite schools and universities have been mentioned, as well as the conditions for entering them. Attention was paid to the almost equal quality of education in the capital and in the province.
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Ferhat, Ismail. "Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France". Espacio, Tiempo y Educación 7, n.º 2 (7 de julho de 2020): 249–54. http://dx.doi.org/10.14516/ete.391.
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Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laïcité») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Aménois de Recherche en Éducation et en Formation, specialized in educational studies), at the University of Picardie Jules Verne.He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educación, in spite of the difficult sanitary situation in France, in April 2020.
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Loseva, Evgeniya A. "Evolution of cooperation between France and Germany in the field of higher education". Journal of the Belarusian State University. History, n.º 1 (31 de janeiro de 2020): 69–77. http://dx.doi.org/10.33581/2520-6338-2020-1-69-77.
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For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.
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Rath, Barbara. "Public perception and vaccine efficacy for influenza: an interview with Barbara Rath, Vienna Vaccine Safety Initiative". Future Virology 14, n.º 9 (setembro de 2019): 573–76. http://dx.doi.org/10.2217/fvl-2019-0103.
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Biography Barbara Rath is a board-certified pediatrician and infectious disease specialist with 20+ years’ experience in clinical trials in USA, Latin America and Europe. Dr Rath is a cofounder and chair of the Vienna Vaccine Safety Initiative and Research Director at the University of Bourgogne-Franche-Comté, France. Dr Rath received her medical education in Germany, USA and Spain, and her doctoral degrees and habilitation in Switzerland and France. In addition to an infectious disease fellowship at Stanford, she received residency and subspecialty training at Duke and Tulane University. Dr Rath chairs the ISIRV Epidemiology Group and is (ex-officio) board member for ISIRV. She also serves on the board for ESGREV, the ESCMID respiratory virus study group.
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Martinez, Marc. "Solving a challenge for Lyon’s Library and University". ABI Technik 40, n.º 4 (1 de novembro de 2020): 342–45. http://dx.doi.org/10.1515/abitech-2020-2034.
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AbstractSeveral higher education institutions in Lyon, France, are engaged in a merger to create a new Université de Lyon in a complex and moving environment. Within this framework, four university libraries are working towards their merger. Both the larger project and the libraries are facing critical key points and strong opposition in the very near future that could threaten their very existence.
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Masseyeff, Rene F., C. Dreux e Y. Goussault. "The impact of clinical biochemistry on university education in france". Clinica Chimica Acta 232, n.º 1-2 (dezembro de 1994): 143–52. http://dx.doi.org/10.1016/0009-8981(94)90170-8.
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Durdas, Alla. "THE STRUCTURAL FEATURES OF THE HIGHER EDUCATION OF THE FRENCH REPUBLIC". Continuing Professional Education: Theory and Practice, n.º 1-2 (2018): 113–20. http://dx.doi.org/10.28925/1609-8595.2018(1-2)113120.
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The article deals with the complex and multistage system of higher education in the French Republic. The main types of higher educational institutions in France and their peculiarities have been determined. A large variety of educational institutions, including specialized schools, have been emphasized in the article. The ability of French higher education establishments to be clearly oriented in the training of specialists for the requirements of the present has been specified in the article. The university education, consisting of several cycles, and the conditions for entering the institutions of higher education in France have been analyzed. The scale of grades has been outlined. A special system of French diplomas has been considered in the article. A role of grand schools in the French society has been stated. A national character of the French higher education has been specified in the article. The degrees of higher education in the French Republic and in Ukraine have been disclosed. The peculiarities and advantages of the French university education have been determined. Forms of organization of the educational process in the universities of France have been disclosed. A French analogue of the MBA has been described and the features of business education in the French Republic have been stated. The peculiarities of the specialized higher education in France have been outlined. The role and activities of the Agency for the Evaluation of Quality of Scientific Research and Higher Education in France have been determined. The regulatory bodies and the laws in the higher education systems in France and in Ukraine have been stated. A comparative analysis of the higher education systems of the French Republic and Ukraine has been carried out.
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Mai, Anh Ngoc. "The Effect of Autonomy on University Rankings in Germany, France and China". Higher Education for the Future 9, n.º 1 (10 de outubro de 2021): 75–92. http://dx.doi.org/10.1177/23476311211046178.
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As previous research has not addressed the relationship between university autonomy and university rankings within countries where the state control model is used, this study explores universities’ strategies to achieve top university rankings in accordance with their autonomous rights and financial as well as political support. Specifically, this article examines the similarities and differences in university autonomy across Germany, France, and China. The results provide a clarified picture for university leaders in other countries to comprehensively understand these elite universities' effective strategies. The findings also reveal that the strategies to obtain a high position in the university league tables differ across the three countries, due to differences in cultural and national characteristics. Despite these differences, the selected countries broadened their procedural and substantive autonomy, used financial incentives to attract outstanding scholars and researchers to improve research capacities, and obtained political and financial support from their governments.
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Vlasova, Viktoria. "Organization of Higher Environmental Education in Universities of Ukraine and France: Comparative Pedagogical Analysis". Comparative Professional Pedagogy 4, n.º 2 (1 de junho de 2014): 116–22. http://dx.doi.org/10.2478/rpp-2014-0029.
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Abstract The article deals with the organization of higher environmental education in France and Ukraine. The main elements of the pedagogical comparison between the two countries have been defined. Scientific and educational literature analysis devoted to the study of specific aspects of environmental education in universities of both countries has been done. Regulatory and legal framework for environmental training in these countries has been researched. The structure of higher education and the ecological system of educational levels both in Ukraine and France have been stipulated. Basic elements of a comparative analysis of higher environmental education in Ukraine and France have been characterized. The main areas of environmental education in universities of France and Ukraine have been determined. Principles of higher environmental education in France, based on the systems of laws and regulations, have been outlined. The importance of design and styling concept of environmental education has been proved. The main reason for increasing trend to expansion of environmental education at various university departments and levels of education has been defined. Milestones of higher environmental education in France and Ukraine have been determined. After the comparative analysis of higher environmental education in France and Ukraine common features of higher education in these countries have been outlined.
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Mirzaev, Dalerzhon G. "COOPERATION OF UZBEKISTAN WITH FRANCE IN THE FIELD OF EDUCATION AND ITS PROSPECTS". JOURNAL OF LOOK TO THE PAST 4, n.º 10 (30 de outubro de 2021): 32–39. http://dx.doi.org/10.26739/2181-9599-2021-10-17.
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The article covers the basics of education in Uzbekistan and France, the study of French in Uzbekistan, inter-university issues, scientific news, the dynamics of Uzbek requirements for education in France, public education and preschool education. perspective relations The analysis ofopinions and comments on the rise of relations in the field of education to a new era was carried out.IndexTerms:education, cooperation, French Alliance, dynamics, research, IFEAC, private sector, agreement, tourism, free education, staff exchange, intellectual potential, international experience in teaching
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Berti, Johann, e Fanny Clain. "Aix-Marseille University Libraries, France: Wind of Change". ABI Technik 40, n.º 4 (1 de novembro de 2020): 332–41. http://dx.doi.org/10.1515/abitech-2020-2033.
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AbstractAfter the merger of three universities, Aix-Marseille University became the largest French-speaking institution in 2012. This article outlines how the libraries have been adapted and reorganized since. All the more since the national context leads to strong changes for higher education and research. The Documentary Service’s strategies have focused on modernizing the network (buildings and service offer), accompanying the change and strengthening the link with users, actions that are part of the university’s overall strategy and support its mission.
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Fernex, Alain, Laurent Lima e Erica de Vries. "Exploring time allocation for academic activities by university students in France". Higher Education 69, n.º 3 (24 de junho de 2014): 399–420. http://dx.doi.org/10.1007/s10734-014-9782-5.
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Canales Ciudad, Daniel. "Ben Mercer. Students Revolt in 1968. France, Italy and West Germany". CIAN-Revista de Historia de las Universidades 25, n.º 1 (7 de junho de 2022): 244–48. http://dx.doi.org/10.20318/cian.2022.7003.
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Seraphin, Hugues, Mamadou Bah, Alan Fyall e Vanessa G. B. Gowreesunkar. "Tourism education in France and sustainable development goal 4 (quality education)". Worldwide Hospitality and Tourism Themes 13, n.º 1 (8 de março de 2021): 139–47. http://dx.doi.org/10.1108/whatt-08-2020-0083.
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Purpose This study aims to focus on the phenomenon of “over-education” characterized by a discrepancy between education provided and the needs of the economy vis-à-vis employment. The study considers this issue with reference to tourism and courses taught in the field. Specifically, the phenomenon of over-education is investigated with reference to university graduates in tourism and their employability in the sector. Design/methodology/approach The research design draws from secondary data derived from a review of the literature on tourism and education. Findings The findings point to a need to consider aspects of tourism (field of study and discipline) in destination management. This is to avoid discrepancy at macro and micro levels and at a discipline and industry level. This strategy would also help to ensure synergy between tourism education and the needs of the tourism industry as advocated by the Helix model. Originality/value By focussing on over-education, this study shows that Sustainable development goal (SDG) 4, which relates to quality education, may be addressed. The outcome of the study also leads to the conclusion that SDG 4 should be based on not only access to education and school enrolment rates at all levels, particularly for girls, but also the relationship between education and actual employment.
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Dobbins, Michael. "Convergent or divergent Europeanization? An analysis of higher education governance reforms in France and Italy". International Review of Administrative Sciences 83, n.º 1 (10 de julho de 2016): 177–99. http://dx.doi.org/10.1177/0020852315580498.
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This article comparatively examines the higher education reform pathways of France and Italy. Using a scheme of empirical indicators, I focus on the divergent and convergent developments in these two countries, which played a pioneering role in the Europeanization of higher education. While France has consistently moved closer to a market-oriented model, legacies of academic self-rule were initially strengthened in Italy, before recent reforms aimed to crack down on academic power abuses. To explain these policy pathways, I pursue a dual theoretical argument by linking institutional isomorphism with historical institutionalism. Points for practitioners The article examines the changing structures of higher education management and administration in France and Italy. It focuses on the new roles attributed to the state, university leaders and external stakeholders, and addresses whether both systems have converged on a market-oriented paradigm. I explain how and why various new competitive steering instruments were introduced. The analysis should be of interest to both scholars and practitioners due to its focus on new power arrangements in quality assurance, university administration and research governance.
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Yancheva, Svetla, Boryana Ivanova e Hristina Yancheva. "Agricultural education in Bulgaria – traditions and future". Agricultural Sciences 13, n.º 29 (7 de junho de 2021): 6–11. http://dx.doi.org/10.22620/agrisci.2021.29.001.
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The foundations of Bulgarian higher agricultural education date back to 1921. Until then, agricultural university graduates were trained in France, Germany, Italy and other European countries. In 1945, based on the Regents’ Council Decree No 180 of August 4th, published in the State Gazette on August 20th, the Ordinance setting up a state university located in Plovdiv was enacted. Nowadays, the Agricultural University (AU) is the successor of that first university situated outside the capital Sofia. The history and traditions of this higher educational establishment have invariably followed the social and cultural development of the country, which has gone through difficult and complicated political and economic times. Even today, the Agricultural University in Plovdiv is the only specialized state university in Bulgaria in the area of agricultural and related sciences of national, European, and international high prestige. The purpose of the present review is to present the traditions and challenges in agricultural education in Bulgaria. The University draws strength from the rich tradition but looks to the future and global problems to provide accurate decisions to the challenges of the twenty-first century in agricultural education, science, and safe food production for a better quality of life.
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CHURSANOVA, M. V., F. M. GAREEVA e D. V. SAVCHENKO. "ДОСВІД ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ В ОСВІТНЬОМУ ПРОСТОРІ ЄВРОПИ ПІД ЧАС ПАНДЕМІЇ COVID-19". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, n.º 2 (4 de outubro de 2021): 63–74. http://dx.doi.org/10.31494/2412-9208-2021-1-2-63-74.
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The paper analyzes up-to-date distance learning technologies used in European education system for ensuring overall organization of the educational process during the COVID-19 pandemic. Quarantine conditions have become a catalyst for development and practical testing of virtual learning tools and innovative pedagogical technologies, and application of the experience with them is a necessity of today and a strategy for the future. The article is focused on distance learning technologies in higher education. Institutions of England, Germany and France are chosen for the study due to their banner quality of educational service, like the University of Oxford, for example. The basis for successful conduct of all types of classes is employment of universities’ own specialized learning platforms. The learning model remains more similar to the traditional one. The main role continues to belong to communication between qualified teachers and students through various interactive web applications, while digital technologies create space for such interaction, filling it with learning materials. Students get access to all educational services using a single password to the university network. At the same time, some learning materials are available with open access, video lectures and podcasts are popular. Unlike other countries, education in Germany is governed by strict principles of information and data protection. In the contrary, in France many courses have been made available on network, and the education system has instantly adapted to work in virtual mode through the developed system of national distance learning platforms and the massive open online courses. The result of effective distance learning organization in Europe during the pandemic is that the introduction of digital technologies and transition to more flexible learning models become the education strategy at the state level, while pedagogy becomes an area of advanced development of information and communication technologies. Key words: distance education, online learning, information and communication technologies, educational platforms, quarantine, COVID-19.
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Rohfeld, Rae Wahl. "Preparing World War I Soldiers for Peacetime: The Army's University in France". Adult Education Quarterly 39, n.º 4 (dezembro de 1989): 187–98. http://dx.doi.org/10.1177/0001848189039004001.
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Debych, Mariia. "The Triggers for Internationalization and Quality Enhancement in Higher Education of France". International Scientific Journal of Universities and Leadership, n.º 1(9) (7 de agosto de 2020): 3–14. http://dx.doi.org/10.31874/2520-6702-2020-9-1-3-14.
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The article analyzes the internationalization strategies and the quality assurance systems of France and Université de Lorraine. It has been found out that the goals, proposed in the national and institutional internationalization strategies, include strengthening policies to improve the reception of international students, young researchers and staff.
It has been noted that Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Université de Lorraine are partners in the project «Implementation of Education Quality Assurance System via Cooperation of University-Business-Government in Higher Education Institutions» (EDUQAS Project), aiming at improving education quality assurance systems through the development of efficient internal quality standards leading to graduates’ better employability in partner countries.
Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Commission des Titres d’Ingénieur are authorized to conduct international accreditations of study programs. Université de Lorraine Délégation à l’Aide au Pilotage et à la Qualité promotes a culture of continuous improvement and organizational development based on the tools of quality management and process control.
It has been noted that participation in EDUQAS Project stimulates further development of QA systems at the national and institutional levels; wider participation of stakeholders in higher education quality enhancement and internationalization; higher education quality monitoring through stakeholders’ surveys; monitoring graduates’ career paths in partner countries.
The legislative basis, internationalization strategies and quality assurance institutions at the national and institutional levels, networks of stakeholders involved in internationalization and quality assurance processes, participation in the international projects have been identified to be triggers for internationalization and quality enhancement in higher education of France.
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Eslava-Suanes, María-Dolores, Ignacio González-López e Carlota De-León-Huertas. "La voz de los profesionales de la educación social en España y Francia: la identidad autopercibida". Revista Española de Educación Comparada, n.º 32 (29 de dezembro de 2018): 10. http://dx.doi.org/10.5944/reec.32.2018.22701.
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Even though the specialized education model in France is a reference in the definition of the training model of the first social educators in Spain, both training processes are developed in differentiated ways. Social education in Spain develops and acquires recognition in the university academic environment, when it is legally recognized in 1991 after the establishment of the official university degree of Diploma in Social Education. However, the training of the specialized educator in France does not take place in the university sphere but in Schools and Institutes of Social Work and concludes with the Diploma of State of Specialized Educator. Both studies were adapted to the European Higher Education Area, allocating a credit load of 180 ECTS, however, the Specialized Educator does not hold the same professional category as the social educator in Spain. Thus, the objective of this work is to know social education as a profession from the perception of its professionals through a comparative study between France and Spain, focusing attention on the training process. For this purpose, a qualitative study was carried out using the structured interview as an information collection instrument. The results show that the social educator in Spain recognizes himself more empowered by defining himself as a professional; both groups identify with the functions and competencies in which they have been trained; they emphasize formative deficiencies and show similar difficulties in the exercise of the profession. The conclusions show that professional recognition goes beyond professional identity, implying recognition or social prestige, as well as the need to design a permanent training plan that channels the training deficiencies of both professionals.
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Starkey-Perret, Rebecca, e Marie-Françoise Narcy-Combes. "Implementing a plurilingual programme in a university in France". Language, Culture and Curriculum 30, n.º 2 (22 de agosto de 2016): 174–97. http://dx.doi.org/10.1080/07908318.2016.1217232.
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Boffo, Stefano, Pierre Dubois e Roberto Moscati. "Changes in University Governance in France and in Italy". Tertiary Education and Management 14, n.º 1 (março de 2008): 13–26. http://dx.doi.org/10.1080/13583880701814132.
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John, Albert. "Reviewer Acknowledgements for International Journal of Chemistry, Vol. 16, No. 1". International Journal of Chemistry 16, n.º 1 (29 de abril de 2024): 102. http://dx.doi.org/10.5539/ijc.v16n1p102.
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International Journal of Chemistry wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Chemistry publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 16, Number 1 Ahmet Ozan Gezerman, Toros Agri-Industry, Research and Development Center, Turkey Ayodele Temidayo Odularu, University of Fort Hare, South Africa Chennaiah Ande, University of Georgia, USA Ho Soon Min, INTI International University, Malaysia Hui Tan, Columbia University, USA Kevin C. Cannon, Penn State Abington, USA Khaldun Mohammad Al Azzam, The University of Jordan, Jordan Mohamed Abass, Ain Shams University, Egypt Mustafa Oguzhan Kaya, Siirt University, Turkey Nejib Hussein Mekni, Al Manar University, Tunisia Rafael Gomes da Silveira, Federal Institute of Education, Brazil Rodrigo Vieira Rodrigues, University of São Paulo, Brazil Severine Queyroy, Aix-Marseille Université, France Sitaram Acharya, Dallas College, USA Tony Di Feo, Natural Resources Canada, Canada Vinícius Silva Pinto, Federal Institute of Goiás, Brazil Albert John On behalf of, The Editorial Board of International Journal of Chemistry Canadian Center of Science and Education
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GÓMEZ ROJO, MARÍA ENCARNACIÓN. "The purposes of the reform of legal teachings in France 2007, and its continuity until january 2010 [including the Gelmini reform in Italy], next to the perimetration of Law (second part)". Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), n.º 1 (1 de janeiro de 2010): 69–76. http://dx.doi.org/10.24310/rejie.2010.v0i1.7948.
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Analysis of the recommendations of the experts, in relation to various parameters of interest (quality, financing...), on the implementation of the reform University in France following the criteria imposed by the European Space of Higher education.
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Wang, Sophia. "Reviewer Acknowledgements for Journal of Mathematics Research, Vol. 10, No. 6". Journal of Mathematics Research 10, n.º 6 (29 de novembro de 2018): 117. http://dx.doi.org/10.5539/jmr.v10n6p117.
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Journal of Mathematics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.
Many authors, regardless of whether Journal of Mathematics Research publishes their work, appreciate the helpful feedback provided by the reviewers.
Reviewers for Volume 10, Number 6
Abdessadek Saib, University of Tebessa, Algeria
Ahmed Saad Rashed, Zagazig University, Egypt
Arman Aghili, University of Guilan, Iran
Denis Khleborodov, Lomonosov Moscow State University, Russia
Gabriela Ciuperca, University Lyon 1, France
Gane Sam Lo, Universite Gaston Berger de Saint-Louis, Senegal
Gener Santiago Subia, NUeva Ecija University of Science and Technology, Philippines
Hayat REZGUI, Ecole normale Supérieure de Kouba, Algeria
Kuldeep Narain Mathur, University Utara Malaysia, Malaysia
Marek Brabec, Academy of Sciences of the Czech Republic, Czech Republic
Meltem Erden Ege, Manisa Celal Bayar University, Turkey
Mohammad Sajid, Qassim University, Saudi Arabia
Nik Mohd Asri Nik Long, Universiti Putra Malaysia, Malaysia
Philip Yordanoff Philipoff, Bulgarian Academy of Sciences, Bulgaria
Rami Ahmad El-Nabulsi, Athens Institute for Education and Research, Greece
Rovshan Bandaliyev, National Academy of Sciences of Azerbaijan, Azerbaijan
Sanjib Kumar Datta, University of Kalyani, India
Sergiy Koshkin, University of Houston Downtown, USA
Sophia Wang
On behalf of,
The Editorial Board of Journal of Mathematics Research
Canadian Center of Science and Education
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Tyurina, Yulia, e Maria Troyanskaya. "Perspectives of increase of university education effectiveness". International Journal of Educational Management 31, n.º 3 (10 de abril de 2017): 396–403. http://dx.doi.org/10.1108/ijem-02-2016-0026.
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Purpose The purpose of this paper is to determine the perspectives of increase of effectiveness of university education, related to the use of private educational resources. Design/methodology/approach In order to determine the dependence of effectiveness of university education on the use of private educational resources, this work uses the instrumentarium of economic analysis – in particular, the method of correlation analysis – for finding the value of the coefficient of correlation and regression analysis for compiling the model of paired linear regression. Using them, the authors determine the dependence of the quality of human resources in the country on the number of private organizations with their own educational resources and on the volume of private investments in education on the basis of the 2010-2014 data. In order to ensure comprehensiveness of research, it was conducted following the example of various countries – USA, India, France, Germany, and Russia. Findings The authors define the notion and determine the specifics of private educational resources, study their structure and sources, and substantiate the increase of effectiveness of university education as a result of the use of private educational resources with the help of economic and mathematical instrumentarium. Practical implications Practical significance of the research consists in the fact that proprietary conclusions, related to the use of private educational resources, are recommended for use in modern universities for increase of effectiveness of the system of university education. Originality/value The theoretical value of the conducted research is determined by its contribution to the development of the concept of human resources, through substantiation of necessity for use of new methods of their formation by means of use of private educational resources in the system of university education, as well as by its development of the concept of economic effectiveness, through determination of a new factor of effectiveness of university education – the use of private educational resources.
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Dubois, Antonin. "Europe’s Forgotten Students? The Historiography of 19th and early 20th century Students in France". CIAN-Revista de Historia de las Universidades 25, n.º 1 (7 de junho de 2022): 156–92. http://dx.doi.org/10.20318/cian.2022.6996.
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Historians’ interest in university history of the nineteenth and early twentieth centuries has been more limited in the case of France than for other countries. This interest has been even weaker with regard to students, a situation that only began to change at the beginning of the twenty-first century. However, pioneering work could have launched a research dynamic from the 1980s onwards, as the first part of this article shows and explains. In its second part, this paper analyzes the main themes addressed by the historiography of students in France. After underlining some of its persistent limitations, proposals for future research will be made.
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Pachowicz, Anna. "Józef Jakubowski (1899–1984) – activist in scout, community, and émigré organisations in the light of Polish and French archival resources". Folia Historica Cracoviensia 29, n.º 1 (30 de junho de 2023): 49–71. http://dx.doi.org/10.15633/fhc.29103.
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The main purpose of this paper is to provide an insight into the life, activities, and preserved archival documents concerning Józef Jakubowski (1899–1984), whose work in support of Polish emigrants residing in France during the Second World War deserves highest recognition and respect. Jakubowski was born in Warsaw, where he spent his childhood, completed primary and secondary education, and began his studies at the Warsaw University of Technology in 1917. He was was actively involved in the scouting movement. His participation in the Polish–Soviet War forced him to leave the university . It was only in 1924 that he completed his higher education at another university, the Higher School of Commerce. His professional life also started in Warsaw, where he worked for the Association of Polish Merchants until 1939. His life was interrupted by the Second World War, and he decided to emigrate first to Switzerland and then to France. At that time of his life, he became involved with the Polish Red Cross. He was primarily involved in developing forms of aid and organising support for Poles in France. Once the Polish Red Cross was banned from further activities, he worked in the Welfare Society for the Poles in France. He cooperated with the Polish Resistance Movement in France and with military authorities on the evacuation of the Polish armed forces to England, as well as with many institutions, including the French Red Cross, the Department of Social Welfare for Foreigners, the International Refugee Organisation, and the Association of Polish Veterans. The archival documents concerning Jakubowski, surviving at the Central Archives of Modern Records in Warsaw and at the Polish Library in Paris, make it possible to reconstruct not only the facts of his life but also the events related to the functioning of the institutions, organisations, and associations he worked for.
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Mospan, Natalia, e Alla Durdas. "QUALITY ASSURANCE SYSTEM IN HIGHER EDUCATION IN FRANCE". Continuing Professional Education: Theory and Practice, n.º 1 (2021): 64–71. http://dx.doi.org/10.28925/1609-8595.2021.1.8.
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The article presents the quality assurance of higher education in France and reveals the system structure peculiar features. The authors characterize the activity of national agencies for external and internal quality assessment. We show that the formation of French quality assurance in higher education has lasted for three decades. The periodization of the quality assurance shaping in higher education is determined based on reforming the principal national agency for quality. The article illustrates the national legislative documents that regulate external and internal French quality assurance. We believe that a specific feature of the French system of quality assurance in higher education is its subordination to agencies (ENQA and EQAR) at the EU level. The article reveals that the French system of quality assurance in higher education is regulated by legal documents («Standards and recommendations for quality assurance in the EHEA»(ESG)) at the European level; a number of national laws, including the Law on Finance (2001), the Law on Freedom and Responsibility of Universities (2007), the Law on Higher Education and Research (2013); national recommendations and handbooks that form the norms and procedures for assessing the quality of universities. Higher education quality assurance is provided through external assessment and internal self-assessment by universities at the national level. The specificity of the French external quality assessment system’s structure lies in the variety of external agencies and their powers. The High Council for Evaluation in Research and Higher Education (Hcéres) is an independent body. The others external agencies are the Inspectorate General for Public Administration of Education and Training (IGAENR), the Commission of Chartered Engineers (CTI), the Commission for the Evaluation of Management Training and Diplomas (CEFDG) and the Advisory National Commission of University Institutes of Technology (CCN-IUT). National external assessment agencies have a sectoral focus and work in a specific segment, relying on internal quality control procedures. Internal self-assessment is mandatory for all French universities that issue state-recognized diplomas.
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Lee, Woo Jin, e Byoung Jin Choi. "Analysis of Secondary School Mathematics Teacher Training Course and Qualification Test in France". Research Institute of Education Science, Jeju National University 26, n.º 1 (31 de março de 2024): 67–94. http://dx.doi.org/10.15564/jeju.2024.03.26.1.67.
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On January 5, 2023, the Ministry of Education announced plans for the introduction and pilot operation of a graduate school system specializing in education for fostering graduate-level teachers, as well as plans for the practice semester. In this study, the purpose of this study was to find implications by analyzing the teacher training system in France, which has a policy very similar to that currently planned by the Ministry of Education. First, we analyze the overall composition and characteristics of the MEEF master's course, a teacher training course in France, are examined, and the curriculum, subjects, credits, and field practice of INSPÉ Toulouse University, and the characteristics of French mathematics. Using that teacher training courses are analyzed. In addition, the overall structure of CAPES, the national Teacher Qualification Test in France, was reviewed, and past questions from the 2022 school year were analyzed to derive implications for the Korean employment system and employment examination.
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Wang, Jiajia. "The Development of Transformational Leadership in Public Higher Education". Journal of Higher Education Research 3, n.º 2 (6 de maio de 2022): 224. http://dx.doi.org/10.32629/jher.v3i2.789.
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Nowadays, transformational leadership plays an increasingly important role in the construction and management of universities. In terms of the leadership system, most countries in the world adopt the leadership system combining the committee system and individual responsibility. For example, the Board of Directors is used in the United States, the University Council is used in Britain and Germany, and the University Council is used in France. In China, the president assumes responsibility under the leadership of the party committee. In recent years, the application of transformational leadership has been gradually popularized in the government and enterprises, which has played a great role in promoting social development. However, the development of transformational leadership in public universities is always slow. In this paper, I will review a number of literature to critically analyze transformational leadership and its characteristics, as well as the application of leadership in public university management, so as to explore its development in higher education.
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POCE, ANTONELLA. "THE VALUE OF NETWORKING IN 21st CENTURY HIGHER EDUCATION: THE MARNE-LA-VALLÉE UNIVERSITY CASE". International Journal of Innovation and Technology Management 08, n.º 03 (setembro de 2011): 483–500. http://dx.doi.org/10.1142/s0219877011002350.
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The keyword that most effectively describes 21st-century higher education is "expansion," as suggested by Daniel et al. [2009]. The present contribution aims to analyze current higher education requirements, offers a general insight into how to respond to pressing needs by exploiting the added value of networking potentiality, and reports on a successful case: the Licence Professionnelle "Management des Organisations de l'Economie Sociale" course (University Marne-la-Vallée, France).
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Rincon, Virginia, e Jon Barrutia. "Foreign demand for European higher education systems". Global Journal of Business, Economics and Management: Current Issues 7, n.º 1 (12 de abril de 2017): 34–41. http://dx.doi.org/10.18844/gjbem.v7i1.1642.
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Adaptation to the European Higher Education Area has prompted European universities to concentrate on becoming more attractive to students, lecturers and researchers from different world regions. This paper analyses the places of origin of international university students in different European countries. The countries are shown in groups by their international students’ places of origin. The groups of countries were formed by using a cluster analysis. The results indicate that it is possible to identify four groups of countries. The percentage of African and South American students is remarkable in the group of countries formed by France, Portugal and Spain. In contrast, the group of countries formed by Finland, Germany, Ireland, the United Kingdom, Turkey, Ukraine, Greece and the Russian Federation is distinctive for a high percentage of Asian students. In the other two groups of countries, there is a considerable percentage of international European students. Keywords: global demand, university students, place of origin, European countries.
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Göksel, Eva, e Stefanie Giebert. "Notes on the third Drama in Education Days 2017". Scenario: A Journal of Performative Teaching, Learning, Research XI, n.º 1 (1 de janeiro de 2017): 117–20. http://dx.doi.org/10.33178/scenario.11.1.10.
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After two successful conferences (2015 & 2016) at Reutlingen University, the third Drama in Education Days was held at Konstanz University of Applied Sciences, June 30th and July 1st, 2017. The bilingual (English/German) conference focuses on best practice and research in the field of drama and theatre in education in second and foreign language teaching, and is organised by Dr. Stefanie Giebert (Konstanz University of Applied Sciences, Germany) und MA Eva Göksel (Centre for Oral Communication, University of Teacher Education Zug, Switzerland). The two-day event caters to teachers, scholars, and performers working with drama and theatre in language education at all levels – primary through to tertiary. This year’s conference attracted 45 participants from 9 countries including Austria, Canada, France, Germany, Kirgizstan, Spain, Switzerland, the US, and the UK. The conference kicked off Thursday, June 29th, with a hands-on pre-conference workshop, during which Tomáš Andrášik (Masaryk University) demonstrated how improv theatre creates a positive classroom atmosphere and fosters communication skills. In the space of two hours, workshop participants tested out techniques to lower communicative anxiety and to develop public speaking skills. Exercises aimed at building self-confidence in speaking and listening and to empower spontaneous and authentic communication were also presented. ...
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Burns, Ceris. "Enabling New Market Exploitation by SMEs". Industry and Higher Education 10, n.º 2 (abril de 1996): 125–27. http://dx.doi.org/10.1177/095042229601000210.
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This article provides a practical case example of the way in which international collaboration between government, higher education and business can lead to new commercial opportunities for small companies which would otherwise lack the necessary resources for the extensive market research required, and also to enhanced knowledge and understanding for all participants. The author summarizes the results of her market research in France, undertaken as part of a TCS programme of the University of Stirling and Albyn Medical, a small Scottish-based company in the medical electronics business. The six-week visit to France was the result of a TCS scholarship supported by institutions in both France and the UK.
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Buffa, Ester. "Manual for integral planning of university campus". Sociology International Journal 2, n.º 6 (20 de dezembro de 2018): 617–22. http://dx.doi.org/10.15406/sij.2018.02.00110.
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This paper aims to analyze the Manual for Integral Planning of University Campus, written by Rudolph Atcon and published by the Council of Rectors of Brazilian Universities (CRUB) in 1970. It is part of a research project sponsored by CNPq, called “Architecture, urbanism and education: Brazilian university campuses”, which was coordinated by Gelson de Almeida Pinto, architect and university professor (EESC/USP), and supported by Ester Buffa, Education historian and university professor (UFSCar). This research focuses on the establishing of the first universities in the medieval Europe, in countries such as France, Italy and England. After, it shows how universities introduced the concept of University City or university campus, it means, a special city located in the country. This idea came to Brazil in the 60’s and it has influenced the planning of Brazilian universities since then. In this way, this paper relates the higher education policies, conceptions, models and theirs functions to the planning of physical space for a campus settling, that involves questions concerning architecture and urbanism.
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Schlumbohm, Jürgen. "The First University Lying-In Hospital". Historical Studies on Central Europe 2, n.º 2 (22 de dezembro de 2022): 76–94. http://dx.doi.org/10.47074/hsce.2022-2.06.
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In France, the Netherlands, and Great Britain, male medical doctors and surgeons were turning to midwifery earlier than their German counterparts. Equally, in France and in England, maternity wards and hospitals emerged earlier than in Germany. Nevertheless, the lying-in hospital of Göttingen, founded in 1751, played a pioneering role: it was the first university institution in the world. Its main purpose was to give practical, hands-on education in obstetrics to medical students.The first professor of obstetrics and director of Göttingen University lying-in hospital, Johann Georg Roederer (1726–1763), was willing to transform the traditional female craft of midwifery into a branch of medical science. Through educating the next generation of obstetricians and his scholarly publications, he had a major impact in Germany and beyond.For the period around 1800, an exceptionally rich collection of printed and archival sources allows deep insight into the practices of Göttingen University’s lying-in hospital. The roles of the director, the midwife, the students, and the patients can be studied in detail, and compared to lying-in hospitals in other countries. Special attention is given to the practice of practical education.Finally, the success of the maternity hospital can be assessed, both in terms of the directors’ reputation, and the survival chances of mothers and children.
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Kupchyk, Oleh. "Taras Shevchenko Kyiv State University’s international cooperation with scientific and education institutions of Western countries in 1944–1975’s". European Historical Studies, n.º 22 (2022): 71–85. http://dx.doi.org/10.17721/2524-048x.2022.22.5.
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The article reveals the international cooperation of Taras Shevchenko Kyiv State University with scientific and educational institutions of Western countries in 1944–1975. It was noted that at the end of the Second World War (1944–1945), Kyiv University couldn’t establish ties with educational and scientific institutions of Western countries due to the reconstruction of the city and the university itself. During the period of post-war reconstruction (1946–1950), the Soviet-Western confrontation was added to the mentioned problems, which then turned into the Cold War. However, the liberal social and political changes in the USSR associated with de-Stalinization (1953–1956) and the Khrushchev «Thaw» (1956–1964) had a positive impact on the international activities of the Soviet higher school and KSU named T. G. Shevchenko. It is indicated that since the mid-1950s, delegations and individual scientists from France, Austria, Belgium, and Sweden began to visit Kyiv University. Since the second half of the 1950s, teachers and scientists from Finland and Great Britain, as well as Communist Party leaders, and representatives of student and trade union organizations from Western countries visited Kyiv University to give lectures and deliver scientific reports. However, in 1959–1960, plans for the teaching work of Taras Shevchenko Kyiv State University in the Great Britain universities remained unrealized. Nevertheless, since then, teachers and scientists of Kyiv University have actively participated in international scientific events held in Western countries (Madrid, Paris, London, Vienna, and Stockholm). Some teachers completed internships at universities in Italy, France, and Great Britain. Students also did internships in these countries. Mostly, these were senior-year students of the Faculty of Philology who were studying foreign languages. It is noted that the scientific works and teachers of Taras Shevchenko Kyiv State University were published abroad. Among them were Professor Mytropolskyi Yu. (in Great Britain and Sweden), Professor Vsekhsvyatskyi S. (in Great Britain and Belgium), Professor Bileckyi A. (in Greece), Professor Marynych O. (in Great Britain and Sweden) works. Scientists of Kyiv University worked with colleagues from universities and scientific institutions of the West on common scientific themes. The international book exchange of Kyiv State University, as of July 1, 1965, was held with such universities as the Taylor Institute at the University of Oxford, the University of Oslo, the Mathematical Institute at the University of Bonn, Liège (Belgium), Besanson and Cannes (France) universities, and also by the academies of sciences of Denmark and Ireland. The emergence of an international détente in the relations between the West and the USSR at the end of the 1960s had a positive effect on the ties of Taras Shevchenko Kyiv State University with the countries of the West. The number of their youth at Kyiv University continued to grow. Thus, if in 1969 one representative of a Belgian and a Frenchman studied at the university, then as of January 1, 1975, 60 students from the «capitalist countries» studied at the university. In turn, the cooperation of Taras Shevchenko Kyiv State University with educational and scientific institutions of Western countries in 1975–1991 remains understudied. However, this is the subject of the next scientific research.
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Savoie, Sylvie. "MAGNUSON, Roger, Education in New France. Montréal, McGill-Queen's University Press, 1992. 223 p." Revue d'histoire de l'Amérique française 47, n.º 1 (1993): 128. http://dx.doi.org/10.7202/305201ar.
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Gombert-Courvoisier, Sandrine, Vincent Sennès e Francis Ribeyre. "An analysis of viewpoints on education for responsible consumption in higher education". International Journal of Sustainability in Higher Education 15, n.º 3 (7 de julho de 2014): 259–69. http://dx.doi.org/10.1108/ijshe-12-2011-0080.
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Purpose – This paper aims to present the authors’ views on education for responsible consumption (ERC) in higher education, and deals with major components to be considered to educate students for responsible consumption. Design/methodology/approach – There are three components that seem relevant for ERC in higher education: taught courses should be closely linked with research being carried out into responsible consumption, ERC should focus on a global approach to reducing ecological impacts by changing consumption behaviour and the diversity of situations in terms of specific characteristics of local administrative areas and populations must be properly understood to adapt ERC messages and actions to significant local features. Findings – The diversity of modes of consumption and the complexity inherent in responsible consumption mean that the issue of ERC has to be considered from a global, cross-disciplinary and interdisciplinary perspective. In the educational context, the wide variety of students, although creating some difficulties in terms of teaching, is nevertheless a positive factor, as it provides a cultural mix and encourages the appropriation of responsible consumption issues by all. Regarding the effectiveness of this type of ERC in achieving the expected outcome of reducing ecological impacts, assessment tools have to be introduced from student level to the level of the local authority as a whole. Originality/value – To reinforce these concepts and recommendations, this article highlights the master’s degree in “Human ecology: environmental challenges of the activities of production and consumption” (University of Bordeaux, France). This course is the only one in France to cover the issues involved in responsible consumption using a cross-disciplinary approach.
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Chauvigné, Céline, Bruno Robbes e Marie Vergnon. "Pédagogie, pédagogies: perspectives philosophiques, historiques et pratiques contemporaines pour les sciences de l’éducation en France". Studi sulla Formazione/Open Journal of Education 26, n.º 2 (31 de dezembro de 2023): 107–14. http://dx.doi.org/10.36253/ssf-14981.
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In France, the emergence of the science of education at the end of the 19th century, and of educational sciences as a university discipline in 1967, is consubstantial with the discipline’s interest in pedagogical analysis. This article presents the three main areas in which pedagogy is studied in France today: a first domain of research related to philosophy and sociology, a second field of research focusing on the history of pedagogies and pedagogues, and a third trend dealing with the study of contemporary pedagogies.
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Highman, Ludovic. "Creating National Champions in France: A Little Less Égalité, a Little More Sélectivité?" International Higher Education, n.º 92 (14 de janeiro de 2018): 27. http://dx.doi.org/10.6017/ihe.2018.92.10222.
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The merger between Paris–Sorbonne University (Paris IV) and Pierre and Marie Curie University (Paris VI) will create a single, multidisciplinary institution in the heart of Paris. This merger needs to be contextualized within the national and European contexts, in order to shed light on the drivers, opportunities, and challenges behind a trend that has become increasingly visible among European nations, which seek torationalize and consolidate their higher education systems.
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Highman, Ludovic. "Creating National Champions in France: A Little Less Égalité, a Little More Sélectivité?" International Higher Education, n.º 92 (14 de janeiro de 2018): 27–29. http://dx.doi.org/10.6017/ihe.2018.92.10288.
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The merger between Paris–Sorbonne University (Paris IV) and Pierre and Marie Curie University (Paris VI) will create a single, multidisciplinary institution in the heart of Paris. This merger needs to be contextualized within the national and European contexts, in order to shed light on the drivers, opportunities, and challenges behind a trend that has become increasingly visible among European nations, which seek torationalize and consolidate their higher education systems.
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Witte, Johanna, Marijk van der Wende e Jeroen Huisman. "Blurring boundaries: how the Bologna process changes the relationship between university and non‐university higher education in Germany, the Netherlands and France". Studies in Higher Education 33, n.º 3 (29 de maio de 2008): 217–31. http://dx.doi.org/10.1080/03075070802049129.
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Binder, Louis, Desmond Colohan, Wolfgang Dick, Bernard Nemitz, Yoel Donchin e Noriyoshi Ohashi. "Pregraduate Training in Emergency Medicine". Prehospital and Disaster Medicine 8, n.º 1 (março de 1993): 69–75. http://dx.doi.org/10.1017/s1049023x00040048.
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AbstractA panel session on undergraduate education in Emergency Medicine from a worldwide perspective was conducted at the Seventh World Congress of Emergency and Disaster Medicine in Montreal, in May, 1991. Desmond Colohan MD, of the University of Toronto (Canada) was the panel moderator. Panel speakers were: Louis Binder MD, Texas Tech University Health Services Center (USA); Wolfgang Dick MD, University of Mainz (Germany); Bernard Nemitz MD, Faculty de Medicine d'Ameins (France); Yoel Donchin MD, Hadassa Medical Organization (Israel); and Noriyoshi Ohashi MD, Tsukuba Medical Center (Japan).
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Fox, Michael. "University of Western Ontario". Florilegium 20, n.º 1 (janeiro de 2003): 77–80. http://dx.doi.org/10.3138/flor.20.022.
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In late eighth-century France, Alcuin of York was largely responsible for the program of education and reform which Charlemagne was attempting to implement. In addition to helping to draft Charlemagne’s documents of reform, Alcuin contributed a diverse body of written work—including riddling dialogues, grammatical treatises, theological tracts and exegesis—and undertook to teach as many as he possibly could. In fact, for Alcuin, teaching was the penultimate goal in learning (second only, of course, to a better understanding of God). As Alcuin put it, “Devotion to learning is worth little without the desire to teach, as Solomon said: ‘Unseen treasure and hidden wisdom, what use is there in either?’ So the whole concern of the intelligent man must be in teaching, or his labour in learning will be in vain. As we read in the prophet: ‘They who teach many shine as the firmament with everlasting light.”’
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Estivalèzes, Mireille. "The Role of Religious Studies in French Secondary Education". NTT Journal for Theology and the Study of Religion 61, n.º 4 (18 de novembro de 2007): 343–52. http://dx.doi.org/10.5117/ntt2007.61.343.esti.
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Abstract Despite the fact that there is no religious education in public secondary schools in France, there is a twenty-year-old public debate on the lack of religious knowledge among pupils and the need to provide them with more information to help them understand their cultural heritage and the multireligious societies they live in. What is the context of laïcité at school? What are the issues in religious education? How are religions taught? What is the place of religious studies at university and is it useful in teacher training? What are the practical difficulties of such teaching?
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Esqueda, Marileide Dias. "Interview with Professor Donald C. Kiraly". Letras & Letras 35, n.º 2 (30 de dezembro de 2019): 212–18. http://dx.doi.org/10.14393/ll63-v35n2-2019-13.
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This interview was carried out in September 2019, via e-mail, with Donald C. Kiraly, Professor at the Johannes Gutenberg-Universität School of Translation, Linguistics and Cultural Studies, located in Mainz, Germany. Donald C. Kiraly studied Political Science at Cleveland State University in Ohio, obtained his M.A. in International Relations at Florida State University, and a Ph.D. at the University of Illinois, in the United States. He was a visiting professor at the Monterey Institute of International Studies in Monterey, California, and from September 2008 to August 2012, he held a visiting professor's position at the Ecole Supérieure d'Interprètes et Traducteurs of the University of Paris III, in France, where he taught French-English, Spanish-English and German-English translation. Among his main works dedicated to translator education are Pathways to translation (1995), Social Constructivist Approach to Translator Education (2000) and Towards Authentic Experiential Learning in Translator Education (2016). Professor Don Kiraly provides several important contributions in the following interview on the topic "evaluation of translations".