Статті в журналах: "Short continuing education"

1

Smith, Anthony M. "Continuing education and short courses." Palliative Medicine 10, no. 2 (April 1996): 105–11. http://dx.doi.org/10.1177/026921639601000204.

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2

Kabouridis, Georgios, and Dave Link. "Quality assessment of continuing education short courses." Quality Assurance in Education 9, no. 2 (June 1, 2001): 103–9. http://dx.doi.org/10.1108/09684880110389672.

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Evaluates a short course entitled: “The implementation of managerial techniques in primary and secondary schools”, which was addressed to the headmasters of the primary and secondary schools in Patras, Greece. The course was designed utilizing the principles of total quality and the evaluation is focused on the degree of achievement of the objectives through the analysis of quality factors such as participation, methodology, content, subject knowledge and teaching ability of the course deliverers. The evaluation is based on questionnaires that were completed by the participants at different stages of the duration of the short course. Proposes a list of parameters that have to be considered in designing short courses for adults who already have a long professional experience.

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3

Laws, R. Dwight, and Frank Santiago. "Focus on Education in Short-Term Continuing Education Travel Programs." Journal of Continuing Higher Education 35, no. 3 (July 1987): 8–12. http://dx.doi.org/10.1080/07377366.1987.10401108.

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4

Stern, Barry. "Transcontinental Differences in Continuing Education." Industry and Higher Education 6, no. 1 (March 1992): 24–29. http://dx.doi.org/10.1177/095042229200600106.

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To provide an overview of the US perspective on university–industry cooperation, the author focuses on four areas: (a) the roles of governments, the higher education sector, and industry in continuing technological education; (b) cooperation between higher education and industry in developing technological education; (c) areas in which Europe, Japan, and the USA can fruitfully cooperate in continuing technological education; and (d) major challenges for the short-term future.

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5

AL-HAMMAD, ABDUL-MOHSIN ABDULLAH. "Assessment of Continuing Education Short Course in Building Maintenance." European Journal of Engineering Education 17, no. 4 (January 1992): 379–85. http://dx.doi.org/10.1080/03043799208923193.

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6

Hoover, K. Anthony, and Kenneth W. Good. "Architectural acoustics short course presentation material." Journal of the Acoustical Society of America 155, no. 3_Supplement (March 1, 2024): A180. http://dx.doi.org/10.1121/10.0027236.

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The Technical Committee on Architectural Acoustics (TCAA) is a Registered Provider in the American Institute of Architects (AIA) Continuing Education System (CES). The TCAA has developed a standardized introductory short course for architects called “Architectural Acoustics,” An architect can earn one continuing education unit (CEU) by attending this short course, if presented by a qualified member of TCAA. The course covers topics in sound isolation, mechanical system noise control, finish treatments, and implementation of quality acoustical spaces. This paper will cover the course material in order to prepare and qualify potential presenters. In order to qualify as an authorized presenter for this AIA/CES short course, attendance at this special session and membership in TCAA are required.

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7

Good, Kenneth W., and Bennett M. Brooks. "Architectural acoustics continuing education course—Presenter registration and reporting." Journal of the Acoustical Society of America 155, no. 3_Supplement (March 1, 2024): A180. http://dx.doi.org/10.1121/10.0027237.

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The Technical Committee on Architectural Acoustics (TCAA) is a Registered Provider in the American Institute of Architects (AIA) Continuing Education System (CES). The TCAA has developed a standardized introductory short course for architects called “Architectural Acoustics,” for which attendees can earn one continuing education unit (CEU). This paper will cover the administrative requirements of the ASA/CES, to prepare potential presenters. These requirements include the proper handling of paperwork so that AIA members may receive credit for the course. The manner in which the course is given is also dictated by AIA requirements. TCAA membership and attendance at this workshop are required to qualify as an authorized presenter for this AIA/CES short course. Of course, anyone is free to register with the AIA to provide their own CEU program. However, the advantages of participating in this program are that the TCAA short course is already prepared, it is pre-approved by the AIA, and the registration fees are paid by the Acoustical Society of America.

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8

Mielczarski, W. "Developing Curricula for Continuing Education in Energy Engineering and Management." International Journal of Electrical Engineering & Education 33, no. 4 (October 1996): 310–16. http://dx.doi.org/10.1177/002072099603300403.

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Developing curricula for continuing education in energy engineering and management The paper presents two teaching initiatives in the development of continuing education in energy engineering and management. Development of two curricula for postgraduate study and a short course in energy engineering and management is discussed. Experiences in course introduction and course evaluation tests are presented.

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9

Roberts, Anne E. K. "Advancing Practice through Continuing Professional Education: The Case for Reflection." British Journal of Occupational Therapy 65, no. 5 (May 2002): 237–41. http://dx.doi.org/10.1177/030802260206500510.

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This short discussion paper is inspired by the belief that continuing education is an essential catalyst for advancing professional practice. It proposes that reflection on practice is an essential component of continuing professional education and that experienced practitioners must reflect on practice in order both to develop personally and to move the profession forward. Inevitably, this entails questioning the status quo, facing conflict and initiating change. These processes are discussed here and the discussion concludes by considering some strategies for incorporating reflection through continuing professional education.

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10

Linte, Cristian A. "Short-term strategic career planning: No, it's never too early! [Continuing Education]." IEEE Pulse 5, no. 5 (September 2014): 74–76. http://dx.doi.org/10.1109/mpul.2014.2339453.

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11

Bullock, A. D., C. R. Belfield, S. Butterfield, Z. S. Morris, P. M. Ribbins, and J. W. Frame. "A framework for the evaluation of continuing education short courses in dentistry." British Dental Journal 187, no. 8 (October 1999): 445–49. http://dx.doi.org/10.1038/sj.bdj.4800300.

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12

Bullock, A. D., C. R. Belfield, S. Butterfield, Z. S. Morris, P. M. Ribbins, and J. W. Frame. "A framework for the evaluation of continuing education short courses in dentistry." British Dental Journal 187, no. 8 (October 23, 1999): 445–49. http://dx.doi.org/10.1038/sj.bdj.4800300a.

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13

Petrova, G., I. Nikolov, Z. Ivanova, Tz Decheva, G. Draganov, T. Naydenov, and A. Stoimenova. "Continued Professional Education of Bulgarian Pharmacists: Second Registration Period." Acta Medica Bulgarica 41, no. 1 (June 1, 2014): 30–36. http://dx.doi.org/10.2478/amb-2014-0004.

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Summary The continuing professional education prepares the pharmacists for the requirements of the changed role of pharmacists in the society. Different approaches to continuous professional education ranging from lectures to peer-mentoring work shops and web tools have been developed throughout the last 25 years. The goal of the current analysis is to systematize the trends in accredited education events for pharmacists by the Quality Committee of the BPhU during 2010-2013. This study is a retrospective database analysis. The information concerning the accredited forms of continuing education of pharmacists as well as other activities related to continuing education was extracted from the official protocols, issued by the Quality Commission of the Bulgarian Pharmaceutical Union (BPhU). The continuing postgraduate education of pharmacists in Bulgaria is developing with new elements which allow competence development through individual forms of self-development such as publication activities, delivering presentations, individual training, etc. In the educational programs accredited during the second registration period, still prevailed the short courses, with focus on the new medicinal products.

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14

Paunić, Sanja, and Sanja Cvjetković. "Continuing medical education organization adjustment to new demands." Inspirium, no. 9 (2014): 8–12. http://dx.doi.org/10.5937/insp1409008p.

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Modern management appoints investment in knowledge as an imperative, meaning constant renewal of the learning capacities and databases, in another words- the continuity of innovation. Continuous Medical Education (CME) is therefor, an essential form of preservation for the learning databases, especially in the time of unrestrainable expansion of modern medical practice and achievements. In 2007, when CME was formally institutionalized in Serbia, it was necessary to adapt organization to its new requirements and demands. Clinical Hospital Center ,, Dr Dragisa Misovic-Dedinje' has decades-long tradition of education, and had the assignment to adapt to the new legislation in short time. Department of education and scientific research along with the Section for CME was founded and with internal orders were governing the procedures relating to professional specialization. In the years that followed, indicators of program CME implementation, and employee satisfaction in relation to education opportunities were monitored. Despite good indicators of the Section of CME work and constant adjustment of work organization serving the needs of employees, the satisfaction of employees hasn't changed significantly throughout the years. Organizational adjustments for the new demands must be timely, and managing the changes must be planned, targeted and methodical. Consequently, the organization of education, which is the goal of contemporary managers, has to be organization that learns and educates.

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15

Lydon, Susannah, and Chris King. "Can a single, short continuing professional development workshop cause change in the classroom?" Professional Development in Education 35, no. 1 (March 2009): 63–82. http://dx.doi.org/10.1080/13674580802264746.

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16

Szűcs, V., E. Szabó, and D. Bánáti. "Short overview of food consumption databases." Czech Journal of Food Sciences 31, No. 6 (November 18, 2013): 541–46. http://dx.doi.org/10.17221/160/2013-cjfs.

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The utilisation of food consumption databases is widespread and involves for example, the risk assessment, understanding of consumers’ food consumption trends, health education, and planning of prevention projects. Harmonisation of national consumption data for international comparison is an important and challenging work. First attempts started in the 70’s and have been continuing up to now. The present study gives an overview of the collection methods, types and utilisation of food consumption data, as well of the most important phases of the international harmonisation work. As this study shows, it is crucial to harmonise the surveys parameters like the time of the data collection, method, number of participants, and number of the analysed days for an internationally comparable consumption database. From this point of view, the efforts of the EU menu project are promising.

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17

Roth-Yousey, Lori, Trina Barno, Mary Caskey, Kimberly Asche, and Marla Reicks. "Whole-grain Continuing Education for School Foodservice Personnel: Keeping Kids from Falling Short." Journal of Nutrition Education and Behavior 41, no. 6 (November 2009): 429–35. http://dx.doi.org/10.1016/j.jneb.2008.07.002.

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18

Lyons, Anthony P., Jennifer Miksis-Olds, and Laura Kloepper. "Acoustics for all at UNH." Journal of the Acoustical Society of America 156, no. 4_Supplement (October 1, 2024): A31. https://doi.org/10.1121/10.0034998.

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Specialized education in acoustics is critical for students at all levels, from undergraduates to those already graduated and doing basic research in academia or more applied work in academia, state and federal agencies, or industry. A three-component plan has been designed and is being implemented to improve acoustics education and training at all levels by the University of New Hampshire (UNH). The three components are specifically designed to serve (1) residential university students seeking formal degrees and graduate certificates, (2) non-residential students seeking formal degrees and graduate certificates, and (3) non-traditional students seeking continuing education and professional development opportunities in ocean acoustics. For non-residential and continuing education students, graduate level courses are being transitioned to blended formats in support of distance education efforts. These courses also allow for new degree options for in-residence students, such as a graduate certificate in acoustics or for students in an undergraduate minor in acoustics that is in development. Continuing education and professional development opportunities consist of specialized short courses, micro-credentials, and digital badges, which provide flexibility to non-traditional students or those seeking continuing education or professional development opportunities. This talk will discuss in detail the ongoing development of programs at UNH to address all levels of education in acoustics.

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19

González, Coral, María Castro, and Luis Lizasoain. "Using triangulation to assess continuing education teacher needs in Madrid (Spain)." education policy analysis archives 17 (January 15, 2009): 2. http://dx.doi.org/10.14507/epaa.v17n2.2009.

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This article aims at highlighting the importance of triangulation as tool to compare and validate information coming from different sources and procedures. To do so, we assessed the needs for in-service training demanded by teachers and offered by the educational administration in Madrid (Spain). The data was collected using different techniques and analyzed with different data-analysis method and from this combination the results are richer and more complex. Starting with a short introduction about triangulation, we present methods, sources and analysis of the data as well main results and conclusions obtained via triangulation.

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20

Gabrhelová, Gabriela, Marta Matulčíková, Eva Dolinská, Silvia Barnová, and Daniela Breveníková. "Professional Corporate Employee Education from the Point of View of the Types of Education and the Applied Forms of Education." International Journal of Engineering Pedagogy (iJEP) 13, no. 2 (March 21, 2023): 4–19. http://dx.doi.org/10.3991/ijep.v13i2.34799.

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The purpose of this paper is to characterize the types and forms of continuing vocational education applied in selected Slovak companies and their benefits for employee performance. The basic concepts, i.e. compulsory and voluntary vocational training of employees, obligations of the employer and the employee related to these forms of education are defined in the paper in accordance with the law. Most of the mandatory trainings are intended for all employees of a given employer entity and concern occupational safety and health, first aid, fire protection, as well as trainings focused on regular verification and renewal of employees' skills. Voluntary educational activities are based on the interests and needs of employees. Questionnaire and interview methods were applied in the empirical research. The target number of respondents selected from two divisions of the statistical classification of economic activities in the Slovak Republic was 120. The research results presented in the tables show the types and forms of education/training applied in the analyzed companies, classified by the number of participants, duration and repetitiveness of the training. The research results confirm that mandatory training courses are organized in all the companies surveyed, while voluntary continuing education in these companies is most often conducted as a one-time educational activity of short duration.

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21

Khraban, Tetiana. "GUIDELINES FOR QUALITY COVERAGE OF CONTINUING EDUCATION ISSUES." Continuing Professional Education: Theory and Practice 80, no. 3 (2024): 57–66. http://dx.doi.org/10.28925/2412-0774.2024.3.5.

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The aim of this article is twofold: first, to elucidate the importance and value of conducting a literature review, and second, to provide practical guidance and suggestions for effectively planning and executing such a review. To provide an overview of the findings from previous studies, a systematic approach to scientific research was employed. The material for this systematic review consists of publications that provide practical guidance on the writing of review articles. The purpose of a literature review is to synthesize existing scholarly works on a specific topic or research question, contextualizing them within the current state of knowledge on that topic. It is not uncommon for literature reviews to fall short of the standards expected of scientific research. In such cases, they may be regarded as mere summaries of previous work in a given field. To circumvent such a scenario, it is advised that a determination be made at the outset of the project regarding the type of review to be conducted. It is recommended that a classification system be employed which divides literature reviews into three categories: systematic review, semi-systematic review, and integrative review. The efficacy of each type of literature review depends on the objective being pursued. In the context of a literature review, a number of methods may be employed to facilitate a comprehensive analysis. Given the plethora of methodological alternatives at their disposal, researchers may encounter the challenge of selecting an appropriate method. The most commonly utilized methodological approaches in this field are bibliometric analysis, content analysis, critical analysis, meta-analysis, multiple correspondence analysis, and homogeneity analysis through alternating least squares. A researcher undertaking a literature review is confronted with a range of potential challenges, including the existence of a vast number of sources, which makes it challenging to identify pertinent materials; a lack of expertise in literature search techniques, which can impede the ability of a novice researcher to fully comprehend a specific phenomenon when searching a single database; and a lack of expertise in formulating a precise and coherent research question or purpose for the review, which may result in the absence of a structured plan for data analysis, ultimately limiting the depth of analysis in the literature review to a mere descriptive summary. To ensure a comprehensive and rigorous study, researchers must select an optimal methodological approach for their literature review, one that aligns with their research question and the available resources at their disposal.

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22

Entwisle, John. "The CONTACT Continuing Professional Development Award scheme." Industry and Higher Education 3, no. 1 (March 1989): 48–49. http://dx.doi.org/10.1177/095042228900300113.

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The greater Manchester Consortium for Advanced Continuing Education and Training (CONTACT) – a partnership of Manchester and Salford Universities, Manchester Polytechnic, UMIST and Manchester Business School – has recently introduced a novel Continuing Professional Development (CPD) Award scheme which aims to help in meeting the national need for the continuous updating of the knowledge and skills of individuals in industry, commerce and the public sector. The scheme is based on the wide range of post-experience short courses offered by these five institutions. The Award is obtained by accumulating credit from a series of courses attended at any of the five. The Award certificate is given when 120 contact hours have been successfully completed and lists the courses accredited.

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23

Korshunov, Ilya A., Natalia N. Shirkova, and Maxim S. Miroshnikov. "Export of Continuing Education Programs: Skills and Technology (Case Study of Agricultural Universities)." Integration of Education 23, no. 4 (December 31, 2019): 518–40. http://dx.doi.org/10.15507/1991-9468.097.023.201904.518-540.

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Introduction. Development of the economy via the introduction of new technologies stimulates the transfer of competencies through the expansion of exports of educational services in various professional sectors. The study of current skills and competences in the agricultural complex was carried out to identify the most competitive educational programs for adults’/continuing education on regional labor markets, which could be successfully exported by Russia to other countries. We also identified innovative educational products required by the agricultural sector in Russia. The purpose of this article is to study the process of implementation of adult/continuing education and training in Russian agricultural universities in international educational markets. Materials and Methods. Results of a questionnaire survey of higher education institutions under the Ministry of Agriculture of the Russian Federation concerning the implementation of short-term continuing educational programs exported to other countries were used here. Content analysis of popular skills was carried out to determine the most competitive strategies of exports to international educational markets (the case of Kazakhstan, Russia, and USA). The study was conducted on regional job search databases. The sampling scope involved above 3,000 current vacancies. Results. Theoretical and empirical results showed that countries purchase more complex skills if there is a demand for them in the country, and their own continuing education programs are not available. The acquisition of such skills is in demand in countries using a similar model of development of this industry. The increase in exports of Russian life-long education programs to international markets can be achieved by the transfer of high technologies in the agro-industrial sector. Potential countries for the export of continuing/ life-long education include those building cultural, political and socio-economical relationships with the Russian Federation. Discussion and Conclusion. This article is useful for heads of adult education departments of universities to determine the most perspective strategies for exporting continuing education services to international markets.

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24

Lopez, Tará Burnthorne, Michael C. Budden, and Michelle Hall. "Education Impacts of a Pandemic on Business Students in the Short Term." European Journal of Business and Management Research 7, no. 6 (November 14, 2022): 137–40. http://dx.doi.org/10.24018/ejbmr.2022.7.6.726.

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In January 2020, disturbing scenes online of pain and suffering in Chinese hospitals heralded a pandemic that would force the closure or minimization of efforts by many organizations across the world. Impacted efforts included on-campus operations of most universities. With short notice, students were told to leave campuses while many classes were moved online in an attempt to curtail the impact of the spreading virus while continuing the education process. Campuses were impacted in numerous ways. This article investigates the impact of stay-at-home orders on the educational experiences of the college of business students due to the pandemic shortly after its commencement. Findings suggest that the majority of college students experienced changes in their learning behaviors and perceptions after transitioning online.

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25

Fils, Jacky, Abhiram R. Bhashyam, Jacques B. Pierre Pierre, John G. Meara, and George S. M. Dyer. "Short-Term Performance Improvement of a Continuing Medical Education Program in a Low-Income Country." World Journal of Surgery 39, no. 10 (July 9, 2015): 2407–12. http://dx.doi.org/10.1007/s00268-015-3145-y.

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26

Hariri, Mehrangiz, and Hussein Davoodifar. "Continuing library/information science education in Iran. The assessment of Irandoc short courses (1982–1986)." International Library Review 20, no. 1 (January 1988): 19–28. http://dx.doi.org/10.1016/0020-7837(88)90040-4.

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27

Kwon, In Tak. "Structural Relationship to Variables Related to Adult Learners’Academic Engagement at the University Lifelong Education Center." Education Research Institute 22, no. 1 (February 29, 2024): 69–87. http://dx.doi.org/10.31352/jer.22.1.69.

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This study is to analyze the structural relationship among relationship marketing, social capital, academic engagement, and learning participation period recognized by adult learners at the university continuing education center. The problems of this study are as follows. First, what is the structural relationship among relationship marketing, individual social capital, and academic engagement? Second, what is the mediating effect of social capital on the relationship between relationship marketing and academic engagement? Third, what is the moderating effect of the learning participation period on the relationship between variables? The subjects of this study were 595 adult learners at the J University Continuing Education Center. SPSS 21.0 and Amos 21.0 programs were used to analyze the structural relationship between variables, and bootstrapping was performed to analyze the mediating effect. The specific research results are as follows. First, it was found that there is a relationship between relationship marketing perception, social capital, and academic engagement recognized by adult learners at the university continuing education center. Second, it was found that the social capital of adult learners at the university continuing education center mediates the relationship between relationship marketing and academic engagement. Third, it was found that the participation period of adult learners did not moderate the relationship between relationship marketing and social capital, and between social capital and academic engagement, but moderate the relationship between relationship marketing and academic engagement. These results suggest that in order to increase adult learners' academic engagement, university continuing education centers and instructors should strengthen both variables in parallel or consider institutional relationship marketing to short-term learning participants as well as each institution's relationship marketing and learners' social capital capabilities.

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Antonaci, Alessandra, Piet Henderikx, and George Ubachs. "The Common Microcredentials Framework for MOOCs and Short Learning Programmes." Journal of Innovation in Polytechnic Education 3, no. 1 (July 12, 2021): 5–9. http://dx.doi.org/10.69520/jipe.v3i1.89.

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In today’s society, both employees and job seekers have to keep their knowledge and skills up to date, without investing too much time in doing so. The traditional offer of European higher education institutions does not meet this need, as continuing education programs are not flexibly organised, and most people cannot invest years in a bachelor’s or master’s degree. As a consequence, to meet these learners’ needs, universities are required to provide more compact qualifications. Online micro-credentials and short learning programmes are formats that respond to this need. After defining both the terms microcredentials and short learning programmes, this paper introduces a framework developed within the European MOOCs Consortium: the Common Microcredentials Framework- CMF, whose final aim is, from one side of facilitating the development of these types of programmes among traditional institutions and MOOC providers, and, from the other side, their recognition among European higher education institutions.

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Sousa, Elayna Maria Santos, and Eliana de Sousa Alencar Marques. "Initial and continuing training of teachers mediating the development of educational practice: a historical-critical analysis." Revista Tempos e Espaços em Educação 14, no. 33 (November 9, 2021): e13737. http://dx.doi.org/10.20952/revtee.v14i33.13737.

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The article discusses results of research carried out with the aim of analyzing teachers' meanings about professional training, both initial and continuing. The research is based on the ideas of Vigotski and Espinosa about human development, in which two teachers who work in the municipal public network of Teresina-PI participated. The research instruments were a questionnaire and semi-structured interview. The analysis had the nuclei of meanings as a procedure. The analyzes indicate that, if, on the one hand, in the initial training, the appropriate knowledge helped in the professional development of the teachers, on the other hand, the continuing education has collaborated to keep them in a passive situation in the face of educational demands, because they remain dependent to tell them how to act professionally. The results also indicate that continuing education has the potential to remove teachers from the condition of passivity when it collaborates with the development of the conscience of this professional, in short, with their historical development.

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Rosa Vega, Jurynelliz, Edgar Carlo, Andrés Rodríguez-Ochoa, Jonathan Hernández-Agosto, Darlene Santiago Quiñones, Damián Cabrera-Candelaria, Carlos E. Rodríguez-Díaz, and Kyle Melin. "Educational intervention to improve pharmacist knowledge to provide care for transgender patients." Pharmacy Practice 18, no. 4 (December 14, 2020): 2061. http://dx.doi.org/10.18549/pharmpract.2020.4.2061.

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Background: Most pharmacists have not received formal training or education in the provision of care for transgender patients. Nonetheless, pharmacists have the potential to be valuable partners in the care of transgender patients, and a continuing education course might be valuable in addressing this knowledge gap. Objective: The aim of this study was to examine the impact of a three-hour continuing education course in improving the knowledge of pharmacists to provide pharmaceutical care for transgender patients. Methods: A quasi-experimental, one-group pre-test/post-test study design was used to measure the impact of a three-hour continuing pharmacy education course on the knowledge of pharmacists on transgender care. The course was divided into three units: (1) Transgender Patient Care Introduction, (2) General Health Issues of Transgender Patients, and (3) Gender Affirming Hormone Therapy. A total of 68 pharmacists participated in the study, of which 54 completed both the pre- and post-test. An ANOVA was used to compare differences in knowledge in the group before and after the educational intervention. Results: The majority of the participating pharmacists were cisgender, heterosexual women who had not received any formal training related to transgender care. Participants demonstrated the largest increase in execution score in the third unit, with a percent improvement of 25.22% (pre-test 45.06%, post-test 70.28%; p<0.001). The average total execution score was 52.15% in the pre-test and 72.89% (p< 0.001) in the post-test. Conclusions: Pharmacists benefited from a three-hour continuing education course with an increase in knowledge regarding transgender patient care and hormone therapy for gender affirmation. As this study only evaluated the effect in short term memory, further studies are needed to assess long term impact of the continuing education course on transgender care knowledge.

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Hoholeva, E., E. Lysenko, and K. Fedotovskih. "AUDIT OF THE PRINCIPLES FOR BUILDING A STAFF TRAINING SYSTEM IN PJSC ROSTELECOM ON THE BASIS OF THE ANALYSIS OF REGULATORY DOCUMENTATION." Management of the Personnel and Intellectual Resources in Russia 12, no. 5 (December 7, 2023): 40–48. http://dx.doi.org/10.12737/2305-7807-2023-12-5-40-48.

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Staff training is a key business process in the management of human resources of an organization in both the short and long term. The article is devoted to the audit of the initial construction of the personnel training system in PJSC Rostelecom based on the analysis of regulatory documentation. The formation and use of a system of in-house training of personnel based on sustainable education requires an undeniable competitive advantage in the form of personnel, always relevant to the market of knowledge, skills and communication. However, the formation and formation of a personnel training system of this type is extremely difficult from an organizational and methodological point of view, as well as from a technological process. A comparative analysis of the development of the in-house continuing education model and the current model of the training system of PJSC Rostelecom highlighted the development, which may adversely affect the implementation of in-house continuing education processes in the short and, especially, in the long term. PJSC Rostelecom recommends presenting a working model of the training system with principles that would make structuring the training system more familiar.

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Sakdiah, Halimatus, and Arpenas Arpenas. "The Analysis of SWOT Management and Students’ Interest toward STKIP Muhammadiyah Sungai Penuh." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, no. 1 (June 29, 2018): 31. http://dx.doi.org/10.24042/tadris.v3i1.2520.

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In the Academic Year of 2016-2017, only a few students who enrolled at STKIP Muhammadiyah Sungai Penuh especially on the Physics Education Study Program. This phenomenon was the reason to carry out this research. To overcome this problem, the researchers conducted this qualitative and quantitative research through the use of a questionnaire and validated documents. Samples were selected and taken through random sampling technique. The result of the questionnaire was used to observe the interest of high school students in continuing their education than used as an external factor in conducting SWOT analysis. From the results and discussion, it can be concluded that 1) STKIP Muhammadiyah Sungai Penuh position is in the cell -1 which means it is in a strong market position and highly competitive education industry field. 2) STKIP Muhammadiyah will be more advanced if evaluation and implementation of long term and short term strategies are conducted continuously. 3) Based on the percentage obtained, high school students’ interest in continuing education to college is high, reaching 80%. However, the interest to continue their education to STKIP Muhammadiyah is only 73.1% and the interest in Physics Education Study Program is only 59.1% and 4) students’ interest in continuing education is influenced by several factors such as motivation and aspirations, interest, parents, peers, siblings and school environment.

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Spano, Andrea. "The autobiographical interview in the continuing education of pedagogy practioners." Form@re - Open Journal per la formazione in rete 24, no. 2 (June 30, 2024): 292–300. http://dx.doi.org/10.36253/form-15975.

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Sudden social transformations require education professionals to have flexible tools, in order to self-produce knowledge and new professional skills. This short article argues the use of autobiographical interview as a device for the Continuing Education. In the first instance, the reciprocity and the circularity between third-person tale and autobiography is discussed. Secondly, the focus of the reflections moves onto the potential of autobiography, that also consists in creating a new culture about society and the differences that characterize the complexity of our world. Therefore, in accordance with the previous reflections, the use of autobiographical interview collection methods is proposed to support the professional development of educators, educational designers, and pedagogical counsellors. In fact, it is argued that the use of such tools can allow one to learn several aspects regarding different life conditions, to co-construct a Grounded Theory on the phenomena and to support a positive educational relationship. L’intervista autobiografica nell’educazione permanente delle professionalità pedagogiche. Le repentine trasformazioni sociali richiedono ai professionisti dell’educazione degli strumenti flessibili per autoprodurre conoscenza e nuove competenze professionali. In questo articolo breve si promuove l’intervista autobiografica come dispositivo dell’educazione continua. In prima battuta si affronta il rapporto di reciprocità e circolarità tra racconto e autobiografia. Successivamente, l’attenzione si sposta sul potenziale dell’autobiografia, che include la possibilità di creare una nuova conoscenza della società delle differenze che caratterizzano la complessità del nostro mondo. Pertanto, si propone l’ausilio dei metodi di raccolta delle interviste autobiografiche per sostenere lo sviluppo professionale degli educatori, dei progettisti educativi e dei consulenti pedagogici. Infatti, si sostiene che l’uso di tali strumenti può consentire di apprendere numerosi aspetti riguardanti le differenti condizioni di vita, di co-costruire una Grounded Theory sui fenomeni e di sostenere una relazione educativa positiva.

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ATAPINA, YULIYA A. "Continuing education program: development and implementation at the University cluster." Agricultural Engineering, no. 2 (2024): 86–91. http://dx.doi.org/10.26897/2687-1149-2024-2-86-91.

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The increasing demand for secondary vocational education programs has drawn even more attention to the didactic support of the continuing education programs implemented in the college-to-university transition system. Their obvious benefit is the shortened period of professional training of specialists while maintaining the highest possible quality of the University cluster, where a vocational college is the primary level of the university training. The experience of implementing secondary vocational education programs in Russian State Agrarian University - Moscow Timiryazev Agricultural Academy taking into account the specifics of the technical training and vocational teacher training necessitated the appropriate infrastructural modification: the establishing of the College of Technology and the Center for Technological Support of Education. The results of the questionnaire survey of students of the College of Technology confirmed the need and relevance of the development of continuing educational programs with a shortened period of study. The methodology of designing continuing educational programs consists of successive logically interrelated stages: analytical designing, verification and implementation, correction and optimization. The first stage is the most challenging and time-consuming for the program developers: it is necessary to determine the invariant component of secondary vocational and higher education, which should be taken into account to develop a continuous Bachelor program that would provide short -time training. In the subsequent stages, this program is to be implemented, evaluated and adjusted. Using this methodology, the author attempted to develop a continuous educational program for the training area 44.03.04 ‘Vocational Education and Training (Sector-Specific)’ based on the vocational college program 44.02.03 ‘Pedagogy of Additional Training (Technical Creativity Area)’. The program is intended for training vocational teachers in accordance with the requirements of the Federal State Educational Standard in a shortened time.

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Cantoni, Aldo. "University–Enterprise Cooperation in Italy." Industry and Higher Education 11, no. 3 (June 1997): 160–63. http://dx.doi.org/10.1177/095042229701100306.

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This paper describes the activities of the Consortium for Research and Continuing Education (COREP) founded in 1987 on the initiative of the Polytechnic of Turin in Italy. COREP was originally created to stimulate and manage university–enterprise cooperation with a focus on the continuing education of engineers. In partnership with chambers of commerce, local industry (SMEs and large corporations), it has constantly adapted to the needs of the market, in which the demand is now much more for joint training clearly related to the institutional context of the ‘customers’, rather than for short term courses. In the field of research, COREP has been acting as a liaison centre between researchers and the industrial world and has promoted the participation of Italian industry in European research programmes.

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Лапина, Светлана, and Svetlana Lapina. "Monitoring of the Achievement of Planned Educational Results in the Context of the Technological Training of Schoolchildren." Standards and Monitoring in Education 6, no. 1 (February 21, 2018): 3–12. http://dx.doi.org/10.12737/article_5a5f268a0c9e16.80203305.

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This article provides a monitoring material to identify the elements of the planned educational results as part of the technical training of schoolchildren using manual artistic work. The description, the short methodology, the results of the test and the recommendations for the application of the developed set of continuing technology education are described.

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Liberata da Silva, Marciana, Rodrigo Alves dos Santos, and Flávio Raimundo Giarola. "MINICURSO POLÍTICAS PÚBLICAS DE AÇÃO AFIRMATIVA PARA POPULAÇÃO NEGRA NA EPT:." Educação Profissional e Tecnológica em Revista 8, Especial (March 6, 2025): 208–28. https://doi.org/10.36524/profept.v8iespecial.2752.

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This text aims to present the creation, implementation and reflections generated from the execution of an educational product in the form of a mini-course entitled Affirmative Action Public Policies for the Black Population in EFA: Understanding to Act. It is a continuing education course based on data collected from Administrative Technicians working in one of the units of the Federal Center for Technological Education of Minas Gerais located in the interior of that state. In this context, we sought to understand, through exploratory qualitative research, the level of knowledge that Administrative Technicians from different sectors of a school in the Federal Network of Professional, Scientific and Technological Education had of the legislation that regulates the new school parameters of ethnic-racial relations and Affirmative Actions aimed at black people in Professional and Technological Education in order, with the data collected, to implement a short continuing education course aimed at this target audience, related to the theme in question. By detailing the process of building, implementing and evaluating the mini-course as an Educational Product and the consequent reflections dealt with in this article, this paper contributes with data and findings to show the power that exists in the proposal to stimulate, through quality continuing education, the actions and interventions of Administrative Technicians in Education at Vocational and Technological Education schools to play a leading role in the project to build a more just, democratic and inclusive Brazilian society.

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Alexandre Pereira, Luiz, Andréia Broisler Pavan, Vinicius Cardoso-Brito, and Silvio Almeida-Junior. "Continuing education as a Laboratory Management tool associated with Scientific Advice with a focus on quality and patient safety in the pre-analytical phase." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 832–40. http://dx.doi.org/10.31686/ijier.vol8.iss8.2491.

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The quality process is increasingly evident within health institutions, for standardization of processes, improvement in the profitability of protocols and patient safety. This work brings case reports in a medium-sized hospital in the northeast of São Paulo, Brazil and confronts the data with the literature on continuing education and the scientific advisory process by outsourced companies. It is possible to observe that, when closely monitored by the scientific advisory of the company Sarstedt do Brasil, good results were obtained in the pre-analytical phase, always relying on continuing education and the process of measuring factors through indicators, which is already indicated in literature. In short, the quality process is a long way and must be followed day after day while education is the only tool that can be used for this to happen and without a doubt, the help of a qualified scientific advisor assists this process.

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Powers, Becky. "THE SAGE SYMPOSIUM: A MODEL FOR HANDS-ON INTERACTIVE CONTINUING EDUCATION." Innovation in Aging 3, Supplement_1 (November 2019): S725—S726. http://dx.doi.org/10.1093/geroni/igz038.2658.

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Abstract Current graduate and postgraduate medical education has minimal geriatric and palliative care curricular requirements, leaving Continuing Education (CE) programs poised to fill a critical educational niche. The San Antonio Geriatric and Palliative Education (SAGE) Symposium was a 3 day long interprofessional CE conference for providers caring for older adults. SAGE addressed geriatric knowledge, skill, and attitude deficits in practicing providers by incorporating: 1) a community and provider based needs assessment, 2) active skills sessions culminating in a health fair, and 3) multimedia based reflective exercises. Needs Assessment (Knowledge): A video needs assessments of older adults were performed using a convenience sampling methodology in 13 non-healthcare public locations in each quadrant of the city. 23 respondents were interviewed before reaching thematic saturation with 3 main themes: geriatric syndromes, patient-provider relationships, and support. Content areas for the course were derived from the needs assessment. Skills Sessions (Skills): In addition to standard plenary sessions, multiple active breakout session taught attendees common geriatric skills. On the last day of the conference, attendees applied these skills under supervision at a senior community health fair. Reflective Exercises (Attitudes): Videos, poems, and artwork with themes on aging were displayed during conference breaks. Attendees received CE credit for electronically submitting short reflections to each multimedia piece. Reflections were compiled and reported back to the group at the end of the conference. By changing the traditional CE conference format to an interactive experience, the SAGE Symposium was able to address knowledge, skills, and attitudes towards aging in its attendees.

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Balmer, Denise. "The value of short Earth science continuing professional development for trainee primary school teachers." Geoscience Communication 4, no. 1 (February 10, 2021): 33–41. http://dx.doi.org/10.5194/gc-4-33-2021.

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Abstract. The paper investigates the potential of Earth science for the development of primary school science. The evaluation from workshops run by the Earth Science Education Unit for trainee primary teachers was appraised to assess the effectiveness of the short continuing professional development (CPD) programmes over the period 2009–2015. Trainee teacher comments are analysed using thematic analysis, which identified points recognised by Guskey (2000) as being the most important ideas for effective CPD programmes. Despite these workshops being short, lasting generally less than 2 h each, the conclusion reached was that they offered useful teaching ideas, resources and background information which the trainees could and would apply in the classroom.

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Pederson, Carol. "Nonpharmacologic Interventions to Manage Children's Pain: Immediate and Short-Term Effects of a Continuing Education Program." Journal of Continuing Education in Nursing 27, no. 3 (May 1996): 131–40. http://dx.doi.org/10.3928/0022-0124-19960501-10.

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Chen, Hsiang-Yin, Tzung-Yi Lee, Wan-Tsui Huang, Chun-Jen Chang, and Chi-Ming Chen. "The Short-Term Impact of a Continuing Education Program on Pharmacists' Knowledge and Attitudes Toward Diabetes." American Journal of Pharmaceutical Education 68, no. 5 (September 2004): 121. http://dx.doi.org/10.5688/aj6805121.

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Sharp, L. K., and M. S. Lipsky. "The short-term impact of a continuing medical education program on providers' attitudes toward treating diabetes." Diabetes Care 22, no. 12 (December 1, 1999): 1929–32. http://dx.doi.org/10.2337/diacare.22.12.1929.

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Chen, Hsiang-Yin, Tzung-Yi Lee, Wan-Tsui Huang, Chun-Jen Chang, and Chi-Ming Chen. "The Short-Term Impact of a Continuing Education Program on Pharmacists' Knowledge and Attitudes Toward Diabetes." American Journal of Pharmaceutical Education 68, no. 5 (2004): 121. http://dx.doi.org/10.1016/s0002-9459(24)00239-0.

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Jaupaj, Artur, and Arjan Shumeli. "Re-vitalizing VET and Continuing Education through Best Practices: The Albanian Case." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 22 (February 7, 2025): 206–11. https://doi.org/10.37394/23207.2025.22.20.

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Recent studies related to education, training, and employment in Albania argue about the skills gap about the main sectors of the Albanian economy as the former basis of the once-centralized economy, i.e., Vocational Education Training (VET) and Continuing Education (CE) lost their momentum and eventually collapsed due to the eventual failure of industrial production in the early 1990s. Nevertheless, thanks to concerted efforts over the past two decades on the part of international donors and governmental initiatives, VET and CE are projected to play an important role in the economic development of the country amidst various challenges ranging from funding, certification, market relevance to the legal framework, to name a few. This paper intends to first provide a short description of the current situation about VET and CE and, then, promote theoretical models such as the application of Post-Secondary VETs and the creation of a National VET Fund and a VET levy as well as the analysis of two successful cases studies: Murialdo Social Center-Fier and Skills for Jobs (S4J). It further concludes by highlighting the importance of such successful models in a knowledge-based economy, thus filling the current skills gap and securing sustainable economic growth.

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Tebeaux, Elizabeth. "Whatever Happened to Technical Writing?" Journal of Technical Writing and Communication 47, no. 1 (August 1, 2016): 3–21. http://dx.doi.org/10.1177/0047281616641933.

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This article provides a short history of the continuing issues that modern technical communication and technical communication faculty face. It discusses the first texts and many of the early pedagogical battles: Technical communication faculty faced literature faculty who saw the practical as the work of the devil, despite the fact that technical writing courses remained in high demand. Many recent books presented here discuss the problems of a culture steadily declining in educational quality and students who cannot write.

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Axelrod, Paul, Paul Anisef, and Zeng Lin. "Against All Odds? The Enduring Value of Liberal Education in Universities, Professions, and the Labour Market." Canadian Journal of Higher Education 31, no. 2 (August 31, 2001): 47–77. http://dx.doi.org/10.47678/cjhe.v31i2.183388.

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The humanities, the social sciences and the fine arts — the core subjects of liberal education — are at risk in Canadian universities, and the danger arises largely from the forced reorientation of higher education to assumed market needs. This paper attempts to explain why such policy shifts are occurring; it points to the continuing cultural, social and intellectual value of liberal education; and, drawing from recent and previously unreported census data, it demonstrates that liberal education produces generally positive economic benefits to the individual graduate. It concludes that policies designed to diminish the presence of liberal education in universities in favour of more supposedly "market-worthy" subjects are short-sighted and threatening to the integrity and vitality of higher education.

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Hörzer, Birgit, Karin Lach, Gabriele Pum, Sylvia Rabl-Altrichter, Alina Rezniczek, Christian Schlögl, Monika Schneider-Jakob, and Maria Seissl. "Education for academic librarians in Austria: From the early beginnings up to the present." Education for Information 36, no. 4 (December 16, 2020): 441–55. http://dx.doi.org/10.3233/efi-190343.

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After a short introduction of the LIS landscape in Austria, the development of LIS education for academic librarians will be discussed. Until 2004 library education in Austria consisted mainly of vocational training to which only university graduates and eventually high-school graduates were admitted. In the nineteen-nineties, with Austria joining the European Union and the creation of universities of applied sciences, LIS education became possible at the university level. For various reasons, the two established LIS programmes were discontinued after a relatively short time period. Major changes in university legislation concerning the legal autonomy of Austrian universities meant, however, that a post-graduate inter-university library and information studies programme could be launched in 2004. With the fourth revision of the curriculum in 2019, the programme has become even more aligned with international practice in terms of content, didactic methods and flexibility. The increased dynamism in library education has also had an impact on the creation of non-academic training and continuing education programmes.

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Becht, Andrik I., Stefanie A. Nelemans, Susan J. T. Branje, Wilma A. M. Vollebergh, and Wim H. J. Meeus. "Daily Identity Dynamics in Adolescence Shaping Identity in Emerging Adulthood: An 11-Year Longitudinal Study on Continuity in Development." Journal of Youth and Adolescence 50, no. 8 (January 9, 2021): 1616–33. http://dx.doi.org/10.1007/s10964-020-01370-3.

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AbstractAccording to identity theory, short-term day-to-day identity exploration and commitment processes are the building blocks for long-term development of stable commitments in emerging adulthood. This key assumption was tested in a longitudinal study including 494 individuals (43% girls, Mage T1 = 13.31 years, range 11.01–14.86 years) who were followed from adolescence into emerging adulthood, covering ages 13 to 24 years. In the first five years, adolescents reported on their daily identity processes (i.e., commitment, reconsideration and in-depth exploration) across 75 assessment days. Subsequently, they reported on their identity across four (bi-) annual waves in emerging adulthood. Findings confirmed the existence of a dual-cycle process model of identity formation and identity maintenance that operated at the within-person level across days during adolescence. Moreover, individual differences in these short-term identity processes in adolescence predicted individual differences in identity development in emerging adulthood. Specifically, those adolescents with low daily commitment levels, and high levels of identity reconsideration were more likely to maintain weak identity commitments and high identity uncertainty in emerging adulthood. Also, those adolescents characterized by stronger daily changes in identity commitments and continuing day-to-day identity uncertainty maintained the highest identity uncertainty in emerging adulthood. These results support the view of continuity in identity development from short-term daily identity dynamics in adolescence to long-term identity development in emerging adulthood.

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Goli, Alexis. "Translanguaging Instruction and Reading Comprehension Skills of Japanese EFL Learners: A Quasi-Experimental Study." Journal of Language and Education 9, no. 1 (March 31, 2023): 60–76. http://dx.doi.org/10.17323/jle.2023.14069.

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Background. The adoption of the TOEIC Listening and Reading test as the main English competency measurement instrument for Japanese businesses has lead Japanese business people to invest in courses specialized in test-taking strategies which seem to improve test scores in the short term. Nevertheless, there is pressing need to adopt more reliable instructions for reading ability development. Translanguaging pedagogy, an instruction method that urges L2 learners to make use of all languages in their linguistic repertoire, has rapidly gained the interest of language researchers and educators worldwide. Various studies have been conducted at all level of formal education, from elementary to tertiary education, to evaluate how it could help learners develop their proficiency in the target L2, including reading comprehension ability. However, no study on translanguaging in continuing education in Japan could be found in the literature. Purpose. This paper presents an investigation to assess the effectiveness of translanguaging pedagogy in nurturing the reading comprehension of a group of Japanese EFL learners in a continuing education context. Methods. The study adapted a quasi-experimental design with a control and an experimental group, as well as a reading comprehension improvement intervention course between pre-test and post-test. The experimental group received instruction based on translanguaging pedagogy, and the control group was restricted to using only English in their classes. Results. It was found that both the control and experimental groups improved their reading comprehension, but improvement in the experimental group was moderately more substantial. This finding contributes to the literature on translanguaging pedagogy in Japan, especially in the context of continuing education. Conclusion. Due to the small number of participants, the findings of this study cannot be generalized to EFL education in continuing education. Further research with a substantial number of participants and treatment over a longer period could help confirm that translanguaging pedagogy can effectively be implemented in this setting to assist learners become proficient in the target L2.

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