Development of Workforce for Wind Energy

2010 ◽  
Author(s):  
Kishor C. Mehta ◽  
Andrew H. P. Swift ◽  
Richard P. Walker ◽  
Kelsey L. Seger
Keyword(s):  
Higher Education ◽  
Wind Energy ◽  
Policy Making ◽  
Doctoral Degree ◽  
Work Force ◽  
Management Policy ◽  
Energy Industry ◽  
Degree Programs ◽  
Texas Tech University ◽  
And Training

Our vision at Texas Tech University is to develop work force through education and training that can provide a steady stream of personnel for the rapidly growing wind energy industry. Our objectives are to establish interdisciplinary curricula at all levels of higher education which can educate and train people to work in the wind energy industry including design and construction, maintenance, business, finance, supervision, management, policy making, environmental impact, as well as research and development. The nature and breadth of the wind energy industry demands that the degree programs be interdisciplinary with flexibility to provide emphasis in various areas. Two degree programs, bachelor and doctoral degree curricula are presented in the paper.

scholarly journals The different patterns of the dropout according to the level and the field of education

2019 ◽  
Vol 9 (2) ◽  
pp. 257-269
Author(s):  
Dorina Anna Toth ◽  
Marianna Szemerszki ◽  
Timea Cegledi ◽  
Barbara Mate-Szabo
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Large Scale ◽  
Background Variable ◽  
Degree Programs ◽  
Final Exam ◽  
Student Dropout ◽  
Time Changes ◽  
And Training ◽  
Informational System

Background and aims Our research is a part of a complex dropout research, whose main aim is to examine the time changes, social and regional inequalities, and constitutional differentiation of student dropout, appearing on a large scale and causing individual and institutional loss. As a part of this, the aim of our research on one hand is to identify the training fields and training levels with high dropout risk, furthermore to draw the patterns of dropout based on the available countrywide data. Methods We analyzed the database of the Hungarian Higher Education Informational System for our research, especially considering the students starting their training, based on final exam. We examined the most important features of advancements in studies, furthermore the occurring recoils. Considering our data, the measure of dropout remarkable differs based on the training fields and schedule, training, finances and some demographically background variable as well, taking the measure of dropout and its reasons into account. During our analysis, we separated three main types of the dropout’s reasons: financial reasons, study inefficiency, and dropout caused by other reasons. Results In this study, we examine these types and their characteristics in three different training levels: Bachelor degree programs, undivided, long-cycle Master courses, and short-cycle higher education vocational training. Discussion Almost one third of the students end up joining the group of dropout in all kind of training type, especially critical period is from the second to the fifth semester. The most endangered are males, correspondent students, fee-paying students, participants of higher education vocational training, furthermore the students of science and students of IT fields.

scholarly journals (Re)Introducing the Gerontology and Geriatrics Curricular Standards and Guidelines in Higher Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 557-557
Author(s):  
Tamar Shovali ◽  
Marilyn Gugliucci ◽  
Nina Silverstein
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Associate Degree ◽  
Doctoral Degree ◽  
Health Professions ◽  
Degree Programs ◽  
Unique Contribution ◽  
7Th Edition ◽  
Doctoral Degree Programs ◽  
Membership Organization

Abstract The Academy for Gerontology in Higher Education (AGHE), the education member group of GSA, is the only national institutional membership organization devoted primarily to gerontology and geriatrics education. Its mission provides for development and sponsorship of initiatives to advance the field of aging through its focus on education in gerontology/geriatrics. AGHE first published the Gerontology and Geriatrics Curricular Standards over three decades ago – a document that has been an integral resource for implementing/revising programs in liberal arts, the sciences, and more recently, health professions. To meet the needs in the field for increased breadth and depth of content, the new 7th edition of the educational guidelines fully embraces competency-based education for gerontology, as the health professions programs have for years. Our first presenter will provide an overview of the new edition. The second presenter will focus on associate degree programs in gerontology and their unique contribution to higher education. The third will present on undergraduate programs in gerontology explaining how these programs give students an edge in today’s job market. The fourth presenter will address graduate programs in gerontology, describing master’s degree programs and doctoral degree programs in gerontology and aging studies. The fifth presenter will discuss health professions programs including geriatrics curricula for osteopathic medical education, gerontology/geriatrics curricula for health-related programs and the doctor of pharmacy degree programs. Presentations will provide expert recommendations for program development through mapping AGHE’s Gerontology Competencies for Undergraduate and Graduate Education to programs in higher education. Nina Silverstein will serve as discussant.

scholarly journals Challenges and Professional Development Needs of EMI Lecturers in Omani Higher Education

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110615
Author(s):  
Awad Alhassan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Qualitative Methodology ◽  
Degree Programs ◽  
Teacher Challenges ◽  
Teachers And Students ◽  
Professional Development Needs ◽  
English Medium Instruction ◽  
And Training

English Medium Instruction (EMI) has been increasingly used in higher education institutions (HEIs) in the Sultanate of Oman, and the English-taught degree programs have been offered in different disciplines. The adoption of EMI seems to have potential challenges for both teachers and students. While previous EMI studies have attempted to identify and classify these challenges, particularly those of EMI students, little research thus far seems to have focused on EMI subject teacher challenges and training needs. The present study fills this gap by exploring the issue in the Omani EMI tertiary context with a view to better informing EMI teacher education and professional development. A qualitative methodology, with both interviews and classroom observations, was adopted. The data was coded and analyzed thematically and inductively. Results showed that participants encountered both linguistic and pedagogical challenges. Participants also reported their needs for training and professional development. Pedagogical implications and recommendations for EMI content teacher education and professional development are presented and discussed.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

A National Offshore Wind Strategy. Creating an Offshore Wind Energy Industry in the United States

2011 ◽  
Author(s):  
Jacques Beaudry-Losique ◽  
Ted Boling ◽  
Jocelyn Brown-Saracino ◽  
Patrick Gilman ◽  
Michael Hahn ◽  
...  
Keyword(s):  
United States ◽  
Wind Energy ◽  
The United States ◽  
Offshore Wind ◽  
Energy Industry ◽  
Offshore Wind Energy

PROBLEMS OF RURAL GIRL STUDENTS IN HIGHEREDUCATIONAL INSTITUTION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
A. Selvan
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Growing Up ◽  
Access To Education ◽  
Form Discrimination ◽  
Heads Of State ◽  
Girl Students ◽  
Training Opportunities ◽  
And Training

Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: -Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society.Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.

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