scholarly journals Russia’s foreign language market and some innovative aspects of the university curricula

2016 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
NATALYA REINHOLD
Keyword(s):  
Foreign Language ◽  
Continuing Education ◽  
Tertiary Education ◽  
Higher Learning ◽  
Job Market ◽  
Local Statistics ◽  
Current State ◽  
Institutions Of Higher Learning ◽  
The University

<p class="Abstract">Basing herself on the local statistics, the author draws an outline of the current state of things in the Russian foreign language (FL) and translation/interpreting (T/I) job market. In particular, she focuses on the issue of compatibility of the market and business demands for the FL and T/I graduates with the respective degree programmes at the Russian institutions of higher learning. Her findings bring up a patchy picture of the state of things in tertiary education (e.g. the out-of-date curricula, the old-fashioned courses, etc. at some institutions, and the dynamic, progressive and innovative developments at other schools). It is on the latter that she focuses primarily. Her case study is the MBA programme in FL/TI, and Business, which was designed at the RSUH institute for the in-service continuing education.</p>

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS AU NIVEAU SUPERIEUR AU KENYA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Milcah M. Chokah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Global Village ◽  
University System ◽  
Institutions Of Higher Learning ◽  
Village People ◽  
Teaching Learning ◽  
The University ◽  
Different Cultures

As technology transforms the world into a global village, people become more and more exposed to different cultures and opportunities. Opportunities for a better life, better education, better employment. Languages – especially foreign languages - have gained a special status in education systems. People want to learn other languages to be able to communicate and take advantage of what other countries have to offer. French as a foreign language was introduced into the Kenyan education system with noble objectives, the main one being to facilitate communication between Kenya and francophone members of the then African Union. In the late 1960s French was introduced into the university system and is today the most popular foreign language studied. Most institutions of higher learning in Kenya offer courses in French either as a main subject or as a support subject. However, the teaching/learning of this language has not been without challenges. The main objective of this paper was to examine the programmes offered, how they are organized and their relevance to the teaching/learning of French as a foreign language. It also investigated the challenges and the new approaches that could enhance the teaching and learning of French in institutions of higher learning

Authentic Experiences of CHamoru Students During the COVID-19 Pandemic

2022 ◽  
pp. 219-233
Author(s):  
Perry Jason Camacho Pangelinan
Keyword(s):  
Academic Experiences ◽  
Academic Programs ◽  
Higher Learning ◽  
Collective Case Study ◽  
Academic Resiliency ◽  
Global Epidemic ◽  
Institutions Of Higher Learning ◽  
The University ◽  
Learning Institutions

The year 2020 has been an especially difficult year for people and organizations all over the world because of the COVID-19 pandemic. Higher learning institutions and their respective stakeholders are no exception and have been severely impacted by the pandemic resulting in the reshaping of higher education regionally, nationally, and internationally. This chapter examined the University of Guam's (UOG) response to the COVID-19 pandemic and understanding the authentic academic experiences of indigenous CHamoru students during the global epidemic. The current study employed a qualitative approach using a collective case study of 10 CHamoru male and female students who attended UOG for at least one semester during the COVID-19 pandemic. The chapter concludes with the recommendation that institutions of higher learning analyze and possibly revise or design academic programs that will sustain academic resiliency in its indigenous student communities.

scholarly journals Contribution to research when engineering is taught through ODL: A Sri Lankan case study

2012 ◽  
Vol 7 (1) ◽  
pp. 87-96
Author(s):  
Kolita S. Weerasekera
Keyword(s):  
Sri Lanka ◽  
Teaching And Learning ◽  
Research Output ◽  
Higher Learning ◽  
Sri Lankan ◽  
Engineering Technology ◽  
Research Activities ◽  
Institutions Of Higher Learning ◽  
The University

This paper is based on a study that investigated a general conception that academics and students of engineering in ODL institutions conduct less research compared to those teaching and learning in conventional institutions of higher learning. The study first observed the level of research conducted by Sri Lankan researchers, and compared it to similar activities carried out in neighbouring countries. Subsequently, attention was focused on the Open University of Sri Lanka (OUSL), which is the pioneer ODL institution in Sri Lanka. It closely observed the research carried out at OUSL over the last few years and made comparisons between different disciplines. A tracer study was carried out to identify the research activities at the Faculty of Engineering Technology over the years and compare them with the research done at other OUSL faculties. It was evident from this study that the number of research papers presented at conferences and journal articles generated by the Faculty of Engineering Technology was low compared to the number produced by the other three faculties in the university. The study revealed some interesting reasons for the low level of engineering-based research output when engineering is taught through ODL.

scholarly journals Opportunities and Challenges for the Adult Learner in the 21st Century: A Case Study of One Tertiary Education Institution in Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 378-384
Author(s):  
Moyo Mlungisi ◽  
NyathiVuyiswa Sandra
Keyword(s):  
Adult Education ◽  
21St Century ◽  
Tertiary Education ◽  
Academic Staff ◽  
Education Institution ◽  
Higher Learning ◽  
Capital Theory ◽  
Tertiary Institutions ◽  
Institutions Of Higher Learning

Quality education in Zimbabwe has remained one of the major demands in the system. This has therefore seen the majority of both academic and non-academic staff in institutions of higher learning advancing themselves in various courses and programmes. This study hence was conducted to explore opportunities and challenges experienced by adult individuals as they further pursue their studies. It was a case study of one tertiary education institution conducted within the framework of a qualitative research paradigm and also influenced by the human capital theory. Semi structured questionnaires and interviews were used to generate data from 20 participants that were purposively and conveniently targeted for the study. The major findings revealed that staff in tertiary institutions envy to advance themselves education wise. However, their efforts are being derailed by several challenges which unfold themselves socially, academically and economically, among others. The results further revealed that issues of institutions policy on manpower development were a cause of concern. Ultimately the study concluded that continued adult education in the 21st century is quite pivotal despite the challenges that these adults encounter. Recommendations put forth in the study, therefore include reconceptualization of institution policy on manpower development, availing financial resources and a variety of schemes for adult education

scholarly journals Is English becoming a threat to the existence of indigenous languages in institutions of higher learning in South Africa?

De Jure ◽  
2021 ◽  
Vol 54 (1) ◽  
pp. 1-30
Author(s):  
Anzanilufuno Munyai ◽  
Moses Retselisitsoe Phooko
Keyword(s):  
South Africa ◽  
Tertiary Education ◽  
Higher Learning ◽  
Indigenous Languages ◽  
Specific Reference ◽  
Constitutional Court ◽  
Learning Needs ◽  
Tertiary Institutions ◽  
Institutions Of Higher Learning ◽  
The University

This article provides a critique of the judgment of the Constitutional Court of South Africa in Gelyke Kanse v Chairperson of the Senate of the University of Stellenbosch1 with specific reference to the concept of transformative constitutionalism and the use of indigenous languages in tertiary education. The discussion further highlights the significant role played by one's own language in his or her day-to-day life encounters and argues that the wait has been too long to have one of the indigenous languages fully utilised in one of the tertiary institutions, amongst others. Finally, the paper recommends that the use of indigenous languages at institutions of higher learning needs to be given urgent attention by all stakeholders and can no longer remain at the mercy of those who are tasked with language policies at tertiary institutions.

scholarly journals Senior Lecturers’ Learning Mechanisms During Emergency Remote Teaching at Binus University

Humaniora ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 39-44
Author(s):  
Esti Rahayu ◽  
Devina Devina
Keyword(s):  
Foreign Language ◽  
Professional Growth ◽  
Online Teaching ◽  
Qualitative Method ◽  
Tertiary Education ◽  
Learning Mechanisms ◽  
University Level ◽  
The University ◽  
Shifting Boundaries

The research aimed to identify senior lecturers’ experiences with online teaching during ERT (Emergency Remote Teaching). The ominous Covid-19 forced tertiary education institutions in Indonesia to employ ERT, both synchronous and asynchronous online teaching, from March 2020. Not all existing lecturers were professionally ready for this change, specifically senior lecturers who had been teaching for more than 25 years. These senior lecturers entered into unfamiliar territory as they had been experiencing the drastic transition to ERT. This transition could be viewed as a learning process as they went through certain learning mechanisms. The qualitative method was used to examine the learning mechanisms of senior lecturers who have been teaching during this ERT. This method was appropriate, as it allowed an understanding of lecturers’ experience in their professional growth. This case study examined five senior lecturers who have been teaching English as a Foreign Language at the university level for more than 25 years. Data analysis followed the procedures developed by Braun and Clarke. The research finds that each lecturer experiences learning mechanisms, including identification, coordination, reflection, and transformation. During the identification, they learn to understand the needs to adapt, adopt, and change. They also experience different kinds of unfamiliar events that have to be faced. They adapt to the unfamiliar situation during the phase of coordination through reading, joining webinars (web seminars), and mentoring during the coordination. Each of them reflects on the process of shifting boundaries of their competencies or knowledge from previously teaching offline to online. The last learning mechanism is the transformation that leads to profound changes after experiencing disruptions in the current workflow. Those multiple disruptions shape them in facing ERT.

John W. Boyer, The University of Chicago: A History (Chicago: University of Chicago Press, 2015), 676pp. ISBN: 9780226242514

2017 ◽  
Author(s):  
Roger L. Geiger
Keyword(s):  
Higher Learning ◽  
University Of Chicago ◽  
Democratic Institution ◽  
American Universities ◽  
American Higher Education ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
History Of The University ◽  
The University ◽  
University Of Chicago Press

This chapter reviews the book The University of Chicago: A History (2015), by John W. Boyer. Founded in 1892, the University of Chicago is one of the world’s great institutions of higher learning. However, its past is also littered with myths, especially locally. Furthermore, the university has in significant ways been out of sync with the trends that have shaped other American universities. These issues and much else are examined by Boyer in the first modern history of the University of Chicago. Aside from rectifying myth, Boyer places the university in the broader history of American universities. He suggests that the early University of Chicago, in its combination of openness and quality, may have been the most democratic institution in American higher education. He also examines the reforms that overcame the chronic weaknesses that had plagued the university.

Some Thoughts on the Socratic Method

1984 ◽  
Vol 43 ◽  
pp. 6-7 ◽  
Author(s):  
Ethan M. Fishman
Keyword(s):  
Political Philosophy ◽  
Higher Learning ◽  
Political Scientist ◽  
Socratic Method ◽  
Teaching Techniques ◽  
Institutions Of Higher Learning ◽  
Question And Answer ◽  
History Of ◽  
Pedagogic Tool ◽  
The University

The Socratic method was the major pedagogic tool at the first great Western university, Plato's Academy, and continues to be respected, at least in theory, by teachers at our institutions of higher learning. Yet today many of Plato's heirs in the university community seem to hold several perhaps innocent but nonetheless serious misconceptions concerning the Socratic technique. As a political scientist interested in the history of political philosophy, I have developed some thoughts on this subject in response to repeated inquiries by colleagues and students alike.One popular inaccuracy describes the Socratic method as an openended question and answer process. Actually, the Socratic approach has a singular purpose, namely the search for truth, and it is this explicit goal rather than an informal procedure of give and take which distinguishes the Socratic method from other teaching techniques.

Sign in / Sign up

Export Citation Format

Share Document