scholarly journals LIFELONG LEARNING - A FACTOR OF PROFESSIONAL REALIZATION

2020 ◽  
Vol 1 ◽  
pp. 238-243
Author(s):  
Mariya Teneva ◽  
Zlatka Zhelyazkova
Keyword(s):  
Lifelong Learning ◽  
Knowledge Society ◽  
Education Institution ◽  
Practical Training ◽  
Professional Qualification ◽  
Vocational Qualification ◽  
Wide Range ◽  
Faculty Of Education ◽  
One Year ◽  
The University

The article deals with the problem of full professional realization of the personality based on permanent enrichment of knowledge, skills and competences. The modern man lives in a society defined as a "knowledge society." In order to keep up-to-date in the labor market, where some professions are losing their importance and the need for new ones is created, they are faced with the need to learn throughout their whole life. The article presents the results of an empirical study. The study covers 66 graduate students in a one-year specialization to acquire a new vocational qualification "teacher", who study at the Faculty of Education at Trakia University in Stara Zagora, Bulgaria. The results indicate that the sustainability of the idea of lifelong learning is being considered and realized by representatives of different generations. The age of the respondents varies over a very wide range – from 23 to 56 years of age. The persons surveyed clearly differentiate the strengths and weaknesses of their studies at the university. They express their satisfaction with the theoretical and practical training they have received in the higher education institution. They unambiguously define their motives for acquiring a new professional qualification – from the realized opportunity for a new professional realization, competitiveness in the labour market, desire for change, to the realization of an unfulfilled dream.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

Practical Training of Students and Mentors' Evaluations/Praktična izobrazba studenata i mentorska evaluacija

2014 ◽  
Vol 16 ◽  
Author(s):  
Monika Govekar Okoliš
Keyword(s):  
Lifelong Learning ◽  
International Exchange ◽  
Practical Training ◽  
High Quality ◽  
The University

AbstractThis article presents the practical training of students at the University of Ljubljana in Slovenia. It talks about the new features and goals of such training, and the connection between practical training and lifelong learning. In addition, international exchange opportunities for students during their practical training are described. And last but not least, there is a section about the importance of high-quality practical training based on the findings mentors have arrived at through their experience, and on a series of evaluations of practical training.Key words: evaluation in practical training; international exchange; practical training and lifelong learning; quality practical training.---SažetakOvaj članak govori o praktičnom osposobljavanju studenata Sveučilita u Ljubljani u Sloveniji. Predstavljene su nove značajke i ciljevi praktične obuke, zatim veza između praktičnoga osposobljavanja i cjeloživotnoga učenja. Osim toga, opisane su mogućnosti međunarodne razmjene za studente tijekom njihove prakse. Na kraju, ali ne manje važno, u radu se govori i o važnosti kvalitetne stručno-pedagoke prakse s obzirom na spoznaje do kojih su mentori doli na temelju svojih iskustava i niza procjena praktičnoga osposobljavanja.Ključne riječi: kvaliteta praktične izobrazbe; međunarodna razmjena; vrednovanje praktičnoga osposobljavanja; praksa i cjeloživotno učenje.

FUTURE EDUCATORS’ LEARNING TRENDS AT THE UNIVERSITY: HOW IMPORTANT AND SIGNIFICANT THE LEARNER’S EXPERIENCE IS?

2019 ◽  
Vol 1 ◽  
pp. 89
Author(s):  
Remigijus Bubnys
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Education Institution ◽  
Practical Experience ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Learning Context ◽  
Self Reflection ◽  
The University ◽  
Specific Learning

The structure and content of studies at a higher education institution, educating specialists in the field of education studies, are more oriented to subject-centred rather than pedagogical preparation; insufficient attention is paid to students’ practical training, where through self-reflection and reflection students’ sensations turn into experience. The problematicity lies in the fact that often students’ practical experience is limited only to technical skills applied in concrete situations; the basis is mechanical learning, when the focus is on theoretical knowledge gained at the university, which is not integrated with the students’ experience outlived earlier or during practice. On the other hand, theoretical knowledge is often not related to the practical activity. The results of the quantitative research disclose future educators’ teaching and learning trends at the university by analyzing, assessing and linking learners’ outlived experience with a specific learning context.  

Zakład Teorii Wychowania Estetycznego na Uniwersytecie Warszawskim 1967–2007. Nadzieje – spełnienia – porażki

2018 ◽  
Vol 62 (4 (246)) ◽  
pp. 17-40
Author(s):  
Irena Wojnar
Keyword(s):  
General Education ◽  
Aesthetic Education ◽  
Educational Opportunities ◽  
Theoretical Structure ◽  
Wide Range ◽  
History Of ◽  
Practical Experiences ◽  
Faculty Of Education ◽  
Doctoral Dissertations ◽  
The University

The article presents the 50-year history of the Theory of Aesthetic Education Unit established in 1967 within the Chair of General Education at the Faculty of Education at the University of Warsaw. In those days, the issues studied at the Theory of Aesthetic Education Unit were innovative, connected with the quest for the restoration of education and the formation of the integral man. They also expressed the expectations and hopes that were widespread in Poland after 1956. Moreover, those issues correlated with the revelation of the idea of “education for the future”, consolidating the meaning of the “inspirational duty of education”. The Unit’s activities were reflected in research studies, doctoral dissertations and publications, as well as in the practical experiences, in terms of university and school education and cooperation with teachers and institutions involved in the diffusion of culture. The article shows how, in difficult and historically variable circumstances, an interdisciplinary theoretical structure was shaped, simultaneously with an integrated pedagogical process. This concept, inspired by the classical thought of Polish and foreign authors, reveals a wide range of educational opportunities for art in an interdisciplinary perspective, as well as in the form of distinct artistic disciplines. Art education is understood as education towards and through art; it is the foundation of the humanistic orientation of educating the integral man, enriching general education.

scholarly journals Linguistics Undergraduate and Postgraduate Courses: Experience of Lancaster University (UK)

2016 ◽  
Vol 6 (1) ◽  
pp. 61-66
Author(s):  
Olga Komochkova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Further Education ◽  
Independent Learning ◽  
Wide Range ◽  
Self Study ◽  
Subject Areas ◽  
The Uk ◽  
The University

Abstract The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.

scholarly journals EDUCATION AND BUSINESS PARTNERSHIP: IN SEARCH OF NEW FORMS OF INTERACTION

2020 ◽  
pp. 7-16
Author(s):  
Liudmyla Khoruzha ◽  
Olena Tadeush
Keyword(s):  
Staff Development ◽  
Alternative Education ◽  
Educational Program ◽  
Educational Institutions ◽  
Practical Training ◽  
Corporate Education ◽  
Business Partnership ◽  
Wide Range ◽  
Strategic Goals ◽  
The University

The article analyzes modern approaches to the partnership interaction between education and business, characterizes the specific features and modern forms of partnership interaction between higher educational institutions and business corporations. The authors have established that the partnership between higher education and business is a very specific type of cooperation and involves a wide range of activities, multifaceted goals and multifunctional opportunities. The researchers emphasize that establishing a productive mechanism for cooperation between universities and business will increase the efficiency of educational activities and develop ways of technology transfer to production, because this partnership is mutually beneficial, since the university receives additional financial resources and practical focus of its activities and the company gets qualified professionals and advanced technologies. The authors have described the Master’s Educational and Professional Program «Corporate Education and Staff Development» in Specialty 011 «Educational, Pedagogical Sciences». The purpose of the educational program is to provide theoretical and practical training for the specialists capable of creating and operating alternative education systems in corporations and enterprises that provide training, advanced studies and continuous development of the staff in accordance with the strategic goals and objectives of these institutions. The authors have presented the content of the educational program, competencies and program outputs, a selective block of educational disciplines and prospects for employment of graduates.

scholarly journals Michael John O'Hara. 22 February 1933 — 24 November 2014

2015 ◽  
Vol 61 ◽  
pp. 305-330
Author(s):  
David Rickard
Keyword(s):  
Earth Science ◽  
Experimental Petrology ◽  
Igneous Petrology ◽  
Cambridge University ◽  
Wide Range ◽  
Distinguished Research ◽  
One Year ◽  
The Uk ◽  
The University ◽  
Head Of Department

Michael John (Mike) O'Hara was born in Sydney, Australia, but came to the UK when he was one year old. He received his BSc and PhD degrees from Cambridge University. He was appointed assistant lecturer at the Grant Institute of Geology at Edinburgh University in 1958, where he rose to a personal chair in 1970. He moved to the University College of Wales Aberystwyth in 1978 as Head of Department and was appointed Distinguished Research Professor at Cardiff University in 1993. Mike O'Hara was one of the leading igneous petrologists of his generation, a pioneering mountaineer and eminent science administrator. He made fundamental contributions to a wide range of topics in igneous petrology, including identifying rocks from the Earth's deep mantle, experimental petrology, the primary magma problem and mathematical modelling of igneous rock formation. Mike O'Hara's name is legendary in climbing circles because he made the first ascents of 39 of the finest rock climbs in the UK. As a national science administrator he was mainly responsible for the present profile of Earth science teaching and research in UK universities.

scholarly journals Changing the Admission Process of Subject Teacher’s Pedagogical Studies: A Case Study at the University of Oulu

2013 ◽  
Vol 1 (5) ◽  
pp. 479-501
Author(s):  
Eila Jeronen ◽  
Merja Karjalainen ◽  
Heikki Kuoppala ◽  
Minna Sääskilahti ◽  
Helena Tirri
Keyword(s):  
Teaching And Learning ◽  
Learning Theories ◽  
Constructivist Teaching ◽  
Admission Process ◽  
Wide Range ◽  
Humanities Faculty ◽  
Faculty Of Education ◽  
The University ◽  
New Student

This qualitative case study aims to obtain information about the conceptions of the students and university staff concerning the new student admission process of subject teacher education at the University of Oulu. The new process was developed based on constructivist teaching and learning theories. A total of 206 students and 51 university teachers from the Faculty of Humanities, Faculty of Education and Faculty of Natural Sciences participated in the research voluntarily. The data were collected by questionnaires in 2010–2012. It was analysed by the deductive and inductive content analysis method. Based on the conceptions of the respondents, the guidelines for student admission are quite adequate. The new admission criteria (opening speech, interaction skills, motivation, conception of schoool and learners, and academic skills) were evaluated to be suitable for the purpose. The wide range of skills required for working as a teacher was found to be well reflected in the criteria. Most students and interviewers thought that the students participated in and directed the discussions actively. Positive characteristics of students and supportive behaviour of the interviewers helped discussion along. The goal of the new student admission process was to remove the differences in student admission processes and criteria between different faculties at the University of Oulu. It seems that this was successful. Most respondents evaluated the new admission process as useful.

scholarly journals The Reform of Teacher Education at the University of New Brunswick: Why and How?

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Mark Hirschkorn ◽  
Alan Sears ◽  
Sharon Rich
Keyword(s):  
Teacher Education ◽  
New Brunswick ◽  
Education Students ◽  
Education Literature ◽  
Number Of Factors ◽  
Education Community ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
One Year ◽  
The University

In the fall of 2008, the Faculty of Education at the University of New Brunswick implemented its ‘new’ Bachelor of Education program. This was precipitated by a number of factors including pressure from the education community in New Brunswick, streamlining due to declining faculty numbers, and a drive to incorporate recommendations drawn from recent teacher education literature. Two of the changes made were: (a) the program is now completed in 1 year (formerly 2 years); (b) education students complete a one year practical component at the same time they complete their on campus components. The article concludes with some implications for faculty at other institutions who may be asking themselves – are they ready to make changes in their programs?

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