scholarly journals DEVELOPMENT OF INNOVATIONS IN CONTINUING PROFESSIONAL EDUCATION

2021 ◽  
Vol 13 (3) ◽  
pp. 6-22
Author(s):  
I.O. Kotlyarova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Continuing Professional Education ◽  
External Factors ◽  
Self Organization ◽  
Lifelong Education ◽  
Educational Innovations ◽  
Force Majeure ◽  
Theoretical Foundations

The paper aims to study the methodological and theoretical foundations of the development of innovations in the field of continuing professional education (CPE). The methodological foundations of the study of the phenomenon of innovation in CPE (general laws of dialectics, systemic, synergetic and acmeological approaches) are identified and characterized. The external factors of the education sector cased by globalization, internationalization, digitalization and the “force majeure” of pandemic were determined and their influence on the development of CPE in the first quarter of the XXI century was revealed. The features of the current continuing education were revealed. They were developed both under the influence of environmental factors and as a result of internal tendencies of self-organization. On the basis of a theoretical analysis of the requirements for education caused by these factors, the types of CPE problems were formulated. The necessary nature of educational innovations was substantiated. The role of innovations in resolving the problems of continuing education was described. Typical modern innovations and their role in the development of continuing education as an aspect of a person's lifelong education were characterized.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

Advancing Practice through Continuing Professional Education: The Case for Reflection

2002 ◽  
Vol 65 (5) ◽  
pp. 237-241 ◽  
Author(s):  
Anne E K Roberts
Keyword(s):  
Continuing Education ◽  
Professional Practice ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Status Quo ◽  
Short Discussion ◽  
Discussion Paper ◽  
Essential Component ◽  
The Status ◽  
Reflection On Practice

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.

scholarly journals Educação permanente como instrumento de trabalho do profissional de saúde

2017 ◽  
Vol 2 (2) ◽  
pp. 41
Author(s):  
Ericka Pereira Braga da Silva ◽  
Fabiana Da Silva Nunes ◽  
Janaina Lopes de Sousa Bueno ◽  
Márcia Gonçalves da Silva ◽  
Paula Regina Batista da Silva ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Health Professional ◽  
Continuing Education ◽  
Present Article ◽  
Training And Development ◽  
Lifelong Education ◽  
Ministry Of Education ◽  
Professional Work

O educar permanentemente, tem como origem a educação utilizando métodos de educação em saúde, educação continuada e educação permanente, com o objetivo de identificar e definir ações educativas que contribuíam para uma qualificação, atenção e gestão em saúde, através de formação e desenvolvimento do profissional no setor. O presente artigo busca relatar o papel do profissional de saúde na educação permanente que qualifica à eficiência e prática integral na promoção a saúde com qualidade. Estudo descritivo com base de revisão da literatura de dados eletrônicos SCIELO, LILACS, Ministério da Educação, referente ao período de 2009 a 2015. Considerando a importância dessa metodologia como uma assistência para o profissional de saúde possa exercer seu papel de educador no seu âmbito de trabalho permanente.Descritores: Educação, Educação em Saúde, Promoção da Saúde.Permanent education as a health professional work instrumentAbstract: Continuing education is based on education using methods of health education, continuing education and lifelong education, with the objective of identifying and defining educational actions that contribute to a qualification, attention and management in health through training and development of the professional In the sector. The present article seeks to report the role of the health professional in the permanent education that qualifies the efficiency and integral practice in the promotion of health with quality. This study is based on a review of the electronic data literature SCIELO, LILACS, Ministry of Education, for the period from 2009 to 2015. Considering the importance of this methodology as an assistance for the health professional to be able to exercise his / her role of educator in its scope of study.Descriptors: Education, Health Education, Health Promotion.  Educación permanente como instrumento de trabajo del profesional de saludResumen: El educar permanentemente, tiene como origen la educación utilizando métodos de educación en salud, educación continuada y educación permanente, con el objetivo de identificar y definir acciones educativas que contribuían a una cualificación, atención y gestión en salud, a través de formación y desarrollo del profesional En el sector. El presente artículo busca relatar el papel del profesional de salud en la educación permanente que califica a la eficiencia y práctica integral en la promoción de la salud con calidad. Estudio descriptivo con base de revisión de la literatura de datos electrónicos SCIELO, LILACS, Ministerio de Educación, referente al período de 2009 a 2015. Considerando la importancia de esa metodología como una asistencia para el profesional de la salud pueda ejercer su papel de educador en su ámbito Trabajo permanente.Descriptores: Educación, Educación en Salud, Promoción de la Salud.

scholarly journals Crucial Directions of the Development of Continuing Education in Russia. Aspects of Quality

2019 ◽  
Vol 2 (2) ◽  
pp. 14-24
Author(s):  
Martynenko Elena Viktorovna ◽  
Parkhitko Nickolay Petrovich
Keyword(s):  
Continuing Education ◽  
Education System ◽  
Professional Education ◽  
Necessary Conditions ◽  
Structural Features ◽  
Educational Activity ◽  
Lifelong Education ◽  
Functional Relationships ◽  
Innovation Cycle ◽  
The Individual

Abstract The development of the lifelong education system is one of the most important areas of educational activity, which implies the continuity of processes in the systems of preschool, general secondary, primary, secondary, higher, postgraduate and additional professional education. The effectiveness and the possibility of educational activities are determined by the interconnections between the various stages of the innovation cycle, producers and consumers of services; firms, market, government and other social partners. Continuing education can be seen as part of a lifelong learning concept. Continuing education is not just a pedagogical system, characterized by certain structural features, functional relationships and teaching technologies, but also a specific component of the whole society. It becomes continuous, connected with life, and not just final, prescribed to a person during his studies at school, secondary school or university. The development of the lifelong education system allows creating all the necessary conditions to ensure the response of the education system to the dynamically changing needs of the individual, society, and the economy. In addition, many scientists note that the continuing education system plays an important role in the formation of personnel for the innovative development of Russian regions. The development of the lifelong education system is aimed at supporting the competent development of the individual, at implementing the concept of developing education. A competency-based approach to education creates all the necessary conditions for the diverse development of the individual, the formation of competencies and personal qualities that allow effective action in various life situations. The concept of lifelong education is based on the principles of continuity, flexibility, fast dynamics associated with changing needs in the labor market, for the implementation of education “not FOR life, but THROUGH life”. The article is devoted to the problem of implementation of continuing education in Russia and its impact on the quality of education in our country.

CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT

2018 ◽  
Vol 28 (3) ◽  
pp. 1111-1116
Author(s):  
Maria Spasova
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Financial Incentive ◽  
Continuing Professional Education ◽  
Credit System ◽  
Knowledge And Skills ◽  
Traditional Course ◽  
Eu Member States

The dynamics of today's world requires every one of us to maintain, upgrade and refine our knowledge and skills lifelong. For the nurses whose profession is regulated in the EU member states, as well in Bulgaria, continuing education is a key element of their professional development. One of the main objectives of the continuing professional education (CPE) is to contribute to the acquisition of new knowledge and skills in a way, appropriate to meet the needs of а present-day medical practice. The institution that organizes, coordinates, provides and registers continuing professional education of the health care professionals is Bulgarian Association of health professionals in nursing (BAHPN). There are different forms of professional educations – courses, congresses, conferences, seminars, ets. For estimation of the various forms of the continuing education in 2006 have been applied United Credit System (UCS), according to which for participation in each provided form credit points were given. The instrument for registration was the National Electronic Professional Register (NEPR).The aim of this study was to analyze retrospectively the trends in the development of continuing education of nurses in Bulgaria for a period from 2006 until the end of 2017. A database from NEPR with 86866 registered participations was used. Inclusion criterion included that health professionals were nurses, with or without registered CPE participations. The study employed retrospective analysis, documentary and statistical methods.The system of continuing professional education of the nurses in our country is an actively developing system that provides equal access and variety of forms of CPE, credited by BAHPN’s United Credit System. The most preferred form of CPE for the nurses was a traditional course. Participation in other forms of continuing education was under the expected levels and occupied a share of only 14.35% in the total structure of continuing education.The registered number of CPE participations for the observed period is a reason to designate nurses as "learning professionals". Despite the existence of some barriers to participation in continuing education, nurses accomplish their professional ethical commitment by actively building their knowledge and skills. The results of the survey revealed the need of measures to motivate nurses to participate more actively in the different forms of continuing education. Motivation could be achieved through interventions to provide support from the employer and colleagues as well as providing opportunities for sponsoring training and regulating a financial incentive to achieve higher competency.

scholarly journals Continuing Education for Lay Ministry: Providers, Beliefs, Issues, and Programs

2013 ◽  
Vol 28 (1) ◽  
Author(s):  
Leona M. English
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Lay Ministry ◽  
Religious Organizations ◽  
Education Programs ◽  
C Programs ◽  
Lay Ministers ◽  
Group B

Research into continuing professional education (CPE) has been a constant for many professionals, including those pastors and clergy who work in religious organizations. Continuing education for lay ministers (non-ordained) in churches, however, generally has not been given this close scrutiny or attention. This article reports on research conducted with 35 leaders of lay ministry education programs in Canada, to provide information on their (a) demographics as a group (b) attitudes toward church and church bodies, and the amount of support they received from the community, and (c) programs and their participants. This study contributes to an understanding of continuing education for lay ministry.

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