scholarly journals Žurnalistikos raštingumo ugdymas kaip aukštojo mokslo studijų programos dalis

2008 ◽  
Vol 47 ◽  
pp. 78-86
Author(s):  
Halliki Harro-Loit ◽  
Kadri Ugur
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Media Literacy ◽  
Education System ◽  
Media Education ◽  
Communication Policy ◽  
Education Curriculum ◽  
Education Programs ◽  
Higher Education Curriculum ◽  
The Media

Europos komunikacijos ir švietimo politikos dokumentuose nuolat kalbama apie žiniasklaidos raštingumą, kaip būtiną sąlygą, ugdant aktyvius piliečius ir sąmoningus vartotojus informacinėje visuomenėje. Esminį vaidmenį sistemingame žiniasklaidos raštingumo ugdyme atlieka formalioji bendrojo lavinimo švietimo sistema. Taigi, kyla klausimas, kokias kompetencijas turėtų įgyti būsimieji mokytojai studijų arba mokymų metu? Pagrindinis šio straipsnio tikslas – išsiaiškinti, kaip vykdomos universitetinių studijų programos žiniasklaidos ir komunikacijos srityje galėtų prisidėti prie žiniasklaidos raštingumo ugdymo programų aukštojo mokslo sistemoje.Autorės sutinka, jog žiniasklaidos raštingumo ugdymo programų įtraukimas į aukštojo mokslo studijų programas priklauso nuo nacionalinės žiniasklaidos ir švietimo politikos; jau vykdomų aukštojo mokslo bei tolesnio ugdymo programų; žiniasklaidos raštingumo ugdymo koncepcijos; vietinio žiniasklaidos konteksto.Remiantis žiniasklaidos ugdymo komponentais, autorės rekomenduoja žiniasklaidos raštingumo ugdymo modulių turinį būsimiems mokytojams. Tokiems moduliams sukurti, būtinos žiniasklaidos studijų ir pedagogikos žinios, kadangi visa programa pagrįsta žiniasklaidos ir pedagogikos diskursu. Media education as a part of higher education curriculum*Halliki Harro-Loit and Kadri Ugur SummaryEuropean communication and education policy documents repeatedly refer to media literacy as a prerequisite of successfully performing active citizens and conscious consumers in information society. Substantial part of the task to provide systematic media education lies on the formal school-based education system. Hence a question arises about the competences teachers should acquire at university or from further training courses. The aim of this article is to examine how existing university curricula on media and communication could contribute to the development of media education programs in higher education system.The authors take into consideration that the media education programs in curricula of a higher education system depend on the national media and education policy; already available programs in higher education curricula and further education projects; concept of media education in national curricula; local media context.Proceeding from the media education components the authors propose a possible content of media education modules that should be available for the students in teacher training. In order to create such modules media studies and pedagogy should be combined and the whole program should be embedded in the discourse of media and pedagogy.Key words: media education, media literacy, media education components, higher education curriculum, European communication policy

Media literacy in the system of the secondary education in Russia

2020 ◽  
Vol 41 (48) ◽  
pp. 393-401
Author(s):  
Ilia A. BYKOV ◽  
◽  
Maria V. MEDVEDEVA ◽  
Keyword(s):  
Secondary Education ◽  
Media Literacy ◽  
Education System ◽  
Media Education ◽  
School Level ◽  
Educational Standards ◽  
Main Attention ◽  
Russian School ◽  
Insufficient Attention ◽  
The Media

This article is devoted to the issue of media education in Russian school. The main attention is paid to the concepts of media education and media literacy. The authors have studied the issue of media literacy in the education system of Russia. They have discovered that today an insufficient attention is paid to the problem of media literacy and media education at the school level. The authors argue that the educational standards and the school textbooks do not take into account the need to teach methods of protection against manipulation in the media.

scholarly journals DEVELOPMENT OF HIGHER EDUCATION CURRICULUM IN SINGAPORE EDUCATION SYSTEM

2020 ◽  
Author(s):  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Education System ◽  
Learning Activities ◽  
Education Curriculum ◽  
Teaching Materials ◽  
Higher Education Curriculum ◽  
National Education ◽  
National Education System ◽  
System P ◽  
Strategic Role

The curriculum is one component that has a strategic role in the national education system. Thehigher education curriculum is a set of plans and arrangements regarding the objectives, content,and teaching materials and ways used as guidelines to organize learning activities to achievehigher education goals. Different education systems in each country are important elements inthe key to the success of education in a country. One country that competes with Indonesia is theSingapore Education system.

scholarly journals Implementation of media education and media literacy in the modern education system of Ukraine

2021 ◽  
pp. 27-33
Author(s):  
E. Subota
Keyword(s):  
Higher Education ◽  
Media Literacy ◽  
Education System ◽  
Personal Development ◽  
Higher Education Institutions ◽  
Media Education ◽  
Practical Significance ◽  
Education Development ◽  
European Values ◽  
State Educational

The aim of this paper is to substantiate the prospects for the implementation of media education and media literacy in the modern Ukrainian education system. The article examines the domestic experience of implementing media into the education system, the particular features of the formation of media literacy in the students learning in higher education institutions of Ukraine. The term “media education” is defined as the process of personal development with assistance and on the material of the mass media samples resulting in shaping media literacy. The relevance of the problem of introduction of media education and media literacy in the education sphere prompts the need to introduce the additions to the academic plan that would present relevant components that refer to the development of students’ readiness for full interaction with the modern media system and media technologies usage. The methodology. In the research, we applied such methods of scientific cognition as analysis, synthesis as well as statistical and descriptive methods. We also applied analytical methods of generalizing various scientific concepts presented by experts in media education, media literacy and media competence. It is mandatory that the introduction of lectures, relevant courses and seminars, discussion clubs for students, conferences and “round tables” on media education, and conducting various cultural and educational activities for the population on the discussed subject should be actively promoted. The results. The specific needs and priorities of media education development have been determined in regard to the European values implying counteracting information threats from external sources. The introduction of media education in higher education institutions should become a crucial component of wise state policy. The relevance of media literacy as one of the main priorities of the state educational policy in students’ education at the present stage has been defined and proved. The topicality of this work lies in the generalization of a comprehensive strategy for the development of media education and media literacy in primary and secondary schools, in higher education institutions and public organizations. The practical significance of this study is development of theory and improvement of the strategy of media education and media literacy in higher education.

Semantic Computing for Education

2015 ◽  
Vol 09 (03) ◽  
pp. 395-413 ◽  
Author(s):  
Jennifer Jin ◽  
Mira Kim ◽  
Pete Rivett
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching Material ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Vast Amount ◽  
Different Types ◽  
E Learning ◽  
K 12 ◽  
Semantic Computing

There are challenges educators face in delivering the vast amount of teaching material to students. Using ontologies could solve some of these issues. We survey different types of ontologies available that could aid educators teach students. We discuss how ontologies may help improve the education system for K-12, higher education, curriculum creating, e-learning, etc. We analyze the efficacy of the ontologies available as well as the challenges educators face and how to make improvements.

scholarly journals DEVELOPMENT OF HIGHER EDUCATION CURRICULUM IN THAILAND EDUCATION SYSTEM

2020 ◽  
Author(s):  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Education System ◽  
Education Curriculum ◽  
Teaching Materials ◽  
Education Systems ◽  
Higher Education Curriculum ◽  
System P ◽  
Strategic Role ◽  
Education Goals

The curriculum is one component that has a fairly strategic role in the education system bothnationally. The higher education curriculum is a set of plans and arrangements regarding theobjectives, content, and teaching materials and ways used as guidelines for organizing learningactivities to achieve higher education goals. Different education systems in each country areimportant ingredients in the key to the success of education in a country. One country thatcompetes with Indonesia is the Thai Education system.

scholarly journals DEVELOPMENT OF CURRICULUM OF HIGHER EDUCATION (3 COUNTRIES)

2020 ◽  
Author(s):  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Education System ◽  
Education Curriculum ◽  
Teaching Materials ◽  
Education Systems ◽  
Higher Education Curriculum ◽  
Strategic Role ◽  
Education Goals

The curriculum is one component that has a fairly strategic role in the education system bothnationally. The higher education curriculum is a set of plans and arrangements regarding theobjectives, content, and teaching materials and ways used as guidelines for organizing learningactivities to achieve higher education goals. Different education systems in each country areimportant ingredients in the key to the success of education in a country. One country thatcompetes with Indonesia is Thailand, Malaysia, and Singapore.

scholarly journals DEVELOPMENT OF HIGHER EDUCATION CURRICULUM IN MALAYSIA EDUCATION SYSTEMS

2020 ◽  
Author(s):  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Education System ◽  
Education Curriculum ◽  
Education Systems ◽  
Good Education ◽  
Higher Education Curriculum ◽  
System P ◽  
Education Goals

The curriculum is one component that has a satisfying role in a good education systemnationally. The education curriculum is a separate plan and regulates the objectives, content, andteaching materials as well as the methods used to guide the implementation of learning activitiesto achieve higher education goals. Different education systems in each country are importantingredients in the key to the success of education in a country. One country that competes withIndonesia is the Malaysian Education system.

scholarly journals Intercultural and Media Literacy: Global Tendencies in Metacontent of Teacher Education in Latvia

2010 ◽  
Vol 1 (1) ◽  
pp. 109-132 ◽  
Author(s):  
Inga Belousa ◽  
Alnis Stakle
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Media Literacy ◽  
Media Education ◽  
Education Curriculum ◽  
European Higher Education Area ◽  
Teacher Education Curriculum ◽  
European Higher Education

Abstract Under the influence of processes of globalisation, higher education in the countries of Europe, including Latvia, has been reshaped, restructured, re-evaluated and reoriented towards the establishment of a European higher education area. New issues have emerged at both the content and metacontent level, the most significant of which are intercultural and media literacy matters. Considering the tendencies of globalisation, this article focuses on the issues of intercultural and media literacy as a metacontent of teacher education. The article introduces the teachers’ view and experience of intercultural and media education in Latvia and frames several suggestions to implement intercultural and media literacy in the teacher education curriculum.

Assessing university student perceptions and comprehension of climate change (Portugal, Mexico and Mozambique)

2017 ◽  
Vol 9 (03) ◽  
pp. 316-336 ◽  
Author(s):  
Fernando Morgado ◽  
Paula Bacelar-Nicolau ◽  
Jaime Rendon von Osten ◽  
Paulo Santos ◽  
Leonor Bacelar-Nicolau ◽  
...  
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Student Perceptions ◽  
Education System ◽  
Critical Role ◽  
Cultural Dimensions ◽  
Education Curriculum ◽  
Content Type ◽  
Higher Education Curriculum ◽  
Higher Education System

Purpose Higher education system has a critical role to play in educating environmentally aware and participant citizens about global climate change (CC). And, as shown by the 21st Conference of the Parties of the UN Convention on Climate Change – COP 21, held in Paris in December 2015, there is still a path to be followed regarding the role played by universities in the negotiations and in influencing decision-making on a matter of such global importance. The purpose of this first study conducted within Portuguese (Europe), Mexican (Spanish-speaking North America University) and Mozambican (Africa) universities is to investigate higher education system students’ perceptions on CC. Design/methodology/approach The data were collected through a questionnaire aiming at characterising students from the socio-demography, and from their perceptions, motivations, attitudes and knowledge relating to the topic of CC. Statistical analysis was used to compare and characterise the three national groups under study. Findings This study did not show significant perception differences among the analysed subsamples, although there was a tendency for Mexican students to express lesser belief that CC was happening, and for Mozambicans to show a greater belief in CC issues and motivation to mitigate its effects which may be related to the specifics contexts. The results show that relevant differences among nationalities mostly concerned the magnitude of choices (e.g. most respondents of each nationality expressed interest in CC issues, but the magnitude of this expression differed according to nationality). The principal component analysis (second and third components) clearly embodied nationality profiles (discussed in the context of different cultures, educational structures and CC impacts). Research limitations/implications Further research is warranted to understand the integration of CC into higher education curriculum to improve and target educational efforts to suit students’ needs. Practical implications How CC perceptions vary cross-nationally and how research studies that examine the integration of CC into higher education curriculum are areas for which more research is needed. Originality/value The results highlight the importance of socio-cultural dimensions of each country in relation to the understanding or perception of CC issues, namely, in what concerns aspects related with gender roles, age, active learning and citizenship. This study’s data evidenced that despite the surveyed students being familiarized with CC phenomena, this knowledge does not translate necessarily into concrete mitigation practices and behaviours.

The main directions of educational policy of Finland

2020 ◽  
Vol 11 (2) ◽  
pp. 6-13
Author(s):  
K. E. Stupak ◽  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Decisive Role ◽  
The State ◽  
Vocational Education And Training ◽  
State Education Policy ◽  
Role Of The State ◽  
State Education

The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training.

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