scholarly journals Analysis of nutrition (and food) education syllabus of nutrition undergraduate courses

2016 ◽  
Vol 29 (6) ◽  
pp. 885-897 ◽  
Author(s):  
Elisabetta RECINE ◽  
Erika Blamires Santos PORTO ◽  
Patrícia Martins FERNANDEZ ◽  
Maína Ribeiro PEREIRA
Keyword(s):  
Higher Education ◽  
Nutrition Education ◽  
Higher Education Institutions ◽  
National Curriculum ◽  
Social Representation ◽  
Educational Process ◽  
Theory And Practice ◽  
Reference List ◽  
Cross Sectional ◽  
Food Education

ABSTRACT Objective: To analyze the Nutrition Education discipline syllabus in Nutrition undergraduate courses in Brazil. Methods: This is a qualitative, exploratory, descriptive cross-sectional study, carried out in the form of survey. A letter of invitation was sent to higher education institutions that had at least one class that graduated by the end of the first semester of 2010 and provided the Nutrition education discipline syllabus. The software Analyse Lexicale par Contexte d'un Ensemble de Segments de Texte (Image, Toulouse, França) version 4.7 was used in the textual data analysis of the syllabuses, and the social representation theory was adopted as the theoretical model. Results: Data were obtained from 46 participant higher education institutions (11.7%), of which 18 were public institutions. Lexical analysis revealed the formation of two independent axes, which were composed respectively of words from the reference list of relevant books and articles included in the discipline syllabus and words related to the discipline program, indicating a lack of association between "reference list" and "text". As for the syllabus content, it was observed that the educational process should be composed of analysis, planning, and implementation, but these three steps (defined by classes) do not seem to be related or connected to each other, demonstrating a nutrition (and food) education teaching gap. Conclusion: This analysis revealed the need to restructure the nutrition education syllabuses to promote greater integration between theory and practice. However, in order to ensure higher qualification and competence of future professionals, it is suggested deeper consideration including the political-pedagogical projects of nutrition undergraduate programs and the Diretrizes Curriculares Nacionais (National Curriculum Guidelines).

scholarly journals Assessing the Learning Administration of Higher Education Institutions by Graduates’ Turn-Out and Learning Outcomes: Theory and Practice

2021 ◽  
Vol 25 (1) ◽  
pp. 69-90
Author(s):  
Aleksandr I. Bokarev ◽  
Еlena S. Denisova ◽  
Ivan A. Ignatovich ◽  
Aleksandr Yu. Kazakov
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Management System ◽  
Higher Education Institutions ◽  
Learning Management System ◽  
Educational Process ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Educational Trajectories ◽  
Learning Management

Introduction. This article describes how universities are fulfilling their training assignments. Its relevance is determined by the growing need of teachers to correlate the learning results of specialists-to-be with learning assignments. The aim of the article is to describe a method for assessing the learning management system of higher education institutions by analysing learning outcomes and graduates’ turn-out. Materials and Methods. The study relies on the collection and analysis of the results of specialists’ training between 2015 and 2019. The joint use of the obtained data and methods of normative forecasting and interpolation allowed the authors to calculate and measure the intermediate results relative to the final ones, to build educational trajectories, which made it possible to evaluate the learning management system by dealing with training results and graduates turn-out. Results. For the first time the authors of the article showed that the measured results demonstrated not only the scope of specialists’ training and graduation, but they evaluated management of the educational process and developed necessary management decisions to regulate standards and measures for specialists’ training and graduation according to the specified final results. Discussion and Conclusion. The conclusions contribute to the development of the concept of learning management systems, provided that there are specified final results of the specialists’ graduation. Findings are of interest to the scientific and pedagogical community, professors, teaching staff and leadership of educational institutions.

scholarly journals Forming Students’ Professional Legal Competency in the Context of European Universities’ Experience

2016 ◽  
Vol 6 (4) ◽  
pp. 62-67
Author(s):  
Sergiy Yashchuk
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Worker ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Theory And Practice ◽  
Independent Learning ◽  
Social Risk ◽  
Modern Approach ◽  
Legal Competency

Abstract The article deals with theoretical analysis of the educational process in European higher education institutions in the context of forming future social workers’ professional legal competency. Based on the study of scientific and reference sources the author has defined the peculiarities of the educational process in the most popular higher education institutions of European Union, offering Bachelor’s and Master’s degrees in Social Work, namely, social and technical division of labour based on the interdisciplinary relations (theoretical and practical learning, pre-professional research constituent during placements); stipulating for a less ethnocentric understanding of social problems; training of a social worker able to skillfully provide individuals, families, organizations and communities with social support to achieve optimal social functioning in a society; analysis of aims and objectives of modern social work in the local and global context of promoting human rights and social justice; application of social work methods with a focus on client participation in the process of changing; reflection of learning and professional experience and independent learning to develop professional skills of a social worker; obtaining specialization in social programmes and projects management aimed at optimizing social integration of social risk groups, such as the disabled, and supporting individuals, groups and communities (to help realize one’s potential, achieve social and economic justice, prevent one’s dysfunctions); accordance of doctrinal and operative education standards that reflect a modern approach to social work - an applied social science with various principles, values, theory and practice methodology.

scholarly journals Interactive Methods of Teaching the Humanities in Higher Education Institutions

2020 ◽  
Vol 4 (12) ◽  
pp. 53-57
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Higher Education Institutions ◽  
Fish Bone ◽  
Educational Process ◽  
Theory And Practice ◽  
Team Work ◽  
Interactive Methods ◽  
Professional Activity ◽  
Learning Methods

The article analyzes modern methods of interactive teaching of humanities in higher education institutions. A characteristic feature of interactive learning is the constant, active interaction of all participants in the educational process (teacher - student, teacher - students, students - students). It focuses on the fact that student-centered learning requires teachers to use the latest methods, providing the maximum connection of theoretical information with its practical application, the development of professional skills by directly solving cases and problematic situations. Characteristic of modern higher education is the development of critical thinking of students using such methods as "Fish bone", Bloom's daisy, Bloom's cube, Brainstorming, six hats of de Bono thinking and more. Interactive learning is based on a personal-activity approach that focuses on the use of both situational and nonsituational learning methods. Extremely important for professional activity and team work is the ability to express their own ideas and prove their viability. For this purpose, teachers of higher education institutions use such methods as debate, aquarium, PRES method, discussions, "Choose/change position", etc. The creative component of education is an integral part of professional development. With this in mind, the article analyzes such forms of student work as writing essays, syncveins, diamonds, portfolios, etc. Interactive learning methods motivate participants in the learning process to learn, stimulate their independent thinking and decision-making, develop imagination and cognitive interest. These methods can create an educational environment in which theory and practice are acquired simultaneously, contributing to critical and logical thinking, the formation of personality.

scholarly journals Student-oriented Learning and “Living Values” of the University: Strategic Interaction

2020 ◽  
Vol 7 (4) ◽  
pp. 387-399
Author(s):  
Galina A. Kulikovskaya ◽  
Nina A. Kulikovskaya
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Strategic Interaction ◽  
Educational Programs ◽  
Project Based Learning ◽  
Educational Process ◽  
Theory And Practice ◽  
Sociological Research ◽  
The University ◽  
Russian Universities

The purpose of the article is to consider possible ways to improve the effectiveness of student-oriented education in Russian universities through strategic interaction with the basic principles of their life. It is well known that the involvement of students in the management of higher education institutions (HEIs), their active participation in determining the individual trajectories of their professional training increases the motivation of students, and therefore the quality of education. To do this, it is necessary not only to fix the principles of student self-government in the local regulations of the University, but also to build mechanisms for implementing these principles. In particular, this can be expressed in the structure and content of educational programs developed in accordance with educational standards, consisting of a mandatory part and a part formed by participants in educational relations. Project-based learning will help bridge the gap between theory and practice in teaching students. Inclusive education should be provided not only with infrastructure, but also with special training of teachers and the inclusion of specialized adaptation modules in educational programs. To ensure quality control of students ' knowledge, the professional level of teachers and the organization of the educational process, intra-University quality management systems for training specialists are being created.an important element of this system should also be the structure of student self-government. It is also necessary to understand that student-oriented learning is not limited to the educational process, but covers the organization of campus life, the possibility of self-realization of students in various public organizations, in creative teams, i.e. it is inextricably linked to the entire system of principles, goals, priorities - the Living Values of the University. In the context of improving the competitiveness of education in Russian universities, the article identifies and justifies ways to improve the effectiveness of student-oriented learning. In particular, there was a high demand for the possibility of students influence on their individual learning paths, self-realization through participation in projects, both in the educational process and in public life. The research uses the results of sociological research based on surveys of students and teachers, including online surveys, as well as the practice of organizing the educational process and extracurricular activities in Russian universities. The results obtained can be used to further improve the development strategies of higher education institutions, including to increase their attractiveness for foreign students.

scholarly journals REVIEW for a collective monograph «PSYCHOLOGICAL SUPPORT AND SOCIO-PEDAGOGICAL WORK IN EDUCATION: THEORY AND PRACTICE» (2020)

2021 ◽  
pp. 380-383
Author(s):  
Tetiana Kochubey
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Scientific Publication ◽  
Practical Experience ◽  
Educational Process ◽  
Psychological Support ◽  
Theory And Practice ◽  
Education Theory

Review of the collective monograph «Psychological support and socio-pedagogical work in education: theory and practice», which is the result of cooperation of higher education institutions, institutions of general secondary education, health and recreation institutions in the theoretical generalization and coverage of practical experience of psychological support and social – pedagogical patronage of participants in the educational process, as well as the relevant specialists training. The monograph is classified by the topics: «Professional training of future specialists in socionomic professions in a higher education institution», «Social and psychological support for people with disabilities», «Innovative socio-pedagogical technologies in terms of health and recreation». The scientific publication will be useful for teachers and students of higher education institutions, teachers, social educators, psychologists, social workers, teachers-organizers, as well as help to find effective ways to improve social policy and social work.

scholarly journals TRADITIONAL AND INNOVATIVE LEARNING IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE: ADVANTAGES AND DISADVANTAGES

2021 ◽  
Vol 1 (194) ◽  
pp. 78-84
Author(s):  
Maryna Volikova ◽  
◽  
Olha Bratanych ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Innovation Process ◽  
Education Institution ◽  
Training System ◽  
Educational Process ◽  
Theory And Practice ◽  
Advantages And Disadvantages ◽  
Research Activities ◽  
Innovative Learning

The article provides a comparative analysis of traditional and innovative learning systems; highlights the features, content, advantages and application limits of innovative educational technologies in the optics of modern concepts of pedagogical theory and practice. The content characteristics of the concept of «innovative learning» and the regularities of its course have been defined. The authors of the article define the concept of «innovative learning» in universities as a «futures», advanced training system that adequately correlates with a higher degree of development of a society that is constantly evolving and has the goal of advanced development of the personality and training a specialist who would be able to function effectively in such a society. Innovative learning in higher education provides full or partial digitalization of the educational process. The advantages and disadvantages of traditional and innovative learning have been highlighted. The requirements for the implementation of innovation in the educational process of higher education institutions have been formulated. It has been proved that modern higher education should take into account the processes that carry innovative changes, including: the introduction of analytical and information and communication learning tools, computer technologies, the involvement of teachers and students in research activities. It has been found that the quality of the implementation of the innovation process is conditioned by its goals, methods and means, knowledge and abilities, lecturers' and students' interest in achieving good results. In order for innovative learning to be truly innovative, a modern teacher of a higher education institution should have effective modern means of transferring knowledge and skills to students; organizational skills to plan and implement pedagogical impact; the ability to establish proper relationships with students, to organize and direct their activities; the ability to persuade; possess profound knowledge not only in his subject area, but also have a broad erudition. Acquiring a high level of professional qualification is a long and difficult process. The article concludes by stating the need to find an optimal balance between traditional and innovative learning, rational use of the advantages of each of them, based on the realities of each particular university.

scholarly journals PROFESSIONAL AND AESTHETIC READYNESS OF FUTURE PRIMARY SCHOOL TEACHERS FOR PEDAGOGICAL ACTIVITY

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Nadia Novoselska ◽  
◽  
Oksana Pavlyuchyk ◽  
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Theory And Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
National Education ◽  
National Education System ◽  
Creative Self

In the context of modernization of the national education system there is a need to rethink the experience of theory and practice of training primary school teachers. In the Concept of artistic and aesthetic education of students in secondary schools of Ukraine the purpose of artistic education of the younger generation acquires a new humanistic sound. It is ensured through the perception of works of domestic and foreign art, through the practice of artistic activity and is aimed at forming students' personal and artistic attitude to art, their artistic and figurative thinking, enhancing the need and ability for artistic and creative self-realization and spiritual self-improvement. Students of pedagogical faculties of higher education institutions must have formed moral and aesthetic orientations and clear criteria for evaluating the beautiful in art and the world around them. Future specialists must lay the foundations of pedagogical skills; they must become carriers of aesthetic culture. Therefore, the concept of professional and aesthetic readiness of future primary school teachers today requires a precise understanding of its essence, structure and possibilities of formation in the educational process of higher education. The article considers the problem of professional and aesthetic readiness of future primary school teachers for pedagogical activity. The essence and structure of professional and aesthetic readiness of future specialists are characterized. Theoretical and methodological bases of enhancing professional and aesthetic readiness of the students of pedagogical faculties at higher education institutions are revealed. The structural components of professional and aesthetic readiness of future primary school teachers to carry out pedagogical activities are determined. It is proved that the process of formation of professional and aesthetic readiness of future specialists should be carried out taking into account national features, ethnic traditions, which will be directly included in the process of aesthetic and cultural activities of students. The main requirements for professional and pedagogical training of future primary school teachers are summarized.

First-time adoption of International Public Sector Accounting Standards by Russian universities: Practical aspects

2020 ◽  
Vol 23 (4) ◽  
pp. 364-383
Author(s):  
L.I. Kulikova ◽  
I.I. Yakhin
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Financial Reporting ◽  
Higher Education Institutions ◽  
Accounting Standards ◽  
Educational Process ◽  
Academic Excellence ◽  
Public Sector Accounting ◽  
First Time ◽  
Russian Universities

Subject. This article examines the practice of first-time applying the International Public Sector Accounting Standards (IPSAS) by Russian higher education institutions. Objectives. The article aims to identify and address the problems associated with such application, and conduct a critical analysis of Russian universities' compliance with the requirements of the International Standards on their first-time adoption. Methods. For the study, we used observation, systematization, and a comparative analysis. Results. The article examines and describes the practical experience of the first-time use of IPSAS in the preparation of reporting by Russian educational institutions participating in the Russian Academic Excellence Project (5Top100 Project). It presents the results of the most typical reclassification adjustments of reporting items made by the universities when preparing their inductive statements of financial position as of the date of transition to IPSAS. Conclusions and Relevance. Most of the universities studied complied with the requirements of the IPSAS first-time adoption and provided comparative information in their first IPSAS financial reporting. The importance of the study is to justify the provision that financial reporting in accordance with IPSAS is appropriate to improve the international competitiveness of universities, which makes it possible to better reflect financial information on the activities of universities. The results of the study can be used in the practical activities of the Russian economy public sector organizations, and in the educational process of higher education institutions.

Features of teaching the discipline "Didactics of higher education" in non-pedagogical specialties

2019 ◽  
Author(s):  
Anna Stareva
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Activity ◽  
Education Students ◽  
Professional Programs ◽  
Process Formation ◽  
The Future ◽  
Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

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