scholarly journals The Research on Environment Protection Knowledge and Competencies in Non-Formal Education

2015 ◽  
Vol 1 ◽  
pp. 235
Author(s):  
Nijole Jurksaitiene ◽  
Laima Markeviciene ◽  
Donatas Misiunas
Keyword(s):  
Informal Education ◽  
Information Technologies ◽  
Formal Education ◽  
Negative Impact ◽  
Developed Countries ◽  
Practical Experience ◽  
University Education ◽  
Environment Protection ◽  
Local Conditions ◽  
Education Environment

In Lithuania, as well as all over the world in developed countries, the society is starting to become a new kind of the information society. Under modern conditions it is increased the role of educated personality, personality capable of not only absorb the previously accumulated knowledge, but also to summarize, analyze, develop new and innovative ideas, information technologies, services and products. Implementing the EU common agricultural and rural development policy and adapting it to the local conditions, special attention must be paid to the qualitative aspects of human capital and education. Environment protection problems are deeply rooted in. The extensive agricultural policy of EU is in active formation process as a serious counterweight and feasible alternative to intensive, almost industrial farming [1]. According to this policy, farmers are supported for reducing negative impact on the environment and fostering an attractive landscape; therefore it is important to develop professional qualification. It is possible to distinguish three forms of education in formation of farmers' human resources: formal, non-formal and informal learning [2]. Formal education takes place in accordance with the statutory procedure, approved and registered training programs witch lead to the acquisition of a primary, secondary, or higher non-university education and qualifications. Non-formal education is learning through a range of educational needs, training, and acquisition of additional skills. It typically involves workshops, community or interest based courses, conference style seminars. Informal education is continuous self-learning, based on the person gaining knowledge from various sources and practical experience. Non-formal and informal education is relevant to farmers who already have some formal education and seek to continually enhance and update their knowledge. Professional development is important to the farmer during all the farming period. The paper deals with environment protection competencies and qualification development gained during non-formal education course of farming basics. The study found out environment protection motivation and tendencies of knowledge use in practical activities.

scholarly journals Studi Kelayakan Taman Pendidikan Al – Qur’an Sebagai Sumber Belajar Pendidikan Nonformal

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 71-86
Author(s):  
Andi Ahmad Gunadi ◽  
Zulfitria Zulfitria ◽  
Aswir Aswir
Keyword(s):  
Learning Environments ◽  
Feasibility Study ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Learning Material ◽  
Learning Situation ◽  
Or Education ◽  
Learning Resource ◽  
Education Environment

Al Qur’an Learning Centres for Children (Taman Pendidikan Al-Qur’an) was supposed to be a complimentary nonformal education for both formal and informal education  that many shared in society. This article was to analyze whether a feasibility study in terms of learning situation or education environment based on nonformal one. The research used a qualitative with descriptive design. The informants were derived from the managers Al Qur’an Learning Centres for Children , social figures and students’ parents. The results showed that Al Qur’an Learning Centres for Children as a informal education facility that complements formal and informal education was feasible to be maintained and developed to complete the religious-based on learning material both formal and informal education. In conclusion, learning situations or learning environments influence the feasibility as a learning resource for non-formal education. Keywords: Feasibility Study, Al Qur’an Learning Centres for Children, Nonformal Education

Trends in Human Resource Development in Zimbabwe

2016 ◽  
pp. 228-251
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

scholarly journals Regional case study of Sustainable Development Goals implementation: Informal education and third mission of universities

2020 ◽  
Vol 169 ◽  
pp. 05005
Author(s):  
Sayana Vologzhina ◽  
Natalya Ryazanova ◽  
Vasily Eroshenko
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Formal Education ◽  
Model Development ◽  
Social Situation ◽  
Practical Experience ◽  
Youth Organizations ◽  
Third Mission ◽  
Pedagogical Model ◽  
Irkutsk Region

The aim of the study is to introduce practical experience and explore the possibilities of sustainable development ideology in the region and to involve youth activists in international processes of regional reflection. Objectives: research of possibilities of youth organizations and universities in realization of non-formal education for overcoming environmental problems in the region; development of practical experience in realization of environmental education for sustainable development (ESD); development of pedagogical technology for non-formal work; creation of pedagogical model of interaction of different segments of youth organizations. Methodology: creation of the World Water Forum youth model. Work directions: adaptation of the international agenda to the regional one (Baikal region) and creation of the pedagogical model of practice-oriented work of youth communities for implementation of the third mission of HEIs. Regional ministries, youth government of Irkutsk region, colleges and universities of the region were involved in the model development. As a result of the thematic groups’ work, an inventory of the region’s problems was made by the activities of each working group; lists of the most promising areas of work to improve the environmental and social situation in the region were compiled; and road maps to achieve the set goals for up to 5 years were developed.

Trends in Human Resource Development in Zimbabwe

2015 ◽  
pp. 51-81
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

scholarly journals Reflexivity and technology in adult learning

Seminar.net ◽  
2005 ◽  
Vol 1 (1) ◽  
Author(s):  
Neil Selwyn
Keyword(s):  
Adult Learning ◽  
Education System ◽  
Information Technologies ◽  
Formal Education ◽  
Modern Society ◽  
Developed Countries ◽  
Social Worlds ◽  
Modern Age ◽  
Starting Point ◽  
The Uk

  It is argued by influential commentators such as Ulrich Beck and Scott Lash that we now live in a ‘reflexively modern' age. People are seen to now be free of the structures of modern society and driven instead by individualised opportunities to reflexively engage with their fast-changing social worlds and identities. Taking the notion of reflexive modernisation as its starting point, this paper explores the roles that information technologies (ITs) may play in supporting adults' reflexive judgements about, and reflexive engagements with, education and learning. Through an analysis of interview data with 100 adults in the UK the paper finds that whilst a minority of interviewees were using ITs to support and inform reflexive engagement with learning, the majority of individuals relayed little sign of technology-supported reflexivity when it came to their (non)engagement with education. For most people ITs were found, at best, to reinforce pre-established tendencies to ‘drift' through the formal education system. The paper concludes by considering the implications of these findings for ongoing efforts in developed countries to establish technology-supported ‘learning societies'.

New Drugs for Thromboembolic Prevention in Atrial Fibrillation

2010 ◽  
Vol 6 (4) ◽  
pp. 64
Author(s):  
Jose L Merino ◽  
Jose López-Sendón ◽  
◽  
Keyword(s):  
Atrial Fibrillation ◽  
Vitamin K ◽  
Negative Impact ◽  
Vitamin K Antagonists ◽  
Coagulation Factor ◽  
Developed Countries ◽  
New Drugs ◽  
Risk Scores ◽  
Bleeding Events ◽  
Risk Patients

Atrial fibrillation (AF) is the most frequent sustained arrhythmia and its prevalence is increasing in developed countries. This progressive increase and the negative impact of this arrhythmia on the patient’s prognosis make AF one of the main healthcare problems faced today. This has led to intense research into the main aspects of AF, one of them being thromboembolism prevention. AF patients have a four to five times higher risk of stroke than the general population. Several factors increase thromboembolic risk in patients with AF and the use of risk scores, such as the Congestive Heart Failure, Hypertension, Age Greater than 75, Diabetes, and Prior Stroke or Transient Ischemic Attack (CHADS2), have been used to identify the best candidates for anticoagulation. Antithrombotic drugs are the mainstay of therapy for embolic prevention. The clinical use of these drugs is based on the risk–benefit ratio, where benefit is the reduction of stroke and systemic embolic events and risk is mostly driven by the increase in bleeding events. Generally, antiplatelets are indicated for low-risk patients in light of the fact anticoagulants are the drug of choice for moderate- or high-risk patients. Vitamin K antagonists have been the only option for oral anticoagulation for the last 50 years. However, these drugs have many pharmacodynamic and pharmacokinetic problems. The problems of anticoagulation with vitamin K antagonists have led to the investigation of new drugs that can be administered orally and have a better dose–response relationship, a shorter half-life and, in particular, higher efficacy and safety without the need for frequent anticoagulation controls. The drugs that have been studied most thoroughly in patients with AF are inhibitors of the activated coagulation factor X and inhibitors of coagulation factor II (thrombin), including ximelagatran and dabigatran. In addition, non-pharmacological therapies have been developed to prevent recurrent embolism in certain patient populations.

European and Ukrainian experience in financial support to farming activities through fiscal instruments

2020 ◽  
Vol 23 (9) ◽  
pp. 1040-1063
Author(s):  
E.A. Nepochatenko ◽  
E.T. Prokopchuk ◽  
B.S. Guzar
Keyword(s):  
Agricultural Production ◽  
Financial Incentives ◽  
Financial Support ◽  
Financial Regulation ◽  
Negative Impact ◽  
Developed Countries ◽  
European Countries ◽  
Main Task ◽  
Statistical Research ◽  
Tax Regimes

Subject. The article considers financial regulation through the use of tax mechanisms. Objectives. The aim of the study is to evaluate European and Ukrainian practices of fiscal incentives for farming through fiscal instruments with VAT playing the key role. Methods. In the study we employed economic and statistical research methods, like monographic, comparison, scientific generalization. Results. Based on the analysis of VAT implementation on farmers in developed countries in Europe we substantiated the conclusion about its focus on simplifying the tax procedures and eliminating the negative impact on operations of economic entities. Special tax treatment (including VAT collection) is mainly used to streamline tax relations, taking into account the specifics of farming, rather than to improve the financial support to farms. We revealed that in the Ukrainian practice its main task is financial support to agricultural production. Conclusions and Relevance. The experience of developed European countries on the use of special tax regimes and taxation procedures should serve as a model for Ukraine. Financial incentives for agricultural production development should be directly supported by the State, and special tax treatment and tax administration should be focused on streamlining tax relations in the region, based on the practice of developed European countries such as UK, Germany, Italy and France.

What Industry Wants: An Empirical Analysis of Health Informatics Job Postings

2021 ◽  
Vol 12 (02) ◽  
pp. 285-292
Author(s):  
Tara M. McLane ◽  
Robert Hoyt ◽  
Chad Hodge ◽  
Elizabeth Weinfurter ◽  
Erin E. Reardon ◽  
...  
Keyword(s):  
Empirical Analysis ◽  
Health Informatics ◽  
Formal Education ◽  
Practical Experience ◽  
The United States ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Education Levels ◽  
Clinical Background ◽  
Job Postings

Abstract Objectives To describe the education, experience, skills, and knowledge required for health informatics jobs in the United States. Methods Health informatics job postings (n = 206) from Indeed.com on April 14, 2020 were analyzed in an empirical analysis, with the abstraction of attributes relating to requirements for average years and types of experience, minimum and desired education, licensure, certification, and informatics skills. Results A large percentage (76.2%) of posts were for clinical informaticians, with 62.1% of posts requiring a minimum of a bachelor's education. Registered nurse (RN) licensure was required for 40.8% of posts, and only 7.3% required formal education in health informatics. The average experience overall was 1.6 years (standard deviation = 2.2), with bachelor's and master's education levels increasing mean experience to 3.5 and 5.8 years, respectively. Electronic health record support, training, and other clinical systems were the most sought-after skills. Conclusion This cross-sectional study revealed the importance of a clinical background as an entree into health informatics positions, with RN licensure and clinical experience as common requirements. The finding that informatics-specific graduate education was rarely required may indicate that there is a lack of alignment between academia and industry, with practical experience preferred over specific curricular components. Clarity and shared understanding of terms across academia and industry are needed for defining and advancing the preparation for and practice of health informatics.

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