scholarly journals Partizipative Lernerfahrungen – Sichtweisen zur inklusionsorientierten Erwachsenenbildung im Hochschulbereich

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Anne Goldbach ◽  
Nico Leonhardt ◽  
Lucia Staib
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Education Development ◽  
Joint Learning ◽  
University Courses ◽  
Open Questions ◽  
German Speaking ◽  
Joint Seminar ◽  
The University ◽  
Regular Students

Die Etablierung inklusionsorientierter Hochschulbildung stellt einen elementaren Bereich der Erwachsenenbildung dar. Ein gemeinsames Lernen von Menschen mit und ohne Behinderungserfahrungen in regulären universitären Veranstaltungen ist dabei im deutschsprachigen Raum bisher nur in wenigen Ansätzen vorhanden. Auch wenn dies nur ein Baustein inklusionsorientierter Hochschulentwicklung sein kann, ist diese Perspektive bedeutsam zur Aufdeckung und Reflexion exklusiver Strukturen, Kulturen und Praktiken in einer bisher stark separierenden Institution. Anhand von Erfahrungen gemeinsamer Seminarbesuche im Rahmen des Hochschulprojektes QuaBIS wurden Sichtweisen der Qualifizierungsteilnehmer*innen und regulärer Studierender mit Bezug zum Index für Inklusion (Booth & Ainscow, 2017) erfasst und ausgewertet. Dabei zeigen sich neben einer großen Offenheit für die Realisierung partizipativer Lernerfahrungen ebenso offene Fragen, denen sich eine inklusionsorientierte Erwachsenenbildung im Hochschulbereich stellen muss.Abstract The establishment of inclusion-oriented higher education is a fundamental part of adult education. In German-speaking countries, there are only a few approaches to joint learning by people with and without experience of disability in regular university courses. Even if this can only be one component of inclusion-oriented higher education development, this perspective is important for uncovering and reflecting on exclusive structures, cultures and practices in an institution that has so far been highly divisive. Based on experiences of joint seminar visits within the framework of the university project QuaBIS, the views of project participants* and regular students with reference to the Index for Inclusion (Booth & Ainscow, 2017) were recorded and evaluated. In addition to a great openness to the realisation of participatory learning experiences, there are also open questions that inclusion-oriented adult education in higher education must address.

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

Conference on Adult Education in East and Central Africa

1964 ◽  
Vol 2 (2) ◽  
pp. 294-295
Author(s):  
H. Noak
Keyword(s):  
Human Capital ◽  
Adult Education ◽  
Central Africa ◽  
Physical Capital ◽  
Development Planning ◽  
Educational Investment ◽  
General Development ◽  
Education Development ◽  
Full Benefit ◽  
The University

In East and Central Africa considerable investment in physical capital is now being made. This must be matched by investment in human capital, if the full benefit is to be gained. Professor John Lewis, of the University of London, stressed ‘The Place of Adult Education in Education Development Planning’ in his contribution to this conference. Educating children will produce results in six to ten years' time. Educational investment in adults can produce results more quickly. But at present the effort to educate adults, such as it is, is spread over many agencies. For significant results adult education must be integrated into a country's general development plan.

scholarly journals Master training in Agribusiness and Rural Development at the University of Zagreb

2007 ◽  
Vol 1 (1) ◽  
pp. 87-91
Author(s):  
László Kárpáti
Keyword(s):  
Higher Education ◽  
Food Safety ◽  
Quality Management ◽  
Rural Development ◽  
Development Project ◽  
The European Union ◽  
Education Development ◽  
European Universities ◽  
The University ◽  
Food Safety And Quality

The title of the proposed JEP project is: “Agribusiness Higher EducAtion Development” with the acronym AHEAD. This curriculum development project – in case of acceptance – will last for three years, from July 2005 and June 2008. The primary project site is the University of Zagreb, Croatia; the contractor and the co-ordinator institution is the University of Debrecen, Hungary. In the consortium, 3 further European universities (University of Hohenheim, Wageningen University and Scottish Agricultural College) will participate, from the Croatian side the Ministry of Agriculture, Forestry and Water Management and an additional 7 Croatian institutes will also be involved. The total number of members in the consortium is 13. The main objective of the AHEAD project is to establish new BSc and MSc programmes in Croatia at two Faculties of the University of Zagreb. These are as follows: Agricultural and Rural Development, Food Safety and Quality Management and pilot MSc training in Agribusiness and Rural Development. These are preceded by faculty retraining programmes in food safety and quality management, as well as agribusiness and commerce within the framework of a MBA programme accredited by the International MBA Network. The professional content of the project is a modernised curriculum and training palette that would be available by the end of this project at the University of Zagreb, serving not only the higher education of the country, but the demand of the Croatian national economy as well, in line with the basic principles of the European Union.

scholarly journals THE NATURE OF INNOVATION ECO-SYSTEM OF THE WESTERN KAZAKH STATE UNIVERSITY

2020 ◽  
Vol 9 (4) ◽  
pp. 254
Author(s):  
Liliya Mergaliyeva
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Low Income Countries ◽  
State University ◽  
Education Development ◽  
Frugal Innovation ◽  
Innovation Culture ◽  
New Business ◽  
The University

It was a strong belief that higher education institutions are notoriously resistant to change. However, during the COVID-19 pandemic, universities have quickly and effectively moved millions of students and educators online despite huge logistical and technological challenges. There are very few industries that have reacted in this way. In future leading universities will look for a new business model and apply disruptive innovations into the leaning process.Today is a right time for planning a long term innovation strategy. In recent years Kazakh higher education development has been accompanied by intensive economic growth and raising demand for high qualifies employers. The aim of this research is to reveal the ways of implementing high innovation and creativity approach in universities under example of Western Kazakhstan State University. This study examines the factors determining conditions for development of innovation culture across the university and industry. The methodology is based on expert interviews, reflective experiences; surveying research for innovation, incorporating the information on innovation landscape map, university infrastructure, human resources, PESTEL analysis as well as industry overview. The results show that WKSU needs frugal innovation, as it provides a new entrepreneurial landscape for companies in low-income countries with limited resources to develop innovations.

Transformation of higher education in the context of globalization: new formats and alternative models

2021 ◽  
pp. 7-17
Author(s):  
I.V. Abakumova ◽  
◽  
M.V Finko ◽  
Yu.S. Knyazeva
Keyword(s):  
Higher Education ◽  
University Education ◽  
Educational Systems ◽  
Education Development ◽  
Educational Models ◽  
Education Organization ◽  
Russian Higher Education ◽  
The University ◽  
Education Transformation ◽  
Transformation Processes

Discussed is the situation of the Universities inclusion in the transformation processes of Russian higher education, which is forced to respond to global challenges and internal needs for systemic changes. The key features of the higher education development in Russia are determined and the contradictions between the traditional formats of education organization and new educational models are identified. The general trends and problem areas of the development of educational systems of modern universities are highlighted. The transformation experience of the leading Russian universities, introducing alternative formats into the educational, scientific, socio-cultural field of the university, is analyzed. The results obtained enable to comprehend in a new way the changes taking place at universities and to determine promising directions for the development of the educational system. The presented materials confirm the possibility of an effective variant of the development of the transformation processes of university education, different from those ones being realized at the leading universities sites, as well as the preliminary results of the first stage of the experiment implementation of engineering education transformation carried out at Don State Technical University (the project “School X”, the creation of the Institute of Emerging Technologies). As further prospects for the development of the experimental activities of the university, the implementation of the unique project “T-University”, built on the basis of the principle of individual educational technologies, allowing to implement a new approach to the logic, design and content of the curriculum, which includes several levels: the university minimum, the field of science and technology, “Majors” and “electives”.

scholarly journals Modelling Social Psychological Support within the System of Inclusive Higher Education: The Experience of Novosibirsk State Technical University

2017 ◽  
Vol 22 (1) ◽  
pp. 140-149 ◽  
Author(s):  
L.A. Osmuk ◽  
V.V. Degtyaryova ◽  
I.V. Zhdanova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Psychological Support ◽  
Social Psychological ◽  
State Technical ◽  
Optimal Model ◽  
Education Development ◽  
Educational Paths ◽  
The University

The article considers the problem of modelling the specific structure of social psychological support of students with disabilities in the context of inclusive education development. The article reveals the functions, system character and means of application of this structure in the course of realization of professional and educational paths. The authors analyze different models of social psychological support in the university and address the question of the efficiency of these models and their compliance with resources and demands of the university. The problem of the optimal model is considered. The authors suggest outsourcing as a solution for universities with limited number of assistive resources and small amount of students with disabilities. Developing the model implies taking into account perceptions and assessments of social psychological support in students with disabilities in each step of their professional path.

scholarly journals Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

2021 ◽  
Vol 11 (8) ◽  
pp. 416
Author(s):  
María José Sosa Díaz ◽  
Jorge Guerra Antequera ◽  
Mario Cerezo Pizarro
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
University Teaching ◽  
Social Perspectives ◽  
Advantages And Disadvantages ◽  
Learning Satisfaction ◽  
Open Questions ◽  
Governmental Institutions ◽  
The University ◽  
The Impact

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.

scholarly journals Problems of adult education development in Germany in the second half of the twentieth century

2021 ◽  
Vol 7 (3C) ◽  
pp. 354-359
Author(s):  
Viktoria V. Tikhaeva ◽  
Irina V. Bgantseva ◽  
Irina A Tislenkova ◽  
Valeria A. Buryakovskaya ◽  
Ekaterina V. Vlasova ◽  
...  
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Adult Education ◽  
20Th Century ◽  
Education System ◽  
Modern Society ◽  
High Quality ◽  
Education Development ◽  
German Government ◽  
Fourth Column

The article examines the process of formation and development of the system of additional adult education in Germany in the second half of the 20th century. The historical, eco-nomic and political prerequisites that influenced the formation of the adult education system are analyzed. Special emphasis is placed on the value and importance of the legislative acts on adult education adopted by the German Government. It is established that adult education in Germany is “the fourth column” of the education system after primary, secondary and higher education. The principle of unity of the educational system serves as the basis for obtaining a high-quality and satisfying all the emerging needs of a rapidly developing modern society.

HIGHER EDUCATION IN FRANCE: HISTORICAL DEVELOPMENT

2018 ◽  
Author(s):  
Alla Durdas
Keyword(s):  
Higher Education ◽  
Historical Development ◽  
Higher Education Institutions ◽  
National Development ◽  
Educational Process ◽  
University Education ◽  
Educational Institutions ◽  
Education Development ◽  
Role Of The State ◽  
The University

The article deals with the peculiarities of historical development and modern state of higher education in France. The periods of higher education development of France are determined and the complex and multi-level system of French higher education is considered. The importance of education for the strategy of national development of the country and civilization is emphasized. The importance of the study of the historical development of the university education in France has been substantiated. The stages of education development at the universities of France are outlined and features are considered. each of these stages. The types of higher education institutions in France and their peculiarities in the context of development tendencies are investigated. The present stage of the development of the system of French university education and the peculiarities of structural transformations is considered. The article describes the duality between the French higher education institutions and research centers, as well as the duality between educational institutions and educational programs. The peculiarities of functioning of universities, “big schools" and private institutions of higher education are studied. There is a strong centralized presence and the role of the state in the education of France, in particular in the organization of the educational process and in the financing of education, as well as in defining the fundamental principles of the educational process. The article focuses on the achievements of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France are highlighted. The leading elite schools and universities are mentioned, as well as the conditions for joining them. Attention was paid to the almost equal quality of education in the capital and in the province. Attention is drawn to the national character of the French higher education.

scholarly journals Using critical pedagogies from adult education to inspire and challenge higher education students

2009 ◽  
Vol 2 (1) ◽  
pp. 80-103
Author(s):  
Karima Kadi-Hanifi
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Literacy ◽  
Interactive Methods ◽  
Education Students ◽  
Learning And Teaching ◽  
Speakers Of Other Languages ◽  
Education Today ◽  
Methods Of Learning ◽  
The University

This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.

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