scholarly journals Sociology teaching improvement possibilities: Analysis of the relation between qualifications frameworks at the secondary and tertiary level of education in Serbia

Sociologija ◽  
2019 ◽  
Vol 61 (Suppl. 1) ◽  
pp. 742-757
Author(s):  
Jelena Ceriman ◽  
Violeta Bogdanovic-Sutkovic
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
General Framework ◽  
System Reform ◽  
Teaching Sociology ◽  
Teaching Improvement ◽  
Level Of Education ◽  
National Qualifications Framework ◽  
European Higher Education ◽  
Different Levels

The qualifications system reform in Serbia began in 2001, influenced primarily by the establishment of the European Higher Education Area, which created the preconditions for the development of a general framework for higher education qualifications. The reform of the existing qualifications system in Serbia required a response to the needs of the labor market, which was developing under new socio-economic circumstances. Since the beginning of the process, the development of a new system of qualifications has been implemented through two separate activities - the development of qualifications frameworks for secondary and higher education which remained non-harmonized. Although the development of individual qualifications frameworks for different levels of education is necessary for the development of a national qualifications framework, we argue that the separate frameworks remain incoherent to this day, that they do not precisely define the qualifications required to move from one level of education to another, when it comes to sociology as a subject, and that this situation affects the profiling of future sociologists. In this paper, we intend to problematize such an approach to the development of a general qualifications framework through the analysis of the contents of a domestic normative framework related to the general learning outcomes of teaching sociology at secondary and tertiary levels of education.

scholarly journals Research on SNS and education: The state of the art and its challenges

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Carlos Rodríguez-Hoyos ◽  
Ignacio Haya Salmón ◽  
Elia Fernández-Díaz
Keyword(s):  
Higher Education ◽  
Scientific Literature ◽  
State Of The Art ◽  
Early Stage ◽  
Social Network Sites ◽  
Scientific Journals ◽  
Educational Tools ◽  
Level Of Education ◽  
Stage Of Development ◽  
Different Levels

<p>This paper presents, for further discussion, a review of the scientific literature produced internationally on the use of Social Network Sites (SNS) in different levels of education and settings. A total of 62 articles published in international scientific journals with peer review have been analysed. The main objective of this paper is to discuss the most recurrent lines of research since the emergence of these tools in education. The level of education in which research is carried out is also analysed, as well as the paradigms and methods used for data collection. The analysis leads to the conclusion that most of the studies analysed have been carried out in higher education, from a quantitative paradigm, focusing on the use of SNS as educational tools. This article shows that research into SNS in education is at an early stage of development, and it demonstrates the need to widen lines of research on SNS in media education to include as yet unexplored dimensions.</p><p> </p>

scholarly journals Universities and standardization instruments: the willingness to put an end to the organized anarchy

2017 ◽  
Author(s):  
Jean Emile Charlier ◽  
Sarah Croché
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Coupled Systems ◽  
Loosely Coupled Systems ◽  
Loosely Coupled ◽  
European Universities ◽  
Long Time ◽  
European Higher Education ◽  
The University ◽  
Empirical Material

Many sociologists have for a long time based their research on the work published in the 1970s, in which universities were regarded as organisations that operate in a particular way. They were approximated to “organised anarchies” (Cohen et al., 1972) or to “loosely coupled systems” (Weick, 1976 ; Orton &amp; Weick, 1990) which were considered host to “unclear technologies” (Cohen &amp; March, 1974). This article call into question these concepts and confront them with the evolution of the piloting way of contemporary establishments of European higher education. The empirical material for this paper comes from the analysis of texts and reforms initiated in European universities. The paper will show the effects of standardization instruments on academic profession and how these instruments (and notably the learning outcomes approach) transform each segment of the university and generate a deep interdependence between all of them.

scholarly journals Al-Qur’an dan Teori Pengetahuan: Melacak Formula Epistemologi dalam Al-Qur’an dan Implikasinya Terhadap Pendidikan Islam

2018 ◽  
Vol 23 (1) ◽  
pp. 157-173
Author(s):  
Eko Sumadi
Keyword(s):  
Higher Education ◽  
Basic Education ◽  
Public Trust ◽  
Islamic Education ◽  
Economic Conditions ◽  
Educational Institutions ◽  
Level Of Education ◽  
Philosophical Beliefs ◽  
National Qualifications Framework ◽  
The Government

Abstract: The government has forced the Indonesian National Qualifications Framework (KKNI) into the curriculum of every level of education, from basic education to higher education. Thus, the influence of the demands of society, political maps, social and economic conditions is far more dominant in determining the direction of education in Indonesia than the system of public trust that accumulates in its philosophical view. Important philosophical beliefs as a counterweight and also determine the direction of the pace of education, so that educational institutions do not necessarily only function as producers of labor. On the awareness of the importance of the philosophical dimension in determining the direction of education (Islam), there are still parties (Muslims) who are allergic to even consider sinful, in touch with philosophy with all its rules. This article will answer the question; How is the construction of epistemology of knowledge according to the Qur'an and what are the implications of the epistemology for Islamic education? Kata Kunci: Epistemologi, Pendidikan Islam, dan Al-Qur’an

Problems of the Effectiveness of Human Capital Formed in the Education System of Russia

2021 ◽  
Vol 9 (1) ◽  
pp. 21-27
Author(s):  
Leonid Basovskiy ◽  
Elena Basovskaya
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Quality Of Education ◽  
Level Of Education ◽  
Education Management ◽  
Education Award ◽  
And Control ◽  
Command And Control System ◽  
Different Levels

The paper hypothesizes that the quality of education in the country is decreasing, the existing education management system is not effective, and contributes to a decrease in the quality of education. To assess the hypotheses, the profitability of human capital formed in education systems according to Rosstat data on the amount of remuneration of workers with different levels of education was considered. It was found that in 2009-2013, an increase in the level of education ensured an increase in the level of remuneration - receiving a bonus for the years of study, but during this period the premium over the years of study steadily decreased. In 2015-2019, the premium for obtaining all types of education, except for higher education, was completely lost. The higher education award has dropped significantly. These phenomena indicate a drop in the quality of education. They are due to the low level of funding for education and the archaic command and control system of education management, based on the administrative and control style of management, the instruments of which are orders, binding standards and control.

scholarly journals Qualifications frameworks for the European Higher Education Area: a new instrumentalism or 'Much Ado about Nothing'?

2008 ◽  
Vol 1 (2) ◽  
pp. 77-101 ◽  
Author(s):  
Berit Karseth
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Curriculum Theory ◽  
Traditional Curriculum ◽  
European Higher Education Area ◽  
Much Ado About Nothing ◽  
Institutional Responses ◽  
European Higher Education ◽  
The Bologna Process

The purpose of this article is to explore the development of qualifications frameworks as a key element in the Bologna Process, which aims to develop a European Higher Education Area by 2010. By setting up descriptors of learning outcomes, a European qualifications framework is intended as an instrument that enables Europe to coordinate and exchange qualifications. Furthermore, the article analyses the proposal of a national qualifications framework in Norway and institutional responses to it. Despite general support for the idea of a framework, the analysis shows that the institutions question the possibility of a qualifications framework that fits all types of educational programmes.With reference to curriculum theory the article concludes that the idea of a qualifications framework based on measurable learning outcomes represents a turn towards an instrumental curriculum approach in higher education, in contrast to a traditional curriculum approach which foregrounds disciplinary content and its mastery. Drawing on institutional theory the article also questions the possible impact of qualifications frameworks in higher education.

Recent Approaches to the Study and Teaching of ‘Effective Learning’ in Higher Education

1981 ◽  
Vol 51 (3) ◽  
pp. 345-377 ◽  
Author(s):  
Nigel Ford
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Critical Evaluation ◽  
Levels Of Abstraction ◽  
Mental Processes ◽  
Effective Learning ◽  
Study And Teaching ◽  
Different Levels

Several recent studies have developed measures of qualitatively different levels of understanding texts and complex academic topics. The question of whether skills in achieving understanding and retention of information at high levels of abstraction can be taught is addressed by analyzing some of the mental processes involved, and briefly reviewing a number of attempts that have been made to induce these processes. The discussion of learning outcomes is broadened to include the critical evaluation and personal valuing of information. Conclusions are drawn for the teaching of “effective learning.”

The Effectiveness of Gamification on Student Engagement, Learning Outcomes, and Learning Experiences

2020 ◽  
pp. 286-305
Author(s):  
Kenneth C. C. Yang ◽  
Yowei Kang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Data Collection ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Small Class ◽  
Course Materials ◽  
Different Levels

Gamification has been widely used in the higher education to enhance users' learning experiences through the integration of game-like elements into the course materials. This study explores whether and how different levels of gamification in the instructional methods will influence student engagement with the course, overall learning experiences with the course, and learning outcomes with the course materials. The findings suggest that, among four indices to measure the success of gamification, three out of four show the positive gamification effects with a highly gamified class leads to higher level of student engagement than no or lowly gamified classes. The same positive gamification effects can be found in students' overall learning experience. Highly gamified classes result in better student learning outcomes as measured by their grades at different data collection points. Limitations of this study include small class sizes and no statistically significant results and only two gamified elements used. Implications and discussions were presented.

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