Professors’ Perceptions on Outcomes of the Lifelong Education at Universities for the Future Education Project

2021 ◽  
Vol 17 (4) ◽  
pp. 85-109
Author(s):  
Jangwan Ko ◽  
Hyosun Kim ◽  
Hyunyong Ahn
Keyword(s):  
Lifelong Education ◽  
Education Project ◽  
The Future ◽  
Future Education

scholarly journals New Training Schemes for the Future Education in Transport Sector

2018 ◽  
Vol 14 (1) ◽  
pp. 11-17
Author(s):  
Dana Sitányiová ◽  
Jean-Christophe Meunier ◽  
Jaroslav Mašek
Keyword(s):  
Technological Development ◽  
Transport Sector ◽  
Training Methods ◽  
Social Sector ◽  
Training And Education ◽  
Qualified Personnel ◽  
The Future ◽  
Training Schemes ◽  
Future Education ◽  
Mid Term Results

Abstract Transport is a social sector that is rapidly developing, changing and being influenced to the maximum extent by the technological development and innovation, among others, thus facing problems in staffing its several domains with appropriate and qualified personnel. This fact, makes the need for changes in training and education of future transport professionals. SKILLFUL project vision is to identify the skills and competences needed by the transport workforce of the future and define the training methods and tools to meet them. Paper focuses on mid-term results of the project.

Practice of pediatric pulmonology: Results of the Future of Pediatric Education Project (FOPE)

2000 ◽  
Vol 30 (3) ◽  
pp. 190-197 ◽  
Author(s):  
Gregory J. Redding ◽  
Michelle M. Cloutier ◽  
Henry L. Dorkin ◽  
Sarah E. Brotherton ◽  
Holly J. Mulvey
Keyword(s):  
Education Project ◽  
Pediatric Education ◽  
The Future ◽  
Pediatric Pulmonology

Roads to Engineer

1989 ◽  
Vol 203 (2) ◽  
pp. 65-75
Author(s):  
P J Nevitt
Keyword(s):  
Global Approach ◽  
Personal View ◽  
The World ◽  
The Future ◽  
Future Education

The 1989 Chairman of the Automobile Division gives a brief career history, an informative view of the world vehicle industry, and a personal view of the future education of engineers stressing the need for the profession to adopt a more global approach.

scholarly journals Human Adaptation and the Ingenuity Gap

2003 ◽  
Vol 12 (2) ◽  
Author(s):  
Thomas Homer-Dixon
Keyword(s):  
Rapid Change ◽  
Experiential Knowledge ◽  
Human Adaptation ◽  
The Future ◽  
Future Education

I have been working for many years on the problem of adaptation: how societies or organisms, species, or systems of various kinds adapt to complex and rapid change. In this paper, I will outline my theories and my thinking about adaptation as summarized in the book, The Ingenuity Gap. I will also highlight five aspects of education for the future: education for complexity and what that means; education for reconnection to the micro and macro scales around us; education that increases our respect for experiential knowledge; education that will encourage a recognition of our connectivity through time, from the present into the future; and finally, education to broaden our conception of values. I’ll touch on each one of these points in my presentation today.

scholarly journals Youths and their future perspectives:

2020 ◽  
Vol 8 (9) ◽  
pp. 448-462
Author(s):  
LUIS EURICO KERBER ◽  
Tatiane De Oliveira ◽  
Dinora Tereza Zucchetti
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
Popular Education ◽  
Rio Grande Do Sul ◽  
Future Expectations ◽  
The Family ◽  
The Future ◽  
Structural Tests ◽  
Future Education ◽  
The City

This text was written from a workshop with young people from the city of Novo Hamburgo in the state of Rio Grande do Sul. We problematized the youths and their perspectives of future in an interface of education and work. The study uses the methodology of systematization of experiences to analyze the practices with eight young people in the workshop "Young People in Action" by approaching the themes: future, education and work and thus identify which elements are determinant for creating expectations for the future. The theoretical framework has an important contribution from popular education and sociology. We found that: the school and the family are structural tests that circumscribe the future expectations of young people; the young ones also presented dissonance in their tendencies as to what believe or act and they do not seem to have the habit of making plans about the future. The systematization of experiences showed to be very powerful, since it allows a constant movement of teaching and learning through practice.

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