The role of independent expert evaluation in increasing the competitiveness of higher education in Russia

2019 ◽  
pp. 36-43
Author(s):  
I.I. Antonova ◽  
◽  
Yu.A. Repina ◽  
Keyword(s):  
Higher Education ◽  
Expert Evaluation ◽  
Independent Expert

scholarly journals The research on educational environment of institution of higher education involving experts: results and analysis

2020 ◽  
Vol 75 ◽  
pp. 02003
Author(s):  
Mariia Bratko ◽  
Liudmyla Khoruzha
Keyword(s):  
Higher Education ◽  
Monitoring System ◽  
Statistical Methods ◽  
Rating Scale ◽  
Educational Environment ◽  
Diagnostic Tools ◽  
Expert Evaluation ◽  
Teachers And Parents ◽  
Personal Education

Based on the analysis of scientific resources, the role of educational environment in personal building, development and education is actualized. It is stated that educational environment is one of the most essential factors of those processes. The author’s definitions of notions “educational environment”, “educational environment of institution of higher education” are given. The authors advocate the point that educational environment is a system of facilities for personal education. It is emphasized that the environmental approach in education is changing accents in teaching which is aimed at creating and developing educational environment, which has to meet educational needs of a student. The author’s technique of evaluating the state of educational environment of institution of higher education is grounded and approved, the rating scale of this technique is introduced. The technique suggests making expert evaluation of educational environment of institution of higher education according to qualitative (modality) and quantitative (professional breadth, professional saturation, sociocultural intensity, congruence, openness, mobility, informativeness) parameters. The typology of educational environment of institution of higher education is presented (innovative-professional, formal-professional, pragmatically-oriented, formal general cultural educational environment). The analysis and interpretation of the results obtained from the experiment at University College of Borys Grinchenko Kyiv University are given. The evaluation of educational environment of the college has been made by three groups of experts, which have included students, teachers and parents. Despite the fact that evaluation by different groups of experts are similar, it is revealed that it has essential differences, which has been proved with appropriate statistical methods. It is determined that the substantiation of the whole monitoring system of educational environment of institution of higher education and corresponding diagnostic tools has great potential.

scholarly journals DEVELOPMENT OF SOCIO-ECONOMIC COMPETENCE IN FUTURE SPECIALISTS OF EDUCATION BY MEANS OF DESIGNING PEDAGOGICAL BUSINESS PROJECTS

2017 ◽  
Vol 4 ◽  
pp. 190
Author(s):  
Alena Chekina
Keyword(s):  
Higher Education ◽  
Cognitive Activity ◽  
Quality Analysis ◽  
Educational Services ◽  
Measuring Instruments ◽  
Expert Evaluation ◽  
High Quality ◽  
Economic Competence

The paper reveals the role of designing pedagogical business projects for the development of socio-economic competence in future specialists of education. The methodological basis of the research is constituted by competence-based and project approaches in higher education. The paper contains the author's determination of the concept "socio-economic competence of future specialists of education", the description of specifics of creation by students of business projects in the sphere of educational services. The problem of the research is formulated by means of a question: by what method the socio-economic competence of future specialists of education to be increased. The extent of development of socio-economic competence was measured by means of a system of commonly accepted techniques for the high-quality analysis of oral and written answers, conversations, observations, an expert evaluation, testing, a case measuring instruments, statistical methods analysis, in particular, calculation of percentage ratios and arithmetic averages of numbers. These tools allow us to reveal levels of readiness of all substantial components of this competence: motivational, cognitive, activity, reflexive, axiological.

FAITH–BASED COMMUNITIES AND POLITICS IN DULLSTROOM-EMNOTWENI: LOCAL STORIES OF IDENTITY

2016 ◽  
Vol 1 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Christina Landman
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Special Focus ◽  
Traditional Role ◽  
Cultural Conflicts ◽  
Local Identities ◽  
Political Interests ◽  
Local Municipality ◽  
The Face

A majority of the black community of Dullstroom-Emnotweni in the Mpumalanga highveld in the east of South Africa trace their descent back to the southern Ndebele of the so-called ‘Mapoch Gronden’, who lost their land in the 1880s to become farm workers on their own land. A hundred years later, in 1980, descendants of the ‘Mapoggers’ settled in the newly built ‘township’ of Dullstroom, called Sakhelwe, finding jobs on the railways or as domestic workers. Oral interviews with the inhabitants of Sakhelwe – a name eventually abandoned in favour of Dullstroom- Emnotweni – testify to histories of transition from landowner to farmworker to unskilled labourer. The stories also highlight cultural conflicts between people of Ndebele, Pedi and Swazi descent and the influence of decades of subordination on local identities. Research projects conducted in this and the wider area of the eMakhazeni Local Municipality reveal the struggle to maintain religious, gender and youth identities in the face of competing political interests. Service delivery, higher education, space for women and the role of faith-based organisations in particular seem to be sites of contestation. Churches and their role in development and transformation, where they compete with political parties and state institutions, are the special focus of this study. They attempt to remain free from party politics, but are nevertheless co-opted into contra-culturing the lack of service delivery, poor standards of higher education and inadequate space for women, which are outside their traditional role of sustaining an oppressed community.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

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