scholarly journals Postgraduate Professional Education in China: The State and Development Trends

2021 ◽  
Vol 30 (11) ◽  
pp. 147-166
Author(s):  
S. S. Donetskaya ◽  
Bing Wang
Keyword(s):  
Doctoral Students ◽  
Professional Education ◽  
Postgraduate Education ◽  
Training System ◽  
Chinese Government ◽  
System Reform ◽  
Primary Role ◽  
Scientific Training ◽  
Growth Environment ◽  
Education In China

Modern China is one of the fastest growing economies in the world. This success has been achieved thanks to the creation of technological enterprises and the widespread introduction of innovations aimed at increasing labor productivity and making efficient use of other factors of production. China is undergoing a transformation in its economic growth environment. As an important force of technological progress, which is the key to transforming a country’s economy, it is human capital, and its foundation is high-quality education. Moreover, one of the main priorities of the Chinese Government is to build the “national scientific force” in the hope that China will make breakthroughs in advanced economic fields. Therefore, the development of the system of postgraduate professional education, including the training of undergraduates and doctoral students, is a top priority.This article gives a brief introduction to the history of the development of postgraduate professional education in China, shows the features of its formation, significant events and achievements obtained at each stage of the scientific training system formation. There is a detailed analysis of the processes taking place at the present stage, which began in 2010. The Chinese Government plays a primary role in establishing a competitive national system of postgraduate education.Based on data from the Ministry of Education of China, official statistics, publications that are publicly available on the Chinese Internet, and scientific articles published in leading world publications, the article shows how the number of universities training undergraduates and doctoral students, the number and structure of students in various specialties have changed over the past decade. The article presents the modern project of national scientific training system reform.

scholarly journals Teaching Staff Advanced Training: European Experience

2015 ◽  
Vol 5 (3) ◽  
pp. 25-31
Author(s):  
Vasyl Kovalchuk
Keyword(s):  
Professional Education ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Postgraduate Education ◽  
Training System ◽  
Teaching Staff ◽  
Advanced Training ◽  
Credit System ◽  
Professional Career ◽  
Higher Educational

Abstract The issue of teaching staff advanced training is paid much attention in many countries. In the Republic of Moldova progressive professional credits system is used. Credits are scored not only in assigning teaching degrees or issuing a certificate of continuing professional education, but also for teachers’ evaluation at the educational institution. Advanced training of teaching staff in France is provided by various institutions of postgraduate education, university institutes and regional centers of education in order to help teachers to renew their professional knowledge and at the same time to refocus it on the level of consciousness according to the real problems of school and the community. The feature of teaching staff advanced training in France is that it is teachers’ personal matter and duration of all periods of training should come to one year during all professional career. In Finland, teaching staff advanced training is organized directly in schools under aegis of the National Board of Education, the National Centre for Advanced Training in Education, departments of teacher education and other faculties of higher educational institutions on credit system basis. Among the topical forms there are targeted, cascade, common (cooperative) teaching and learning by own example. In the UK, advanced training takes place in two models: the course model based on higher educational establishments and school based in-service education. The main purpose of advanced training system is to familiarize teachers with theoretical and practical innovations in educational activities, progressive teaching technologies, and consolidate their skills of independent acquisition of knowledge necessary for their professional development.

scholarly journals Postgraduate Professional Education in China: Control Mechanisms and Learning Process

2021 ◽  
Vol 21 (3) ◽  
pp. 147-168
Author(s):  
Svetlana Donetskaya ◽  
Bing Wang
Keyword(s):  
Doctoral Students ◽  
Learning Process ◽  
Professional Education ◽  
Postgraduate Education ◽  
Educational Process ◽  
Educational Activity ◽  
Control Mechanisms ◽  
State Planning ◽  
National System ◽  
Scientific Personnel

China’s strong economic growth is undoubtedly due to a set of government initiatives, among which the priority projects are the reform of the higher education system. Since the 80s of the last century, the state has paid special attention to the training of scientific personnel. Thanks to far-sighted state planning and strong budget financing, China has created a competitive national system of postgraduate professional education almost from scratch. As a result, if only 9 postgraduate students were trained in 1978, then in 1985 – already 17004, in 1998 – 47077, and in 2018 – 604368. The number of doctorates degrees awarded from 2005 to 2018 more than doubled: from 27,677 to 60,700.The important factors in the formation of the system of postgraduate education is the promulgation of national laws and regulations governing this area of educational activity, a well-built mechanism for managing the work of postgraduate studies and a strict system to control all stages of the educational process for masters and doctoral students. Therefore, this article focuses on the organization of the learning process in Chinese universities and academic institutes, as well as the management mechanism of the national system of training scientific personnel.In addition, according to the data of China's Ministry of education, official statistical information, publications that are publicly available on the Chinese Internet, as well as scientific articles published in major publications around the world, it is shown how the number of universities and academic institutions that train masters and doctoral students, as well as the number of students, admission and graduation of specialists have changed over the past ten years.

scholarly journals Current trends in training in continuing education: theoretical principles

2021 ◽  
Vol 7 (3C) ◽  
pp. 506-511
Author(s):  
Anastasiia Anosova ◽  
Oleksandra Drachuk ◽  
Olena Semenog ◽  
Tetiana Vaidych ◽  
Nataliia Leshchenko ◽  
...  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Postgraduate Education ◽  
Training System ◽  
Technological Support ◽  
Pedagogical Training ◽  
Current Trends ◽  
Training Institutions ◽  
Comprehensive Study

The article supports the theoretical-methodological provisions that allow a systematic and comprehensive study of the postgraduate pedagogical training of teachers. The essence and characteristics of postgraduate pedagogical training for teachers from various training institutions were defined, providing professional and pedagogical training for this category of pedagogical staff; regularities, principles and conditions were developed for the implementation of promising directions for the development of the postgraduate pedagogical training system for teachers of different profiles; ifdeveloped technological support for postgraduate education for teachers from different backgrounds; promising paths for the development of postgraduate pedagogical training for teachers of multidisciplinary training in professional education were identified and based on the modernization of society.

Influence of the content of postgraduate education of radiologists on the number of diagnostic pitfalls

2018 ◽  
pp. 109-117
Author(s):  
S. Р. Morozov ◽  
A. V. Kvasyuk ◽  
N. N. Vetsheva ◽  
N. V. Ledikhova ◽  
D. N. Kureshova
Keyword(s):  
Clinical Education ◽  
Professional Education ◽  
Information Service ◽  
Diagnostic Errors ◽  
Postgraduate Education ◽  
Length Of Service ◽  
Professional Activities ◽  
Specialty Differences ◽  
Medical Radiology

Background.Question about the quality and format of postgraduate education of doctors raises increasingly in recent years. Development of professional standards and transition to a system of continuing professional education have allowed professional communities to raise issues of the quality of modern education but there is no clear evidence of the dependence of the level of education and the quality of medical care in the accessible literature. Experts of Research and Practical Center of Medical Radiology carried out the identification of dependence of post-graduate education length for radiologists and the quality of their work that can serve as a rationale for amending the system of doctors training.Patients and methods.The data on education and actual work of 85 radiologists of out-patient and in-patient units of medical organizations of the Moscow Healthcare Department have been analyzed. According to the results of the audit of diagnostic studies, carried out in the “Unified Radiological Information Service” system by the specialists of the Research and Practical Center of Medical Radiology, the final assessment of the work of each radiologist was formed, which reflects the presence or absence of diagnostic discrepancies.Results.Parameters of diagnostic errors depending on the age of doctors, the general length of service and the length of service as radiologist, the duration of postgraduate education in the clinical specialty and the specialty “radiology” have been compared.As a result of the analysis, it was found that the increase in the proportion of diagnostic differences is directly related to the increase in the age of the doctor and does not depend on either the length of service or the time of work in the specialty. Differences between the groups of physicians with the largest (professional retraining after clinical residency) and the smallest (clinical education + radiology) percentage of clinically significant discrepancies are statistically significant (p = 0.05, at the normative value of the Student's test score of 2.16).Conclusion.The inverse relationship between the duration of training of the radiologist in the specialty and the proportion of diagnostic errors, which can serve as a significant justification for making proposals for the exclusion of professional retraining within 576 hours for admission to professional activities of radiologists.

scholarly journals Music education in China: In search of social harmony and Chinese nationalism

2011 ◽  
Vol 28 (3) ◽  
pp. 371-388 ◽  
Author(s):  
Wing-Wah Law ◽  
Wai-Chung Ho
Keyword(s):  
Music Education ◽  
Historical Memory ◽  
Historical Review ◽  
Chinese Government ◽  
Social Harmony ◽  
Politics Of Memory ◽  
Chinese Nationalism ◽  
Chinese Music ◽  
School Music ◽  
Education In China

This article critically examines how interactions between social changes, social harmony, and historical memory shape school music education in China. As a historical review and documentary analysis, it traces the historical development of music education and examines the Chinese government's role in such interactions over time. The article argues that the Chinese government uses music and music education as an influential nation-building system to enrich the politics of memory. In particular, it adapts the nation's past for political ends, and passes on state-prescribed values to its citizens with a view to legitimising its power. The dynamics and dilemmas that challenge school education result from two divergent aims: (1) to combine the functional education of Confucianism and nationalism so as to encourage social harmony and maintain national myths; and (2) to encourage popular and other world music with traditional Chinese music by using multicultural teaching strategies in music lessons. The question remains how to balance ideas of social harmony, musical cultures and nationalism in school music education in the contexts of current Chinese education policies, teacher education and the globally oriented economics of China today.

scholarly journals Developing a postgraduate professional education framework for emergency nursing: a co-design approach

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Karen A. Theobald ◽  
Fiona Maree Coyer ◽  
Amanda Jane Henderson ◽  
Robyn Fox ◽  
Bernadette F. Thomson ◽  
...  
Keyword(s):  
Professional Education ◽  
Service Providers ◽  
Postgraduate Education ◽  
Evidence Based ◽  
Emergency Nursing ◽  
Integration Framework ◽  
Graduate Certificate ◽  
University Settings ◽  
Assessment Strategies ◽  
University Industry

Abstract Background Hospital and university service providers invest significant but separate resources into preparing registered nurses to work in the emergency department setting. This results in the duplication of both curricula and resource investment in the health and higher education sectors. This paper describes an evidence-based co-designed study with clinical-academic stakeholders from hospital and university settings. Methods The study was informed by evidence-based co-design, using emergency nursing as an exemplar. Eighteen hours of co-design workshops were completed with 21 key clinical-academic stakeholders from hospital and university settings. Results Outcomes were matrices synchronising professional and regulatory imperatives of postgraduate nursing coursework; mutually-shaped curriculum content, teaching approaches and assessment strategies relevant for postgraduate education; a new University-Industry Academic Integration Framework; five agreed guiding principles of postgraduate curriculum development for university-industry curriculum co-design; and a Graduate Certificate of Emergency Nursing curriculum exemplar. Conclusion Industry-academic service provider co-design can increase the relevance of postgraduate specialist courses in nursing, strengthening the nexus between both entities to advance learning and employability. The study developed strategies and exemplars for future use in any mutually determined academic-industry education partnership.

scholarly journals Educator challenges in the development and delivery of constructivist active and experiential entrepreneurship classrooms in Chinese vocational higher education

2019 ◽  
Vol 26 (2) ◽  
pp. 209-227 ◽  
Author(s):  
Robin Bell ◽  
Peng Liu
Keyword(s):  
Focus Groups ◽  
Entrepreneurship Education ◽  
Chinese Government ◽  
Content Type ◽  
Student Reaction ◽  
Vocational Higher Education ◽  
Emerging Themes ◽  
Vocational Colleges ◽  
Education In China

PurposeThe purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.Design/methodology/approachQualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.FindingsA range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.Research limitations/implicationsThis research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.Originality/valueEncouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

scholarly journals The school system reform in 1958-1964: challenges and miscalculations

2020 ◽  
Vol 9 (1) ◽  
pp. 200-205
Author(s):  
Aleksandr Ivanovich Repinetskiy ◽  
Viktor Vasilevich Ryabov
Keyword(s):  
School Reform ◽  
Secondary School ◽  
General Education ◽  
Educational System ◽  
Professional Education ◽  
System Reform ◽  
Industrial Training ◽  
Industrial Enterprises ◽  
Education Of Students ◽  
Further Development

The paper considers the reasons for the educational system reform in the late 1950s, which began with the adoption of the law Strengthening the connection of school with life and further development of the national educational system in the USSR. The main propositions of the secondary school reform included labor polytechnic schools establishments where students were supposed to get profession along with the study of general education subjects. The period of study at a secondary school was supposed to be three years (grades 9, 10, 11). Schools and industrial enterprises where industrial training was to take place were not ready to organize industrial training. Despite the extensive campaign, the perception of the reform in society was controversial. The reform did not achieve its main goal - schools could not carry out pre-professional education of students.

scholarly journals SUSTAINABLE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF THE INTRODUCTION OF ELEMENTS OF DISTANCE EDUCATION IN THE LEARNING PROCESS

2019 ◽  
Vol 16 (33) ◽  
pp. 404-422
Author(s):  
B. M. AITBAYEVA ◽  
A. M. MAULENOVA ◽  
Z. B AKHMETZHANOVA ◽  
Z. A. KENZHEBEKOVA ◽  
B. O. RAKHIMBAYEVA
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Professional Education ◽  
Postgraduate Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Institutions ◽  
Global Trends

Distance education is essentially the basis for the development of educational institutions that provide innovative services, which cannot be obtained elsewhere. It is believed that distance education is a substitute for the traditional as part of simplifying and cheapening the learning process. At the same time, the leading global trends suggest the need for the development of elements of self-education and the expansion of the geographical nature of educational offers. The relevance of the study is that it is necessary to distinguish between the use of distance education methods in the traditional sphere and the sphere of training professionals. The paper presents the concept of the need to integrate elements of distance education in the process of preparing university teachers. The authors believe that teachers in drawing up courses and applying learning technologies use the same techniques as in distance learning. Therefore, the use of distance learning technologies can be shown as the basis for the development of advanced training programs and additional professional education. The authors proposed a study on the need and sufficiency of the use of distance education technologies and the possibilities for their integration into the process of postgraduate education. The practical significance of the work is determined by the fact that the possibilities of self-development of teachers are fully disclosed, not only as subjects of the educational process but also as subjects of training.

scholarly journals The European experience of "Neurology journal club" at the Department of Neurology and Reflexology, Shupyk National Medical Academy of Postgraduate Education

2016 ◽  
pp. 3-8
Author(s):  
N. Svyrydova ◽  
K. Podhornaya ◽  
I. Kucheeva ◽  
V. Zabolotnaya ◽  
L. Borshchak ◽  
...  
Keyword(s):  
Interest Group ◽  
Professional Education ◽  
Journal Club ◽  
Postgraduate Education ◽  
Positive Experience ◽  
Medical Evidence ◽  
National Medical ◽  
Journal Clubs ◽  
European Experience ◽  
Medical Academy

World Medical evidence shows the positive experience of the neurological journal clubs and the quarterly report as an article on the Review provided material for practicing neurologists, to subsequently provided to effectively use the material in their clinics. Topics presented by Special Interest Group in the analysis of topical articles and reviews neurological areas participating in the program of professional education in Europe, to help in the education and practical work towards practicing neurologist.

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