Creating Relevance and Purpose in Postgraduate Education

Author(s):  
Geoffrey Clements

Higher education in India faces many challenges. In order to provide for the requirements of socio-economic growth and international exposure, it is vital that the education provided by universities, business schools, and engineering colleges is brought up to international standards. There must be a thorough overhaul of educational methodology, away from outdated rote-learning and fact-cramming methods to contemporary learner-centric approaches that foster the growth of knowledge rather than information. Higher education must also develop more relevance to subsequent professional life in an increasingly international environment. Since the so-called economic revolution of the early 1990s, every facet of commerce and industry in India has been progressively exposed to the rigors of international standards and competition. Companies and professional organizations are partnered with or compete with their counterparts in the most advanced countries. Higher education must equip graduating students with the knowledge, competence, and global awareness to succeed in this environment.

2020 ◽  
pp. 147-155
Author(s):  
Oleksii Bezghin

The article discusses the new provision about the degree of doctor of arts in the legislation pertaining on the third level of higher education in Ukraine. It emphasizes the importance of the new degree for training of teaching staff for art universities as well as for educating and advancing careers of practicing artists. The article also discusses history of programs leading to the attainment of the doctor of arts degree and the role of international professional organizations in setting standards for such programs. One of accepted standards is The Florence Principles recommended for arts universities that implement doctoral programs in the arts. Furthermore, the article clarifies the commonalities and differences between the degrees of doctor of philosophy and doctor of arts in the context of goals of the third level of higher education. Both degrees are terminal degrees granted on the basis of a master’s degree. Unlike a research-focused degree of doctor of philosophy, the degree of doctor of arts underscores the importance of creation of an original art product. Thus, doctor of arts programs may present an acceptable alternative for arts universities that are concerned with improving the educational process and aligning the criteria for advanced degrees for practicing artists with international standards.


Author(s):  
Л. Е. Бєловецька

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.


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