scholarly journals Review of Valentina Milenkova and Siika Kovacheva’s book „ Regional Insights to Lifelong Learning Policies in Support of Young Adults in Bulgaria“

2020 ◽  
Vol 10 (2) ◽  
pp. 258-261
Author(s):  
Vladislava Lendzova
Keyword(s):  
Young Adults ◽  
Lifelong Learning ◽  
Educational Institutions ◽  
Functional Region ◽  
Horizon 2020 ◽  
Policy Practice ◽  
Functional Relations ◽  
Learning Policies ◽  
The University

Valentina Milenkova and Siika Kovacheva's book "Regional Insights to Lifelong Learning Policies in Support of Young Adults in Bulgaria" (Регионални измерения на политиките за учене през целия живот в подкрепа на младите възрастни в България) has been published in English by Avangard Prima in Sofia in this 2020 - ISBN 978-619-239-316-8. This book presents the increased role of education in the modern European societies. An important milestone in the LLL polices in the book are research projects. Such is the project "YOUNG_ADULLLT - 'Policies Supporting Young Adults in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe" with Coordinator: Prof. Dr. Marcelo Parreira do Amaral from the University of Munster, funded under the Horizon 2020 program. One of the important features of the project is its commitment to the functional region – a specific amalgam of functional relations between diverse institutions in a particular area (Parreira do Amaral, 2019). The functional region as a key concept was used in the project to indicate specifics in terms of living conditions, education, institutions that form the skills of young people. The structure of the book is: an introduction, five chapters, a conclusion and annexes. The main focus is on the policies and practices of diverse educational institutions and understanding of the link policy- practice as а decisive factor for modern education.

Some aspects of the pedagogical model of constructive geometric modeling

2020 ◽  
Author(s):  
Denis Voloshinov ◽  
K. Solomonov ◽  
Lyudmila Mokretsova ◽  
Lyudmila Tishchuk
Keyword(s):  
Computer Graphics ◽  
Geometric Modeling ◽  
Educational Process ◽  
Educational Institutions ◽  
Software Systems ◽  
Teaching Methodology ◽  
Models Of Teaching ◽  
Software Product ◽  
The University

The application of constructive geometric modeling to pedagogical models of teaching graphic disciplines today is a promising direction for using computer technology in the educational process of educational institutions. The essence of the method of constructive geometric modeling is to represent any operation performed on geometric objects in the form of a transformation, as a result of which some constructive connection is established, and the transformation itself can be considered as a result of the action of an abstract cybernetic device. Constructive geometric modeling is a popular information tool for information processing in various applied areas, however, this tool cannot be appreciated without the presence of appropriate software systems and developed design techniques. Traditionally, constructive geometric modeling is used in the design of mechanical engineering, energy, aircraft and shipbuilding facilities, in architectural and design engineering. The need to study descriptive geometry at the university in recent years has something in common with the issues of mastering graphic packages of computer programs in the framework of the new discipline "Engineering and Computer Graphics". The well-known KOMPAS software product is considered the simplest and most attractive for training. It should be noted the important role of graphic packages in the teaching of geometric disciplines that require a figurative perception of the material by students. Against the background of a reduction in classroom hours, computer graphics packages are practically the only productive teaching methodology, successfully replacing traditional tools - chalk and blackboard.

scholarly journals What Do We Know about the University Contribution to Regional Economic Development? A Conceptual Framework

2020 ◽  
pp. 016001762090953 ◽  
Author(s):  
Thomas Brekke
Keyword(s):  
Economic Development ◽  
Literature Review ◽  
Conceptual Framework ◽  
Organizational Capacity ◽  
Regional Economic Development ◽  
Educational Institutions ◽  
Regional Economic ◽  
Knowledge Dynamics ◽  
The University

There are a rapidly growing number of scientific studies analyzing the role of university and higher educational institutions in regional economic development. In this study, the author reviews the rapidly growing body of research streaming out of the geography of innovation and knowledge with particular attention to the period from 1994 to 2019. The author discusses several seminal contributions on the role of universities in regional economic development and then applies a systematic literature review to the extant research of 193 articles. This literature review offers a conceptual framework by identifying four key topics found in the literature: organizational capacity, intermediaries, knowledge dynamics, and policy.

scholarly journals Issue of fairness in modern Russian society and the humanitarization of education as a way to solve it

2021 ◽  
Vol 103 ◽  
pp. 01010
Author(s):  
Aleksey Y. Oborsky ◽  
Aynara N. Amerslanova ◽  
Alexander V. Naumov
Keyword(s):  
Educational Institutions ◽  
Russian Society ◽  
Value System ◽  
Managerial Decisions ◽  
Self Actualization ◽  
Moral Qualities ◽  
The Individual ◽  
The University ◽  
The Relationship

The research reflects on the contribution of the humanitarization of education in solving the problems of fairness in contemporary Russian society. The authors reveal the concepts of humanitarization of education and fairness, as well as analyze the relationship between the humanitarization of education and the crisis of value system, justifying the importance of creating conditions for the development of a humanitarian personality who has the competencies needed for orientation, and who is capable of self-actualization in the contemporary socio-cultural space. The authors attempt to explain the relationship between the process of humanitarization of education and the mechanism of achieving social fairness in Russian society. The research presents the attitude of individual stakeholders of educational services to the humanities in the university curricula. At the end of the research, the conclusion is made about the need for making joint managerial decisions by the federal executive authorities and educational institutions of Russia to enhance the role of higher education institutions in forming the population’s value system, as well as moral qualities of the individual.

scholarly journals Inclusiveness in Higher Education Leadership: The Impact of Straightening the Relevance of Middle-Level Management in Leading Universities

2020 ◽  
Vol 6 (3) ◽  
pp. 266-271
Author(s):  
Muhammad Muftahu
Keyword(s):  
Middle Level ◽  
Educational Institutions ◽  
University Leadership ◽  
Inclusive Leadership ◽  
Managerial Decisions ◽  
Leadership Framework ◽  
The University ◽  
Managerial Level ◽  
The Impact

The concept of inclusive leadership tends to be understood from different perspectives and contexts. However, there is a consensus that inclusive leadership has proven to be one of the effective leadership styles for ensuring sustainable development. Clearly, this is embedded in the leaders’ ability to recognise bias, demonstrate an open mindset, and most importantly have the ability to acknowledge and empower others, especially those at sub-managerial level who are mostly in touch with the realities of policy implementation within an institution. While studies have proven the impactful role of middle-level management towards organisational performance, it was clear that the middle-level management at the universities are those set of leaders that are usually in full engagement with the university community including lecturers and students, thereby making them wholly responsible for the implementation of university policies at micro level. However, this class of leaders seems to be excluded or not fully recognised in deliberating and taking managerial decisions in the university leadership. Consequently, the intention of this paper is to critically conceptualised the six empirically acknowledged concepts of inclusive leaders and leadership framework by Bourke and Dillon which are courage, commitment, cognisance of bias, curiosity, cultural intelligence as well as collaboration and fully contextualised them in higher educational institutions with respect to straightening the relevance of middle-level management in leading universities.

scholarly journals Responsibility as a quality of personality: Essence, formation, significance

2021 ◽  
Vol 21 (1) ◽  
pp. 101-105
Author(s):  
Alexei V. Perevozny ◽  
Keyword(s):  
Educational Institutions ◽  
University Environment ◽  
Responsible Behavior ◽  
Pedagogical Issue ◽  
Human Need ◽  
Patterns Of Behavior ◽  
The University ◽  
Responsible Person

The article discusses the significance of responsibility in providing safety of the environment surrounding the person. The problem is caused by the contradiction between the human need for security and impossibility in many cases to satisfy it because of inadequate fulfilment of the duties by employees. The purpose of the article is to outline the ways of solving this contradiction by pedagogical means. The methodological basis of the research is systematic, activity-based, and subject-subject approaches. The author reveals the essential features of responsible behavior and prerequisites for the formation of a responsible person: macro-level (organization of public life); family and other micro-communities; educational institutions. Importance of effort consolidation of all subjects of pedagogical influence for solving urgent educational problems is noted. The role of certain principles of education in the formation of a responsible person in the past and at the present stage is shown. Particular attention is paid to the role of higher education in the formation of responsibility, since it is in the university environment where students develop such patterns of behavior that afterwards may be used in public and everyday life, and in their profession. This approach makes a purely pedagogical issue socially important.

Pašvirzīta mācīšanās profesionālās kompetences pilnveidei

2020 ◽  
pp. 69-79
Author(s):  
Inese Ozola
Keyword(s):  
Labour Market ◽  
Lifelong Learning ◽  
Personal Growth ◽  
Professional Competence ◽  
Educational Institutions ◽  
Work Situation ◽  
Knowledge And Skills ◽  
Main Indicator ◽  
Learning Policies ◽  
Post Industrial

In the process of globalisation and integration, human knowledge and skills become outdated or insufficient very quickly. One needs to constantly improve them, as well as acquire new knowledge and skills to be able to fit in with the society and be competitive in the labour market. Lifelong learning is topical both for science and in the practice. In its context, a number of objectives are pursued, which are relevant to all citizens, depending on their age, place of residence, and social status. The objectives meet the interests and abilities of each individual, as well as the needs of economic development. Lifelong learning policies are related to personal fulfilment and determination which provide sustainable competences for work and personal growth. Lifelong learning is an adult education where the students themselves play a major role. In today’s post-industrial era, the responsibility for competitiveness in the labour market is increasing. In the labour market, the main indicator for person’s assessment is professional competence. Professional competence is not just the knowledge; it is skills and responsibility in a particular work situation. This particular work situation can be experienced in practical life, i.e. applying pragmatic approach to learning, however, not all educational institutions can provide it, and not every company is interested in investing in common vocational training. As a result, professionalism is one’s own responsibility, and self-directed informal learning is one of the simplest and most inexpensive ways of how to achieve it.

Gluten-free flour confectionery for school meals

2020 ◽  
pp. 61-64
Author(s):  
V.G. Kulakov
Keyword(s):  
Gastrointestinal Tract ◽  
Metabolic Disorders ◽  
Life Support ◽  
Poor Quality ◽  
Educational Institutions ◽  
Gluten Free ◽  
Priority Task ◽  
Confectionery Products ◽  
The University

The priority task in the development of gluten-free flour confectionery products is to ensure the health of children with metabolic disorders that lead to the development of diseases of the gastrointestinal tract and other pathological conditions, which in turn contribute to reducing the child's immunity. Children are the most vulnerable group, for whom nutrition is a factor in the development of all organs and life support systems. Students receive increased mental and physical loads, therefore, the lack of necessary food components negatively affects the development of children. Parents are undoubtedly aware of the role of proper nutrition, especially for children with various diseases of the gastrointestinal tract, but it is extremely important that educational institutions at all levels complement and in some cases completely make up for poor-quality nutrition of the child in the family. All educational institutions have children with metabolic disorders, and these institutions are already working in accordance with the sanitary norms and regulations of the Russian Federation, but the task of the University is to inform such institutions about the need to provide specialized products, including gluten-free ones.

Conclusion

2019 ◽  
pp. 241-252
Author(s):  
Siyka Kovacheva ◽  
Xavier Rambla ◽  
Marcelo Parreira do Amaral
Keyword(s):  
Political Economy ◽  
Young Adults ◽  
Active Learning ◽  
Life Course ◽  
Lifelong Learning ◽  
Complexity Reduction ◽  
Lessons Learned ◽  
Theoretical Perspectives ◽  
Cultural Political Economy ◽  
Learning Policies

The chapter takes stock of the insights produced in the different chapters of this collection and draws conclusions based on three theoretical perspectives that guided our analysis. Each of them highlights a few important points that are helpful to make sense of the evidence posited by the thematic chapters. Cultural Political Economy provides crucial insights on the intimate connections between complexity reduction and the institutional normalisation of life courses. Life Course Research sheds light on the equally relevant connections between young adults’ biographies and active learning. Finally, Governance theories account for the regional dimension of lifelong learning policies. Some lessons learned are discussed and a plea to listen to the voices of young adults is made.

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