Responding to the Global Economy

2003 ◽  
Vol 17 (4) ◽  
pp. 257-264 ◽  
Author(s):  
John Hobrough
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Economic Development ◽  
Technology Transfer ◽  
Young People ◽  
Central Europe ◽  
Work Experience ◽  
Global Economy ◽  
Continuing Professional Development ◽  
Innovative Curriculum

An analysis of the requirements of businesses in Eastern and Central Europe compared to those in other selected European countries shows that universities need to contribute through innovative curriculum development to economic development. The importance of developing skills and competencies through work experience for students is highlighted alongside the need to provide continuing professional development and technology transfer for partner businesses. This paper illustrates a model for developing future links between higher education and business through developing young people for the global economy, and explores the perceptions of staff to changes in higher education as a result of such developments.

scholarly journals Countryís Competitiveness and Sustainability in the Context of the Higher Education System Reforms

2013 ◽  
Vol 15 (1) ◽  
pp. 73-83 ◽  
Author(s):  
Elita Jermolajeva ◽  
Ludmila Aleksejeva
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Education Reform ◽  
Education System ◽  
Global Economy ◽  
Middle Term ◽  
Higher Education System ◽  
National Economic ◽  
Quantitative Indicators

Abstract The accumulation of knowledge and its use have become important factors that promote economic development as they contribute to a countryís competitiveness in the global economy. The basic significance of research is obtained by defining new approaches in the organisation, function and efficiency of the higher education system (HES) by emphasising its qualitative aspects. The aim of the article is to describe the influence of education reform on economic competitiveness, paying a special attention to analysing and evaluating international experiences from an interdisciplinary perspective, including economics, pedagogy, etc. Quantitative indicators are used to characterise specific features of the HES and the interaction of this system in the overall context of state development. Some aspects of the Latvian HES are also analysed. The economic activity of inhabitants often directly depends on their level of education. In order to reorganise the Latvian HES and increase its competitiveness and efficiency, thus ensuring quality and availability, the Latvian education system must define a middle-term (4ñ5 years) and long-term (10ñ15 years) development plan that is coordinated with national economic development.

Improving Workforce Education Learning Outcomes

2018 ◽  
pp. 1368-1390
Author(s):  
Carsten Schmidtke
Keyword(s):  
Young People ◽  
Work Experience ◽  
Global Economy ◽  
Workforce Education ◽  
Dropping Out ◽  
Full Time ◽  
Skilled Workers ◽  
The Past ◽  
Part Time ◽  
The U.S

Despite numerous attempts over the past few decades to prepare the U.S. workforce for the increasing challenges of a global economy, educators hear the same complaints from industry about how difficult it is to find highly skilled workers. The growing need to have a higher level of education and different knowledge, skills, and attitudes than in the past brought on by globalization makes the task of preparing workers for tomorrow's workplace even more daunting. Whatever the reason for dropping out, many young people have clearly not responded to the attempt to educate them through full-time schooling, no matter how innovative the program. This chapter argues that more adolescents can be educated in a school system that no longer emphasizes full-time schooling but instead combines part-time school with part-time real-world work experience. To carry out such an approach, it may be time to expand our horizons in the search for solutions, and we can find some guidance in a rather unexpected place, the work of Soviet educator Anton Semyonovich Makarenko. Makarenko's success in training young people to become productive workers includes several concepts and methods that may be useful in improving today's workforce education system.

Integration of Work-Based Learning Into Higher Education for Economic Development in Nigeria

2019 ◽  
pp. 162-190
Author(s):  
Ifeoma C. Iyioke ◽  
Ike V. Iyioke ◽  
Joseph C. Ezemma
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Quality Assurance ◽  
Continuing Education ◽  
Federal Government ◽  
Work Experience ◽  
Skill Development ◽  
School To Work ◽  
Work Program ◽  
Graduate Employability

Work-based learning (WBL) has a long history in higher education in Nigeria. The current WBL programs are the Students' Industrial Work Experience Scheme (SIWES) and the Graduate Internship (GI). They are sponsored by the federal government with the aim to improve employment outcomes. However, there is still a gross mismatch between the skills of graduates and the demands of employers. This chapter analyzes why the WBL programs in Nigeria have yet not been successful, and suggests alternatives. The analysis reveals a dysfunctional job placement process as a primary barrier and suggests consolidating the SIWES and GI into one school-to-work program, based upon the Graduate Employability Skill Development (GESD) model, along with strategies to improve the development, management, and quality assurance of placement. The chapter concludes by underscoring the integration and effective management of WBL at all levels of education, including continuing education as an important and realistic approach that Nigeria should strive for to attain economic development.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals Nurses’ Awareness and Participation in Mandatory Continuing Professional Development in the Philippines: A Pilot Survey

2020 ◽  
Author(s):  
Ryan Michael Flores Oducado ◽  
Julie Anne Faye Sobrepeña Palma
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Degree Programs ◽  
Self Directed Learning ◽  
Civil Status ◽  
Directed Learning ◽  
Post Baccalaureate ◽  
Descriptive Survey

This descriptive survey aimed to determine awareness and participation in Continuing Professional Development (CPD) among nurses (n=30) in a private hospital in Iloilo City. A researcher-made questionnaire was used to gather data. Data were analyzed using descriptive statistics and Mann-Whitney U to test for differences between variables. Results indicated that were nurses were generally aware of the CPD law and its implementing rules and regulations (IRR). However, while nurses understood the concept of CPD and the new requirement of the CPD Act, more than half were not aware of learning activities under Self-Directed Learning and that nurses can earn CPD credit units through online CPD programs. More than one-third were unaware that excess CPD cannot be carried over to the next three-year period and that only completed post baccalaureate degree programs can be used to earn CPD credit units. There were no significant differences in the awareness of nurses when grouped according to sex, age, civil status, position, salary, and length of work experience. Seminars and workshops were the most common CPD activities participated by nurses in the last 12 months. Addressing the information gaps regarding the CPD law identified in this study may assist in increasing nurses’ support in the implementation of the mandatory CPD among nurses.

scholarly journals Out of the classroom and into the workplace

2018 ◽  
Vol 40 (2) ◽  
pp. 42-44
Author(s):  
James Brown
Keyword(s):  
Professional Development ◽  
Young People ◽  
Continuing Professional Development ◽  
Peer To Peer ◽  
High Quality ◽  
The Impact ◽  
Peer To Peer Networking

According to the Wellcome Trust Monitor in 2013, most young people (63%) said they knew little or nothing about careers in science and very few (4%) knew a great deal. High quality continuing professional development (CPD) for teachers is one way to address these concerns, inspiring and informing teachers so that they may in turn do the same for their students. Since teachers will typically work with hundreds of young people over their career, the impact of effective CPD can potentially be huge. While CPD may often take place in school or through external conferences and workshops, other experiences are also key. The Royal Society's Vision report published in 2014 highlights the importance of teacher CPD being experienced through “peer-to-peer networking and sharing; technical visits to STEM-related sites; and mentoring provided at school and by business and industry”.

scholarly journals Culture Club: Experiences of running a journal club for continuing professional development in higher education

2020 ◽  
Vol 8 (2) ◽  
pp. 81-89
Author(s):  
Jim Christopher Turner ◽  
Amanda Mason ◽  
Roger Harrison ◽  
Tunde Varga-Atkins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Complex Terrain ◽  
Journal Club ◽  
Continuing Professional Development ◽  
Technology Journal ◽  
Journal Clubs ◽  
Subject Areas ◽  
Potential Area ◽  
Complex Subject

This article discusses the experiences of a journal club established to enable staff from different higher education (HE) institutions and roles to develop their knowledge and understanding around a shared interest in the areas of internationalisation and educational technology.  Journal clubs have been used, mainly within the field of medicine and healthcare, to facilitate group learning. The club enabled the group to navigate a complex terrain of literature, develop a focus for reading and identifying a potential area for research and collaboration. Members of the journal club experienced several benefits from participation which are discussed together with the challenges of sustaining engagement over time. The article concludes with highlighting ways in which journal clubs can provide a fruitful form of continuing professional development in higher education, particularly in complex subject areas that traverse numerous roles and domains and makes recommendations for those considering establishing a journal club for similar purposes.    

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