Suchergebnisse

Kanazawa Technical College has a tradition of working with industry and the community in order to improve education. This paper introduces Kanazawa Technical College and describes the hands-on project courses at every year level that have been developed though a government grant. The courses are also being evaluated against the CDIO Standards and Syllabus, and will be modified based on the evaluations.

The paper presents a review of carbon management in relation to UK Higher Education Institutions (HEIs), forms part of a wider study on the ongoing reliance on fossil fuels in Scotland's public sector with a focus on Universities and Local Government Authorities. It compares the CF (carbon footprint), emission sources, and the fossil fuel contribution to the CFs reported in 3 identified articles relating specifically to the estimation of CF for HEIs. The consumption of fossil fuels results in human induced climate change however, fossil fuels boosted the industrialization process and remains the dominant source of global energy consumption. Action in tackling climate change has led to organizations coming under increasing pressures to monitor and report their CFs. HEIs have a key role to play in reducing its reliance on fossil fuels and reducing GHG (greenhouse gas) emissions through delivery of scientific research and innovative carbon management solutions, increase in its uptake of renewable energy technologies, educating and training future leaders, and raising public awareness, in contribution to a sustainable society. This paper highlights the need for a shift of focus to reducing fossil fuel reliance in response to climate change and demonstrates how HEIs can impact GHG reductions.

Purpose
It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD.


Design/methodology/approach
The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student's t-test.


Findings
The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices.


Research limitations/implications
Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study.


Practical implications
Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years.


Originality/value
The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.

We investigated the extent to which relationship status and age at birth explain the education gradient in whether a woman's pregnancy leading to her most recent birth was intended or not. Our data came from wave 5 (2005) of the Household Income and Labour Dynamics in Australia survey (HILDA) (n = 1,751). We found an education gradient in intended births, where less educated women were more likely to report an unintended most recent birth. Part of this was explained by the fact that less educated women were younger when they give birth and less likely to be married—characteristics predictive of unplanned births. To better understand education differences in having unintended births further research needs to focus on the role played by education differences in abortion and contraceptive behaviour.

Purpose: The study investigated the possibility of establishing concurrent vocational education and training through microlearning platforms by assessing whether universities in Garowe had the minimum basic facilities to establish such programmes, whether academic staff were aware of the state of vocational education, its importance, the rate of unemployment in Garowe and Puntland in general, and whether university professionals were willing to establish these training programmes as concurrent options.
Method: It was a survey study of a qualitative approach and data was collected using an inventory checklist of institutions capacity, a close ended questionnaire to academic staff on their general perception of vocational education and training, and detailed interviews of both academic and administrative staff purposively selected at higher education institutions in Garowe to find out their willingness as stakeholders to adopt vocational training at higher education using microlearning approaches.
Findings: Universities in Garowe Puntland have the basic minimum facilities to establish microlearning oriented platforms although respondents emphasise that it should be supplemented with some physical practical sessions and modules. It is evident that introducing vocational education at higher education is one of the solutions to the unending graduate unemployment. However just like some respondents recommend, micro-learning for vocational education should be supplemented with some physical practical sessions and modules, hence a kind of blended approach. The study also found that there is hardly any career guidance done at the secondary school level and this affects choice of professional careers as students transition from secondary to tertiary education.
Conclusions: It is evident from findings that the attitude towards vocational education in Puntland has not been good, although with awareness and given the increased rate of graduate unemployment, the attitude can also be changed gradually. The study recommends a needs assessment before establishing certain training programmes to avoid the recurring challenges of mismatch between training programmes and the labour needs plus a need to intensify their international and regional collaborations with more experienced organisations and institutions. There is need for a curriculum review process of the existing university curriculum to accommodate the vocational concurrent programmes.

The paper focuses primarily on the tracking of a wide range of classical printmaking techniques, divided according to the method of printing, the material of the matrix and the method of realization of relief in them. It has the ambition to select a set of those practices that are implemented in the educational process when teaching future art teachers, in the field of graphic media. It also offers insight into new strategies and methods of printing that are increasingly encountered today.

Počelo se sa izradom različitih standarda u obrazovanju u Srbiji, pa smo smatrali da je izuzetno važno proučiti filozofiju koja leži iza 'Pokreta Standardi' i dosadašnja iskustva sa njegovom primenom u obrazovanju. U radu se opisuje kontekst nastanka reforme obrazovanja bazirane na standardima u SAD, koja se odatle proširila na veliki deo sveta. U radu razmatramo koncepciju reforme i efekte njene primene u praksi. Glavni nalazi analize su da je neophodno razlikovati, s jedne strane, pojam standard, princip visokih i inkluzivnih obrazovnih standarda i, s druge, upotrebu standarda u jednom konkretnom kontekstu obrazovne reforme. Njihovo nerazlikovanje vodi pogrešnim koracima u obrazovnoj politici. Stavovi i osećanja protiv 'Pokreta Standardi' često su se nekritički generalizovali i na odnos prema svim standardima i prema samom pojmu standarda u obrazovanju. Mi pravimo razliku između standarda-kao-cilja i standarda-kao-sredstva u obrazovanju. Navodimo argumente za uvođenje standarda-kao-sredstva i ukazujemo na to kako oni mogu podizati kvalitet obrazovanja. Suština procene učeničkog rada trebalo bi da bude tačna ocena njihovog postignuća u odnosu na spoljni kriterijum, a ne uzajamno poređenje učenika i kompeticija. Standardi- kao-sredstvo su alatka, instrument, a ne polazna tačka iz kojih se izvode centralne organizujuće ideje i ideologija određenog kurikuluma. U poslednjem delu rada analiziramo grupe problema u dosadašnjoj izradi i upotrebi standarda u Srbiji: neslaganje eksperata oko sadržaja standarda; probleme oko kvaliteta standarda; oko primene standarda (obučenost nastavnika, obezbeđivanje procedure za merenje ostvarenosti standarda); i obezbeđivanje povratne informacije nakon primene standarda i upotreba dobijenih nalaza u obrazovnoj politici zemlje. U Srbiji postoje nužni preduslovi za razvoj i primenu standarda-kao-sredstva, ali ne postoje još uvek jasni mehanizmi za praćenje i obezbeđivanje kvaliteta svih nužnih koraka na tom putu, niti dovoljna svest o skliskim i rizičnim tačkama i načinima kako da se preduprede pojedini problemi. ; There has been the initiation of creating many different standards in education in Serbia, so we thought that it would we extremely significant to study the philosophy which is supporting 'The Movement Standards' and recent experience with their application in education. In the paper, we have described the context of the appearance of the reform of education, based on the standards in the USA, which has widened to the greater part of the world. In the paper, we are discussing the concept of the reform and effects of its application in praxis. The main findings of the analysis are that it is necessary to differ, from one side, the term standard, the principle of high and inclusive educational standards, an on the other hand the use of the standard in a definite context of the educational reform. Not being able to differentiate these two leads to wrong steps in educational politics. Attitudes and feelings against the Movement Standards are often non-critically generalized on the relation towards all the standards and the very term standard in education. We are making the difference between the standard as an aim and standard as means in education. We are giving arguments for introducing standards-as-means and showing how they can raise the quality of education. The essence of estimation of students' work should be a precise mark of their achievement in relation to the outer criterion, and not mutual comparison of students and competences. Standards-as-means are a tool, instrument, and not a starting point for central organized ideas and ideologies from the defined curriculum. In the last part of the paper, we are analyzing groups of problems in the up-to-date creating and use of standards in Serbia: disagreement of experts about the contents of standards; problems about the quality of standards, application of standards (qualification of teachers, obtaining procedures for measuring realization of standards); and obtaining feedback after the application of the standards and the use of the given findings in the educational politics of the country. In Serbia, there are necessary pre-conditions for development and application of standards-as-means, but still there are no clear mechanisms for following and obtain quality of all necessary steps in this way, and not sufficient consciousness about risky points and the ways how to prevent certain problems.

The Republic of Kosovo is a country that observes all the rights and obligations of its subjects with no discrimination in national, racial, linguistic sense. Even though we have these rights in place, in practice the situation is different and not very positive. This is since the non-majority communities Roma, Ashkali and Egyptian in Kosovo face several problems in different areas, especially when it comes to their right on integration to education. This paper will address and evaluate current policies and legislation of Kosovo for inclusion in education as a condition for completion of the education system. This paper will be developed by considering the assessment of the Constitution and relevant legislation referring to the right to education for non-majority communities. Given all this legislation, it will be assessed in harmony with the practical problems that exist regarding access to the education system for non-majority communities. Therefore, this paper aims to bring innovation in this field of research aiming to identify how much the Republic of Kosovo is keeping a pace with the standards for inclusion in the education system, what are the reasons that in current state of play we do not have a satisfactory inclusion in the education by category of children from non-majority communities of Roma, Ashkali and Egyptian in pre-university education. Key wordS: Inclusion, Children from Non-Majority Communities of Roma, Ashkali and Egyptian, Education Policy, Pre-University Education.

Through a comparative analysis of educational theory and practice, this analytic overview illuminates the larger economic and political changes occurring in five peripheral countries--China, Cuba, Tanzania, Mozambique, and Nicaragua--commonly viewed as in transition to socialism. Current political patterns and leadership in these countries have emerged in the context of predominantly agricultural, industrially underdeveloped economies. Each state has played a major role in social transformation, relying on the educational system to train, educate, and socialize its future citizens. Discussi.