At a time when the labour market is blocked and simultaneously rapidly changing, with the emergence of new professional and scientific areas, the higher education mission becomes less indisputable and more indeterminate and challenging. This uncertainty was the leitmotiv for this essay, which aims to discuss the importance of attaining transversal competences in higher education. To achieve this goal, a bibliographical research was carried out on the attention that is currently given by higher education institutions to this topic, how they respond to the need for increasingly more transversal training and how they develop a curriculum that meets these requirements. Thus, in methodological terms, a thorough research on the literature addressing the topic of transversal competences was carried out ; subsequently, a document search was conducted and a qualitative review and analysis of the documents collected was performed to justify our stance. Our analysis allowed concluding that the context of indeterminacy regarding the future has variations, considering the geographical and political situation, the social context and the activity sector. Furthermore, attitudes, expectations and predispositions are also critical elements for the success of this process of transversal competences&rsquo ; attainment. This latter factor is central in this process, as there is often a gap between students&rsquo ; expectations regarding the competences they expect to attain in higher education and the proposals that frame their training at the micro, meso and macrosocial levels and which take the need to attain transversal competences in higher education for granted.
Laima Šamatavienė. Theme of the Master's thesis 'Self-expression of Pre-school Education Group Teacher and Quality of Education'. Research supervisor Prof. Habil.Dr. M. Barkauskaitė. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Educational Sciences. 05.05.2009 . Objective of the research is to examine and make analysis of self-expression of pre-school education group teacher and quality of education. The main objective defined in the thesis is concretized with the tasks as follows: analysed conception of self-expression of pre-school education group teacher and quality of education in research literature, analysed and examined self-realisation of a teacher while making strategy of his/her activities, revealed and described expression of self-realisation of pre-school education group teacher while developing a program of education, plans of activities, a concord of self-expression of pre-school education group teacher and quality is discussed, the attitude of parents to competences of teachers while organizing education procedure is ascertained. All concepts related to the theme of the analysis are discussed following the governmental decrees, principles of equal opportunities, contextuality, efficiency, and continuity of educational system, aims and tasks of education. A qualitative and quantitative analysis was made in accordance with made in advance program of research, aims and tasks defined in the research program were fulfilled, a structured questionnaire and interview were prepared. Thirty six pre-school education teachers and one hundred forty parents of children attending pre-school education school responded to questionnaire. The results of qualitative analysis revealed that a lot of pre-school education teachers are drawing important attention to managerial self-expression of a teacher while seeking for education quality strategy through individual program of educational entity and plans of activities as well, taking needs and expectations of society into consideration. The results of the research show that seeking for better results of quality of education, and improving planning of activities, organizing of educational procedure, self-expression of pedagogical communication and collaboration and managerial competences, the teachers should agree more often on their activities with parents, colleagues, educational entity, and to be able and capable to attain for balance between the provision of knowledge and consulting, management and leadership, to make compromise decisions during class activities. Pre-school education teachers are working creatively, that is especially clearly seen in a Russian-spoken pre-school educational entity, they endeavour to provide information to their pupils in a non-traditional and original way. While improving the artistic, personal, social competences, teachers are recommended to renew their knowledge, to pay more attention on their self-analysis. In analysis of activity and initiative competences of teachers given in this Thesis, it is obviously that teachers are attaining for studying during whole their life, however it should be worth to apply more new technologies in their activities, to improve knowledge in state language, to share the gathered experience, to acquire the required qualification, professional development, to promote motivation of pupils. Data of the research revealed that there are favourable conditions for improvement of self-realisation and acquisition of new competences in a pre-school education entity. Pedagogical competence, planning of activities, competences of educational procedure, pedagogical communication and collaboration, private and educational competences are especially important for self-realization of a teacher. However teachers feel lack of self-education means that could be worth for development of competences, there is a lack of knowledge and new educational methods oriented to development of competences, experience of application. Attitude of parents to competences of teachers in arrangement of educational procedure marks out being provided services: engagement of children, diversity of activity, quality, state language teaching. Self-expression of pre-school education teacher and quality of education is a complex urgent problem both theoretically and in practice. It requires making a wider and deeper analysis in the process of development of educational procedure and attaining for quality of such procedure.
Laima Šamatavienė. Theme of the Master's thesis 'Self-expression of Pre-school Education Group Teacher and Quality of Education'. Research supervisor Prof. Habil.Dr. M. Barkauskaitė. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Educational Sciences. 05.05.2009 . Objective of the research is to examine and make analysis of self-expression of pre-school education group teacher and quality of education. The main objective defined in the thesis is concretized with the tasks as follows: analysed conception of self-expression of pre-school education group teacher and quality of education in research literature, analysed and examined self-realisation of a teacher while making strategy of his/her activities, revealed and described expression of self-realisation of pre-school education group teacher while developing a program of education, plans of activities, a concord of self-expression of pre-school education group teacher and quality is discussed, the attitude of parents to competences of teachers while organizing education procedure is ascertained. All concepts related to the theme of the analysis are discussed following the governmental decrees, principles of equal opportunities, contextuality, efficiency, and continuity of educational system, aims and tasks of education. A qualitative and quantitative analysis was made in accordance with made in advance program of research, aims and tasks defined in the research program were fulfilled, a structured questionnaire and interview were prepared. Thirty six pre-school education teachers and one hundred forty parents of children attending pre-school education school responded to questionnaire. The results of qualitative analysis revealed that a lot of pre-school education teachers are drawing important attention to managerial self-expression of a teacher while seeking for education quality strategy through individual program of educational entity and plans of activities as well, taking needs and expectations of society into consideration. The results of the research show that seeking for better results of quality of education, and improving planning of activities, organizing of educational procedure, self-expression of pedagogical communication and collaboration and managerial competences, the teachers should agree more often on their activities with parents, colleagues, educational entity, and to be able and capable to attain for balance between the provision of knowledge and consulting, management and leadership, to make compromise decisions during class activities. Pre-school education teachers are working creatively, that is especially clearly seen in a Russian-spoken pre-school educational entity, they endeavour to provide information to their pupils in a non-traditional and original way. While improving the artistic, personal, social competences, teachers are recommended to renew their knowledge, to pay more attention on their self-analysis. In analysis of activity and initiative competences of teachers given in this Thesis, it is obviously that teachers are attaining for studying during whole their life, however it should be worth to apply more new technologies in their activities, to improve knowledge in state language, to share the gathered experience, to acquire the required qualification, professional development, to promote motivation of pupils. Data of the research revealed that there are favourable conditions for improvement of self-realisation and acquisition of new competences in a pre-school education entity. Pedagogical competence, planning of activities, competences of educational procedure, pedagogical communication and collaboration, private and educational competences are especially important for self-realization of a teacher. However teachers feel lack of self-education means that could be worth for development of competences, there is a lack of knowledge and new educational methods oriented to development of competences, experience of application. Attitude of parents to competences of teachers in arrangement of educational procedure marks out being provided services: engagement of children, diversity of activity, quality, state language teaching. Self-expression of pre-school education teacher and quality of education is a complex urgent problem both theoretically and in practice. It requires making a wider and deeper analysis in the process of development of educational procedure and attaining for quality of such procedure.
Introduction. The relevance of the study is due to the lack of information for analyzing parents' perception of the problems of introducing distance learning in secondary schools in the conditions of COVID-19. The purpose of the study is to compare the specifics of parents' perception of opportunities and problems of distance learning in conditions of self– isolation by parents in different regions of Russia, as well as to identify attitudes that determine the prospects for its further implementation.Methodology and sources. The theoretical base is represented by the works of Russian authors about the family (A.I. Antonov, O.M. Zdravomyslova, G.G. Filippova). A review of foreign studies of parenthood focuses on its socializing function (R. Benedict, A. Cardiner, M. Spiro). A separate block of works is devoted to the problems of the introduction of distance education (Gül Özüdoğru; Lee; Zhao et al; Garrote et al, Bezrukikh et al, R.S. Zvyagintsev, Yu.D. Kershi, M.A. Pinskoy). The study is based on systematic and activity-based approaches that consider parents as one of the most important factors in improving the effectiveness of distance learning. The article presents the results of an on-line survey of parents (N = 1526) in four regions of Russia (Leningrad and Irkutsk regions, Stavropol and the Republic of Bashkortostan). Data processing was carried out using the SPSS program.Results and discussion. The opinion on the implementation of distance learning was studied not only regarding the education of children, but also the possibilities of using technology by parents. The study showed that they quite objectively assess the problems of implementing distance learning. Parents are not inclined to criticize the school, but they doubt the prospects of implementing the technology in the format it was introduced, arguing that it costs a lot for health, unavailability of technical equipment and the level of training of both students and schools. In relation to their training using distance learning technologies, the statements were positive.Conclusion. A comparison of parents' responses by region showed, on the one hand, a commonality of opinions, and on the other, a significant impact on the results of the assessment of socio–cultural specifics associated with the dominant type of management, the demand for digital skills in the regional labor market.
The present legislation concerning Professional Qualifications for Teaching (Law n.437, 2007) was created in the context of the Higher Education reorganization according to the Bologna Process. By situating the professional qualification of preschool teachers and primary school teachers at the second cycle level (Master's), this law may contribute to reinforce the recognition of these actors" importance in the promotion of quality development, which is so necessary in the Portuguese society, and necessarily refers to the need of a demanding, qualitative initial teacher education. Having this context as background, the present communication intends to present and analyse some of the foundations of the curriculum organization for the Master's Cycle in Pre-School and Primary School Education from the Castelo Branco School of Education, giving special attention to the integration of educational research methodologies in supervised teaching practice. Whereas the "voice" of the master's is a fundamental tool for the analysis we want to achieve, we conclude with the presentation and analysis of results obtained with the administration of the experimental version of the questionnaire "Conceptions of Research Process and Teaching Practice" and the "Reflective Report" asked students in the final phase of the curricular component of the course.
Tässä tutkielmassa tutkitaan Yhdistyneen kuningaskunnan koulutuspolitiikkaa vieraiden kielten osalta. Vieraalla kielellä tarkoitetaan tässä yhteydessä kieltä, joka ei ole oppilaan äidinkieli. Tutkimuksen tavoitteena on selvittää, miten Englannin koulutuspolitiikka ottaa vieraiden kielten osalta huomioon Euroopan unionin (EU) koulutuspolitiikan. Tutkimus on ajankohtainen, koska Yhdistyneessä kuningaskunnassa äänestetään EU:ssa pysymisestä tämän vuoden kesäkuussa. Tutkimuksessa selvitetään lisäksi, miten Yhdistyneiden kuningaskuntien eri maiden vieraiden kielten opetussuunnitelmat eroavat toisistaan EU:n politiikkaan liittyen. Ensimmäinen tutkimuskysymys käsittelee sitä, miten Englannin kielikoulutuspolitiikka ottaa huomioon EU:n tavoitteen siitä, että jokaisen EU:n kansalaisen tulisi osata vähintään kahta vierasta kieltä. Toinen kysymys selvittää, miten Englannin kielikoulutuspolitiikkaa perustellaan. Kolmas kysymys käsittelee mahdollisia parannuksia kielten opetuksessa Englannissa. Neljäs kysymys selvittää alueellisia eroja Yhdistyneessä kuningaskunnassa. Tutkimuksen aineisto koostuu Yhdistyneen kuningaskunnan eri maiden vieraiden kielten opetussuunnitelmista, jotka on julkaistu vuosien 2007 ja 2013 välillä, ja kahdesta vieraiden kielten opetusta käsittelevästä EU-dokumentista. EU-dokumentit ovat Barcelona Objective (2002) ja Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 - 2006 (2003). Tutkimuksessa tarkastellaan opetussuunnitelmia ikävuosien 11 ja 14 välillä (ns. Key Stage 3). Opetussuunnitelmia tarkastellaan Raymondin ja Oliven (2009) diskurssianalyysin periaatteilla. Käsitteet idea, diskurssi ja retoriikka ovat keskeisiä analyysissa. Ideat ovat käsityksiä maailmasta, kun taas diskurssi kokoaa yhteen liittyvät ideat. Retoriikka puolestaan on tapa ilmaista ideoita. Analysoitavat diskurssit muodostuvat tässä tutkimuksessa kahden EU-dokumentin perusteella. Yhdistyneen kuningaskunnan opetussuunnitelmia eli niiden sisältämiä ideoita ja retoriikkaa analysoidaan näiden EU:n diskurssien puitteissa. Tutkimuksessa selviää, että Englannin vieraiden kielten opetussuunnitelma ottaa huomioon EU:n kahden vieraan kielen osaamistavoitteen sekä sisältää parannusehdotuksia opetuksen parantamiseksi. Muutkin opetussuunnitelmat Yhdistyneessä kuningaskunnassa ottavat huomioon EU:n kielipolitiikan. Kuitenkin on hyvä huomata, että vaikka tässä tutkimuksessa yhtäläisyyksiä EU:n ja Yhdistyneen kuningaskunnan maiden välillä löytyi, ei se välttämättä tarkoita, että maat olisivat huomioineet kyseiset EU-dokumentit opetussuunnitelmia laatiessaan. EU-aineisto on kuitenkin valittu julkaisuvuosien perusteella siten, että maiden olisi ollut mahdollista ne huomioida. ; Valinnaisten opintojen tutkielma
"The book provides descriptions of experiences from research and educational sustainability projects and the role HEIs can play together with contributions presenting a variety of initiatives showing how SDGs are being implemented. The book promotes the theoretical and practical understanding on this thematic and disseminates knowledge and international research and cooperation. Contributions cover the role of SDGs in advancing implementation of sustainable development, sustainability in higher education. Features Focuses on theoretical and practical understanding on Sustainability, Higher Education and SDGs to disseminate knowledge and promote research and cooperation. Includes lessons learned from research, field projects, and best practice examples pertaining to sustainability, higher education and devoted to supporting the implementation of the SDGs. Discusses relevant and international perspectives on sustainability, higher education and SGDs. Presents local and international contributions on a variety of initiatives showing how SDGs are being implemented"--
This article looks at transatlantic educational relations as an element of cultural relations more generally. It begins by locating higher education within the context of EU cultural diplomacy (CD) and soft power and in a comparative transatlantic context. Based on a study of key historical components in the transatlantic relationship and dialogue in higher education, it then shows how higher education relations across the Atlantic are subject to what we describe as the 'rhythms of soft power'. The article concludes that while CD in general, and higher education relations as a component of soft power in particular, might try to assist in the mitigation of prevailing politicosecurity and economic dynamics, it is going to be an uphill battle in an era in which we are witnessing at best a crisis and at worst the pending collapse of the liberal international order.
