Suchergebnisse

The industrial nations of the world are in the turbulent times of a structural shift from an industrial society to a technological society. This shift is evident in the unprecedented rate and scope of change in science and technology. The infusion of high technologies that constitute the automated factory or the factory of the future is having and will continue to have a profound impact on vocational and technical education. Institutions of secondary and postsecondary occupational education must develop processes to (1) plan and manage strategically, (2) upgrade curriculum and methods of instruction to reflect state-of-the-art technology, (3) develop programs that focus on human resource development, and (4) demonstrate an adequate return on investment in terms of value added to individuals and society. These issues must be addressed if there is to be a closer relationship between occupational education and the economy, and if this nation's people are to be the beneficiaries of science and technology.

In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords "retention" and "persistence" in "distance education" and "distance learning." The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.

In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords "retention" and "persistence" in "distance education" and "distance learning." The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.

Reuse of record except for individual research requires license from Congressional Information Service, Inc. ; Description based on: 100th Congress, 1st session (1988). ; "Serial no. 100-I." ; Previously classed: Y 4.Ed 8/1:Ed 8/73 ; At head of title, : Committee print. ; Title varies slightly. ; Title from cover. ; CIS Microfiche Accession Numbers: CIS 92 H342-4, CIS 91 H342-4, CIS 90 H342-4, CIS 89 H342-6, CIS 88 H342-4, CIS 87 H342-4, CIS 87 H342-8, CIS 86 H342-8, CIS 85 H342-7, CIS 78 H342-7, CIS 77 H342-7 ; Microfiche. ; Mode of access: Internet.

Die Transformation des kommunalen Ernährungssystems in Richtung Nachhaltigkeit hat einen hohen Koordinationsbedarf zwischen verschiedenen staatliche und nichtstaatlichen Akteuren und ihren raumentwicklungsrelevanten Aktivitäten. Verantwortliche Planungsakteure betreten in der Koordination dieser Aktivitäten mitunter Neuland und zeigen Kreativität und Risikobereitschaft, um Instrumente der Raum- und Regionalentwicklung oder auch aus angrenzenden Planungsbereichen für die Steuerung des Ernährungssystems einzusetzen und anzupassen. Interessanterweise erweisen sich nicht die staatlichen Planungsakteure als Schlüsselakteure für transformative Aktivitäten im Ernährungssystem, sondern intermediäre Akteure aus der regionalen Wirtschaft, die eine enge Verknüpfung zwischen zivilgesellschaftlichen oder staatlichen Akteuren leisten. Voraussetzungen, dass staatliche und nicht-staatliche Akteure sich für die Transformation des Ernährungssystems einsetzen sind (1) Wissen über Zusammenhänge von Ernährung und Nachhaltigkeit sowie ein Bewusstsein für die Problematik, (2) eine gemeinsame oder geteilte Werteorientierung, (3) Innovationsbereitschaft und Offenheit gegenüber neuen oder ungewohnten Lösungsvorschlägen sowie (4) positive Erfahrungen und Erlebnisse bezüglich der Wirksamkeit des eigenen Handelns.

The COVID-19 pandemic, which struck the world in 2020, has hit education systems around the world. The world community has begun searching for and testing models for organising the educational process in a new reality. The purpose of this study was to analyse how the education system in Ukraine is functioning under the COVID-19 pandemic. The theoretical framework for considering the research problem is based on the theory of synergetics. Such synergetic postulates as openness, evolution, dynamics, bifurcation point, interaction, self-organisation, irreversibility and new state are key guidelines for understanding the processes taking place in Ukrainian education. A qualitative research approach was used to guide the study. The research methods included the review of the governmental documents, review of the surveys and interviews. The major finding is that the COVID-19 pandemic is transforming the education system in Ukraine and many changes are positive. This includes the long-awaited autonomy of educational institutions, the opportunity to acquire digital skills by educators, strengthening cooperation with regional and local authorities and updates to the overloaded curriculum. The Ukrainian authorities, the pedagogical community and society are working together to organise education under new conditions. However, Ukrainian education faces serious challenges (partly inadequate Internet access in homes, especially in rural areas; lack of educators' online instruction skills; few official methodological guidelines and online textbooks and low levels of motivation of students to participate in online sessions). The findings thus revealed the importance of a national strategy for the development of education, considering the recommendations of the international organisations and the experience of foreign countries.