Suchergebnisse

In this article we are studying the problems of university education in modern Russia. The authors of the article are investigating which measures need to be taken in order for universities to develop successfully, how it is possible to preserve social and cultural matrix, basic, fundamental humanitarian traditions, experience and values under the conditions of governmentalization, modernization (mostly, technological modernization) and endeavor to make the university a market needs service "workshop".

Japanese society is experiencing an aging population and declining birth rate along with the popularization of higher education, spread of economic globalization, rapid progress in technical innovation, changes in employment conditions, and emergence of a knowledge-based society. Against this background, interest in career education at Japanese universities has increased in recent years. This paper describes how the government has implemented career education policies in Japan, and introduces the cases of two universities that have successfully linked career education to university education in Japan.

This article discusses the response of the university, as an institution, to the nuclear predicament, that is, to the threat of a major nuclear war and its implications. The subject is treated in a rather broad context including teaching, research, conferences, and community education. The main emphasis, however, is on undergraduate education. The authors' own institution, the University of California, is examined in the greatest detail. The authors conclude that the university's role is still very inadequate, and they estimate the magnitude of the required additional efforts. The article ends with some suggestions for making the university more effective in responding to the nuclear predicament.

Self-advocacy has arguably become one of the most centrally positioned priorities in Canadian post-secondary disability service-provision frameworks. It is widely understood to be an indispensable skill for disabled students working to implement academic accommodations at university, and it has become the focus of numerous efforts to prepare them for transition from high school settings. This article draws on findings from a doctoral study that explored the self- advocacy experiences of disabled students and their professors in three small liberal arts universities in Nova Scotia, Canada in order to theorize self-advocacy as precariousness. Detailed research findings are reported elsewhere, but this account offers a theoretical analysis of participant experiences in order to broaden understandings of self-advocacy as a relational access requirement that generates persistent uncertainty for disabled learners.

This article evaluates the role of survey research in supporting the diversity model -- the argument that increased racial diversity in college enrollment both enriches the educational experience for students of all racial & ethnic backgrounds & also improves relations between students of different races. We found that much of the supporting data suffers from methodological defects, which range from poor item formulation to interpretive problems linked to selective recall & social desirability response set. We utilized a more indirect approach that asked members of the university community noncontroversial questions about their perceptions & experiences, & then correlated their responses with an independent empirical measure of diversity. Data were obtained from a 1999-2000 survey of a structured random sample of over 4,000 US students, faculty, & administrators, & from the National Center for Education Statistics. When student, faculty, & administrators' evaluations of the educational & racial atmosphere were correlated with the percentage of minority students enrolled at a college or university, the predicted positive associations of educational benefits & interracial understanding failed to appear. Thus, the findings failed to support the argument that enrollment diversity improves education & the racial milieu at American colleges & universities. Our study also raises questions about survey instruments & designs that affect inferences about respondents' beliefs & behavior. 4 Tables, 29 References. Adapted from the source document.

Currently university students live a series of problems, both external and internal to the educational institution that induce them to dropout school and/or poor academic performance and to highly vulnerable social development in the professional, work and even personal context. In the external context: violence, loss of values, injustices and even alterations in the order of the ecological system among others and in the context within the educational institution can be mentioned the low motivation of the student, the lack of knowledge of study techniques, the weakness of knowledge prior to the corresponding point of his school career, the low resilience to the changes presented in his personal context; factors (all of them) that keep him in a critical situation of stress. The purpose of this study was to analyse the need for an integral formation that can be implemented and endowed with socio-emotional tools to the student. Through the documentary analysis it is found that from the socioformation each one of the actors of the educational process must form a community in continuous learning that lives the elements of an emotional education that contributes to the social.