Suchergebnisse

The advanced education system should be capable not only to train students, but also to shape the necessity in lifelong self-studying self-education skills and knowledge and personal creative approach to the knowledge. There is much tension about the issue of educational quality improvement and specialists training corresponding to the modern society requirements in the social life. The Government of the Kyrgyz Republic endorsed many important documents in order to solve these problems. They endorsed "The National strategy of sustainable development in the Kyrgyz Republic in 2013-2017" of January 14, 2013, which contained "Any even the most advanced content of education will be absolutely not necessary if new technologies in education aren't applied. It is necessary for secondary education, vocational training and higher education to focus on training of specialists of new generation in the sphere of information and communication technologies that can become one of the key factors defining the subsequent accelerated development of economy, science and culture in the future" [1, P. 42]. The tasks mentioned above require the vast reforming of higher professional education. Thus, reforming of education and its compliance with the requirements of Bologna Process defines purposes of its integration in the international educational standard. ; Перспективная система образования должна быть способна не только вооружать знаниями обучающегося, но и, вследствие постоянного и быстрого обновления знаний в нашу эпоху, формировать потребность в непрерывном самостоятельном овладении ими, умения и навыки самообразования, а также самостоятельный и творческий подход к знаниям в течение всей активной жизни человека. В общественной жизни остро стоит вопрос повышения качества образования, а также проблемы подготовки и воспитания специалистов, отвечающих всем запросам современного общества. Для решения этих проблем со стороны государства Кыргызской Республики было принято множество важных документов. 14 января 2013 года принята «Национальная стратегия устойчивого развития Кыргызской Республики на период 2013-2017 годы», где было отмечено, «Любое даже самое передовое содержание образования будет абсолютно не нужным, если не будут внедрены новые технологии в образовании. Необходимо уже сегодня ориентировать систему среднего, средне-специального и высшего образования на подготовку специалистов нового поколения в сфере информационно-коммуникационных технологий, что может стать одним из ключевых условий, определяющих последующее ускоренное развитие экономики, науки и культуры в будущем» [1, C. 42]. Поставленные задачи требуют широкого реформирования системы высшего профессионального образования. Таким образом, реформирование образования и его соответствие требованиям Болонского процесса определяет цели его интегрирования в мировой образовательный стандарт.

Executive summary At the heart of this project has been the desire to enhance the way in which Aboriginal and Torres Strait Islander cultural content is embedded in higher education arts curricula. It comes at a time when higher education institutions are facing growing pressure to make curriculum content more representative of and responsive to Aboriginal and Torres Strait Islander culture. In response, many Australian universities have established formal initiatives to embed Aboriginal and Torres Strait Islander culture and intercultural competency across the curriculum. This has taken the form of policies and reconciliation action plans, community engagement initiatives, networks and councils of Elders. Despite the proliferation of such initiatives, the incorporation of Aboriginal and Torres Strait Islander perspectives into higher education curricula and cultures remains a challenging political, social and practical task. This project has sought to address this challenging task by positioning arts based service learning (ABSL) as a strategy through which Australian higher education institutions can promote Aboriginal and Torres Strait Islander cultural content for students in ways that also directly support Aboriginal and Torres Strait Islander communities.

This article is based on an exploratory research project on the treatment of patients with asthma and allergy.The aim of the project is to develop a model for bridge building (institutionalized cooperation) between medical doctors and alternative therapists.The model might be useful for developing cooperation among other kinds of professionals in areas of services other than health care.The assumption is that the professionals' understanding of disease includes a causal reasoning that legitimates specific treatment methods and specific `outcome optics'.The results, in the form of self-reported experience of learning among the professionals, are analysed on the basis of learning theory. The results indicate that differences in intervention models together with evaluative feedback from users'/recipients' assessments of the intervention can be used to stimulate learning in groups of professionals that hold very opposing views on the `right' treatment model.