Suchergebnisse

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Abstract
The aim of the paper is to propose a model of subtitling training in the university education of future subtitlers in the study programmes French Language and Culture and German Language and Culture. The authors briefly define the tradition of training in audiovisual translation (AVT) in Slovakia (Perez, 2017; Paulínyová & Perez, 2018) compared to the international development of training in AVT (Díaz-Cintas, 2008), including the presentation of the French and German courses on audiovisual translation currently proposed at the Department of Translation Studies at Constantine the Philosopher University in Nitra, Slovakia. The proposed model is based on the constructivist concept emphasizing the principles of cooperation, interaction, and social learning (Mraček, 2015; Mračková Vavroušová, 2017; Kiraly, 2000), while using simulated translation (subtitling) assignments which seem to be an effective tool in the training of future subtitlers in accordance with the needs and requirements of the real translation market. Authors describe individual phases of teaching subtitling which they applied in the French and German courses on audiovisual translation, and subsequently evaluate the quality of student subtitles by analysing their error rate according to the FAR model (Pedersen, 2017). The presented model can serve as a didactic tool applicable in teaching other types of translation as well (dubbing, literary translation, specialized translation etc).

AbstractUniversities promise to "[e]nsure students graduate with the knowledge, skills and experience needed to thrive in the workplace and be successful global citizens." (COU 2017). However, it is not obvious that they deliver upon this promise. The incentives within the university system, such as they are, tend to reward research, reputation‐seeking and keeping students satisfied. Yet the status quo may no longer be sustainable. Demographic change threatens to undermine the present model of university funding. Technological change and other factors have the potential to radically change the demand for university education. Canadian universities need to be able to adapt to new conditions to survive and thrive. This paper outlines the economic and political forces that lead the Canadian university sector to underachieve, especially when it comes to teaching and student learning, identifies pressures on the system and discusses reforms that could alter the incentive structure within the university system.

The article reveals the use of postmodernism as a style of thinking and a special view of contemporaneity as an interpretive basis for understanding present-day university education and understanding the prospects for its development in new conditions. The emphasis is based on three characteristics of the postmodern paradigm: change in the status of knowledge in society; non-structural, non-linear way of organizing integrity, excluding rigid centralization, orderliness and symmetry; a special model of contemporaneity, which does not allow the imposition of life guidelines and values on a person.
It is shown that the situation of postmodernism has led to new phenomena in university education, which have changed the traditional status and mission of the university. There was a tendency towards the mass character of university education, which, by expanding accessibility, contributed to a decrease in its quality. The change in the status of knowledge in society has led to the commercialization of education, which puts on threat the academic freedom and autonomy of the university, which becomes dependent on the "order" for educational services. Teaching strategies and educational strategies of students are changing; the level of their interconnection and interdependence is decreasing.
It is noted that the modernization of higher education determines the formation of a new university – the university at risk and actualizes the task of predicting systematically emerging risks and dangers and developing measures to level or limit their negative impacts.