Suchergebnisse

The current appeal within MET to design effective online courses has arisen from the necessity to develop flexible learning environment to reinforce student background knowledge and widen student access to information. The paper presents ways for maximizing students' learning in Maritime English online course under conditions of permanent online learning and teaching. The participants in this study are students of the Navigation Faculty and teachers of the English Language Department for Deck Officers at Kherson State Maritime Academy, Ukraine. The study examines students' engagement and teachers' experiences while learning and teaching Maritime English via virtual platforms. Online surveys have been designed to investigate the effectiveness of tailor-made e-books and supplementary e-courses on the LMS Moodle platform to enable communicative interaction and provide communicative proficiency development at online lessons on Zoom. The survey has explored students' advancements in the online course and the areas for further instruction upgrading to reinforce personalized and active learning.

This paper has the profile of today's university students as its focal point. The key question raised here is whether higher education nowadays is compatible with the new profile of students, i.e. whether higher education adequately meets the needs of the new generations of students. This paper attempts to dissect the profile of these new generations of students, and, by uncovering some of their distinctive features, to determine whether higher education is in line with students' needs and expectations, or whether perhaps is in dire need of change and upgrading. The instruments used in this research are two tailor-made questionnaires with both open and close-ended questions - one intended for tackling the students' point of view and the other one for their professors'. A wide variety of questions are raised in the questionnaires including students' motivation, behavior, needs, expectations, academic performance and achievements. The influence of the extensive use of technology and the socio-economic and political conditions on the general mind-set of students is also tackled by some of the questions. The questionnaires have been distributed among university students and professors from various university units at "St. Kliment Ohridski" University – Bitola. The qualitative and quantitative analysis of their responses brought to the forefront some key considerations regarding the profile of today's students, such as: contemporary students' demeanor is shaped by ICT to a great extent; students are apt to achieve high academic results, but they prefer practice to theory, and active to passive role in the process of learning; students are not keen on staying in their homeland after graduation. All these findings are quite indicative of the necessary changes that await our tertiary education in the near future.

This paper has the profile of today's university students as its focal point. The key question raised here is whether higher education nowadays is compatible with the new profile of students, i.e. whether higher education adequately meets the needs of the new generations of students. This paper attempts to dissect the profile of these new generations of students, and, by uncovering some of their distinctive features, to determine whether higher education is in line with students' needs and expectations, or whether perhaps is in dire need of change and upgrading. The instruments used in this research are two tailor-made questionnaires with both open and close-ended questions - one intended for tackling the students' point of view and the other one for their professors'. A wide variety of questions are raised in the questionnaires including students' motivation, behavior, needs, expectations, academic performance and achievements. The influence of the extensive use of technology and the socio-economic and political conditions on the general mind-set of students is also tackled by some of the questions. The questionnaires have been distributed among university students and professors from various university units at "St. Kliment Ohridski" University – Bitola. The qualitative and quantitative analysis of their responses brought to the forefront some key considerations regarding the profile of today's students, such as: contemporary students' demeanor is shaped by ICT to a great extent; students are apt to achieve high academic results, but they prefer practice to theory, and active to passive role in the process of learning; students are not keen on staying in their homeland after graduation. All these findings are quite indicative of the necessary changes that await our tertiary education in the near future.

This paper has the profile of today's university students as its focal point. The key question raised here is whether higher education nowadays is compatible with the new profile of students, i.e. whether higher education adequately meets the needs of the new generations of students. This paper attempts to dissect the profile of these new generations of students, and, by uncovering some of their distinctive features, to determine whether higher education is in line with students' needs and expectations, or whether perhaps is in dire need of change and upgrading. The instruments used in this research are two tailor-made questionnaires with both open and close-ended questions - one intended for tackling the students' point of view and the other one for their professors'. A wide variety of questions are raised in the questionnaires including students' motivation, behavior, needs, expectations, academic performance and achievements. The influence of the extensive use of technology and the socio-economic and political conditions on the general mind-set of students is also tackled by some of the questions. The questionnaires have been distributed among university students and professors from various university units at "St. Kliment Ohridski" University – Bitola. The qualitative and quantitative analysis of their responses brought to the forefront some key considerations regarding the profile of today's students, such as: contemporary students' demeanor is shaped by ICT to a great extent; students are apt to achieve high academic results, but they prefer practice to theory, and active to passive role in the process of learning; students are not keen on staying in their homeland after graduation. All these findings are quite indicative of the necessary changes that await our tertiary education in the near future.

The DSE (Dipartimento Scuola Educazione) was set up on the 14th April 1975 with the objective of making the best possible use of educational and school broadcasting in Italy. It produces radio and television programmes for different age groups and in line with the educational needs of contemporary society. In particular, the DSE aims at: a. updating teaching and learning methods within the school framework; b. training and upgrading various professionals; c. broadcasting educational programmes which reflect the political, economic and cultural concerns of the past and the present. In following these aims, the DSE is responding to a public demand for programmes which provide a social service. Constant attention is paid to technological and scientific innovations, to research on communication patterns, and to the study of child and adolescent development. The DSE is also concerned with bridging the gap between school/earning and the workplace, and with seeing education as an ongoing lifelong process. ; peer-reviewed

This article presents an initial approximation to the general normative basis of upgrading, which gives reasons of the necessity of upgrading teachers and directors, as part of their kn owledge of the general politics of our country, and at the same time as main part of our educational policy. The general normative basis serve as grounds for all preparation process of education professionals, including the labor laws for upgrading and dev eloping the human resources of the Ministry of Labor and Social Security, which establishes a general model. ; El presente trabajo realiza una aproximación inicial a las bases normativas generales de la capacitación, que fundamentan la necesidad de la superación de directivos y profesores, como parte del conocimiento de la política general del país y a la vez componente fundamental de la Política Educacional. Las bases normativas generales sirven de sustento a todo el proceso de preparación de los profesionales de la Educación, incluido el Reglamento del trabajo de la capacitación y desarrollo de los recursos humanos, del Ministerio de Trabajo y Seguridad Social que establece un modelo general.

Around the US, much attention is being directed to upgrading the system of foreign-lang instruction. Consensus has emerged on at least a few key points, including focus on adult lang needs, development of consistent measures of individual & program performance, elaboration of the technology of teaching upper-level lang skills, & establishment of empirically oriented experimental classrooms. It is suggested that funding be obtained for creation of a national center for foreign-lang resources that would create, evaluate, & promote techniques of lang instruction to impact a larger number of students. Such a center might follow the model of the National Instit of Health centers or those funded by the National Science Foundation. Modified HA

In the present paper, education reform in the Republic of Serbia since 2000 is presented. The focus is on two major reform waves: 2000–2003 and 2004–2005. We analyse why these broad educational interventions failed. After 2005, there was a lull in the reform process, a period with no major changes (2005–2010). A new phase of improving education policy in Serbia commenced with the adoption of Trends in the Development and Upgrading of the Quality of Education and Upbringing 2010–2020 (2010) and the conception and proposal of the Strategy of Education Development in Serbia to 2020 (2012). The basic innovations in approach and conception in the new "epoch" is outlined. (DIPF/Orig.)

Higher educ in global overview falls into 2 models. Most countries follow the elitist pattern of recruitment, & their efforts on behalf of modernity are tempered by 19th-cent style. Their reforms re-enact familiar historical precedents. 4 countries, the US, Canada, the USSR, & Japan, have moved to mass higher educ. Europe, too, has recently begun making signif steps in that direction. These countries are a target of parallel reform aspiration: demands for expanded enrollment, for more equitable SC distribution, & for upgrading of non-U instit's to U ranks. Their U's are under pressure to participate in pol'al life & local gov, to streamline the structure of governance, & to admit a measure of public control. The Western European countries are in a somewhat special situation because their enrollments in postcompulsory educ are a quarter of an age group less, & their reforms tend to be structural rather than, as in the other, curricular. Among mass-higher-educ countries, the USSR & Japan are in many respects closer to Europe than North America. They favor a guided method of reform from above, while those of North America grow & change in a grass roots fashion. The arrival of the mass of students makes authoritarian control difficult to maintain. Modified HA.

Purpose – This research was attempted to examine the feasibility of open and distance learning on educating rural farmers in improving the quality of their knowledge and upgrading their livelihood through the school ICT Laboratory in the village vicinity. The rural farmers could use the internet facilities and connectivity of the school ICT laboratory not only to communicate but also to acquire knowledge on agriculture. The culture of using technologies in acquiring first hand agro knowledge and the fluctuating produces prices have great influence in determining the quality of their livelihood. // Design/ methodology/ approach – Five dimensions of enhancing open and distance learning to educate and improve livelihood of Malaysian farmers through the secondary school ICT laboratory (demographic, technology availability, rural farmers; learning culture and leadership of village chieftains) were examined to determine the success of supporting community learning in the digital age: enhancing open and distance learning to educate and improve livelihood of Malaysian farmers. // Finding - In general, there are significant differences among factors stated above which will upgrade the rural farmers' livelihood and be competitive with their peers from other sectors. The usage of the school ICT laboratory by enhancing open and distance learning could be beneficial to the rural farmers by upgrading their knowledge on seeding, cloning, fertilization, proper usage of agro chemical and bio technology etc in fostering the production quality agriculture produces' as well as avoiding the agro middleman's preying when there is fluctuation of the agro produces price. In addition, the rural farmers could use the ICT facility to foster friendship, exchange of ideas and networking among their peers in the region. // Research limitations/ implications – This study represents an addition to the extant literature on supporting community learning in the digital age: enhancing open and distance learning to educate and improve livelihood of Malaysian rural farmers through the school ICT laboratory. // Practical implications – Enhancing digital technology in improving farmers' livelihood is of paramount important in the upgrading of not only the farmers livelihood but national economy. It is utmost important for the maximization in the utilization of digital technologies provided by the government initiative to improve its efficiency and integrity on quality assure of ODL in producing quality human capital. // Originality/ value – This study provides further groundwork for the quality utilization of open and distance learning platform in educating rural farmers.

Welfare states are often reduced to their role as providers of social protection and redistribution. In 1990, Esping-Andersen argued that they also affect employment creation and the class structure. We analyse the stratification outcomes for three welfare regimes – Britain, Germany and Denmark – over the 1990s and 2000s. Based on individual-level surveys, we observe a disproportionate increase among professionals and managers, and a decline among production workers and clerks. The result is clear-cut occupational upgrading in Denmark and Germany. In Britain, high and low-end service jobs expanded, resulting in a polarized version of upgrading. Growth in low-end service jobs – and thus polarization – is no precondition for full employment. Both Britain and Denmark halved their low-educated unemployment rate between 1995 and 2008. Yet low-end service jobs expanded only in Britain, not in Denmark. The cause is the evolution of labour supply: rising educational attainment means that fewer low-educated workers look for low-skilled jobs.

INDIVIDUALISTIC INTERPRETATIONS OF EQUALITY OF OPPORTUNITY ARE CONTRASTED WITH A CLASS INTERPRETATION. THE STANDARD INTERPRETATION, WHICH IS INDIVIDUALISTIC, INVOLVES RADICAL EQUALIZATION OF EDUCATIONAL OPPORTUNITIES, & OF SOCIALIZATION PATTERNS. AN ALTERNATIVE DEFINITION IS FORMULATED IN TERMS OF INTERCLASS MOBILITY FREQUENCIES. PATTERNS OF INTERCLASS MOBILITY ARE COMPARED FOR 9 COUNTRIES, REVEALING THAT WC PEOPLE ARE LIKELIER TO BECOME LC THAN ARE MC PEOPLE TO BECOME WC; CONVERSELY, HIGHER CLASS MEMBERS HAVE GREATER UPWARD MOBILITY CHANCES. THIS PATTERN (REDISTRIBUTIVE MOBILITY) ALLOWING A MODEST RANGE OF UPWARD MOBILITY, TO THE WC, IS CONTRASTED WITH OTHER PATTERNS: (1) UPGRADING & DOWNGRADING, IN WHICH ALL CLASSES MOVE IN THE SAME DIRECTIONS, (2) POLARIZATION, IN WHICH MOBILITY EXAGGERATES CLASS SEGREGATION, & (3) REVOLUTIONARY MOBILITY, IN WHICH CLASS RANKS ARE REVERSED. THE GREAT PROBLEM WITH REVOLUTIONARY MOBILITY IS ITS TENDENCY TO PRODUCE CLASS CONFLICT WHEN MC PERSONS TRY TO AVOID DOWNWARD MOBILITY. THE BUSINESS CYCLE IS INTERPRETED AS PRODUCING ALTERNATING UPGRADING & DOWNGRADING, EACH IN TURN PRODUCING A COUNTERTREND. 4 TABLES. MODIFIED HA.

In this study, I aimed to discover Iranian medical sciences students' evaluation of using a Learning Management System (LMS) in teaching English and to collect their suggestions for using the system more efficiently. To collect data, I conducted semi-structured interviews with 38 students. The themes emerging from the qualitative content analysis of the students' responses were (1) technical advantages (accessibility, and online homework bank), (2) educational gains (learning gains, benefits for professors, and professor-student interaction), (3) logistical benefits (optimizing class time, task management, and logistical support), (4) educational shortcomings (limited instruction, correction and feedback, and academic misconduct), (5) technical limitations (Internet problems, and technical glitches), (6) administrative problems (time mismanagement, and logistical challenges), (7) education development (instruction, educational materials, organizing tests, correction and feedback, and quantity and quality of assignments), (8) LMS platform modifications (offline platform, and upgrading the LMS), and (9) logistics improvement (student support, and time management). Based on the findings, the educational officials should consider the educational, technical and logistical requirements of using the LMS in the university programs, use a field-specific LMS or modify the existing one with an eye to the students' needs, and improve the infrastructure required for using web-based educational technologies.

OECD's first economic survey of the Indian economy. It opens with a broad overview of economic developments over the past twenty years, showing how India has grown to become the third largest economy in the world. It then examines a series of specific policy areas including the unbalanced growth across states, competition policy and reforming India's product and service markets, improving the performance of labour markets, improving the financial system, improving the fiscal system, improving infrastructure, and upgrading the educational system. For each policy area, a series of recommend

Mit Blick auf die Rekrutierungsseite des Ausbildungsmarktes wird in diesem Beitrag gefragt, ob verringerte Ausbildungschancen von Hauptschülern in Deutschland infolge der Bildungsexpansion durch Upskilling-Prozesse der beruflichen Tätigkeiten (d.h. durch höhere Anforderungen der Berufsinhalte) und/oder durch Upgrading-Prozesse der rechtlichen oder praktizierten schulischen Zugangsvoraussetzungen (d.h. eine qualifikatorische Aufwertung) mit verursacht werden. In einem ersten Schritt wird der Wandel des bildungsgruppenspezifischen Zugangs zu Ausbildung im Allgemeinen und zu bestimmten Berufssegmenten im Zeitraum von 1954 bis 2002 auf Basis der Lebensverlaufsstudie (Max-Planck-Institut für Bildungsforschung) und der Befragung Arbeiten und Lernen im Wandel (ALWA) (Institut für Arbeitsmarkt- und Berufsforschung - IAB) analysiert. Die Ergebnisse deuten darauf hin, dass abnehmende Ausbildungschancen von Schulabgängern mit geringer Schulbildung nicht allein auf Verdrängungsprozesse zurückzuführen sind, die sich bei einer ausgeglichenen Angebots- und Nachfragerelation wieder beheben würden. Eine historisch vergleichende qualitative Inhaltsanalyse der Ausbildungsordnungen ausgewählter dualer Ausbildungsberufe zeigt ergänzend, dass insbesondere die jüngste der betrachteten Schulabgangskohorten (1990-2002) in den meisten Berufssegmenten mit einem dauerhaften Upgrading der qualifikatorischen Zugangsvoraussetzungen konfrontiert wurde, das nicht immer mit tatsächlichen Upskilling-Prozessen der kognitiven beruflichen Anforderungen einhergegangen ist.