Suchergebnisse

Currently, Albania, our homeland, is involved in the integration processes for membership in the European Union. European integration processes should first of all be understood as processes: achieving standards, adaptation and legal, structural, curricular improvements, etc. The Albanian education system is also part of these processes. The education system, especially in recent years, has been and continues to be part of programs and political, academic, scientific and educational programs and projects of the dominant actors of Albanian society for its reform and adaptation to the education systems of European societies, within Albania's ambitions for integration and membership.The teacher is the main actor of the educational process. It is necessary for the teacher to redefine his position in this constantly changing and integrating society, to empower and acquire new competencies.I think it is very interesting to discuss and research on re-dimensioning the position of teachers regarding the competencies of educating democratic citizens that they should gain in this period of reforms and European integration. The idea of the study is: Today's children can learn better if teachers focus more on activating their strengths than on identifying their weaknesses. Students should be evaluated not only on the basis of the results achieved, but, above all, on the basis of the capacity to fully address life situations.

Special education legislation was introduced into America schools in 1975. The goal of the legislation was to ensure students with special needs were receiving and having access to a public education. Over the past nearly 45 years, special education legislation has evolved and also remained the same. The question becomes how has the legislation benefited the overall education for students with special needs? Has special education legislation allowed for students to have access to a free and appropriate education (FAPE) in the least restrictive environment (LRE)? Are students, who receive special education services, being provided equity in their education? This paper explores the current research surrounding how students placed in special education may be treated with equity and provided a free and appropriate education in the least restrictive environment. In exploring the literature, topics explored include special education legislation, LRE, inclusive education environment, self-determination, response to intervention (RTI), and data-informed decision making (DIDM). After reviewing the literature, it was determined that students in special education are not receiving FAPE in the LRE or with equity. The question then becomes why does special education legislation mandate FAPE in the LRE for students but this is not being done in reality. Additionally, what can school districts and educators do to promote equity for students with special needs in the general education classroom and ensure a FAPE in the LRE is achieved for each student?

"This book analyzes the research contributions in the field of entrepreneurial training and investigates the concept of knowledge and creativity in this context. It also examines the psychological side of entrepreneurship behavior to understand what drives this behavior in individuals so they achieve a goal of greater personal and economic well-being"--

Systems for the education of engineers in the US and the EU differ in significant ways. In this chapter we describe and reflect upon differences in accreditation policies and procedures, curriculum structure and content, admissions criteria and student mobility. Within the US there is a surprising uniformity among both private and public university programmes in engineering education, due in large part to the acceptance of ABET's (Accreditation Board for Engineering and Technology) authority in setting standards for curriculum content. Within the EU there is greater programme variety, although some degree of harmonization is in the works due to the Bologna Declaration. We describe and analyze current efforts in Europe aimed at establishing a pan-EU authority for accreditation - the EUR- ACE Framework. One topic in curriculum structure draws our attention - the perceived value of liberal studies in engineering and the potential for significant reform of the engineering curriculum in this regard. Criteria for admission to university study in engineering differ among the different members of the EU. In the US, criteria are more or less the same whether the student applies to MIT or the University of Michigan. Understanding these differences is essential if transatlantic cooperation in higher (and vocational) education is to be achieved as is the intent of a new EU-US programme - The Atlantis Programme (2006-20013).

The purpose of the study was the analysis of the implementation of the reform of primary education as a structural model of the formation of the preparation of the future elementary school, for the design of the educational environment. The research methodology used included the analysis of legislative documentation to determine the requirements for the professional activity of an elementary school teacher. The procedure and features of actions for the development of a structural-functional model, of the formation of the readiness of future elementary school teachers to design an educational environment include: analysis of objects; choice of the form of the model; theoretical, methodical, spatio-temporal, material-technical, legal substantiation; the choice of a factor of formation of the system; establishment of connections and dependencies of the main components. The content of the developed main blocks of the model: meta - purpose and task; methodological - approaches and principles; content-procedure - updated content of the discipline content of the vocational and practical training cycle, forms of organization of the educational process, methods, means of training and diagnostics; organizational and pedagogical conditions; stages: adaptation, intensification and identification. It is concluded that the developed model reflects the actual educational process of achieving the expected results.

"From 1910 to the 1930s, educating Africans was a major preoccupation in the metropole and in the colonies of imperial Britain. This richly researched book untangles the discourse on education for African leaders, which involved diverse actors such as colonial officials, missionaries, European and American educationists or ideologues in Africa and diaspora. The analysis is presented around two foci of decision-making: one is the Memorandum on Education Policy in British Tropical Africa, issued by the British Colonial Office in 1923; another is the Achimota School established on the Gold Coast Colony (present-day Ghana) as a model school in 1927. Ideas brought from different sources were mingled and converged on the areas where the motivations of actors have coincided. The local and the global was linked through the chains of discourse, interacting with global economic, political and social concerns. The book also vividly describes how the ideals of colonial education were realized in Achimota School."--Page 4 of cover

This paper makes an empirical analysis of the role of student loan by commercial banks in financing the estimated budgetary subsidy to general collegiate education by Government and Private Aided colleges in Karnataka State (India). A major estimation result shows that the maximum total fee collectable, as a percentage of total estimated subsidy, is equal to 4.22 (or 4.74) percent in Government (or Private Aided) Colleges in 2000-01. Consequently, student fee revision, as a single instrument for total reduction of the budgetary subsidy is found to be inappropriate, even if it is entirely financed by student loan. The policy framework for analysis of linkage between student loan and regional fiscal policy in this paper is of special relevance for other states within India as well as for other developing countries, where the regional governments face the problem of reducing budgetary support to higher education through student loan scheme. In addition, the description of Indian model of student loan is useful for comparative studies in international education.

Antimicrobial resistance is a serious threat and compromises the management of infectious disease. This has particular significance in relation to infections of the respiratory tract, which are the lead cause of antibiotic prescribing. Education is fundamental to the correct use of antibiotics. A novel open access curriculum has been developed in the context of a European Union funded research project Genomics to combat Resistance against Antibiotics in Community-acquired lower respiratory tract infections in Europe (GRACE http://www.grace-lrti.org). The curriculum was developed in modular format and populated with clinical and scientific topics relevant to community-acquired lower respiratory tract infections. This curriculum informed the content of a series of postgraduate courses and workshops and permitted the creation of an open access e-Learning portal. A total of 153 presentations matching the topics within the curriculum together with slide material and handouts and 104 webcasts are available through the GRACE e-Learning portal, which is fully searchable using a 'mindmap' to navigate the contents. Metrics of access provided a means for assessing usage. The GRACE project has permitted the development of a unique on-line open access curriculum that comprehensively addresses the issues relevant to community-acquired lower respiratory tract infections and has provided a resource not only for personal learning, but also to support independent teaching activities such as lectures, workshops, seminars and course work.