Suchergebnisse

Das Problem der Bewertung von Bildungsprogrammen in Südafrika wird als zentral angesehen. Vorgestellt wird die Entwicklung verschiedener Formen und Methoden mit dem Ziel, Bildungsprogramme während ihres Ablaufs zu korrigieren. (DÜI-Wsl)

The purpose of this article is to report some of the findings of an evaluation study of a Marketing Logistics and Physical Distribution Planning one week, post experience course held at the University of Bradford Management Centre in February 1971. Since 1966 Bradford Management Centre has been actively engaged in post experience education for marketing and up to the present time faculty have worked with over 3000 managers. For the entire period of its operation it has always been the policy to assess the value of courses and much advice and evaluative feedback has been incorporated in its market offerings. In this particular case however the course was one of a series studied in depth by the author during his doctoral studies to assess the effectiveness of and directions for improvement of a series of one week programmes.

The government has been striving for unversalisation of education and improving the literacy levels, across the rural and urban sectors, social groups and economic groups of the society. There are several challenges faced by the state, civil society and the community in achieving this goal. Dropout rates at each level from primary school level till post higher secondary levels are very high. Thus the government has since beginning made several initiatives for creating both physical and economic access to schooling especially for the poor and marginalised groups in both urban and rural areas. This article is an attempt to bring out the initiatives and making education more inclusive.

This study, conducted in the north of Portugal, is the result of a group of nurses' intent to develop a closer and meaningful person-centered care for patients with diabetes, empowering them with skills to better manage their therapeutic regimen. Through a participatory action research process, the group of nurses involved in this study, reflected on the current healthcare enabling them an in-depth analysis of the best scientific evidence, aiming to design context tailored solutions, which would contribute to patients' empowerment. Through a longitudinal study developed over several stages, the nurses outlined the educational programme Living in harmony with diabetes, which was applied to 85 patients with diabetes mellitus type 2. The programme had a positive impact on the psychosocial variables, in self-care behaviour and in the metabolic control, helping patients to better cope with their disease and have greater control over their health condition. Throughout the process of participatory action research, the nurses were able to increase their self-efficacy and empowerment on person-centered care implementation.

In a climate of growing accountability for Higher Education, there is an increased demand on assessment to play an evaluative role. National, professional and institutional quality assurance systems expect that the assessment of student performance can be used to evaluate the quality of teachers, learners, programmes and even institutions for the purposes of programme review, programme accreditation and institutional audits. While affirming the role of assessment as a catalyst for the improvement of teaching and learning, this paper problematises the use of assessment for evaluative purposes. Drawing on an Engineering Council of South Africa (ECSA) accreditation exercise, we illustrate the limitations of particular forms of assessment data as evidence of quality. The paper argues for assessment as a socially situated interpretive act and for validation as the on-going process of strengthening the alignment between our assessment tasks, procedures and outcomes, and the educational, political and social purposes which our assessment systems claim to serve. The central argument of the paper is that key source of assessment evidence for quality assurance purposes is to be found in the strength and effectiveness of programme validation systems.

EU-Israeli trade relations appear to be comprehensive and close. Yet these developed relations should not conceal the true colours of European-Israeli socio-political relations, relations that are characterized too often by ignorance, stereotyping, mistrust, and tension. This state of affairs adversely affects the ability of both the European Union (EU) and the State of Israel to fully realize the enormous potential of their relations. This article focuses, in abstracto and in concreto, on the means by which higher educational cooperation can alleviate that state of affairs to a certain extent, analysed through an International Relations (IR) perspective, drawing on the experience gained in intra-Community and inter-Community contexts. This article, however, also places emphasis on the limitations inherent in such cooperation in terms of forging regional, European-Israel affinity, limitations that are derived, inter alia, from the somewhat heterogeneous nature of the European higher education space.