Postgraduate education in Ukraine is a specialized improvement of education and professional training of a person through deepening, expansion and renovation his professional knowledge, skills and abilities or getting another specialty based on previously acquired educational qualification and practical experience. Postgraduate education is carried out by higher educational establishment or by structural subdivisions of higher educational establishment with appropriate accreditation level in the form of training programs or internship. This article devoted to the formal expansion of skills within the resulting profile or retraining. Formation and polishing of the person's individual style of business communication occurs throughout adult life. Language communicative competence is complex education system, which requires constant improvement. Speaking more than one language involves the formation of a foreign language communicative competence. This problem requires a review of government and universities policy on planning and forming of language communicative competence among students of advanced training courses.
The process of development, theoretical substantiation and implementation of distance education system organization model into teacher postgraduate education has been considered in the paper. Postgraduate pedagogical study with wide-area distance study is greatly distinguished from present system by level of study quality, number of users, focus on personality, democracy, variance, application of modern information-communication technologies and telecommunication networks in study. The platform of distance education has to be applied for supplement and expansion of traditional process of institution study and communication in the teacher postgraduate education institutes. Implementation of distance education in the teacher postgraduate education system creates the educational system of retraining and professional development for teachers on-the-job, and improvement of educational services, proposed by educational institution.
In the European Union, by 2025, it is planned to create a single European educational space. It means that knowledge of English is of vital importance for representatives of all professions and for teachers in particular. According to the research, teachers' English language proficiency is on a rather low level. Digital technologies can help to improve the situation. Today, there are many opportunities on the Internet to learn a foreign language using Youtube, blogs, podcasts, where many content has already been generated. The Blended Learning Concept of Foreign Languages is being developed using the online platform "Lingva Skills" for language training specialists at universities. Thanks to digital technologies, knowledge and content become public, helping to align hierarchies previously based on knowledge and focus instead on skills and intelligence. For deep and comprehensive learning, it is worth using digital technologies that promote more intensive and better assimilation of foreign languages.
The development and growth of the Royal College of General Practitioners in Britain against a background of escalating need for postgraduate courses within their society is outlined. The structuring of postgraduate medical education under government sponsorship with the inception of the National Health Service is described; and its evolution over the past 20 years.
The importance of international education has increased during the last two decades due to the process of globalization. For Australia, the third largest exporter of educational services in the world, this has transformed its education, especially in tertiary level. Additionally, Asian countries are rising as the new economic power and Australia's future depends on its capacity to manage the relationship with the new giants in an array of aspects, such as social, economic, political and academic among others. India, one of the new powers in Asia, it will play a key role in Australia development, particularly in the education market as part of the internationalization of education process. This report commissioned by the secretariat of the Board of the Group of Eight (Go8) presents the results of the analysis of the Australian relationship with India in postgraduate education and research, and the recommendations for the national level, but particularly for the Go8 improve relationship with India. To do so, this report examines the international education process where international collaboration evolves, and discusses some major perspectives, then provides the theoretical analysis and lastly presents the data analysis. Collected data included quantitative and qualitative data and it was structured upon the framework of the General Agreement on Trade and Services and research (GATS) and collaboration model. This report shows that the relationship with India in postgraduate education and research is undeveloped in the national level and that, despite the competitive advantages of the Go8 universities for the Indian students and its remarkable performance in research collaboration, this Group lacks of strategy for India. This report recommends to maintain the level of commitment at the national level, in particular continue with the Australian Indian Strategic Research Fund, which is a key factor in the relationship with India, and for the Go8 it recommends design a strategy that work on the ground in India.
Abstract Background Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Method Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Results Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. Conclusion TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future.
The uncertainty over future student loan repayments means that the debate about whether the government contribution to the cost of higher education is too high will almost certainly continue. However, as our analysis makes clear, whatever the current estimate of the RAB charge, it is based on a large number of assumptions, many of which are likely to change in future (e.g. the rate of graduate earnings growth). It also depends hugely on the way in which we value expected future repayments in the present. It would thus be a mistake to undertake reforms solely on the basis of a single uncertain figure. The loan subsidy is just one part of a package of support that the government offers to students and universities which must be taken into consideration when deciding on the extent to which it wishes to subsidise higher education in England.
Introduction. Postgraduate education for nurses is an integral part of professional development. Currently, in accordance with the legislation in force in Poland, a neurological nurse may improve their profession as part of self-education or as part of organized forms and types of postgraduate education by undergoing various specialized training, acquiring professional skills in the narrower fields of nursing or providing specific health services.Aim. The aim of the research was to analyse the postgraduate education of neurological nurses.Material and Methods. The research was conducted on a group of 128 nurses employed in 9 neurological centres in the Kuyavian-Pomeranian Voivodeship (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Postgraduate education was assessed by means of a diagnostic survey using a questionnaire survey technique.Results. It was shown that there are statistically significant differences between the age, experience and education of the respondents and the preferred form of education (p < 0.05) and awarding educational points for training (p < 0.05). It was also found that age and seniority in the neurology department differentiated the form of financing training (p < 0.05). Additionally, seniority is a factor that significantly differentiates the thematic specificity of the training (p < 0.05).Conclusions. The most popular form of postgraduate education is specialization and a specialist course. An important form of training is also participation in a conference/symposium. The vast majority of respondents stated that their trainings are financed by their own/private funds. It was found that the respondents lacked knowledge about training specific to neurological nurses, with the simultaneous need for such training. Among the difficulties/problems related to professional development, the most frequently indicated were the lack of time for training and difficulties with its financing. Almost half of the respondents expect to receive education/credit points for education. (JNNN 2020;9(2):71–75) ; Wstęp. Kształcenie podyplomowe pielęgniarek jest integralnym elementem doskonalenia zawodowego. Aktualnie zgodnie z obowiązującym w Polsce ustawodawstwem, pielęgniarka neurologiczna może doskonalić swoją profesję w ramach samokształcenia lub w ramach zorganizowanych form i rodzajów kształcenia podyplomowego poprzez odbywanie różnych szkoleń specjalistycznych, nabywania umiejętności zawodowych z zakresu węższych dziedzin pielęgniarstwa lub udzielania określonych świadczeń zdrowotnych.Cel. Celem badań była analiza kształcenia podyplomowego pielęgniarek neurologicznych.Materiał i metody. Badania przeprowadzono na grupie 128 pielęgniarek zatrudnionych w 9 ośrodkach neurologicznych na terenie województwa kujawsko-pomorskiego (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Za pomocą sondażu diagnostycznego, techniką ankietową z wykorzystaniem kwestionariusza ankiety dokonano oceny kształcenie podyplomowego.Wyniki. Wykazano, że istnieją różnice istotne statystycznie pomiędzy wiekiem, stażem i wykształceniem badanych a preferowaną formę kształcenia (p < 0.05) i przyznawaniem punktów edukacyjnych za szkolenie (p < 0.05). Stwierdzono również, że wiek i staż na oddziale neurologii różnicuje formę finansowania szkolenia (p < 0.05). Dodatkowo staż pracy jest czynnikiem istotnie różnicującym specyfikę tematyczną szkolenia (p < 0.05).Wnioski. Najbardziej popularną formą kształcenia podyplomowego jest specjalizacja oraz kurs specjalistyczny. Istotną forma dokształcania jest również udział w konferencji/sympozjum. Zdecydowana większość badanych stwierdziła, że ich szkolenia są finansowane przez środki własne/prywatne. Stwierdzono u badanych brak wiedzy na temat szkoleń specyficznych dla pielęgniarek neurologicznych z jednoczesnym zapotrzebowaniem na takie szkolenia. Wśród trudności/problemów związanych z doskonaleniem zawodowym, najczęściej wskazywano na brak czasu na szkolenie oraz trudności z jego finansowaniem. Prawie połowa przebadanych osób oczekuje na przyznawanie punktów edukacyjnych/kredytowych za kształcenie. (PNN 2020;9(2):71–75)
Introduction. Postgraduate education for nurses is an integral part of professional development. Currently, in accordance with the legislation in force in Poland, a neurological nurse may improve their profession as part of self-education or as part of organized forms and types of postgraduate education by undergoing various specialized training, acquiring professional skills in the narrower fields of nursing or providing specific health services.Aim. The aim of the research was to analyse the postgraduate education of neurological nurses.Material and Methods. The research was conducted on a group of 128 nurses employed in 9 neurological centres in the Kuyavian-Pomeranian Voivodeship (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Postgraduate education was assessed by means of a diagnostic survey using a questionnaire survey technique.Results. It was shown that there are statistically significant differences between the age, experience and education of the respondents and the preferred form of education (p < 0.05) and awarding educational points for training (p < 0.05). It was also found that age and seniority in the neurology department differentiated the form of financing training (p < 0.05). Additionally, seniority is a factor that significantly differentiates the thematic specificity of the training (p < 0.05).Conclusions. The most popular form of postgraduate education is specialization and a specialist course. An important form of training is also participation in a conference/symposium. The vast majority of respondents stated that their trainings are financed by their own/private funds. It was found that the respondents lacked knowledge about training specific to neurological nurses, with the simultaneous need for such training. Among the difficulties/problems related to professional development, the most frequently indicated were the lack of time for training and difficulties with its financing. Almost half of the respondents expect to receive education/credit points for education. (JNNN 2020;9(2):71–75) ; Wstęp. Kształcenie podyplomowe pielęgniarek jest integralnym elementem doskonalenia zawodowego. Aktualnie zgodnie z obowiązującym w Polsce ustawodawstwem, pielęgniarka neurologiczna może doskonalić swoją profesję w ramach samokształcenia lub w ramach zorganizowanych form i rodzajów kształcenia podyplomowego poprzez odbywanie różnych szkoleń specjalistycznych, nabywania umiejętności zawodowych z zakresu węższych dziedzin pielęgniarstwa lub udzielania określonych świadczeń zdrowotnych.Cel. Celem badań była analiza kształcenia podyplomowego pielęgniarek neurologicznych.Materiał i metody. Badania przeprowadzono na grupie 128 pielęgniarek zatrudnionych w 9 ośrodkach neurologicznych na terenie województwa kujawsko-pomorskiego (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Za pomocą sondażu diagnostycznego, techniką ankietową z wykorzystaniem kwestionariusza ankiety dokonano oceny kształcenie podyplomowego.Wyniki. Wykazano, że istnieją różnice istotne statystycznie pomiędzy wiekiem, stażem i wykształceniem badanych a preferowaną formę kształcenia (p < 0.05) i przyznawaniem punktów edukacyjnych za szkolenie (p < 0.05). Stwierdzono również, że wiek i staż na oddziale neurologii różnicuje formę finansowania szkolenia (p < 0.05). Dodatkowo staż pracy jest czynnikiem istotnie różnicującym specyfikę tematyczną szkolenia (p < 0.05).Wnioski. Najbardziej popularną formą kształcenia podyplomowego jest specjalizacja oraz kurs specjalistyczny. Istotną forma dokształcania jest również udział w konferencji/sympozjum. Zdecydowana większość badanych stwierdziła, że ich szkolenia są finansowane przez środki własne/prywatne. Stwierdzono u badanych brak wiedzy na temat szkoleń specyficznych dla pielęgniarek neurologicznych z jednoczesnym zapotrzebowaniem na takie szkolenia. Wśród trudności/problemów związanych z doskonaleniem zawodowym, najczęściej wskazywano na brak czasu na szkolenie oraz trudności z jego finansowaniem. Prawie połowa przebadanych osób oczekuje na przyznawanie punktów edukacyjnych/kredytowych za kształcenie. (PNN 2020;9(2):71–75)
The topic, proposed for discussion, belongs to the fundamental problems of modern science, philosophy and social practice. Unfolding XXI century makes enormous challenges to traditional society, national states and cultures, the ways of preparing human life which are carried out primarily by means of education and training. In the late XX century the world became hardly recognizable again. It is difficult to reach a single glance, predict the main vector of development and offer preventive education and cultural innovation. However, the discernible trends of economic globalization and anti-globalization, the signs of the information society and interdependence of nations to strengthen democratic order and market reforms in a wider world space are seen quite clearly. The center of this paradigm is education developing as a response to the challenges of civilization and at the same time as a response to human needs to find its place and the possibility of self-realization in a new global environment. Current postgraduate education of teachers has developed an interdisciplinary theoretical base and a rich arsenal of means of practical implementation of ideas, concepts and attitudes. However, the claims of the society to the effectiveness of professional educators remain and cause the resistance to a "call" of post-graduate education - to strengthen its focus on the dramatic changes in the willingness of teachers to solve practical problems of modern schooling. As a current trend of postgraduate pedagogical education teacher training community declares the overcoming incomprehension between the results of postgraduate education, traditionally recorded in its process and outcome indicators, and expected success of teachers in subsequent careers. Thus, the purpose and goal of this article is to consider the problem of finding a new paradigm of man preparation to a human life, which would ensure not only adaptive man's relation to reality, but the reality development in accordance with the human dimension of life. ; Тема, которая выносится на обсуждение, принадлежит к фундаментальным проблемам современной науки, философии и социальной практики. XXI ст., которое разворачивается, делает грандиозные вызовы традиционному обществу, национальным государствам и культурам, способам подготовки человека к жизни, данные социальные тенденции осуществляются, в первую очередь, средствами образования и воспитания. Следовательно, цель и задача данной статьи заключается в рассмотрении проблемы, связанной с поиском новой парадигмы подготовки человека к жизни, которая бы обеспечила не только адаптивное отношение человека к действительности, но и развитие действительности в соответствии с человеческими измерениями жизни. ; Тема, що виноситься на обговорення, належить до фундаментальних проблем сучасної науки, філософії і соціальної практики. XXI ст., що розгортається, робить грандіозні виклики традиційному суспільству, національним державам і культурам, способам підготовки людини до життя, що здійснюється, насамперед, засобами освіти і виховання. Отже, мета та задача даної статті полягає в розгляді проблеми, пов'язаної з пошуком нової парадигми підготовки людини до життя, яка б забезпечила не лише адаптивне ставлення людини до дійсності, але й розвиток дійсності у відповідності до людських вимірів життя.
In: Huggare , J , Derringer , K A , Eliades , T , Filleul , M P , Kiliaridis , S , Kuijpers-Jagtman , A , Martina , R , Pirttiniemi , P , Ruf , S & Schwestka-Polly , R 2014 , ' The Erasmus programme for postgraduate education in orthodontics in Europe : an update of the guidelines ' European Journal of Orthodontics , vol 36 , no. 3 , pp. 340-349 . DOI:10.1093/ejo/cjt059
In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.
In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.
