The integration of knowledge, skills, and values inthe plans and programs of each academic degree is also a basic feature (within theeducation area). Wiek, Withycombe, and Redman, (2011) conducted a thorough review ofthe competences used in ESD and methods for their development. The five key competencies proposed were: systems-thinking, anticipatory, normative, strategic, and interpersonal competences. Nonetheless, other authors, such as Roorda (2010), proposed six areas of competence: responsibility, emotional intelligence, system orientation, future orientation, personal involvement, and action skills, highly valued and used (Lambrecths, Mulà Pons de Vall, & Van den Haute, 2013). According to Ségalas et al. (2009), there is some consensus on the primary meaning ofthe competencies to be developed but not inthe description, level of acquisition, teaching, and learning processes. It is, therefore, necessary to a certain homogeneity criteria permitting greater harmoniousness, comparison and transferability.
Sani has continued to follow this interpretative model in his subsequent publications (over ten) on the same theme, produced inthe course ofthe last twenty years: monographs, essays, articles and dictionary entries. Among these, of particular note is a collection of articles, L’educazione dei sordomuti nell’Italia dell’800. Istituzioni, metodi, proposte (2008) [Theeducationof deaf mutes in nineteenth century Italy. Institutions, methods, projects], edited by Sani and contributed by some ten authors, who – based on the study of both public and private archives – built up an account ofthe main initiatives aimed at improving the welfare ofthe deaf inthe 1800s, across the various regions ofthe country: north (Turin, Milan, Brescia, Verona, Trento); centre (Modena); south (Naples, Bari, Sassari); an approach that amongst other outcomes brought to light the marked geographic inequality that affected special educationforthe deaf. The anthology examined the educational model targeted at this particular category of disadvantaged subjects, in relation to the role of governments, local authorities andthe Church, with a particular focus on the legislation that, post-Unification, led to changes inthe statutes and functions ofthe so-called Opere Pie, that is to say, the numerous private, andin many cases religious, institutions operating inthe sector. In addition, the events marking the lives of individual institutions were situated against the backdrop ofthedevelopmentofthe school system in general, in terms of levels of schooling and types of curriculum, the progressive secularization ofeducation, andthe adoption of new teaching methods inspired by a positivist model of educational science (as reflected for example inthe cre- ation of school museums).
Thedevelopmentof cognitive abilities is one ofthe key functions ofhigher professional education. This is due to their extraordinary importance forthedevelopmentof personality, the success of training andthe future professional career of graduates ofhigher educational institutions. Social intelligence is both a cognitive ability and a social ability, as well as a personality trait, so its development is a complicated task (Dunker, 2008; Stepichev, 2012; Quezada-Sarmiento & Enciso, 2016). First of all, the complexity of this task is caused by the fact that social intelligence is a combination of various parameters. Thedevelopmentof individual components of its structure does not necessarily lead to thedevelopmentof social intelligence as a whole (Tsahaeva et al, 2017; Gnatyuk & Pekert, 2018; Kryuchkova, 2018; Pakdel & Talebbeydokhti, 2018). Russian psychologist S. Belova notes that thedevelopmentof individual components of social intelligence or parameters related to it (in particular, thinking) does not affect the level ofdevelopmentof social intelligence in general (Belova et al, 2004) Only the steady andsustainabledevelopmentof all components ofthe internal structure of social intelligence determines the high level of this parameter (Vygotsky, 2011; Guilford, 1969; Ashmarov, 2018; Kakeh Baraei, 2018). From the point of view of N.V. Panova, the formation of social intelligence requires taking into account many conditions and factors, such as age, personality, environment etc (Panova, 2011). At the same time, it is virtually impossible to create an optimal environment forthedevelopmentof all components of social intelligence (Sergeeva & Trubakova, 2017). Based on this provision, it is obvious that thedevelopmentof students’ social intelligence should be a focused process, building on the continuous monitoring of results, compliance with conditions and factors forthe effective developmentof social intelligence (Borisova et al, 2018; Gadzhieva, 2018; Narkevich & Narkevich, 2018; Gadzaov & Dzerzhinskaya, 2018; Din Mohammad et al, 2018).
The rapid developmentof innovative technologies has affected all spheres of modern society, including domestic highereducation. The transition of universities to the implementation ofthe Federal state educational standard requires a significant adjustment ofthe system of training. This has determined the importance of changing the approaches to the educational-methodical and organizational-technical support ofthe educational process inhighereducation. New conditions dictate the need to modernize teaching methods andthe transition to innovative technologies ineducation, significantly improving the quality of teaching, developing students ' ability to know a way around non-traditional, non-standard situations, to competently analyze the reality, to make the most favorable decisions, to work with a large flow of information and understand it well, to effectively solve problems. In addition, at the present stage ofeducationdevelopment, it is important to search for such techniques and methods of teaching inhighereducation that would develop students’ general cultural and professional competence, develop critical and creative thinking, stimulate cognitive activity and independence, create conditions for student initiative, free exchange of views, opportunities to establish themselves, interact with both the teacher and each other. The article deals with the use of interactive technologies inhigher school, which are associated with leading innovations in teaching methods and which involve the stimulation of cognitive activity and independence of students, contribute to the formation of their communication skills, thedevelopmentof critical thinking, i.e. have great developmental and educational potential. The proposed methods of interactive learning can be used during lectures and seminars.
The research method used in this paper is based on a literature review of publications in a 15-year period [2000-2014], which encompasses a pre DESD stage andthe DESD itself, although the theme of sustain- ability within engineering education dates back to the last decades ofthe last century. The data relating the year 2014 is partially completed only, since the study was conducted on the first quarter of 2014. Renown journals in Engineering Education were selected: the Journal of Engineering Education (JEE), the Brazilian Journal of Engineering Education (published in Portu- guese - Revista de Ensino de Engenharia (RevEE)), the European Journal of Engineering Education (EJEE), the International Journal of Sustainability inHigherEducation (IJSHE) andthe Journal of Profes- sional Issues in Engineering Educationand Practice (JPIEEP). Two representative conference proceed- ings with on-line proceedings were also selected: the American Society of Engineering Education (ASEE), andthe Brazilian Conference of Engineering Educa- tion (Congresso Brasileiro de Ensino de Engenharia - COBENGE). Journals that are not specifically targeted on Engineering Education were excluded from the study, even the ones that are targeted on sustainability progress, e.g. Journal of Cleaner production; Journal of Environmental Management.
All proposed relationship have been found to be statistically significant providing a robust framework to model students’ attitude towards the use of online educational video games designed to develop students’ competencies. Students believing that online educational video games will draw their attention show a positive attitude towards the use of online educational video games designed to develop their competencies. A main implication for instructors is that instructors must carefully choose online educational video games features which will not fail in attracting students’ attention. This is important because video games widely vary in terms of genres and gameplay and game design elements can be either drivers or barriers to draw students’ attention towards an online educational video game. Moreover, previous research found gender differences related to attitudes towards using instructional games (Bressler & Bodzin, 2013) and gameplay (Bonanno & Kommers, 2008) so instructors using online educational video games designed to develop students’ competencies should pay special attention to video game features in order to satisfy both females and males requirements in order to successfully attract their attention based in design features or themes used inthe video game.
Abstract: The competition in markets, the distribution of limited resources based on productivity and performance, andthe efficient management of universities are changing the criteria of trust and legitimacy ofthe educational system in Peru. Universities are perceived more as institutions ofthe public sector, while the services they offer must rather contribute to the modernization ofthe emerging society andthe knowledge economy. Higher Educations reforms - initiated inthe 1980s - have been inspired by the successful university organizations that have managed to change their governance and addressed to transform certain bureaucratic institutions into organizations capable of playing active role in this global competition for resources and best talent. Within this context, Peruvian universities are facing two major challenges: adapting themselves to new global perspectives and being able to develop a better response to society demands, needs and expectations. This article proposes a model of governance system forhighereducationin Peru that gives a comprehensive solution to these challenges, allowing dealing with the problems of universities for their developmentand inclusion within the global trends. For this purpose, a holistic and qualitative methodologic approach was developed, considering an integrated method which considered educational reality as a whole, understanding its facts, components and elements that affects its outcomes. It is proposed to define a policy for university educationin Peru that permeates society, by changing the planning model from a social reform model to a policy analysis model, where the Peruvian State acts as sole responsible for responding to the demanding society as its legal representative complemented with some external and independent bodies that define the basis of best practice, as it is being done in many university models worldwide.
The tool with the most specific quantitative indicators, which is mainly used inthe USA, is STARS, with real multiple case stud- ies and a worthy practical application (eg. Richardson and Kachler, 2016). STARS provides a framework that recognises relative progress towards sustainability as an integral quantitative and qualitative tool, used in diagnosis but also to rate effort and progress (Martins and Borges, 2015). However, most common SATs are qualitative indica- tor-based. In this sense USAT tries to establish the status of ESD by facilitating a quick assessment ofthe integration level of sustainability issues in university functions and operations (Caeiro et al., 2013). The AISHE tool is also qualitative and it has proven to be a reliable tool, giving a qualitative approach for a sustainable assessment and report- ing. Lambrechts and Ceulemans (2013) made a deep SWOT analysis of this tool. AISHE is one ofthe most complete and complex tools to address sustainability focused on education, but with less interest in environmental management or research (Martins and Borges, 2015), andthe new version AISHE 2.0 tackles this deficit (Roorda et al., 2009). SAQ tool (Sustainability Assessment Questionnaire) was de- veloped by University Leaders for a Sustainable Future (ULFS, 2009). It is a qualitative tool designed forthe evaluation ofthe various ob- jectives of universities: to raise awareness about thesustainable de- velopment, to encourage debate on what sustainability in HEIs means, to give a picture ofthestateof sustainability inthe institution, and to discuss about next steps towards sustainability. SustainTool (Pro- gram Sustainability Assessment Tool) was developed by Washington University (2013) and focused on program. Yet it has a vague con- cept of these program, since it integrates indicators and criteria ofthe whole institution in different contexts, taking into account the concept of program, generically considering different areas.
That is, the key characteristics of charity are gratuitousness and lack of benefit. It should be stressed, that the understanding of philanthropy inthe modern sense is propagandized and introduced “Charity is the provision of assistance (gratuitous or on preferential terms) to those in need”. Moreover, this invisible impregnation of “preferential terms” destroys the true meaning ofthe word “charity” (Kulakova & Novikova, 2012). That is, as soon as the giver receives any benefits from his deed, this deed ceases to be charitable, good and becomes part of a certain transaction. So let us call a spade a spade. Investing ineducationfor profit. Meanwhile, patronage of arts was an important component ofthe merchants and industrialists ofthe Russian Empire, who did not doubt the importance ofeducation or art. Actually, the core idea of this session was the variation ofthe idea of “propaganda among the disgruntled blessings the welfare of today, which will be received by residents and owners of territories that fall into the sphere of business interests, without understanding the consequences” according to the
As mentioned, alienation is fortunately again taken seriously in critical discussions, and as point of departure below I have chosen two contemporary critical theorists, Rahel Jeaggi and Hartmut Rosa. However, recognizing the basic anthropological logic of Hegel, and thus the possibility of raising self-consciousness through the process of experience, I also take for granted that Marx’ analysis inthe Economic-Philosophic Manuscripts from 1844 is still relevant to relate to. Accepting thus classical metaphysical presuppositions, my perspective on Jeaggi and Rosa therefore becomes rather critical, thus affirming further that Marx does indeed provide constructive hints as to how the basic detrimental logic of alienation is accentuated and brought to extremes as capitalism matures, bringing alienation to reification and thus to a point where it affects all aspects of human life, ultimately therefore becoming impossible to grasp or at least impossible to think beyond.
and Communicative Ecosystem, the first part ofthe work intends to establish a conceptual link between Communication andEducation. The second part presents the two last Brazilian PNEs (2001-2010 and 2014-2024), as subsidiaries forthe analysis on how the goals and strategies of both plans deal with communication. Throughout the research, it was possible to notice how the traditional stance of denial regarding today’s cultural transformations’ complexity, as well as the institutions refusal in treating what is truly experienced by the various players intheeducation process, actually contributes to a practice where communication is still seen as a secondary dimension and is seen through an instrumental bias.
Statistics on enrollments inhighereducationin select countries provide insight into these trends. Gross enrollment ratios (the percentage of students inhighereducationofthe total population of eligible students) between 1980 and 2004 more than doubled in Southeast Asia (to 9.7%) andin Latin America (to 28.6%); other areas saw more significant expansions (for example, inthe least developed countries, the percentage increased nearly 4 times to 8.7%) (Kapur & Crowley, 2008). Much of this is likely due to improvements in primary education rates; however, such improvements continue to place stresses on tertiary education structures that may be unable to accommodate the larger number of students seeking highereducation degrees (Kapur & Crowley, 2008). Although students are enrolling in tertiary education at increasing rates, attention must also be given to whether these same students are progressing and eventually completing their degrees.
The EHEA operates on the basis of individual national responsibility forhighereducationand this implies autonomy in matters of external quality assurance. Because of this the report is not and cannot be regulatory but makes its recommendations and proposals in a spirit of mutual respect among professionals; experts drawn from highereducation institutions including students; ministries; and quality assurance agencies. Some signatory states may want to enshrine the standards and review process in their legislative or administrative frameworks. Others may wish to take a longer view ofthe appropriateness of doing so, weighing the advantages of change against the strengths ofthe status quo. The proposed European Consultative Forum for Quality Assurance inHigherEducation should prove a useful place in which to discuss, debate and learn about new thinking, the experiences of other systems andthe similarities and dissimilarities of national experiences.
The so-called family businesses, despite their importance, are in many cases unknown. Given the importance of these organizations inthe entrepreneurial fabric of most economies, it is not surprising that in recent years there is growing interest in their study. According to the Family Business Institute in Spain (Instituto de la Empresa Familiar, IEF by its initials in Spanish), there are 2.9 million family businesses in Spain, representing 85% of all enterprises, which generate about 70% of jobs inthe private sector and contribute 70% of GDP and exports (IEF, 2009, p.19). In general terms, they can be defined as a business in which members of one or more families participate significantly in its capital, are actively involved inthe management, and intend to pass on the business to future generations (Astrachan, Klein, & Smyrnios, 2002; Claver, Rienda, & Quer, 2009; Gallo, 1995; Lopez-Cozar Navarro & Priede Bergamini, 2009; Lopez-Cozar Navarro, Priede Bergamini, & Benito Hernández, 2013; Martin & Cabrera, 2007).
Moreover, fairy tales and vocabulary acquisition correlate and work together in any English class to teach and to learn any subject. In this case the girls will love to work with this tool because as it was mentioned before fairy tales are a great literary element to work on andthe girls will be enchanted to work and learn from this. With the process and activities that will be carried out with the students they will not only acquire vocabulary from fairy tales but these new words that they learn can be used for other activities inthe classroom andin other subjects. The girls will have a wide vocabulary and with this they will be able to continue improving their interpersonal relationships with their classmates. Furthermore, when the girls are watching a movie or reading a book about these fairy tales they will have the chance to recognize the characters ofthe fairy tales and its different words and they will think that what they learnt in this proposal can be used in their daily and academic life. In this manner, the fairy tales will become a part of their lives.
Abstract: The aim of this paper is to present a general view and a brief literature review ofthe main aspects related to quality assurance in global highereducation. It provides an overview of accreditation as a mechanism to ensure quality inhighereducation, examines models of QA, and explores the concept of quality. In addition, this paper provides a review of research on the effectiveness of quality assurance practices, with a particular focus on student involvement with quality assurance. In reviewing the concept of quality assurance itself, the author noted there is a need for a common framework for a quality assurance model; however, there is no agreement as to a QA definition or a QA model. Furthermore, although quality is the utmost significant concern for accrediting bodies, accreditation structures are decentralized and complex at both the regional and international level. Another challenge identified revolves around the concerns of faculty members and other stakeholders, such as students, about the QA process. Given that students are at the center ofhighereducation, and invest time and money inthe system, the author concludes involving them could improve QA processes.
Abstract. Today there is no need to introduce secondary school students to computer technology, but inthe early 1980s, the situation was quite different. In Australia inthe late 1970s and early 1980s considerable importance was put on the introduction of Computer Awareness courses in secondary schools. The justification for such courses was the perceived need for children to be prepared for living in a society which was fast becoming dependant on the widespread application of computer technology, and that few people then understood the use and implications of this technology. Unlike in parts ofthe United States, no distinction was made in Australia between Computer Awareness and Computer Literacy, with the Australian curricula involving elements of each. This paper outlines the reasons forthedevelopmentof Computer Awareness courses in Australia and describes their content. It discusses the consequences of these courses and why they were prominent inthe 1980s.
Introduction: There are a lot of studies that match the high level of dropout with the low motivation ofthe students while the learning process, directly associated with the teacher andthe teaching methodology. Aim: The study compares the effects ofthe gamification methodology in comparison with the traditional methodology, regarding the motivation andthe academic performance using the Physical Education subject, also the teacher’s perception to find out the opinion andthe formation that they have about it. Method: Under the mixed methodology, is done an investigation-action where the participants was 90 students in baccalaureate and two teachers of Physical Education subject in a school center in Barcelona. The instruments that were used was in this study were a quiz with students and teachers, the analyze ofthe documents (exams and evaluations reports), interviews, anecdotal records and discussion groups. Results & discussion: The gamification improves got better results than the traditional one. Both methodologies obtain a good result in regards with the student’s perception. In order with the motivation, neither was founded significant differences between both methodologies. The Gamification it consolidates as a good methodology to improve the academics results in Physical Education subject. The use of different methodologies increases the motivation ofthe students. Conclusions: The Gamification is consolidated as a good strategy to improve the academic performance ofthe students but no significant differences were founded in regards with the motivation ofthe students while the Physical Education sessions.
2.14. The overall thrusts for educational developmentin Malaysia is based upon increasing access to education, increasing equity in educa- tion, increasing quality ineducationand improving efficiency and effec- tiveness ofeducation management. The purpose of this paper is to share the implementation of educational developmentin Malaysia and its implications to national development. It discussed the phases of educational developmentin Malaysia to enable the readers to gain insight into the multifaceted role ofeducation vis-à-vis the many fac- tors that influence change and Malaysia’s recent initiatives in educa- tion. The discussion will stem from Malaysia’s National Vision andthe role ofeducationin attaining this vision. This paper will also focus on the interrelation ofthe strategies with the overall educationdevelopment thrusts so that every dimension of an individual’s development potential is taken into consideration.
Globalization, individualization, digitalization and information boom were fundamental world-wide changes that occurred during the 1990s, following the rise of international markets, communication and information technology inthe 1980s. The economic and financial crisis ofthe 2010s has not only deepened and hastened these changes, but also set new challenges to the world in terms of restructuring the knowledge-based society through creativity and innovation, next to formulating new responses to the issues of climate and immigration, as well as to the widening gap between rich and poor. Highereducation has to be deeply involved in this new phase, both through educationand training (new competences for new jobs within the framework of lifelong learning), and through applied research (new knowledge to be implemented through innovation). Today, the world needs more and better educated graduates. Highereducation institutions need to reformulate their missions and strategies.