Technology becomes important when institutions face expansion. This situation pre- sents challenges including tensions between coverage (reaching dispersed populations) and quality (offering excellent education services) (Green, 1994). Active pedagogies supported by digital technologies are often involved in innovations in the face-to-face mo- dality because these can enrich face-to-face interaction; this is known as technology- enhanced education (Kirkwood & Price, 2014). Despite this type of enhancement, technology-enhanced education still cannot achieve large-scale coverage due to infra- structure and staffing cost factors. It is impossible to distribute human talent beyond campus, this being the most valuable resource for meeting quality requirements. In many countries, certifications of institutions and programs teaching face-to-face have a well- defined framework of principles and procedures, thus making it possible to establish which HEI meets accepted quality standards (Brookes & Becket, 2007).
In the context of higher education, the quality of the faculty is a determinant for the effectiveness of teaching - learning, student development and institution building. It is therefore essential that the faculty maintain high quality capable of imparting the best required to the students. These for example, include improving the teaching style, use of varying teaching techniques, and involving students in the learning process. A true evaluations of the faculty helps in improving their capability through knowledge generation, involvement in research and consultancy, personality development and the contribution to the society. All the more, in the present time, it is important that a good teacher admired by the students who receive his services. In the light of this the faculty should strive to continuously improve while performing on the job in areas like research, consultancy, higher studies, technology adoption, and community service. He should foresee the challenges ahead and prepare himself for long term sustainability in the profession.
Maintaining teacher quality is a major challenge for higher educational institutions. The institutions philosophy and policy towards teacher development is a major determinant of its success. SIMS adopts a three pronged strategy in enhancing and maintaining quality superiority. They are Recruitment and Retention, Training and Capacity Building and Feedback and Self- Evaluation followed by improvement and change. Innovative practices can flourish if organizational climate is conducive to learning. Side by side with quality enhancement measures a comprehensive performance management system matching self evaluation with institutional feedback, peer feedback and student feedback will go a long way in maintain teacher quality. Teacher quality influences curriculum- its formulation, implementation and modification – enhances potential for research, consultancy and extension, makes best use of infrastructure and learning resources, contributes to student support and progression, provides leadership and good governance, all resulting in innovations and best practices. Higher educational institutions cannot dispense with teacher quality.
Competency-Based Curriculum is a drastic improvement in higher education model in which the students are allowed to personalize the learning by choosing the subjects, and also in assessment. In this system, students are asked to demonstrate their academic competence which includes their experience and assessment, to gain academic credit. In this model, a student need not necessarily have to take predetermined required and elective courses to be taught by assigned teachers. Instead, a student has to demonstrate a defined set of proficiencies and mastery of knowledge and content. In this system, unlike teacher based curriculum model, students and teachers interact equally and students learn important communicative and collaborative skills through group work and direct their own learning, ask questions and complete tasks independently. Competency-Based Curriculum supports students to study at their own pace, incorporates the process of prior learning assessment, and offers a logical framework for improving knowledge, skills and experience as per the demands of the industry to the extent decided by the respective institution . In this model, students are more active and hence the classrooms are often busy, noisy and chaotic. The teachers struggle to manage all students’ activities at once, which can be difficult when students are working on different stages of the same project. The teacher doesn’t deliver instruction to all students at once and due to such repetitions some students may miss important facts. Also some students prefer to work alone, so for such students group work may become problematic.
The penetration of the Internet and the development of mobile technologies significantly change the modern economy, deeply penetrating into social life and work. If earlier the majority of work tasks were solved using a stationary computer, the young generation Y (born after 1980) and the younger generation Z (born after 2000) cannot even imagine life without their smartphones. For modern youth, information search on the Internet and surfing the virtual world is routine. 99% of modern students have smartphones, 92% have their own computer, 84% download music from the Internet, 76% use instant messaging systems, 44% participate in social networks, 34% get all the news only through the Internet and almost do not watch TV (less than once a week), 28% have their blogs, and 20% create their own web pages, 18% are online. Today, digitalization technology is changing very quickly. Moreover, the speed of their change increases all the time, and they, in turn, change everything else with which they interact. It is very important to understand this process and adapt to it appropriately. Rapidly changing IT brings society as a whole and education in particular, both new benefits and additional complications. In this regard, new approaches to education, greater use of IT facilities, greater involvement of students are needed [ Ramírez-Montoya, et al. 2017- Leon-Urrutia, et al. 2018].
Chapter 5 has shown that demand-based learning can have large consequences for organizational processes. This often means that changes in information flows and applications will occur. Assessing infrastructure requirements is therefore something that cannot be excluded in a DBL project. Because DBL usually involves some degree of integration between faculties or study programs, a review of network and connectivity should be conducted. The use of new applications may also lead to new hardware requirements. In one studied case the new application structure was based on a Service Oriented Architecture (SOA). This included the use of a Service Bus, to which different services required access. Where the infrastructure was previously fragmented, the introduction of SOA has large implications. Some benefits of using SOA are improved integration, possible reuse of application components, organizational agility and possibilities to integrate legacy systems. More basic infrastructure requirements are those that deal with distance learning technologies. Infrastructure not only involves technical elements but should support organizational aspects such as the organization of processes. Finally, organizations should also consider how they wish to organize education in the future and how this will impact infrastructure demands. Because such demands are often unclear, organizations should opt for flexibility in infrastructure design.
The assumption made by the PERFECT project that employers hire inexperienced graduate students (MSc) to train them in the P/SM field seems not to be supported by this research. In more than 80 percent of the P/SM job advertisements in Austria and the Netherlands a senior purchaser is demanded. The fact that in less than 9 percent of the job ads a junior purchaser is demanded, does not contribute to the statement of PERFECT project that employers en masse are hiring marketing, finance or other business (under) graduates to train them from scratch to mature purchasers. Employers prefer an experienced senior purchaser, i.e. a professional with explicit skills and on top of that a range of soft skills of tacit knowledge. The job ads in this study are aimed on seniors with an education on college level: in only 6 percent of the cases employers explicitly ask for a Master’s degree. There is a strong demand for personnel that has earned a degree on college level (Fachhochschule in Austria and Hoger Beroepsonderwijs in the Netherlands: i.e. Universities of Applied Sciences), although there is a large category in which employers ask for a ‘Bachelor’s or Master’s degree’, which means that also undergraduate applicants are invited. In the design of a pan-European P/SM curriculum the members of the PERFECT project must take in account that most employers are satisfied with an undergraduate, even in senior functions. This finding is supported in another international P/SM job ads research. Shou and Wang (2015) found that in about 50 percent a Bachelor’s degree is requested 133 and the demand for Master’s degree is not stated: ‘…keywords with less than a 10% frequency were dropped, since they are uncommon to represent job requirements (…) At last, a total of 75 coded keywords were obtained’. 134 Probably, a Master’s degree was not frequently asked and was not one of those 75, apparently.
Analysis of each individual data source, for each case study site, was conducted initially. This included thematic analysis of the interview and focus group transcripts and training observations, using the template analysis approach (King 1998; Brooks et al (2015) with data management supported by NVivo 11 (QSR Inernational Pty Ltd, 2017). A coding template was developed containing some a priori themes underpinned by the frameworks of Richards and DeVries and Kirkpatrick. Additional themes were developed and agreed through collaborative coding (by all authors) of a subset of three initial transcripts and discussion of the identified themes. The template was modified following coding of a further 6 transcripts (by initials removed for peer review) and assessment of their fit to the template themes. This modified version of the template was used to code the remaining data. Content of the training materials was mapped against the learning outcomes contained within the Dementia Core Skills Education and Training Framework (Skills for Health, et al., 2015). It was also mapped against the Dementia Training Design and Delivery Audit Tool (DeTDAT) (Surr, Sass, et al. 2017) good practice training audit tool, developed by the authors as an outcome of the systematic review (Surr, Gates et al. 2017). DCM data was analysed according to standard guidelines, including producing individual and group summaries of behaviours and mood and engagement values. Quantitative and qualitative responses to the patient and carer satisfaction cards were summarised using descriptive statistics and thematic analysis was conducted manually.
The disposal of municipal solid waste is a common problem globally. Sanitary landfill is often the preferred solution, particularly in developing countries, due to attaining an acceptable result at the lowest cost. In Thailand, as a developing country, the level of hygiene education and number of effectively implemented environmental safeguards is limited. Consequently, the people who work at landfills are often exposed to many work-related health hazards and safety risks. These include injuries caused by work- related accidents, musculoskeletal problems from working characteristics, as well as respiratory, gastrointestinal and infectious diseases from contaminated waste [1- 2].
Ranson et al. 2005)—but the responsibility for improving an individual school from the inside rests with the principal and the teachers. For this reason, the focus in the present study is on the elements and practices inside individual schools, bear- ing in mind the external factors and stakeholders. The reason for leaving the exter- nal administration outside the approach of the study is pragmatic: we want to create a model for schools for their own use, to reflect and improve those practices that they are able to change themselves. An individual school can seldom affect upper-level administrative decisions, but schools always possess some autonomy to make changes in the work of teachers and pupils. As Lemke (2001) emphasised, educational researchers should be explicit about the level of phenomena and the primary unit of analysis that the investigation is focusing on, but also be aware of the influence of the phenomena at upper and lower levels (e.g. municipal-level ad- ministrative decisions or individual teachers ’ personal motives). Leclerc et al. (2012) investigated individual principals and teachers and made school-level conclusions based on these data. This was similar to work by Peck et al. (2009) when they were investigating innovations in schools. The present study focuses on classroom and school-level practices by interviewing individuals (teachers and principals), ob- serving teaching practices and by conducting surveys for teachers and pupils. We presuppose that there is a strong and essential interaction between the different levels; this is a major starting point of our study.
Good dental health is essential for maintaining overall nutrition and general health. In the present study, the prevalence of dental caries was found to be high among school children. The study also highlighted that children who consumed sweets daily, not having vegetables and fruits every day and not practicing night brushing had a higher prevalence of dental caries. Health education regarding the importance of maintaining good dental hygiene and following proper oral hygiene practices such as night brushing, diet modification with an increased intake of vegetables and fruits with a reduction of sugar consumption and periodic dental visits to all the school children will play a major role in the prevention of dental caries.
Not all reported IL educational initiatives state the definition or model of IL being used. However, it is good practice to state these explicitly, as they help in making rational and explicable decisions about the way the initiative is designed. An initial division can be made into the older style of linear, skills-based models, and the more recent, and more holistic models; though an over-simplification, this is in accord with the way the models are typically regarded, Walsh  describing them as 'competence' and 'relational' models respectively. While most IL provision is designed around one model, it is possible to 'pick and mix'. For example, an IL programme at the University of Maynooth combined elements from the ANCIL model and the ACRL Framework , while it appears feasible to combine the older ACRL Standards with their newer Framework [3-4]. Nor are the models necessarily very different in practice; for example, one IL programme was mapped to ANCIL, but the originators noted that it could equally be mapped to the SCONUL 'Pillars' model .
Peace Education means to learn about and to learn for peace. Learning about peace means obtaining knowledge and understanding of what contributes to peace, what damages it, what leads to war? What does 'Peace' mean on each level and what is my role in it, and how are the different levels connected?
The internationalization of higher education can be linked to various internal and external changes in the international system. Externally, there have been changes in the labor market, which have resulted in calls for more knowledged and skilled workers, and workers with deeper understandings of languages, cultures and business methods from all over the world. "Modern education...is almost exclusively focused on preparing children for an urban future, as consumers in a global 'free' market." Due to this 'internationalization', educational institutions are being encouraged by governing authorities and transnational corporations to 'market' themselves overseas. At this point, it is interesting to note that Australian universities are still generating millions in tuition from foreign students. In terms of foreign student numbers, Australia is ranked third after the United States and Britain.
Podcasting is very much popular in the youths for having recreation and this medium can effectively be used in education. Podcasting provides an additional flexible learning resources for the students. Podcast offers innovative and creative opportunities for academics for enhancing further learning. Thus this paper describes what is podcasting and how podcasting can be used in B.Ed curriculum. This paper may be useful to teachers and institutions in providing multimedia content for students.
the content and environment of his /her work or displeased or frustrated by in adequate working conditions and tedious job content. The process of improving job satisfaction is job enrichment.” - International Dictionary of Education (1978, Pp 192).
In 21 st Century, the explosion of knowledge has rendered the term up-to-date is outdated Knowledge is changing so fast that only up-to-fraction of a moment is in. In Such era only ‘FIT’ Societies or institutions. i.e. having an ability to ‘adopt’, ’adapt’ & being adapt would survive. Like this only those student, teacher & society with having an ability to ‘adopt’, adapt & being adapt would survive in the knowledge society. School, Student, Teacher, Management & society are the different parts of the Education System. Every part of this system has its own place.
The present study was conducted to endeavor the attitude of B.Ed. students towards life skill education. The researcher conducted a short survey on 50 student teachers of Arihant College of Education. The attitude of student teachers was found to be positive. The focus of this study is to create the awareness of Life skills and to find out the Life Skill level among B. Ed. students. Experimental research methodology has been used for this study and single group design has been used for the research study. 30 B. Ed. students trainee are selected from entire population by incidental sampling method. The life skill scale i.e. pre-test and post-test tools are used for collection of data. The findings of the study are developed Life skill awareness programme enhances the Life skill level among the B.Ed. Students.
There is a need to promote recognition of clinical pharmacology by high advocacy both locally and internationally, particularly by intensifying IUPHAR’s programmes in this regard. Intervention strategies need to take the stakeholders’ interests into account so as to ensure cooperation. For instance, more government support is likely if the focus is on service based clinical pharmacologists, while international support is more likely with advanced training usually doctoral or research fellowship studies. Clinical pharmacology services should be extended to peripheral hospitals, and play a leading role in the formulation and implementation of drug policies. Besides clinical pharmacology consultation, the afore mentioned clinical pharmacology physicians should also provide special courses in clinical phar- macology (or rational prescribing) for medical students and other health workers as part of the continuing medical education.