Journal articles: 'Centre for Continuing Education'

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Reichl, Franz, Sabine Payr, Gottfried S. Csanyi, and Ursula E. Vierlinger. "Joint European Continuing Engineering Education Courses with Facilitated Open Distance Learning." Industry and Higher Education 15, no. 5 (October 2001): 323–32. http://dx.doi.org/10.5367/000000001101295858.

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To cope with new challenges, universities of technology need to team up and complement their continuing engineering education programmes with open distance learning. The European FACILE project provided a starting point for collaboration among universities in providing continuing engineering education with facilitated open distance learning. Facilitated open distance learning combines the flexibility of open learning with support of the learning process through local support centres. Following experiences with FACILE, European centres will form a network acting as a geographically separated virtual centre for continuing engineering education which will offer programmes for an audience located all over Europe.

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Davies, David. "From the further education margins to the higher education centre? Innovation in continuing education." Education + Training 39, no. 1 (February 1997): 4–13. http://dx.doi.org/10.1108/00400919710157114.

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Sellick, Scott M., Karen Charles, Joanne Dagsvik, and Mary L. Kelley. "Palliative Care Providers’ Perspectives on Service and Education Needs." Journal of Palliative Care 12, no. 2 (June 1996): 34–38. http://dx.doi.org/10.1177/082585979601200207.

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To obtain the information necessary for coordinated regional program development, we examined (a) the multidisciplinary viewpoint of palliative care service provision and (b) the continuing education needs reported by non-physician service providers. Of 146 surveys distributed to care providers from multiple settings, 135 were returned. Respondents cited these problems: fragmented services, poor pain and symptom control, lack of education for providers, lack of public awareness, problems with the continuity and coordination of care, lack of respite, and lack of hospice beds. Stress management for caregivers, pain management, communication skills, and symptom assessment were rated as priorities in continuing education. Lectures, small group discussions, practicum, and regular medical centre rounds were the preferred learning formats, while costs and staff shortages were cited as educational barriers.

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Panigrahi, Ritanjali, and Praveen Ranjan Srivastava. "Tweeting Continuing Education." International Journal of Strategic Decision Sciences 9, no. 1 (January 2018): 79–101. http://dx.doi.org/10.4018/ijsds.2018010106.

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The rapid growth of technology has transformed education from conventional classroom teaching to learner centred, flexible learning anytime anywhere resulting in the popularity of Massive Open Online Courses (MOOCs). It is evident that many MOOCs have adopted social media tools to engage their learners through information sharing, participation, and collaboration to create and consume information. In addition to this, social media is the best place to understand crowd sentiments considering the massive amount of data being generated. This study through text mining of MOOC providers related Twitter data discovers the sentiments of users towards MOOCs, association rules, and the engagement of MOOC providers in Twitter. This article also analyses the traits of the influencers in seven MOOC providers and discovers that the influencers are popular users with higher numbers of followers count. The implications are discussed for MOOC industry, academic institutions, and the government.

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Lines, Larry. "Foundation supports Calgary's continuing education center." Leading Edge 21, no. 8 (August 2002): 740. http://dx.doi.org/10.1190/tle21080740.1.

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Smith, John S. "The Making of Modern Orkney. Centre for Continuing Education, University of Aberdeen." Northern Scotland 16 (First Serie, no. 1 (May 1996): 207–8. http://dx.doi.org/10.3366/nor.1996.0017.

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Ampudia, Baena, Ana M. Fernández Tilve, and M. Dolores. "What do trade unions think about continuing education for teachers in Galicia?" Cypriot Journal of Educational Sciences 11, no. 4 (December 29, 2016): 161–69. http://dx.doi.org/10.18844/cjes.v11i4.535.

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The common ups and downs of school agendas coupled with the existence of new educational challenges have created a complicated scenario that places the issue of continuing education for teaching staff directly under the spotlight. As a consequence, the role of teachers' trade unions as with other requirements of continuing education is now put centre stage. Within these considerations, we have carried out an unprecedented and ongoing survey in Galicia with the intention of taking a closer look at continuing education for non-university teachers promoted by trade union organisations. For this purpose we put forth a qualitative and quantitative methodological approach while using documentary analysis as a tool for gathering data as well as discussion groups and Likert type assessment scale questionnaires. In this essay we provide the data obtained during the intensive-qualitative stage of the investigation. The resulting findings although provisional and partial reveal that an improvement in students' education should go hand in hand with the continuing education of teaching staff. It also becomes apparent that training activities are being substantially conditioned by the legislative jungle that is shrouding continuing education, by the lack of resources and by the pragmatic lines followed by the Education Administration. Furthermore, certain pending issues are cropping up such as the need to channel learned contents into our classrooms, to satisfy the emerging concerns of training recipients regarding their training, to perform follow-up and evaluation tasks regarding the training actions that are being undertaken and to strive for an improved coordination between management staff, users and knowledge workers. Keywords: Non-university personnel, continuing education, professional development, union organisations, education needs or requirements

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Margolis, Simeon. "Continuing education issues in the academic medical center." Journal of Continuing Education in the Health Professions 8, no. 2 (1988): 81–89. http://dx.doi.org/10.1002/chp.4750080205.

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Panchenko, Olga Lvovna, Vyacheslav Theodorovich Volov, Yevgeny Arkadyevich Volokhin, Mirsaid Pulat ugli Mirasrarov, and Diana Rinatovna Khisamutdinova. "The Concept of Continuing Education in the Context of Its Modernisation and Reform in Oil Training." International Journal of Higher Education 9, no. 8 (October 30, 2020): 105. http://dx.doi.org/10.5430/ijhe.v9n8p105.

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The article presents the concept of development and modernisation of the model of multi-level continuing vocational education for the oil and gas industry of the Udmurt Republic under the conditions of its reform. The relevance of continuing education research in the context of its modernisation and reform stems from the need for highly qualified staff and the need to modernise the vocational education system. The article highlights the positive effects of the network forms of educational programs using individual learning paths implemented following the Concept for the Modernisation and Development of a Multi-Level Continuing Vocational Education Model The oil and gas industry of the Udmurt Republic (Russian Federation) is undergoing educational reform. The results of the monitoring of the effectiveness of the implementation of the model of continuous vocational training for the oil and gas sector show a high level of demand, employment and the quality of education received by graduates of educational institutions of the Resource Centre for Training of Personnel for the Oil and Gas Industry of Udmurtia.

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Soeiro, Alfredo. "Quality of Continuing Engineering Education: DAETE and EFQM." International Journal of Advanced Corporate Learning (iJAC) 13, no. 4 (December 15, 2020): 57. http://dx.doi.org/10.3991/ijac.v13i4.16811.

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<p class="0abstract">DAETE was a project created to develop accreditation procedures to ensure quality of continuing engineering education (CEE) courses. Financed by the European Commission and by the USA government it was adapted to evaluate and to improve quality of the centres in both sides of the Atlantic to foster recognition and cooperation. Among the several quality management models available in the academic and industrial contexts the partnership chose EFQM. The model was developed in two years with four partners from Europe and one from the USA. The development consisted in the adaptation of the EFQM descriptors to the specific contexts of CEE centres. Issues like dimension of centres, relevant results, processes relevant for the goals and appropriate indicators were thoroughly discussed and defined. During the years that followed the implementation and validation occurred with similar financing and with the participation of about one hundred centres around the world. The analysis of the implementation of the modified EFQM variant in several contexts is made in this paper and conclusions are presented. The conclusions also include recommendations for the adoption of the EFQM model to organizations involved in education and training. </p>

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Fernandes, Adriana Cortez, Elaine Antunes Cortez, and Marcos Paulo Fonseca Corvino. "Educação permanente, qualidade de vida e envelhecimento saudável na escola: estudo exploratório." Online Brazilian Journal of Nursing 15 (November 30, 2016): 567. http://dx.doi.org/10.17665/1676-4285.20165660.

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This research intention is to contribute to the maintenance of quality of life during the aging process of workers of a technical school. Aim: To use continuing health education as a tool for the development of the theme regarding quality of life in the healthy aging process. Method This is descriptive-exploratory, research-action, with a qualitative methodological approach research. Semi-structured questionnaires and the observation of educational groups will be used to collect data. Inclusion criteria: to work in the language centre or in the computing centre. Exclusion criteria: employees who are currently in any kind of leave of absence, including annual holiday leaves. The information collected through the questionnaire will be interpreted according to Bardin's Content Analysis method. The remaining stages will be analysed using Paulo Freire and Permanent Health Education Policy (Política Nacional de Educação Permanente em Saúde) theoretical frameworks. Subsequently, the results will be presented to the employees, allowing them to ponder over the importance of continuing education for having life quality during the aging process.

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Frank, Eva M., Jennifer Doherty-Restrepo, Lisa Roberts, and Alicia Montalvo. "Simulation-Based Instruction in Continuing Education." Athletic Training Education Journal 15, no. 1 (January 1, 2020): 65–74. http://dx.doi.org/10.4085/150117069.

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Context The results of this study will provide direction for integrating simulation into continuing professional education (CPE) for athletic trainers (ATs). Objective Compare the effects of 2 simulation techniques on knowledge and skill acquisition of a cardiovascular assessment. Design Randomized pretest-posttest design. Setting Continuing professional education course hosted at a simulation center. Patients or Other Participants Athletic trainers recruited to a CPE course. Twenty-two (age 22–49) of 30 ATs attended, consented, and completed the course. Participants were randomly assigned to a high-fidelity (12 participants) or low-fidelity (10 participants) group. Intervention(s) High-fidelity and low-fidelity simulation. Main Outcome Measures(s) A 31-question knowledge examination and a 4-station objective structured clinical examination (OSCE) measured knowledge and clinical skills, and specifically the ability to identify heart sounds as part of a comprehensive cardiovascular assessment. Results From pretest to posttest, all participants significantly improved knowledge (P < .001), clinical skills (P < .001), and heart-sound identification skill (P = .010). The high-fidelity group scored significantly higher (P = .48) than the low-fidelity group on the clinical skills portion of the OSCE. Conclusions Both simulation types can be used in CPE courses for ATs to reinforce the knowledge and skills that are a part of a cardiovascular assessment. High-fidelity simulation improved skill more than low-fidelity simulation because of the active nature of the intervention. Baseline scores were low, thereby strengthening the value to offer CPE to ATs specifically on the elements of conducting a comprehensive cardiovascular assessment. Adding a pretest can help identify knowledge and skill deficits before CPE participation.

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Graebe, Jennifer. "Continuing Professional Development: Utilizing Competency-Based Education and the American Nurses Credentialing Center Outcome-Based Continuing Education Model©." Journal of Continuing Education in Nursing 50, no. 3 (March 1, 2019): 100–102. http://dx.doi.org/10.3928/00220124-20190218-02.

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Pelissier, Christine, and Robin Smith. "Student Centred Continuing Education: A County strategy for Access." Journal of Further and Higher Education 12, no. 2 (June 1988): 64–71. http://dx.doi.org/10.1080/0309877880120207.

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Manandhar, Dev Chandra, and Siddhi Prasad Koirala. "Role of Private School on Continuing Education in the Context of COVID-19 in Nepal." International Research Journal of MMC 2, no. 1 (February 23, 2021): 41–50. http://dx.doi.org/10.3126/irjmmc.v2i1.35128.

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Government can apply learning continuity plan followed by private school during the lockdown period in the context of Covid-19 which appears as outbreak from Wuhan, China and spread rapidly all over the world. Since education is the systematic process of getting or receiving knowledge in the institutions, privatization of education is also being accepted by many countries and have brought the policy to emerge the education sector with the help of public and private schools. In the present context, when the Corona virus spread rapidly all over the world, WHO initiates to stay safe in quarantines and UNESCO suggest about closures of schools and universities. In this context, a study was conducted in 8 schools of every province of Nepal with Kathmandu valley. Schools were chosen randomly as well as mixed method was used to analyze the study. Chi-square, cross tabulation and correlation analysis was done to elaborate the data and SPSS vol-20 was used to interpret the data. In Nepal, private schools of urban area and some public schools are playing an effective role in continuing education through online learning constructing digital infrastructure. However, the majority of private schools are found less effective in online class due to geographic and socioeconomic conditions as well as they are facing electricity and internet problems to continue education in this pandemic era. So, government as well as private sector should prepare Temporary Learning Centre (TLC) and bring the Learning Continuity Plan (LCP) to urban and rural areas to continue education in the COVID -19 periods.

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Norwich, Brahm. "The Withdrawal of Inclusion 1996–98 A Continuing Trend by the Centre for Studies in Inclusive Education (CSIE)." British Journal of Special Education 27, no. 1 (March 2000): 39–40. http://dx.doi.org/10.1111/1467-8527.t01-1-00155.

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Cantoni, Aldo. "University–Enterprise Cooperation in Italy." Industry and Higher Education 11, no. 3 (June 1997): 160–63. http://dx.doi.org/10.1177/095042229701100306.

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This paper describes the activities of the Consortium for Research and Continuing Education (COREP) founded in 1987 on the initiative of the Polytechnic of Turin in Italy. COREP was originally created to stimulate and manage university–enterprise cooperation with a focus on the continuing education of engineers. In partnership with chambers of commerce, local industry (SMEs and large corporations), it has constantly adapted to the needs of the market, in which the demand is now much more for joint training clearly related to the institutional context of the ‘customers’, rather than for short term courses. In the field of research, COREP has been acting as a liaison centre between researchers and the industrial world and has promoted the participation of Italian industry in European research programmes.

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Collins, Jerry C., and Thomas R. Harris. "The VaNTH ERC: A Vehicle for Continuing Education in Bioengineering." Industry and Higher Education 15, no. 5 (October 2001): 333–39. http://dx.doi.org/10.5367/000000001101295867.

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The Vanderbilt–Northwestern–Texas–Harvard/MIT Engineering Research Center in Bioengineering Educational Technologies is the only such National Science Foundation sponsored Center specifically focused on educational technologies. The Center teams bioengineering, learning science and learning technology specialists in universities and industry to determine what bioengineers should learn, how it should be conveyed, and how learning should be assessed. Potential industrial and practice partners include companies and national laboratories that practise bioengineering, those that provide enabling technologies for construction of learning modules and assembly into courseware, and major publishers and others who will assist in courseware dissemination. Modular design should make Center courseware useful in continuing as well as curricular education. Continuing education marketing strategies include recruiting companies to provide employee, client, customer, and patient groups as test-beds and customers for courseware, and advertising for continuing education through professional societies and advocacy groups.

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Bhattacharya, Asoke, and Tandra Mitra. "People's Education in India. Perspective of Jadavpur University." Grundtvig-Studier 49, no. 1 (January 1, 1998): 202–10. http://dx.doi.org/10.7146/grs.v49i1.16279.

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Folkeoplysning i Indien - belyst på baggrund af Jadavpur universitetets udgangspunktAf Asoke Bhattacharya og Tandra MitraForfatterne - henholdsvis direktør for og forsker på et forskningscenter i folkeoplysning på Jadavpur University, Calcutta - fortæller om mulighederne for at bruge den grundtvigske folkehøjskole i voksenundervisningen i Indien.Artiklen indledes med en fremstilling af, hvorledes Vest-Bengalen i årene omkring 1970 i lighed med den øvrige verden prægedes af voldsomme begivenheder, her i forbindelse med bestræbelser på at gennemføre jordreformer. Dette arbejde blev imidlertid ikke fulgt op af et forsøg på at komme analfabetismen til livs. Fra 1986 blev kampen mod analfabetisme imidlertid en national opgave i Indien, hvor undersøgelser pegede på, at landet i år 2000 ville have halvdelen af verdens analfabeter inden for sine grænser. I 1988 dannedes The National Literacy Mission og blev snart en stærk bevægelse. Et forbillede for hele Indien blev delstaten Kerala, hvor det lykkedes først et enkelt distrikt, siden hele delstaten at udrydde analfabetismen. Fra 1990 til 1994 nåede »operation Blackboard« ud i næsten hver krog af landet, men efter en årrække stagnerede projektet. I forbindelse med forsøgene på at videreføre kampen mod analfabetisme inden for rammerne af en handlingsplan har det nævnte forskningscenter Adult, Continuing and Extension Centre da arbejdet med opfølgningsprogrammer, der forbinder arbejdet med læsning med projekter, der har til hensigt at styrke udviklingsarbejdet i Vest-Bengalen. Konkret har der været tale om etablering af tre centre for mennesker, der har opnået læse- og skrivefærdighed. I den sammenhæng har man dels gjort den erfaring, at et sådant arbejde forudsætter et samarbejde, dels at den administrative struktur i landområdeme er for bureaukratisk til at kunne opfange de allerfattigstes forsøg på at udnytte læsefærdigheden i forbindelse med kooperativt arbejde.I denne situation inddrager forfatterne Grundtvigs uddannelsestanker og den rolle, de har spillet i det danske folks nyere historie. Det skildres, hvorledes Grundtvig taler om folkets og ikke elitens uddannelse, og hvorledes åndelig oplysning for Grundtvig udgør baggrunden for folkelig bevidstgørelse. Videre skildres den danske folkehøjskole som en eksamensfri skole i tæt kontakt med landbefolkningen og med andelsbevægelsen. Forfatterne fortsætter med at gøre rede for, hvorledes den grundtvigske folkehøjskolemodel kan forbindes med det såkaldte three-tier Panchayat system i Vest-Bengalen, der fremstår som et led i demokratiseringen af landdistrikterne. På dette systems første trin - landsbyniveauet - skal en grundskole for voksne oprettes, i hvilken kampen mod analfabetisme kombineres med samtaler og indlæring af praktiske færdigheder. På systemets andet trin oprettes folkehøjskoler, hvor national historie og kultur på lignende vis forbindes med erhvervsrettet undervisning og redegørelser for andelstanken. På tredje trin - distriktsniveauet – indrettes folkelige »Colleges«, hvor eleverne uddannes med henblik på senere at kunne virke som undervisere på folkehøjskolerne eller grundskolerne. Samtlige institutioner skal baseres på tætte kontakter til landbefolkningen, men også til en koordinerende komite, sammensat bl.a. af repræsentanter for administrationen.Konkret skal det nævnte Adult, Continuing and Extension Centre på Jadavpur Universitetet støtte projektet gennem oprettelse af The Grundtvig International Centre for Study and Research in Adult Education, der i samarbejde med bl.a. Center for Grundtvig-studier i Aarhus dels skal drive studier i den grundtvigske bevægelse og dens mulige betydning for Indien i dag, dels skal støtte folkeoplysningsarbejdet i kampen mod analfabetisme og de initiativer, der er knyttet til dette.

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Zainab Ibrahim Lawal, Aqeel Khan, Jamaluddin Bin Ramli, and Muhammad Imran Qureshi. "CORRELATES OF HAPPINESS AMONG MUSLIM WOMEN STUDENTS IN WOMEN CENTRE FOR CONTINUING EDUCATION SOKOTO STATE, NORTHERN NIGERIA." Asia Proceedings of Social Sciences 6, no. 4 (June 13, 2021): 317–23. http://dx.doi.org/10.31580/apss.v6i4.1289.

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Despite burgeoning researches on happiness in different fields of psychology, anthropology, and economics, in the west on Judeo-Christians and on men, fewer researches were conducted on correlates of happiness among Muslims especially Women in the African context. World happiness report (WHR) reported that Nigeria was ranked as the 5th happiest nation and 6th in Africa, however fewer researches of happiness in Nigeria were reported especially in Northern Nigeria. It investigated the relationship between happiness, culture, socio-economic status and religious coping, among Muslim women students. Quantitative design of the correlational type was used, the population of 900 students from women centers for continuing education (WCCE) and 269 samples using a purposive sampling method. Orientation to happiness scale (OHS) with the reliability of 0.953, cultural questionnaire for women (CQW) with a coefficient of 0.918, a demographic questionnaire socio-economic status scale (SESS) with 0.717 reliability co-efficient and Islamic religious coping scale (IRCOPE) with alpha 0.888 were the instruments used for data collection, generally named happiness, culture, socio-economic status and religious coping scale with a total coefficient of 0.937. Partial least square based on structural equation modelling (PLS-SEM) was used to analyse the data. It revealed that a statistically significant positive relationship between happiness, culture and religious coping, while SES was not significantly related to happiness among Muslim women students.

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Al-turaiki, M. H. S., and L. A. Al-falahi. "Prosthetics and orthotics: A survey of centres in the Kingdom of Saudi Arabia." Prosthetics and Orthotics International 16, no. 1 (April 1992): 38–45. http://dx.doi.org/10.3109/03093649209164306.

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This paper reports the results of a survey carried out to evaluate existing prosthetic and orthotic facilities and programmes of education, training, and research and development in the Kingdom of Saudi Arabia. One hundred and twenty hospitals and medical rehabilitation centres were each circularised with a questionnaire requesting information that mainly concerned (i) types of prostheses/ orthoses, (ii) area of facility, (iii) personnel number and qualifications, and (iv) problems encountered and suggested solutions. The completed questionnaires revealed that in the final analysis of data there were only ten prosthetic/orthotic facilities. The survey provided useful data on the personnel, equipment, and facilities available in each hospital or medical rehabilitation centre, together with details of the services to prospective referring clinicians. Two centres were found to provide high quality services by qualified personnel. There were no formal prosthetic/orthotic training programmes and there was only one prosthetic/orthotic research and development centre. The respondents generally felt that there were three major problems: (i) lack of qualified personnel, (ii) lack of materials and components, and (iii) lack of continuing education and training programmes. It is hoped that presentation of these results will provide facts for both health-care providers and educators which may be used as a basis for development in this important area of healthcare.

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González Alfaya, Maria Elena, Maria Ángeles Olivares García, and Rosario Mérida Serrano. "Collaborative action research between schools, a continuing professional development centre for teachers and the university: a case study in Spain." Educational Action Research 25, no. 5 (October 11, 2016): 770–89. http://dx.doi.org/10.1080/09650792.2016.1233125.

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Rahming-Nwosa, Christina, Lorraine Bastian-Jones, Edward Bethel, Altamese Munroe, and Denise Sherman. "The Centre for Continuing Education and Extension Services: A Legacy of Excellence and Access to Life-long Learning." International Journal of Bahamian Studies 20, no. 2 (December 31, 2014): III—28—III—33. http://dx.doi.org/10.15362/ijbs.v20i2.219.

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Silwadi, Najwa, and Peter Mayo. "Pedagogy under Siege in Palestine: Insights from Paulo Freire." Holy Land Studies 13, no. 1 (May 2014): 71–87. http://dx.doi.org/10.3366/hls.2014.0078.

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This paper analyses the relevance of Paulo Freire's pedagogical and philosophical ideas within the context of occupied Palestine. It specifically focuses on the work in continuing community action and education carried out by a particular centre established at Al-Quds University in Jerusalem, and at the heart of the ‘old city’, for this purpose. The major focus here is on community theatre foregrounding issues related to women in Palestinian society. Major themes broached include the politics of education, social mobilisation, women and the Intifada, the collective dimensions of knowledge, learning and praxis, purging oneself of the ‘oppressor within’ to break the cycle of violence, education for liberation.

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Maslova, Tetiana. "Governmental and Non-Governmental Forms of Teacher Development Organization in Poland." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 122–27. http://dx.doi.org/10.2478/rpp-2018-0028.

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AbstractThe article analyzes the activities of governmental and non-governmental institutions aimed at orginizing teacher development in the system of postgraduate education in Poland. The author pays attention to the most prominent governmental institutions involved in advanced teacher training, namely, the Center for Education Development and the National Center for Supporting Vocational and Continuing Education in Warsaw, the Polonia Teachers’ Center in Lublin, which is part of the Centre for Polish Education Development Abroad. The activities of governmental institutions for teacher training in Poland operate at such three levels as central, regional and local. These institutions realize the main goal that is mainly related to teaching staff in the system of teacher development in accordance with the priorities in the country’s education policy. The funding allocated for the activities of central institutions for teacher development is provided under the budget of the Ministry of Education. Non-govermental centers for advanced teacher training are established by natural or legal entities. There are more than 370 institutions of this kind in Poland. In addition, teachers can participate in various training courses offered through the EU projects and funded by the European Social Fund. Based on Polish experience, it was proved that the European vision of education and new quality criteria motivate the teacher to develop both national and pan-European identity in their students.

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Cristina Frigieri Vitta, Fabiana, Carla Francielly Martini Novaes, and Girlene Albuquerque Cruz. "REVISÃO DA PRODUÇÃO CIENTÍFICA BRASILEIRA: A FORMAÇÃO CONTINUADA DOS PROFISSIONAIS QUE ESTÃO NA CRECHE." COLLOQUIUM HUMANARUM 15, no. 3 (September 1, 2018): 94–105. http://dx.doi.org/10.5747/ch.2018.v15.n3.h376.

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This essay aims to look at the problem of the continuous training of day care professionals. To endorse the discussion, data from the Brazilian Digital Library of Theses and Dissertations (BDTD) database were used on the subject from 1997 to 2017, that is, in the last 20 years after the publication of the Law of Guidelines and Basesof National Education. We verified that the researches developed in Brazil deal with the public policy themes of continuing education; practices and knowledge of professionals; performance of the pedagogical coordinator in continuing education; and continuing education programs. The studies highlight the importance of improving continuing education practices among teachers and professionals in the day care center, allowing theory and practice to be identified in the constitution of a body of knowledge thatbenefits the children of this age group. Although we can see some progress in understanding this stage of basic education, we verified the need to value the training of professionals for more basedpractices.

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Keim, Marybelle C., and William A. Keim. "The Small Business Development Center and the University Continuing Education Program." Journal of Continuing Higher Education 37, no. 2 (April 1989): 15–19. http://dx.doi.org/10.1080/07377366.1989.10401170.

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Stanbrook, M. B., D. Kelsall, N. E. MacDonald, D. Rosenfield, K. Flegel, and P. C. Hebert. "Early and continuing education: a prescription for achieving patient-centred care." Canadian Medical Association Journal 184, no. 1 (October 31, 2011): E3. http://dx.doi.org/10.1503/cmaj.111687.

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Brusco, Jennifer M. "Earn Continuing Education Contact Hours with the AORN Live Learning Center." AORN Journal 92, no. 1 (July 2010): 16–21. http://dx.doi.org/10.1016/j.aorn.2010.05.012.

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Kiisk, Liidia. "Organizing the Estonian Physicians’ Nutritional and Dietetics Society in Tartu University Hospital." Papers on Anthropology 27, no. 2 (October 16, 2018): 38–42. http://dx.doi.org/10.12697/poa.2018.27.2.04.

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Along with everyday clinical work, many nurses and physicians are dealing with clinical nutrition – counselling of patients, nutrition research and cooperation with specialists. It is essential to organise the clinical nutrition of inpatients, outpatients and home-care patients. Patients with chronic diseases and their carers expect increasingly profound information and guidelines about their nutrition from their attending physicians or department nurses and later at home – for this, specific guidelines are needed. An initiative group of physicians at Tartu University Hospital founded the Estonian Physicians’ Nutritional and Dietetics Society. The aims of the Estonian Physicians’ Nutritional and Dietetics Society are development of cooperation and information exchange with specialists in different areas, development and conducting of continuing education programmes in dietetics in cooperation with the Centre for Continuing Medical Education at the University of Tartu. The terminology of dietetics needs unification and updating. Disease-specific clinical nutrition guidelines have to be compiled and published.

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Hawkes, Dean. "The Centre and the Periphery: some reflections on the nature and conduct of architectural research." Architectural Research Quarterly 1, no. 1 (1995): 8–11. http://dx.doi.org/10.1017/s1359135500000051.

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This paper, which is based upon a talk given to the Martin Centre Research Society at the Department of Architecture at Cambridge in October 1994, examines the continuing relevance of the model of architectural research which was proposed at the Oxford Conference on architectural education in 1958. It suggests that the Oxford model, with its roots in the procedures of the sciences, in which ‘fundamental’ research precedes ‘development’, before leading into practical application, fails to account for the role of the designer in the evolution of the state of architecture. It also proposes that developments in architectural education, in particular the growth of the unit system of studio instruction, have added a further element to the productive and investigative potential of the schools of architecture, and that this must be accounted for in any valid model of research.

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Lowe, Hilary. "Excellence in English Cities: Gifted and Talented Education and the National Training Programme for ‘Gifted and Talented Co-ordinators’." Gifted Education International 17, no. 2 (May 2003): 120–29. http://dx.doi.org/10.1177/026142940301700204.

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This article traces recent developments in a national strategy for the education of highly able pupils in England, focusing on the government's Excellence in Cities school improvement programme. This programme seeks to ensure that ‘gifted and talented’ pupils in designated state schools, many of which present particular educational challenges, are identified and provided with opportunities to fulfil their potential. The author describes the unique national programme of continuing professional development, designed and delivered by the Research Centre for Able Pupils at Oxford Brookes University, which underpins the Gifted and Talented Strand of Excellence in Cities.

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Vuononvirta, Tiina, Markku Timonen, Sirkka Keinänen-Kiukaanniemi, Olavi Timonen, Kirsti Ylitalo, Outi Kanste, and Anja Taanila. "The attitudes of multiprofessional teams to telehealth adoption in northern Finland health centres." Journal of Telemedicine and Telecare 15, no. 6 (August 31, 2009): 290–96. http://dx.doi.org/10.1258/jtt.2009.090108.

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A telehealth network was established between seven health centres, the local university and the university hospital in the Oulu Arc Subregion in a rural area of northern Finland. During the period 2004–2007, the videophone network was used for different types of teleconsultation (orthopaedics, psychiatry, diabetes, rehabilitation), continuing education and various patient care and administrative meetings. Qualitative research with observation and interviews with 30 professionals (physicians, nurses, psychiatric nurses, physiotherapists) was carried out in early 2007 to find out health-care professionals' attitudes toward telehealth and to see how the attitudes were connected to telehealth usage. Overall, the attitudes were more positive than negative, ranging from negative to enthusiastically positive. Diversity of attitudes occurred in relation to time, situation, profession, health centre and telehealth application. Ten different types of telehealth adopters were recognized: enthusiastic user, positive user, critical user, hesitant user, positive participant, hesitant participant, critical participant, neutral participant, negative participant and positive non-participant. Telehealth was especially well accepted in continuing education and in diabetes teleconsultations. The study showed that a negative attitude was not a definite barrier to telehealth adoption, but it did require additional attention from project workers and managers. Project staff and managers need to take into account the diverse attitudes of health professionals, because different people require different actions to adopt telehealth in their work.

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Kin, Leong Chee. "Educating the Educators: Technology-Enhanced Mathematics Teaching and Learning." Southeast Asian Mathematics Education Journal 5, no. 1 (December 28, 2015): 63–72. http://dx.doi.org/10.46517/seamej.v5i1.33.

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Educational research has shown that teaching quality is one of the most important factors in raising student achievement. There is a compelling need for educators to keep abreast of the important developments that are taking place in educational arena. One of the educational areas that has massive development is the use of technology to enhance teaching and learning especially in mathematics. This development needs professional developmentamong educators. Being a regional science and mathematics education centre, the Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) has always been cognizant of the importance of these developments. Its training programmes are planned to incorporate these developments for in-service teachers, teacher educators and ministry of education mathematics officers. As the Centre's mandate aims to ensure that these participants from Southeast Asians countriesas well as those from outside the region are equipped with emerging educationaltechnology tools which can enhance teaching and learning of mathematics. This paper will share the Centre’s experiences in continuing professional development among mathematics teacher, teacher educators and officers from the ministry of education on educational innovation and technology.

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Nouriany, N., N. Perera-Low, and P. Merante. "P1.07-20 Evaluation of the Efficacy of Continuing Nursing Education Sessions for Oncology Nurses at Princess Margaret Cancer Centre." Journal of Thoracic Oncology 14, no. 10 (October 2019): S494—S495. http://dx.doi.org/10.1016/j.jtho.2019.08.1029.

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Burton, Zoë A., Yemane Ayele, and Philip McDonald. "Establishing a sustainable anaesthetic education programme at Jimma University Medical Centre, Ethiopia." Anaesthesia and Intensive Care 47, no. 4 (July 2019): 334–42. http://dx.doi.org/10.1177/0310057x19860984.

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Lack of continuing education and physician anaesthetist support are commonly cited problems amongst Ethiopian anaesthetic providers. Whilst operating at Jimma University Medical Centre (JUMC), Operation Smile volunteers identified a clear need for improvement in anaesthetic care delivery at JUMC. JUMC is a 450-bed university teaching hospital 350 km southwest of Addis Ababa. At the start of this programme it had two physician anaesthetists, with the majority of anaesthesia historically having been provided by non-physician anaesthesia providers. A visiting lecturer programme was established at JUMC in 2012 following collaboration between two consultant anaesthetists, working for Operation Smile and JUMC respectively. UK trainee anaesthetists in their final years of anaesthetic training volunteered at JUMC for periods of two to six months, providing sustainable education and consistent physician anaesthetist presence to support service provision and training. Over its six-year history, nine visiting lecturers have volunteered at JUMC. They have helped establish a postgraduate training programme in anaesthesia, assisting in the provision of a future physician anaesthetist workforce. Four different training courses designed for low- and middle-income countries (LMICs) have been delivered and visiting lecturers have trained local anaesthetists in subsequent course delivery. Patient safety and quality improvement projects have included introducing the World Health Organization Surgical Safety Checklist, Lifebox pulse oximeters, obstetric spinal anaesthesia packs, improving critical care delivery and establishing two post-anaesthetic care units. Development of partnerships on local, national and global platforms were key to the effective delivery of relevant sustainable education and support. Instilling local ownership proved fundamental to implementing change in the local safety culture at JUMC. Sound mentorship from anaesthetic consultant supervisors both in the UK and in Jimma was crucial to support the UK trainee anaesthetists working in a challenging global setting. This model of sustainable capacity building in an LMIC with a significant deficit in its physician workforce could be replicated in a similar LMIC setting.

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Toropova, M. V. "Modern Technologies in the Training of State Forensic Examiners: Perspectives from the Russian Federal Centre of Forensic Science of the Russian Ministry of Justice." Theory and Practice of Forensic Science 13, no. 3 (October 19, 2018): 74–77. http://dx.doi.org/10.30764/1819-2785-2018-13-3-74-77.

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The paper looks at the advantages and potential of network-based training of state forensic examiners, and the use of e-learning and distance learning technologies in continuing professional education in forensic science disciplines. The system of professional retraining developed by the RFCFS of the Russian Ministry of Justice is described in terms of how it combines face-to-face and distance learning approaches.

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Curran, James, and John Stanworth. "Education and Training for Enterprise: Problems of Classification, Evaluation, Policy and Research." International Small Business Journal: Researching Entrepreneurship 7, no. 2 (January 1989): 11–22. http://dx.doi.org/10.1177/026624268900700201.

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JAMES CURRAN is Midland Bank Professor of Small Business Studies and head of the Small Business Research Unit at Kingston Polytechnic, England, and John Stanworth is Professor and director of the Future of Work Research Group at the London Management Centre, Polytechnic of Central London, England. Small business education and training has grown rapidly in importance as 'enterprise' has assumed a key role in the main political initiatives towards economic restructuring in Britain and elsewhere. This development has, however, been essentially ad hoc and there is now a need to identify more clearly the major forms of enterprise and training education, their target populations and their resource effectiveness. 'Entrepreneurial education' or 'training for entrepreneurship' are widely used phrases, often intended to take on a generic meaning. However, most small business educational activities have little to do with promoting 'entrepreneurship' in any strict sense. To clarify the analysis and disaggregate the main forms of education and training activities linked to the small business, the authors have distinguished four distinct types-entrepreneurial education for small business and self-employment, continuing small business education, and small business awareness education. They conclude that in research terms there is a considerable need for a great deal of further study in all four dimensions for each of the forms of education. In policy terms the most resource effective form currently is probably education for small business ownership but they say that the greatest need is probably for more continuing small business education although this may be expensive in resource terms.

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Туберозова and Marina Tuberozova. "The Development of the Unified Legal Education Space: Management and Monitoring." Standards and Monitoring in Education 5, no. 4 (August 21, 2017): 59–62. http://dx.doi.org/10.12737/article_5979fe2c625567.12362800.

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The article presents the information on the research in the framework of the regional innovation platform “Development of a common legal educational space in the educational innovation cluster”. The article shows a model of a cluster as a form of networking to address common challenges such educational organizations as: kindergarten, secondary school and continuing education Centre of the city of Smolensk; it examines the conditions for the development of a common legal education area; stresses the importance of social partnership departmental and interdepartmental structures. This paper describes the principle of cyclicality as the basis for the construction of a continuous management process, notes the importance of research for the development and generalization of the information-methodical management experience development of single legal educational space on a scientifi c basis, emphasizes the role of monitoring to evaluate the eff ectiveness of the innovation project.

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Bailey, Lucy, and Lucy Cooker. "Who Cares? Pro-social education within the programmes of the International Baccalaureate." Journal of Research in International Education 17, no. 3 (December 2018): 228–39. http://dx.doi.org/10.1177/1475240918816405.

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This article is a study of one aspect of the character education offered by schools following the curriculum of the International Baccalaureate – students’ pro-social development. Set against a background in which the development of inter-personal qualities is being marginalised by conservative governments across many national systems of education (Keddie, 2015), the International Baccalaureate seems to defy these trends by continuing to centre attention on the holistic development of personal characteristics, including the cultivation of pro-social behaviour through the learner attribute ‘Caring’. Through a focused analysis of the pro-social curriculum practice enacted by nine case-study international schools following this curriculum across three continents, the article concludes that pro-social behaviour is effectively encouraged by the International Baccalaureate programmes, but that it is a somewhat patrician version of caring that is enacted in many contexts.

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Mérida Serrano, Rosario, María de los Ángeles Olivares García, and Elena González Alfaya. "University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers." Education Research International 2012 (2012): 1–12. http://dx.doi.org/10.1155/2012/325419.

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This paper presents an experiment in teaching innovation developed at the University of Cordoba's Faculty of Education (Spain), in the second year of the Infant Education Teacher Training course, within the subject of general didactics. The innovative approach taken focused on setting up a collaborative network between infants' schools and the university. Taking Project Work as the central axis, a learning network has been built with the participation of sixteen Infant Education teachers, three hundred twenty children from this stage, seven university teachers, eighty-five trainee teachers, and two Infant Education advisers from a continuing professional development centre for teachers. The theoretical foundations that support this experiment are described along with their different stages, evaluating the benefits of each of them in facilitating the acquisition of professional competences among university students.

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Pardhan, K., R. Clark, C. Filipowska, W. Thomas-Boaz, M. Hillier, M. Romano, N. Farkhani, K. Anchala, and Z. Alsharafi. "P109: Education innovation: pediatric emergencies curriculum for emergency physicians." CJEM 20, S1 (May 2018): S95. http://dx.doi.org/10.1017/cem.2018.307.

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Introduction: Tertiary care emergency departments (EDs) in large urban environments may have a low volume of high acuity pediatric presentations due to their proximity to dedicated childrens hospitals or large community centres. This may lead to discomfort among emergency physicians (EPs) and registered nurses (RNs) in managing these patients and a waning of knowledge and skills for this unique population. Among the EP group at our institution, 68% indicated they managed pediatric patients in less than 25% of their shifts, 68% also indicated they were uncomfortable managing an undifferentiated critically unwell neonate and only 32% indicated they would be comfortable teaching pediatric topics to emergency medicine residents. At our institution, our innovation was to create a useful curriculum for certified EPs and RNs to improve the interdisciplinary teams comfort level, knowledge and skill set when managing pediatric emergencies. Methods: A needs assessment was undertaken of the EPs and RNs working in our centre. This information was used to develop intended learning outcomes in a collaborative manner with the clinical nursing educator and physician curriculum leads. The team further collaborated with the local simulation centre and a pediatric emergency physician from the local childrens hospital. Results: A one-year, three-module curriculum was developed to cover the areas felt to be highest yield by the EP group: febrile illness, respiratory disease and critically ill neonates and infants. Each module contains three components: an in person interactive lecture delivered by an EP who routinely manages pediatric patients, either at a childrens hospital or large community centre; an online component with e-mail blasts of high yield pediatric content; and, culminating in an interdisciplinary interdepartmental simulation held in situ. This latter is particularly important so that all members of the interdisciplinary team can practice finding and using equipment based on its actual location within the ED. Each component of each module is then evaluated by the participants to ensure improvement for subsequent delivery. Conclusion: Well delivered continuing professional development (CPD) will become increasingly important as competence by design becomes the model for maintenance of certification. Maintaining skills for pediatric patients is an important component of CPD for physicians working in general emergency departments that see a low volume of high acuity pediatric presentations. Our curriculum seeks to address this identified need in an innovative manner using a modular and interdisciplinary approach with a diversity of teaching methods to appeal to the learning styles among our health care team.

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Briggs, David. "In This Issue." Asia Pacific Journal of Health Management 15, no. 2 (May 21, 2020): S1–2. http://dx.doi.org/10.24083/apjhm.v15i2.429.

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This special issue responds to publications arising from presentations at the 2020 CPCE Health Conference held in Hong Kong in January. The conference was conducted by the College of Professional and Continuing Education of the Hong Kong Polytechnic University in association with a number a number of organisations including the Centre for Ageing and Healthcare Management Research and our colleagues from the Hong Kong College of Health Service Executives.The theme of the conference was ‘Ageing with Health and Dignity – Implications for Public Policy, Service Delivery Workforce, Technology and Financing’.....

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Dudareva, Ekaterina. "The experience of “VBK - distant” supplementary education programs of professional retraining using distance education technologies." Scientific and Technical Libraries, no. 10 (October 1, 2017): 81–87. http://dx.doi.org/10.33186/1027-3689-2017-10-81-87.

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Currently, great importance is attached to continuing education and part of it - additional education. The author highlights the activities of the Training center of the Russian state library. The directions of training of specialists in library and information field are examines. The experience of creating and implementing the professional retraining program "Higher library courses-distant" ("VBK - distant") with the use of distance learning technologies. The content of the program and the results of its implementation are presented.

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Kelley, Mary Lou, and Michael J. MacLean. "INTERDISCIPLINARY CONTINUING EDUCATION IN A RURAL AND REMOTE AREA: THE APPROACH OF THE NORTHERN EDUCATIONAL CENTRE FOR AGING AND HEALTH." Educational Gerontology 23, no. 7 (January 1997): 631–49. http://dx.doi.org/10.1080/0360127970230703.

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Sade, Priscila Meyenberg Cunha, and Aida Maris Peres. "Development of nursing management competencies: guidelines for continuous education services." Revista da Escola de Enfermagem da USP 49, no. 6 (December 2015): 988–94. http://dx.doi.org/10.1590/s0080-623420150000600016.

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Abstract OBJECTIVE Developing continuing education guidelines for the development of nursing management competencies along with the members of the Center of Nursing Continuing Education of Parana. METHOD A qualitative research outlined by the action research method, with a sample consisting of 16 nurses. Data collection was carried out in three stages and data were analyzed according to the thematic analysis technique. RESULTS It was possible to discuss the demands and difficulties in developing nursing management competencies in hospital organizations and to collectively design a guideline. CONCLUSION The action research contributed to the production of knowledge, confirming the need and the importance of changing the educational processes and evaluations, based on methodologies and instruments for professional development in accordance with human resource policies and contemporary organizational policies.

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BRUNEAUX, MICHEL. "Activities of the UETP EUROFORM in the Field of Continuing Education in Micro-electronics and the Structure of the Didactic Centre." European Journal of Engineering Education 18, no. 2 (January 1993): 151–54. http://dx.doi.org/10.1080/03043799308923228.

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Bishop, Keith, and Paul Denleg. "Science learning centres and governmental policy for continuing professional development (CPD) in England." Journal of In-Service Education 32, no. 1 (March 2006): 85–102. http://dx.doi.org/10.1080/13674580500479836.

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Bishop, Keith, and Paul Denley. "Science learning centres and governmental policy of continuing professional development (CPD) in England." Journal of In-Service Education 32, no. 2 (June 2006): 281. http://dx.doi.org/10.1080/13674580600843030.

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Mara, Liviu Catalin. "Innovation in the government-run Continuing Vocational Education and Training programme for unemployed in Catalonia (Spain): challenges and opportunities." Intangible Capital 14, no. 3 (May 3, 2018): 370. http://dx.doi.org/10.3926/ic.1298.

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Purpose: This paper offers relevant insights from the activity of the network of Centres d’Innovació i Formació Ocupacional (CIFO), analyzing the development of innovation in a continuing education and training (CVET) programme for unemployed, in Catalonia (Spain). (Required field)Design/methodology/approach: This is a qualitative study, carried out using the communicative methodology approach and co-constructing knowledge with the heads of the centers. The data was collected through the realization of eight interviews with the heads of seven of the eight CIFO that compose the CIFO network in Catalonia plus the Coordinator of the network, who had been head of the other CIFO, and it consisted in identifying the barriers to innovation and the elements that help to overcome them within different dimensions of this programme, through the exclusionary and transfomative dimensions, specific to the communicative methodology. (Required field)Findings: Innovation at the CIFO has three main strands where we have identified many opportunities for the CIFO: methodological, pedagogical and technological. The methodological has to do with the actions derived from the ISO 9001 certification, which gives the centres the mission of continuous improvement and satisfying the needs of the people and enterprises in the territories they serve. Pedagogical innovation is related to the detection of the innovation and including it in the curriculum of the centre, organizing experimental training courses, using the project methodology, enhancing entrepreneurship, or introducing digital technologies in the classroom. Technological innovation is related to the use of the latest technologies and equipment in the market. (Required field)Social Implications: This study opens new venues for research in the area of VET, CVET and lifelong learning because of its implications in adjusting education and training to the requirements of the labor market and improving students’ employability and helping them develop or design their personal projects and professional trajectory. The processes described in this article could be transferred to other contexts and in all types of activiiesy or initiatives in lifelong learning.Originality/value: This study contributes to fill a gap in the scientific literature, because innovation in the area of continuing vocational and education training and even in lifelong learning is scarce. Another contribution of this article is the focus on innovation, which is one of the main priorities for the EU in the area of Education and Training, and aso in the US, because of its contribution to economic growth and competitivity. (Required field)

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Journal articles on the topic 'Centre for Continuing Education'

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