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Journal articles on the topic 'Education, Higher – Rwanda – Curricula'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Ntawiha, Philothere, Alphonse Benegusenga, Wenceslas Nzabalirwa, Gaspard Gaparayi, and Justin Nshimiyimana. "Gender Equality in Rwanda: What remains a stumbling block to full realization of gender parity in education." KIBOGORA POLYTECHNIC SCIENTIFIC JOURNAL 1, no. 1 (2018): 72–86. http://dx.doi.org/10.33618/kpscj.2018.01.010.

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Rwanda has made tremendous achievements in improving access of both males and females all levels of education. To this end, reforms and equity measures have been undertaken to promote gender equality within the Rwandan education system. However, while the proportion of female students is quite good at lower levels of education, it shrinks at higher educational ladder. In this perspective, enrollment, participation, completion and achievement rates of girls are still lower at secondary and tertiary levels compared to boys. Another discrepancy is observed in the fields of studies and university of choice. In fact, girls are more likely to enroll in courses related to social studies mostly available in private institutions rather than enrolling in science related courses available in public universities. Furthermore, females are under-represented in both academic and administration positions at secondary and tertiary levels of education. Therefore, the key objectives of this paper were to highlight the progress made towards achievement of gender equality, to identify the factors that contributed to that achievement, and finally to explore what remains a stumbling to full realization of gender parity in Rwandan education system. This paper was mainly a desktop research that used different official documents including statistics yearbooks, reports, and strategic plans among others. The study revealed that the number of girls outnumbered that of boys at lower levels of education, elimination of school fees, reforming curricula and establishing gender sensitive infrastructure contributed to this progress. Poverty and some traditional socio-cultural beliefs are key challenges to gender parity. Government and other stakeholders were recommended to sensitize and encourage girls to enroll in TVT and universities, and provide more gender sensitive infrastructure and amenities.

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Kibwami, Nathan, Phillipe Mugiraneza, Alex Ndibwami, and Didier Sheja. "Assessing the Level of Work Preparedness of Final-Year BSc Quantity Surveying Students at University of Rwanda." Journal of Educational and Social Research 10, no. 5 (2020): 253. http://dx.doi.org/10.36941/jesr-2020-0103.

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The overarching vision of Higher Learning Institutions that are concerned with construction education, is to nurture graduates that will be prepared to not only deal with the current needs of the Construction Industry, but also be able to immerse themselves confidently in a future full of complexity. However, the transition from University to work is often a daunting experience for graduates, and employers often complain that graduates are usually ill prepared for work. It is therefore important to understand the students’ perspective regarding level of work preparedness so that solutions can be sought, both from Universities and Industry, to make the transition from University to the world of work a truly empowering experience. This study investigated the level of preparedness to start work for final-year students (2019/20) pursuing a Bachelor of Science degree in Quantity Surveying (QSg) at University of Rwanda. An online questionnaire was designed and administered to 59 students to solicit their perceptions. Most students (42%) asserted that they were very prepared to start working as Quantity Surveyors, with some (12%) extremely prepared. Industrial Training stood out as the largest contributor in preparing students to start work, whereas University laboratory resources did not contribute much. Students exhibited most knowledge in core QSg competences, such as Estimating Costs of construction works. Although students were most confident in topics on Measurement of Finishes, students that had a Technical and Vocational Education and Training background exhibited greater confidence. The findings of this study provide important feedback for similar construction programs to evaluate and revise their curricula to better prepare QSg students for professional success in the Construction Industry.

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Webler, Wolff-Dietrich. "Goals of Higher Education Curricula." New Directions for Teaching and Learning 1997, no. 72 (1997): 81–90. http://dx.doi.org/10.1002/tl.7209.

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Schendel, Rebecca, Jolly Mazimhaka, and Chika Ezeanya. "Higher Education for Development in Rwanda." International Higher Education, no. 70 (January 1, 2013): 19–21. http://dx.doi.org/10.6017/ihe.2013.70.8711.

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Marcolini, Jessica Phillips. "Curricula for Sustainability in Higher Education." Journal of Ethnic and Cultural Studies 4, no. 2 (2017): 102. http://dx.doi.org/10.29333/ejecs/86.

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Spiel, Christiane, Barbara Schober, and Ralph Reimann. "Evaluation of Curricula in Higher Education." Evaluation Review 30, no. 4 (2006): 430–50. http://dx.doi.org/10.1177/0193841x05285077.

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Qin, Qiming. "GIS Curricula in China's Higher Education." Annals of GIS 9, no. 1-2 (2003): 40–47. http://dx.doi.org/10.1080/10824000309480587.

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Ashcraft, Robert F. "Philanthropic studies curricula in higher education." New Directions for Philanthropic Fundraising 2002, no. 36 (2002): 101–18. http://dx.doi.org/10.1002/pf.3607.

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Wang, Chia-Ling. "Curricula without Boundaries: Developing an Ecological Connection for Higher Education Curricula." Educational Philosophy and Theory 46, no. 13 (2014): 1402–11. http://dx.doi.org/10.1080/00131857.2014.964162.

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Patel, Sandip C., David R. Shetterly, and Anand Krishnamoorthy. "Information-technology security in higher-education curricula." International Journal of Information and Operations Management Education 2, no. 4 (2008): 378. http://dx.doi.org/10.1504/ijiome.2008.023440.

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Văaideanu, George. "THE PROMOTION OF PEACE EDUCATION IN HIGHER EDUCATION CURRICULA." Higher Education in Europe 11, no. 1 (1986): 86–94. http://dx.doi.org/10.1080/0379772860110112.

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Мирошников, Вячеслав, Vyacheslav Miroshnikov, Виктор Круглов, et al. "Model for higher education quality assessment." Bulletin of Bryansk state technical university 2015, no. 4 (2015): 73–80. http://dx.doi.org/10.12737/17094.

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Quality ensuring in training students and educational institutions graduates is one of the state directions in the sphere of education. In view of this the significance consists in the development, introduction and improvement of the assessment model for the quality of training students on the baccalaureate’s , specialist’s and master’s curricula. This paper reports the model considered for the correspondence assessment of curricula to the requirements of the Federal State All-Russian Standard for Higher Vocational Education (FSARS HVE) on basis of four indices and thirtytwo criteria according to the recommendations of the Russian Accreditation Agency of the Russian federation. For each of the criteria there are shown documents and materials confirming its fulfillment. Failure to execute at least one of the criteria means lack of correspondence of the curriculum to the requirements of the FSARS HVE. A not less significant procedure of curricula quality assessment – a confirmation, by means of the presentation of documents and materials on the successful application of knowledge, abilities and skills obtained in the course of mastering a compulsory cur-riculum by students and graduates under real or simu-lated working conditions. One of the conditions for the increase of curricula effectiveness – the availability in an educational institution (EI) of the incollege system for education quality assessment which would allow planned carrying out organizational measures on a fundamental analysis and objective self-appraisal of educational activities of all departments of the EI and obtaining complete information on the curricula realization, and also correcting a training procedure with the aim of quality increase in college graduate students training. The main purpose of such incollege system consists in the definition of areas for education quality increase in all kinds of activities of the university and its departments.

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Savelyeva, Tamara. "Implementation of Creative Education Policy in Russian Higher Education Curricula." Creative Education 05, no. 02 (2014): 86–92. http://dx.doi.org/10.4236/ce.2014.52014.

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Mario de Miguel Díaz, Francisco. "Educational research in the curricula of higher education." Educar 10 (July 1, 1986): 123. http://dx.doi.org/10.5565/rev/educar.465.

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Fuertes, José Luis, Ángel Lucas González, and Loïc Martínez. "Including Accessibility in Higher Education Curricula for ICT." Procedia Computer Science 14 (2012): 382–90. http://dx.doi.org/10.1016/j.procs.2012.10.044.

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Soares, Diana, Paula Carvalho, and Diana Dias. "Designing Learning Outcomes in Design Higher Education Curricula." International Journal of Art & Design Education 39, no. 2 (2020): 392–404. http://dx.doi.org/10.1111/jade.12286.

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Savelyeva, Tamara, and James R. McKenna. "Campus sustainability: emerging curricula models in higher education." International Journal of Sustainability in Higher Education 12, no. 1 (2011): 55–66. http://dx.doi.org/10.1108/14676371111098302.

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Dragoo, Amie, and Richard Barrows. "Implementing competency-based business curricula in higher education." Journal of Education for Business 91, no. 7 (2016): 374–79. http://dx.doi.org/10.1080/08832323.2016.1237932.

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Spanier, Bonnie. "Transforming science curricula in higher education: Feminist contributions." Science and Engineering Ethics 6, no. 4 (2000): 467–80. http://dx.doi.org/10.1007/s11948-000-0004-4.

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Toporkova, O. V. "On the Content of higher technical education curricula abroad: Current Trends (Review)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 3 (2020): 153–67. http://dx.doi.org/10.31992/0869-3617-2020-29-3-153-167.

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Researchers consider the discrepancy between university educational programs and engineering practice to be the common problem of higher technical education today. The changes taking place at higher technical school abroad demonstrate the search for solutions of engineering education problems in developed countries. Understanding current trends in the content of higher technical education curricula in those countries will help to identify the most effective ways to solve common problems of engineering education. The article presents the results of the analysis of innovative changes taking place in the higher technical education curricula content abroad nowadays. The research materials were articles in peer-reviewed journals included in the SCOPUS database published from 2009 to 2018, proceedings of conferences held by international engineering communities. The factual basis of the study was the curricula for training engineers at a number of foreign leading universities. As a result of the research, the following innovations in the content of higher technical education curricula were identified: 1) introduction of sustainable development principles into the engineering curricula; 2) the inclusion of modules on the basics of management, entrepreneurship and innovation into the curricula, the creation of interdisciplinary programs leading to double degrees in engineering and management; 3) cooperation of universities with partner enterprises in the development of curricula; 4) the internationalization of engineering curricula, the training of future engineers for global engineering activities. The CDIO approach is considered as an innovative basis for the design of educational programs for future engineers. Those changes in the engineering curricula are aimed at bridging the gap between the contents of engineering educational programs and industrial practice, the development of competencies necessary for successful professional engineering activities, and, as a result, they contribute to improving the quality of higher technical education.

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Madsen, Wendy, and Tanya Bell. "Using health promotion competencies for curriculum development in higher education." Global Health Promotion 19, no. 1 (2012): 43–49. http://dx.doi.org/10.1177/1757975911428818.

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Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricula on these carries a risk associated with change. However, delaying curricula until such risks are ameliorated decreases opportunities to deliver dynamic and current health promotion education within higher institutions.

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Etse, Daniel, and Coral Ingley. "Higher education curriculum for sustainability." International Journal of Sustainability in Higher Education 17, no. 2 (2016): 269–80. http://dx.doi.org/10.1108/ijshe-07-2015-0121.

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Purpose – The purpose of this study is to determine the degree of attention to and the nature of sustainability issues in the curriculum of the Higher National Diploma (HND) Purchasing and Supply Management programme of Ghana. Design/methodology/approach – Documentary research is the approach used to analyse the curriculum document for the programme of study. Findings – Findings of this study reveal a low presence of sustainability in the curriculum, and most of the sustainability sub-topics address issues of social justice, while economic sustainability issues feature the least. Practical implications – Deliberate and greater efforts should be made to integrate sustainability in the curriculum; all three dimensions of sustainability need to be well represented in the teaching and learning experiences; and there should be training and sensitisation of all relevant stakeholders in issues of sustainability. Originality/value – This study provides an analysis of a higher education curriculum in terms of attention given to sustainability and the nature of sustainability issues addressed therein. It sets the research agenda for the study of curricula of other programmes for sustainability, as research literature on higher education curricula for sustainability in Africa, especially Ghana, is scarce (GUNi et al., 2011).

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Cotton, Debby R. E., Wendy Miller, Jennie Winter, Ian Bailey, and Stephen Sterling. "Developing students’ energy literacy in higher education." International Journal of Sustainability in Higher Education 16, no. 4 (2015): 456–73. http://dx.doi.org/10.1108/ijshe-12-2013-0166.

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Purpose – This paper aims to investigate students’ energy literacy at a UK university, and recommends ways in which it can be enhanced using a behaviour change model. Developing students’ energy literacy is a key part of the “greening” agenda, yet little is known about how students develop their ideas about energy use and energy saving at a university. Design/methodology/approach – The research utilised a mixed-methods approach including an online survey (with 1,136 responses) and focus groups. Findings – The research identified strengths and weaknesses in students’ energy literacy, and noted the relative influence of formal and informal curricula. The potential for aligning these curricula is highlighted through the 4Es model of enable, engage, exemplify and encourage. Research limitations/implications – The research involved a single instrumental case-study site. The wider applicability of the findings should therefore be tested further in other institutions. Practical implications – The research suggests ways in which universities might better support their students in making more sustainable energy-related behaviour choices, and it indicates the importance of knowledge as well as attitudes. Social implications – The research may have implications for the energy-saving behaviours of individuals in the wider society. Originality/value – Attempts to reduce energy use in higher education are widely seen in campus operations. This research provides an indication of the potential for enhancing energy-saving through different forms of curricula.

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Prendergast, Mark, and Joseph Roche. "Supporting Mathematics Teachers’ Development through Higher Education." International Journal of Higher Education 6, no. 1 (2017): 209. http://dx.doi.org/10.5430/ijhe.v6n1p209.

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Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.

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du Plooy, Gertruida M. "Towards African Communication Science curricula: Challenges for higher education." Communicatio 32, no. 2 (2006): 189–209. http://dx.doi.org/10.1080/02500160608537969.

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Modrea, Arina Florenţa, and Andrea Peterlicean. "Management and Assessment of Curricula in Technical Higher Education." Applied Mechanics and Materials 371 (August 2013): 734–38. http://dx.doi.org/10.4028/www.scientific.net/amm.371.734.

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The experience in teaching in engineering learning contexts has lead to the idea to study in depth this theme Curriculum evaluation in the field of engineering due to the acknowledged real life situations in our current practice. This paper wishes to create a modern vision of this important stage of the teaching and learning process in the field of engineering. This is to say, through the establishment of the ideal stages in the design and administration of an assessment test. Last but not least, similarly to the education process where there is no real unique recipe to approach education in the assessment process no unique recipe can be given. This works on a situation-based basis so as to indeed be one of the real instruments that help us improve the added value in the context of the entire educational process. In conclusion, the novelty brought about is that assessment in any field of education, in engineering also, must be regarded as a specific part of the educational field, where all factors psychological and material that are characteristic to the instructive and educational activity are taken into consideration.

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Schefer-Wenzl, Sigrid, and Igor Miladinovic. "Integrating 21st Century Skills in Higher Education Engineering Curricula." International Journal of Advanced Corporate Learning (iJAC) 13, no. 2 (2020): 77. http://dx.doi.org/10.3991/ijac.v13i2.17011.

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Engineering studies are often too focused on the development of engineering skills. This results in graduates with deficits in 21<sup>st</sup> century skills, such as complex problem solving, teamwork, or communication skills. To address this issue, sophisticated concepts need to be introduced in order to attractively include 21<sup>st</sup> century skills into engineering curricula. This paper presents related concepts, which we have applied in the engineering degree programs, and discusses their benefits and drawbacks according to our experiences. We also provide recommendations about integrating 21<sup>st</sup> century skills courses into engineering curricula.

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Christensen, James. "Designing and improving courses and curricula in higher education." Evaluation Practice 16, no. 1 (1995): 99–101. http://dx.doi.org/10.1016/0886-1633(95)90018-7.

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Jose Angel Soliz Gemio. "TRANSLOGICS IN THE TRANSDISCIPLINARY CURRICULA DESIGN OF HIGHER EDUCATION." Revista Científica Educ@ção 5, no. 9 (2021): 1170–80. http://dx.doi.org/10.46616/rce.v5i9.174.

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We try to visualize the dynamics of curricular design and qualify the horizons that lead us to an education that can face emerging challenges, with a multidimensional prospective vision, understanding that uncertainty forces us to reconnect all the potential that human beings have for evolve education to transdisciplinary scenarios that require a new way of designing educational paths, sustained in translogical thinking, that articulate Educational Strategic Planning in Higher Education.

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Sánchez-Caballé, Anna, Mercè Gisbert-Cervera, and Francesc Esteve-Món. "Integrating Digital Competence in Higher Education Curricula: An Institutional Analysis." Educar 57, no. 1 (2021): 241–58. http://dx.doi.org/10.5565/rev/educar.1174.

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Digital competence is key for students in the 21st century. The present study analyses the extent to which digital competence has been integrated at a Catalan university with 11,362 undergraduate students. To obtain the data, we: (1) analysed the digital competence content in the curricula of 40 bachelor’s degrees; and (2) had the results checked by an 11-expert focus group. We found that the more technical degrees have the most integrated indicators of technological literacy while the other knowledge areas have a higher level of information literacy. Educational institutions therefore need to help students develop this competence which is so necessary for 21st-century students. This study reports interesting results on the presence of digital competence in the curricula of an entire institution and can be useful for improving the institution as a whole and the curricula.

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Novik, Gotfrid Y. "INNOVATION IN ENVIRONMENTAL ENGINEERING EDUCATION AT REZEKNE HIGHER EDUCATION INSTITUTION." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (June 27, 1997): 13. http://dx.doi.org/10.17770/etr1997vol1.1860.

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The paper discusses the elaboration of new study program and curricula in Environmental Engineering at the Rezekne University (RU).The main goal of the Program is to prepare new formation of Environmental specialists - Ecotehnblogists, who are able not only to control pollution of Enviroment, but to prevent it on the early stages by applying in industry ecologically safe technologies.

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Salih, S., and M. Mudhihiri Hussain. "Redesigning dental education curricula delivary strstigy at the newly established University of Rwanda School of Dentistry." Annals of Global Health 81, no. 1 (2015): 169. http://dx.doi.org/10.1016/j.aogh.2015.02.886.

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Gundara, Jagdish S., and Namrata Sharma. "Interculturalism, Sustainable Development and Higher Education Institutions." International Journal of Development Education and Global Learning 2, no. 2 (2009): 23–34. http://dx.doi.org/10.18546/ijdegl.02.2.03.

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This paper establishes links between the fields of sustainable development and intercultural education. It is written on the premise that diverse forms of knowledge exist within different societal and national contexts, and curricula therefore need to draw on these in order to be 'non-centric'. That is, curricula should not draw more heavily from one source of knowledge while excluding or marginalising others. For instance, as this paper examines, higher education institutions in socially diverse or multicultural societies have a great deal of intellectual knowledge and expertise in education. However, the knowledge – including languages, histories, and cultures – of subordinated groups such as international students in European institutions is often entirely left out of the curriculum. In conclusion, the paper poses a number of challenges for research and teaching in higher education, especially including the need for intercultural professional education of academics so that they develop deeper intellectual understandings and competences in this area.

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Fritz, Wilfred, Toni Stringer, and Anthony Staak. "Effective strategies in new curricula development at Higher Education Institutions in South Africa." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2019): 27–34. http://dx.doi.org/10.2478/cplbu-2020-0004.

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AbstractRe-curriculation is currently the most talked about topic in Higher Education in South Africa because of the new Higher Education Qualification Sub-Framework alignment process required by all Higher Education Institutions. However, the lecturer in the classroom, especially new lecturers, are also faced with the task of designing the actual curricula of a subject once the new qualification is to be implemented, in terms of achieving the aims and objectives of the subject area. In other words, ensuring that the outcomes of the subject are achieved by the student. Ideally all lecturers at institutions of higher learning should develop strategies for their “own” curricula. Developing the aforementioned strategies might be challenging to first time lecturers. The methodologies of developing a new qualification and strategies for building curricula is discussed in this paper are different curriculum planning methods and strategies. The aforementioned strategies are focusing on students, mentoring, supportive tools such as software programmes, feedback and assessments. The findings of this paper are proper curricula development to enhance the ability to understand, recall and apply information. The main objective is to use proper curricula development to empower students with a diversity of cultures to understand the material presented by the lecturer. This paper concludes that curricula planning should allow students to be given space to grow and interact and ultimately attain deep life-long learning.

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Byram, Michael. "Internationalisation in higher education –an internationalist perspective." On the Horizon 26, no. 2 (2018): 148–56. http://dx.doi.org/10.1108/oth-11-2017-0090.

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Purpose This paper aims to argue for the significance of internationalism for the internationalisation of higher education. It analyses some conceptualisations and definitions of internationalisation before explaining the concept of internationalism, and variations of it, to demonstrate that internationalism has a moral dimension which could, and the author argues, provide a normative value base for the processes of internationalisation. Design/methodology/approach This paper is a cross-disciplinary, conceptual exploration. Findings The argument concludes with a listing of principles which should give a moral direction to internationalisation. Research limitations/implications The approach proposed is the basis for evaluations of different aspects of internationalisation such as the design and implementation of curricula. Practical implications The approach taken here, if implemented, would lead to changes in curricula and processes of internationalisation. Social implications The impact of internationalisation, and particularly of student mobility as an aspect of it, is already significant, and the perspective presented here would lead to more coherent interactions in mobility situations. Originality/value Using the neglected concept of internationalism brings a new perspective and challenge to internationalisation.

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Sánchez-Carracedo, Fermín, Bàrbara Sureda Carbonell, and Francisco Manuel Moreno-Pino. "Analysis of sustainability presence in Spanish higher education." International Journal of Sustainability in Higher Education 21, no. 2 (2020): 393–412. http://dx.doi.org/10.1108/ijshe-10-2019-0321.

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Purpose This paper aims to analyze the presence of sustainability in 16 Spanish higher education curricula in the fields of education and engineering. Design/methodology/approach The methodology uses two instruments: sustainability map and sustainability presence map. These instruments enable analysis of the number of subjects that develop sustainability and the sustainability presence level in each curriculum; identification of what domain levels of the learning taxonomy sustainability is most developed; and analysis of whether a correlation exists between the sustainability presence and the number of subjects that develop sustainability in each curriculum. Findings A wide variety of subjects develop sustainability in a given degree, depending on the university. The presence of sustainability is more homogeneous in education degrees than in engineering degrees. Education degrees have a greater presence of sustainability in the lower domain levels of taxonomy, while in engineering degrees the lower levels of taxonomy have a lower presence of sustainability than the higher levels. Finally, a correlation appears to exist between the number of subjects that develop sustainability in the curriculum and the sustainability presence. However, engineering degrees seem to need fewer subjects than education degrees to achieve the same degree of sustainability presence. Originality/value This paper proposes a methodology to measure sustainability presence that can be applicable to the curricula of a higher education degree if the corresponding sustainability map is available. To the authors’ knowledge, this is the largest study yet conducted to analyze the presence of sustainability in different higher education curricula.

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Howlett, Cathy, Jo-Anne Ferreira, and Jessica Blomfield. "Teaching sustainable development in higher education." International Journal of Sustainability in Higher Education 17, no. 3 (2016): 305–21. http://dx.doi.org/10.1108/ijshe-07-2014-0102.

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Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

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Shelbourn, M., J. Macdonald, T. McCuen, and S. Lee. "Students’ perceptions of BIM education in the higher education sector." Industry and Higher Education 31, no. 5 (2017): 293–304. http://dx.doi.org/10.1177/0950422217725962.

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The use of building information modelling (BIM) has increased in the global architecture, engineering, construction and owner-operated (AECO) industries. This increased use has contributed to a recognition by project stakeholders of its importance across the building life cycle, leading higher education institutions to rethink their AECO provisions. There has been much debate about how BIM should be employed in undergraduate curricula: should it be included as a stand-alone subject in a programme or as an underlying theme across the programme? Research has also been conducted into theories of practice with regard to BIM education. This article builds on previous research in the codeBIM project and describes students’ perceptions of current practice in the United States and the United Kingdom. The article begins with a literature review of current theories of BIM teaching in AECO and a summary of good practice. The use of focus groups is described and the findings from focus group sessions held in the United Kingdom and the United States are discussed. The authors identify six key areas required for BIM to be inclusive in higher education: collaborative curricula, space, teamwork, relevance to the industry, technical/technological skills and the role of the professor or lecturer. Each of these areas is discussed in light of the findings from the focus groups.

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Peterlicean, Andrea, and Florica Morar. "Project-Based Learning in Higher Education." Applied Mechanics and Materials 371 (August 2013): 739–43. http://dx.doi.org/10.4028/www.scientific.net/amm.371.739.

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Students learning styles must be taken into account when devising curricula for teaching EFL and EAP at university. The differences in learning styles are frequently more subtle than the mere classification into visual or auditory learners. Therefore, we investigated how project-based learning contributes to better performance by students of engineering in their first and second year at university, as illustrated by the pass rate in English as a Foreign Language. Keywords: EST, project-based learning, student participation, new technologies, higher education

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Saunders, Murray, and Joan Machell. "Understanding emerging trends in higher education curricula and work connections." Higher Education Policy 13, no. 3 (2000): 287–302. http://dx.doi.org/10.1016/s0952-8733(00)00013-1.

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Weiss, Marie, and Matthias Barth. "Global research landscape of sustainability curricula implementation in higher education." International Journal of Sustainability in Higher Education 20, no. 4 (2019): 570–89. http://dx.doi.org/10.1108/ijshe-10-2018-0190.

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Purpose This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the “Western world” is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors.

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Morey, Ann Intili. "Changing Higher Education Curricula for a Global and Multicultural World." Higher Education in Europe 25, no. 1 (2000): 25–39. http://dx.doi.org/10.1080/03797720050002170.

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O’Neill, Geraldine, Roisin Donnelly, and Marian Fitzmaurice. "Supporting programme teams to develop sequencing in higher education curricula." International Journal for Academic Development 19, no. 4 (2013): 268–80. http://dx.doi.org/10.1080/1360144x.2013.867266.

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Willison, John W. "Research skill development spanning higher education: Critiques, curricula and connections." Journal of University Teaching and Learning Practice 15, no. 4 (2018): 2–16. http://dx.doi.org/10.53761/1.15.4.1.

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The Research Skill Development (RSD) framework was devised in 2006 to articulate what educators do when they facilitate student learning through active exploration in ways that enable their skills to grow in sophistication and rigour. This special issue of JUTLP comprises eight articles that focus on the critique, adaptation and application of the RSD. This article introduces the special issue and presents the 2018 version of the RSD, in response to 12 years of feedback on the framework. Changes in the RSD include improvements in articulation of the facets of research, better delineation of autonomy, and the addition of the affective domain and guiding questions. Of the other seven articles, five are set in the undergraduate years and two in master’s, with contexts including biology, education, engineering, humanities and interdisciplinary studies. The articles are based across diverse settings, including laboratory, online, language and workplace learning. Of these seven, one critiques the RSD, three focus on curriculum design and three connect the RSD to enduring issues of current concern by adapting the framework for academic literacy, work skills and problem solving. These three adaptations are examples of numerous emerging models that modify RSD terminology and shape, within its broad parameters, and are introduced in this issue as the Models of Engaged Learning and Teaching (MELT).

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Wengle, Emil, Steffi Knorn, and Damiano Varagnolo. "COnCUR - COherence in CURricula: A tool to assess, analyze and visualize coherence in higher education curricula." IFAC-PapersOnLine 53, no. 2 (2020): 17598–603. http://dx.doi.org/10.1016/j.ifacol.2020.12.2675.

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Weber, Anthony, Celeste Lawson, and Brett Williams. "Frameworks that guide curriculum development in Australian higher education." Journal of Paramedic Practice 13, no. 3 (2021): 105–12. http://dx.doi.org/10.12968/jpar.2021.13.3.105.

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Background: In Australia, accrediting body competencies reflect paramedic professional practice rather than informing curriculum development for higher education institutions. Purpose: This article will investigate frameworks that can be used to design curriculum development. Method: An initial focused discourse analysis of the grey literature was undertaken followed by a systematic review. Findings: Three of the 18 institutions in Australia and New Zealand that offer paramedic education identified some form of framework. Two theories were identified as applicable in supporting the development of curricula that are focused on the expanded scope of practice of paramedicine. Discussion: The current and future scope in paramedicine will define the development of curricula, especially in relation to a more primary-focused healthcare model. Conclusion: Further research is required to establish a consensus on what constitutes the essential core knowledge and skills required by graduate paramedics so that they are able to deliver patient care proficiently.

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Veenendaal, B. "Development of a flexible higher education curriculum framework for geographic information science." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-4 (April 23, 2014): 77–82. http://dx.doi.org/10.5194/isprsannals-ii-4-77-2014.

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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.

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Begimkulov, Uzokboy, Mekhribon Matnazarova, Yashin Ismadiyarov, Alfiya Isyanova, and Ismoil Eshmamatov. "Internationalisation and modernisation of processes in the higher education." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 47. http://dx.doi.org/10.17770/sie2016vol1.1509.

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This article studies the aspects of the improvement in higher education in terms of advanced foreign experience. It deals with the organizational-methodical, contented aspects and the basic directions of modernization and implementation of modern curricula, and the programs of educational directions.

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Davy, Zowie, Sarah Amsler, and Karen Duncombe. "Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching." Qualitative Research in Education 4, no. 2 (2015): 134. http://dx.doi.org/10.17583/qre.2015.1210.

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<span style="font-size: 9.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.</span>

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Pereira, Cleber Augusto, Paulo Oliveira, and Manuel J. C. S. Reis. "Non-traditional processes in higher education in engineering: a conceptual mapping." Brazilian Journal of Operations & Production Management 15, no. 1 (2018): 12–20. http://dx.doi.org/10.14488/bjopm.2018.v15.n1.a16.

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Study of the adoption of non-traditional tools as support for Higher Education curricula in Electrical Engineering and Computers. We highlight the use of blended-learning, interactive and remote virtual laboratories, computer simulation, and methodologies, such as Active Learning and Problem Based Learning and their applications in the curricular units of the course. The study is a literature review with the systematization and presentation of the findings through a conceptual map. We concluded that the initiatives that have resorted to new technologies in engineering degrees, as well as reports of similar experiments on this topic, are reduced, not formalized in curricula, and ad hoc.

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