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Ali Jogana, Musa, Talatu Musa Garba, and Nasiru Mukhtar. "Analysis of the Performance Objectives of Nigerian Higher National Diploma Building Technology Curriculum." Asia Proceedings of Social Sciences 5, no. 1 (December 3, 2019): 86–91. http://dx.doi.org/10.31580/apss.v5i1.1100.
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Polytechnics produce technical manpower in various technical and professional disciplines to make nations self-sufficient through efficient man power planning, and optimum utilization and management of resources (Awere, Edu-Buandoh, Dadzie, and Aboagye, 2016). Building construction programme in polytechnics supplies manpower to the various sectors of the economy, notably the construction industries. But documented evidences show that the Nigerian graduates of this programme do not meet up to the requirements of the construction industries regarding the attainment of effective occupational competences (Onwuka,2009). Consequently, this study analyzed the performance objectives of the HND Building Technology curriculum to establish the sufficiency of the occupational competencies. We generated the data from the curriculum using content analysis and analyzed it with the help of descriptive statistics. Results show that the performance objectives tilted towards cognitive domain with 88.87%. Psychomotor and affective domains were rarely represented in the curriculum with 9.68% and 6.45% respectively. The findings provide curriculum developers with information regarding the inadequacy of basic occupational competences in the Building Technology curriculum for consideration in the event of curriculum review. This study opens the stage of analyzing the content of curriculum of various courses at HND level in Nigerian polytechnic, with a view to identifying the satisfactoriness of the occupational competence therein.
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Syukrianto, Syukrianto. "PENGEMBANGAN KURIKULUM MUATAN LOKAL DALAM MEMBENTUK KARAKTER LULUSAN SISWA SMA 2 DARUL ULUM REJOSO JOMBANG." Al-Ulum : Jurnal Penelitian dan Pemikiran Ke Islaman 6, no. 1 (February 15, 2019): 94–107. http://dx.doi.org/10.31102/alulum.6.1.2019.94-107.
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Curriculum development of local content developed with the development of the theory and practice of education, also varies according to the flow or educational theories which adhered. Strengthening local content curriculum developed by SMA 2 Darul Ulum Rejoso Jombang pesantren with in the school curriculum of reinforcement for the creation of local content. This research method using of development Dick & Carey (2009), is the identification of the learning objectives, analysis of learning, learner and context analysis, define learning objectives, development assessment instruments, developing learning strategies, developing and selecting study materials, design and conduct formative evaluation, revision and designing and conducting evaluation summative. This research data using the local content curriculum development for SMA 2. The result and discusion concept of strengthening the curriculum of SMA 2 educational concept is Tebuireng reforming education boarding school that has existed previously with the emphasis on the concept of making the Qur'an as the main source for research in learning and make the Quran as development of an strengthening local charge. The formation of character in students graduate SMA 2 is able to master the three curriculum i.e. boarding schools curriculum, national curriculum and curriculum of Cambridge, formally pocketed three diplomas i.e. diploma boarding schools, national public ijasah, and Cambridge Certificate, which will be used as a provision for continuing education to the next level.
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Muhammad Yudo and Rahmad Salahuddin. "The Implementation of Curriculum at Kuttab Al-Fatih Surabaya." International Journal on Integrated Education 3, no. 3 (June 30, 2020): 174–78. http://dx.doi.org/10.31149/ijie.v3i3.425.
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This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia
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Muhammad Yudo Agressi Akbari, and Rahmad Salahuddin. "The Implementation of Curriculum in Kuttab Al- Fatih Surabaya." International Journal on Integrated Education 3, no. 4 (July 2, 2020): 81–85. http://dx.doi.org/10.31149/ijie.v3i4.431.
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This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the Lembaga Pendidikan Kuttab al-Fatih Surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of Miles and Huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for Allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the Kuttab curriculum which is applied at the Lembaga Pendidikan Kuttab al- Fatih Surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-Fatih educational institution Surabaya also uses an informal education (Pusat Kegiatan Belajar Masyarakat/PKBM) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in Indonesia.
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Etse, Daniel, and Coral Ingley. "Higher education curriculum for sustainability." International Journal of Sustainability in Higher Education 17, no. 2 (March 7, 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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Ssentamu, Proscovia Namubiru, Betty Akullu Ezati, Ronald Bisaso, Elias Pekkola, and Seppo Hölttä. "Migrating a professional field of study in a multi-institutional partnership: facilitators’ experience in the competence-based curriculum development process." Tuning Journal for Higher Education 1, no. 2 (July 4, 2014): 405. http://dx.doi.org/10.18543/tjhe-1(2)-2014pp405-427.
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With the urge to Africanise the curriculum following colonisation, many African countries are still wary of the educational initiatives from the developed countries. However, with the clear curriculum design and development guidelines provided by various national Quality Assurance bodies, African countries need not fear migrating curricula from developed countries. Drawing from the workshop experiences, authors of this paper illustrate the steps involved in migrating, contextualising and adapting a professional field of study in a multi-institutional partnership, with particular focus on the competence-based curriculum design and development process. The process of migrating higher education (HE) Administration, Leadership and Management curriculum taught at the University of Tampere (Finland) to a Postgraduate Diploma in Higher Education Leadership and Management (PGDHELM) curriculum at Uganda Management Institute (UMI) in partnership with the Makerere University and the University of Helsinki involved undertaking a needs assessment, training of trainers and adapting the programme to the UMI context. The training of trainers provided opportunity for the trainees to reflect and generate information on the status of HE leadership and management in Uganda. The curriculum was institutionalised by aligning it to the vision, mission and profile of UMI in the context of the existing internal and external Quality Assurance frameworks. This paper underscores the importance of involving stakeholders, taking into account national and institutional requirements in all the steps when migrating an academic curriculum.
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Mukhtar, Nasiru, and Muhammad Sukri Bn Saud. "The Need for Incorporating Sustainability Thinking into Higher National Diploma Electrical/Electronic Engineering Curriculum in Nigeria." Asian Social Science 15, no. 8 (July 29, 2019): 113. http://dx.doi.org/10.5539/ass.v15n8p113.
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The fundamental substance employed for energy, construction, smelting and shipbuilding before eighteenth century was wood. However, with the advent of industrial revolution, changes in agriculture, manufacturing, mining, transportation, and technology had an overwhelming consequence on the socio-economic life of the society. This causes natural resources to decline and demand for them to incredibly increase, which led the humanity to fell into intertwined crises of environmental, economic and social systems. To change the situation, paramount changes of thinking and mindset are required and education is the key. This study therefore, explored the perceptions of electrical/electronic lecturers in the polytechnics on the need to incorporate sustainability thinking into Higher National Diploma electrical/electronic engineering curriculum in Nigeria. Two research questions guided the study through qualitative research design. Sixty-five (65) electrical/electronic lecturers in the polytechnics within the states under the study made up the target population, and only senior lecturers were selected to participate in the study. This is because of their experience in teaching electrical/electronic courses in the institutions. The authors conducted qualitative semi-structured interviews to generate data used in answering the research questions. The authors transcribed and thematically analyzed the data. Findings revealed a common view in which the participants indicated an urgent need for incorporation of sustainability thinking in to the said curriculum. Findings also showed the possible benefits of incorporating sustainability thinking to include environmental protection, economic prosperity, social wellbeing and technical sustainability. The authors recommended a model for incorporating sustainability thinking into HND electrical/electronic engineering curriculum.
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Datsenko, Vita. "THE ECOLOGICAL DIMENSION OF CHEMISTRY EDUCATION IN A TECHNICAL UNIVERSITY." Educological discourse, no. 3-4 (2019): 268–79. http://dx.doi.org/10.28925/2312-5829.2019.3-4.268279.
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The experience in the implementation of the methodological system of building the eco-chemical knowledge into the practice of the Kharkiv National Automobile and Highway University has been analyzed. The main purpose of this work is to exchange the experience of increasing the efficiency of the eco-chemical knowledge assimilation under the influence of integrating ecological components into the chemical curriculum. The formation of the ecological consciousness of future specialists is addressed through the creation of the chemical education space, which allows, through the nature of the environmental interaction, for guiding students towards solving ecological issues in both theory and practice. The chemical curriculum in the university is based on the specialty and consist of the most important topics and issues necessary for further professional activities. It’s been shown that integrating ecological components into the chemical curriculum – lectures, laboratory and practical sessions – stimulates the ecological thinking of students. The multidimensional observation of ecological objects, solving ecological tasks, and carrying out eco-oriented laboratory sessions raises students’ interest to the addressed issues of their professional activities, increases the motivation to studying chemical subjects and reinforces the learning efficiency of chemical knowledge. Implementing the ecological component into the curriculum plans of the fundamental and profession-oriented chemical subjects and special courses, along with transforming the approach to writing diploma thesis through the development of the ecology-infused topics of diploma thesis facilitated the development of the chemical knowledge for future engineers with technical occupation in Ukrainian technical universities.
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Oloyo, Raheem Adisa. "Cultivation of Polytechnic-Industry Linkage for Development and Delivery of Curriculum for Technical Education: A Case Study of The Federal Polytechnic, Ilaro." Journal of Educational and Developmental Psychology 9, no. 1 (April 25, 2019): 69. http://dx.doi.org/10.5539/jedp.v9n1p69.
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The implication of the unsuitability of young Nigerian graduates for available jobs in the industry raises the question as to the appropriateness of the training received while in school. It has exacerbated the unemployment problem in the Country, and it is worrisome. Of a necessity in curriculum development and delivery, therefore is the adoption of an approach that takes cognizance of the job function of the graduates in the industry and/or workplace and the skills required to perform on the job. In other words, the curriculum must target the job market demand and needs. This paper reports on the development of a demand-led curriculum in National Diploma Cement Engineering Technology through the partnership of the Federal Polytechnic, Ilaro with Cement Industry, Cement Training Institute of Nigeria, Manufacturers Association of Nigeria, and the National Board for Technical Education. The paper concludes that the emerging graduates from the implementation of the curriculum would have acquired the appropriate skills for the job, and would be acceptable and fit to perform effectively in the industry. Besides, opportunities for earning industry research income and reputation through the provision of research support to the industry is an added benefit derivable from the linkage.
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Lee, Benny P. H. "English Language and Literature Academic Group at the National Institute of Education, Singapore." Language Teaching 43, no. 3 (June 10, 2010): 368–74. http://dx.doi.org/10.1017/s0261444810000091.
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The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and Literature (ELL) AG has over 70 academic staff with very diverse research interests. The sheer size of the AG results in several clusters of research interests in language teaching methodology and curriculum, language teacher training, language learning, literacy issues, classroom discourse, and sociolinguistic issues of relevance to Singapore and other parts of Asia. In this report, I highlight some of the recent research, completed in the years 2008–2009.
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Handayani, Peni, Trisno Yuwono Putro, Edi Rakhman, and Su Jo -Ching. "Learning Outcomes Mapping of the Three Year-Electronic Engineering Diploma in Level-5 Professional Expertise of the National Qualification Framework." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 1 (April 17, 2018): 102–15. http://dx.doi.org/10.21831/jptk.v24i1.18186.
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The issue of enhancing national competitiveness, in ASEAN, has been strengthened since the establishment of ASEAN Economic Community in 2015. The recognition of graduate competence becomes very crucial for this era. Polytechnic as vocational higher education needs to prepare its graduates in order to compete in the job market, such as through professional certification. This study aimed at mapping the learning outcomes among graduates of the three year - diploma in Electronic Engineering in Polytechnic of Instrumentation and Electronic Control System on professional qualification based on level-5 Indonesian National Qualifications Framework Curriculum and Indonesia Industrial Standard Classification 2015. This study used a qualitative method. Data were collected through observation and interviews of the competent persons to provide related research data. The results showed that the learning outcomes of the three year diploma in Electronic Engineering were suitable for the work of the services and processing industry category. This map can be used to develop learning outcomes into a professional competence for a particular job in accordance with the qualifications of the graduate program.
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KIM, Hyojoon, Jinwoong SONG*, Eiseul KIM, and Chaerin HAN. "Future Directions of the Physics Content Knowledge in Competency-based Curriculum - Comparing the 2015 Korean National Curriculum and the IB Diploma Programme -." New Physics: Sae Mulli 71, no. 1 (January 29, 2021): 60–77. http://dx.doi.org/10.3938/npsm.71.60.
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Sibiya, Philangani Thembinkosi, and Mzwandile Muzi Shongwe. "A comparison of the cataloguing and classification curriculum and job requirements." Library Management 39, no. 6-7 (August 13, 2018): 474–87. http://dx.doi.org/10.1108/lm-09-2017-0089.
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Purpose The purpose of this paper is to compare the cataloguing and classification curriculum offered in South African LIS schools and the job market requirement for cataloguers in South Africa (SA). It was instigated by the changes that have occurred in the LIS field over the past decade, especially in cataloguing and classification. Design/methodology/approach An interpretive, qualitative approach was used, and content analysis was used as a research and data analysis method. Data were obtained from 3 sources: cataloguing and classification course outlines obtained from 6 LIS schools, 18 interviews conducted with professional cataloguers and 10 job advertisements obtained through newspaper scanning and from the LIASA listserv. Findings The results indicate that LIS schools teach basic and advanced cataloguing and classification theory and practical topics. The main objective of the courses is to teach students knowledge organisation. The subjects are offered at bachelor’s degree and postgraduate diploma levels. Tools such as AACR2, RDA, MARC21, DDC and LCSH are mainly used to teach the courses. Professional cataloguers and job advertisements indicate that employers require the knowledge and skills to use the above-mentioned tools. Job advertisements also indicate that a national diploma and two years’ work experience are the minimum requirements for employing cataloguers. Practical implications This paper will inform academics whether they are teaching the relevant curriculum. If not, they will have to implement changes or improvements to the current curriculum. It will also help employers get a picture of what is offered in LIS schools and make judgements on whether it is relevant in the job market or not. Originality/value This paper has compared what is offered in LIS schools and what is required in the job market and found that there is match between what is offered and required, although there are areas to be improved. This is the first paper to establish that link in SA.
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Jogana, Musa Ali, Talatu Musa Garba, and Nasiru Mukhtar. "Appraisal of the Relevance of Polytechnic Higher National Diploma Building Technology Curriculum for Effective Occupational Skills Acquisition in Nigeria." Universal Journal of Educational Research 8, no. 3A (March 2020): 48–59. http://dx.doi.org/10.13189/ujer.2020.081407.
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Budiharso, Teguh. "NILAI STRATEGIS KURIKULUM PENDIDIKAN BAHASA INGGRIS-BERBASIS KKNI FKIP UNIVERSITAS ISLAM BALITAR." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 8, no. 1 (April 4, 2016): 1–19. http://dx.doi.org/10.35457/konstruk.v8i1.1.
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This study describes English Language Education Curriculum (ELEC) of Balitar Islamic University delineating needs analysis, tracer study and action plan that is devised considerably upon National Qualification Framework. The study used content analysis implementing qualitative approach. Data were collected from curriculum document, strategic plan of UNISBA, workshop, and Focus Group Discussion conducted at UNISBA for two-month visit. The study revealed that (1) ELEC has been organized in adherence to KKNI containing 144 credits, (2) semesterly course distribution is outlined into: 20 credits each in the first and second semester, 22 credits each in the third up to sixth semester, and 16 credits in seventh semester, (3) diploma supplement as subsequent competency is programmed in terms of workshop in academic literacy, TEFL, enterpreheneurship, IT and computer, and academic writing, (4) competency elements are categorized into: personality development (KPK), work skill (KKK), expertise and knowledge (KKP), methods and knowledge degree (KMK), and managerial skills (KKM) imposed by KKNI.
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Budiharso, Teguh. "NILAI STRATEGIS KURIKULUM PENDIDIKAN BAHASA INGGRIS-BERBASIS KKNI FKIP UNIVERSITAS ISLAM BALITAR." Konstruktivisme: Jurnal Pendidikan & Pembelajaran 8, no. 1 (April 4, 2016): 1–19. http://dx.doi.org/10.30957/konstruk.v8i1.1.
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This study describes English Language Education Curriculum (ELEC) of Balitar Islamic University delineating needs analysis, tracer study and action plan that is devised considerably upon National Qualification Framework. The study used content analysis implementing qualitative approach. Data were collected from curriculum document, strategic plan of UNISBA, workshop, and Focus Group Discussion conducted at UNISBA for two-month visit. The study revealed that (1) ELEC has been organized in adherence to KKNI containing 144 credits, (2) semesterly course distribution is outlined into: 20 credits each in the first and second semester, 22 credits each in the third up to sixth semester, and 16 credits in seventh semester, (3) diploma supplement as subsequent competency is programmed in terms of workshop in academic literacy, TEFL, enterpreheneurship, IT and computer, and academic writing, (4) competency elements are categorized into: personality development (KPK), work skill (KKK), expertise and knowledge (KKP), methods and knowledge degree (KMK), and managerial skills (KKM) imposed by KKNI.
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Mooya, Manya Mainza. "The education and professional practice of valuers in South Africa: a critical review." Property Management 33, no. 3 (June 15, 2015): 245–74. http://dx.doi.org/10.1108/pm-04-2014-0021.
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Purpose – Uniquely among the built-environment professions in the country, professional valuers in South Africa until recently did not require to have a university degree. The vast majority of professional valuers therefore, especially at senior levels, hold the national diploma as the highest academic qualification. There is evidence to suggest that many regard this state of affairs as unsatisfactory. Given the foregoing, the purpose of this paper is to answer two interrelated questions, first, whether South African trained and educated valuers were “competent” and met industry standards, and, second, whether the South African valuation curriculum met international norms. Design/methodology/approach – Empirical data for the study were obtained by way of a survey of valuers registered on the South African Council of the Property Valuers Profession (SACPVP) database and a case study of the University of Cape Town’s valuation curriculum. The survey involved the mailing of an online questionnaire, using the “Survey Monkey platform”, to 2,062 individuals, representing the total population of valuers registered with the SACPVP, across all registration categories. A total of 324 individuals, or 15.7 per cent of the target population, responded to the survey. Findings – Results from the study on the first question showed that it was professional status and length of experience, rather than academic qualifications, which correlated with competence. In addition, the results suggest that there are grounds for concern regarding proficiency in at least some of the valuation methods across the board. Further, the study revealed significant levels of dissatisfaction amongst employers with the general competence of valuers under their supervision. On the second question, the study concludes that the South African valuation curriculum did not meet international norms in terms of certain criteria. Practical implications – The paper recommends a review of the South African valuation curriculum; to allow for a differentiation between the different academic levels, to facilitate a more conceptual approach at the higher levels, and to close the identified gaps in knowledge and skill-sets arising from both a deficient curriculum and a changing industry landscape. Originality/value – At a time when attempts are being made to improve standards in the South African valuation profession, the study makes a critical contribution, by identifying areas where the national curriculum is deficient, both in terms of industry requirements and relative to international norms.
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Vaillancourt, C., M. Charette, K. Cyr, S. Hodges, V. Thiruganasambandamoorthy, K. Dainty, L. Morrison, et al. "MP50: National survey of 9-1-1 ambulance communication centers’ resources related to prehospital recognition of agonal breathing and cardiac arrest." CJEM 21, S1 (May 2019): S60. http://dx.doi.org/10.1017/cem.2019.185.
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Introduction: 9-1-1 telecommunicators receive minimal education on agonal breathing, often resulting in unrecognized out-of-hospital cardiac arrest (OHCA). We successfully piloted an educational intervention that significantly improved telecommunicators’ OHCA recognition and bystander CPR rates in Ottawa. We sought to better understand the operations of Canadian 9-1-1 communications centers (CC) in preparation for a multi-centre study of this intervention. Methods: We conducted a National survey of all Canadian CCs. Survey domains included information on organizational structure, dispatch system used, education curriculum, and performance monitoring. It was peer-reviewed, translated in French, pilot-tested, and distributed electronically using a modified Dillman method. We designated respondents in each CC before distribution and used targeted follow-up and small incentives to increase response rate. Respondents also described functioning of neighboring CCs if known. Results: We received information from 51/51 provincial and 1/25 territorial CCs, representing 99.7% of the Canadian population. CCs largely utilize the Medical Dispatch Priority System (MPDS) platform (93%), many are Province/Ministry regulated (50%) and most require a High School diploma as minimum entry level education (78%). Telecommunicators receive initial in-class training (median 1.3 months, IQR 0.3-1.9; range 0.1-2.2), often followed by a preceptorship (84.4%) (median 1.0 months, IQR 0.7-1.7; range 0.4-6.0). Educational curriculum includes information on agonal breathing in 41% of CC, without audio examples in 34%. Among responding CCs, over 39,000 suspected OHCA 9-1-1 calls are received annually. Few CCs maintain local performance statistics on OHCA recognition (25%), bystander CPR rates (25%) or survival rates (50%). Most (97%) expressed interest in future research collaborations. Conclusion: Most Canadian telecommunicators receive no or minimal education in recognizing agonal breathing. Further training and improved OHCA monitoring may assist recognition and enhance outcomes.
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Zulhalim, Zulhalim, Anton Zulkarnain Sianipar, and Edi Witono. "PERANCANGAN APLIKASI SURAT KETERANGAN PENDAMPING IJAZAH BERBASIS WEB PADA STMIK JAYAKARTA." Journal of Information System, Informatics and Computing 4, no. 2 (December 28, 2020): 17. http://dx.doi.org/10.52362/jisicom.v4i2.316.
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Penerapan Surat Keterangan Pendamping Ijazah (SKPI) kepada setiap lulusan atau calon sarjana baru merupakan amanat kurikulum berbasis Kerangka Kualifikasi Nasional Indonesia (KKNI). Hal itu dilakukan agar setiap lulusan perguruan tinggi di samping memiliki ijazah formal juga memiliki SKPI yang terkait dengan keahlian tertentu. Tujuan dari penelitian ini adalah mendesain, merancang dan membuat aplikasi sistem e-SKPI pada STMIK Jayakarta. Metode pengembangan aplikasi ini menggunakan metode Extreme Programning dengan permodelan UML dan bahasa pemrograman web PHP menggunakan framework Laravel. Dengan sistem e-SKPI ini, semua mahasiswa STMIK Jayakarta yang sudah menyelesaikan tugas akhirnya dapat menginputkan dan mengupload semua sertifikat yang terkait dengan bidang ilmunya. Program studi dapat melakukan verifikasi dan menghasilkan SKPI ini secara online untuk diberikan kepada para lulusan. Dengan adanya sistem e-SKPI ini diharapkan dapat mempermudah mahasiswa memperoleh SKPI dan akademik untuk mengelola dan mengadministrasikan penerbitan SKPI.
Kata kunci: Surat Keterangan Pendamping Ijazah, E-SKPI, Extreme Programming, Framework Laravel
Abstract: The applicatoin of Diploma Suplement (SKPI) to every graduate or prospective new graduate is mandated by the curriculum based on the Indonesian National Qualification Framework (KKNI). This is done so that each college graduate besides having a formal diploma also has an SKPI related to a particular expertise. The purpose of this research is to design, design and create an e-SKPI system application at STMIK Jayakarta. The application development method uses the Extreme Programning method with UML modeling and the PHP web programming language uses the Laravel framework. With this e-SKPI system, all Jayakarta STMIK students who have completed their assignments can finally input and upload all certificates related to their fields of science. Study programs can verify and produce these SKPI online to be given to graduates. With the existence of the e-SKPI system, it is expected to make it easier for students to obtain SKPI and academics to manage and administer SKPI issuance.
Keywords: Diploma Suplement Letter, E-SKPI, Extreme Programming, Laravel Frameworks
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McIlwain, James, Owen McIIwain, and Stanislaw Paul Maj. "Facilitating Network Technology Training in the Australian Vocational Education Sector." Modern Applied Science 11, no. 1 (November 24, 2016): 242. http://dx.doi.org/10.5539/mas.v11n1p242.
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Within the Australian Further Education sector for lecturers in the IT field it is not uncommon to use vendor based curriculum. The advantages to this approach are that students can graduate not only with a national award (Certificate or Diploma) and also an internationally recognized vendor qualification. Furthermore, the larger vendors supply comprehensive course materials, resources and assessment tools all of which have been extensively tested. In effect lecturers do not have to write their own course materials. Whilst it is recognized that lecturers may well facilitate student learning the quality of the educational outcomes is highly dependent on the quality of the vendor based materials. In the case of the Cisco Network Academy Program (CNAP) course materials did not provide a consistent diagrammatic representation of networking devices and protocols. Educational theory strongly suggests that such a model is the basis of quality teaching and learning. In this study student learning was evaluated using the State Model Diagram (SMD) method and the interpreted using the SOLO taxonomy. The results clearly demonstrate that there are considerable advantages to using the SMD method.
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McKeering, Phillipa, Yoon-Suk Hwang, and Clarence Ng. "A study into wellbeing, student engagement and resilience in early-adolescent international school students." Journal of Research in International Education 20, no. 1 (April 2021): 69–92. http://dx.doi.org/10.1177/14752409211006650.
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Growth in the international school sector continues, with significant expansion of the sector in Asia. Whilst substantial research has been conducted on the adjustment experience of tertiary-aged students, limited research attention has been given to school-aged students in international schools. The environment, conditions and challenges experienced by school-aged international students can differ considerably from those of tertiary-aged international students. This can be heightened during early-adolescence with adjustment from school mobility linked to many negative developmental outcomes. The present study investigates wellbeing, engagement and resilience of 178 early-adolescent international school students (aged 10-14) from an international school in Singapore that offers the International Baccalaureate Diploma and the national curriculum of England. Results reported a positive significant association between wellbeing, engagement and resilience constructs. The study also identified demographic and mobility characteristics that were associated with lower levels of wellbeing, behavioural engagement and resilience. Findings of the study highlight a potential cohort of early-adolescent international students who could benefit from additional support.
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Poole, Adam. "Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework." Journal of Research in International Education 19, no. 2 (August 2020): 155–71. http://dx.doi.org/10.1177/1475240920954044.
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This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.
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Arimoto, Akira. "Efforts to Institutionalize Active Learning in Japanese Higher Education." International Journal of Chinese Education 5, no. 2 (February 24, 2017): 226–49. http://dx.doi.org/10.1163/22125868-12340069.
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In 2012, the Central Council for Education (cce) issued a report concerning the introduction of active learning (al) and educational management into higher education. Its main object was to foster students’ ability of active learning (or active study [as]) to enable them not only to fulfill the outcome required by the dp (Diploma Policy) but also to respond to an unpredictable future in a knowledge-based society. In order to enhance students’ al, it is necessary to innovate educational methods, such as High Impact Practice (hip) and Institutional Research (ir), to establish educational management, including dp, cp (curriculum policy), and ap (admission policy), and to promote the Research-Teaching-Service (r-t-s) nexus. Based on the cce’s report, the Ministry of Education, Culture, Sports, Science and Technology (mext) started a nationwide program in 2013 to pursue active learning. As a result, the Japan Society for the Promotion of Science (jsps) selected a project of a four-university collaboration as one of the projects related to the programs in which the author of this paper conducted a national survey with a focus on the institutionalization of academic learning in academia.
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Lasaara, Nurun. "Students Satisfaction on Practical Learning in Nursing Laboratory Poltekkes Kemenkes Yogyakarta." Jurnal Teknologi Kesehatan (Journal of Health Technology) 14, no. 1 (May 31, 2018): 26–31. http://dx.doi.org/10.29238/jtk.v14i1.89.
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The nursing diploma organizes education based on a national curriculum oriented to the development of science and technology as well as professional development and its composition refers to the competence of the nursing profession. Lectures are conducted in theory and practice, both clinical practice, family/community and laboratory practice. Practice in the laboratory is a learning strategy used to teach together psychomotor abilities, cognitive and affective using laboaratorioum means. In the implementation of laboratory practices need to be monitored to monitor the achievement of learning to learners so that can be achieved according to competence. Aim of the study was to determine student satisfaction of learning practice in laboratory of nursing department Health Polytechnic of Ministry of Health in Yogyakarta. The type of this research is quantitative research in the form of satisfaction survey. The population in this research was students of diploma III and IV nursing Health Polytechnic of Ministry of Health in Yogyakarta. The samples in this study were determined in total sampling. In accordance with the inclusion and exclusion criteria, of the 360 students, who participated in the study there were 340 students. The measuring instrument used was questionnaire. Data were analyzed using univariate descriptive analysis. From the questionnaires given to the students, from each item of satisfaction indicator that includes reliability, empathy, responsiveness, infrastructure, assurance and communication system of 340 students got an average of more than 80% of respondents answered satisfied to the system of practical practice in the laboratory. The conclusion of the study is that scores derived from satisfaction items that include reliability, empathy, responsiveness, means of infrastructure, certainty and communication systems, average or more than 50% which means that students judge good or satisfied with the learning in the laboratory
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Ratanachina, Jate, and Pornchai Sithisarankul. "Two decades’ contribution of occupational medicine training in Thailand: experience from the foundation with a view toward the future." Asian Biomedicine 11, no. 4 (March 21, 2018): 387–92. http://dx.doi.org/10.1515/abm-2018-0012.
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AbstractFor 2 decades, the Department of Preventive and Social Medicine, Faculty of Medicine, Chulalongkorn University, has served the Occupational Medicine Residency training program in Thailand. Graduates of this program undertake to work in occupational medicine to promote health and prevent morbidity and mortality in the workplace and provide occupational medical services for the working population in Thailand. Qualifying for a Postgraduate Diploma in Occupational Medicine in Thailand can be achieved in 2 ways: through a 3-year residency training or 5 years of working experience in the field of occupational medicine combined with an elective 2-month short course. There are currently 159 Thai board-certified occupational medicine physicians. Occupational medicine physicians in Thailand work in both public and private healthcare facilities. A number of certified occupational physicians occupy leading national health positions in various government and academic organizations. Knowledge of occupational medicine is currently essential for undergraduate medical students as specified in the medical competency assessment criteria of the Thai Medical Council. Updating content and incorporating needs of employers are keys to success for Thailand, as a country with an occupational medicine training program in its initial stages. In Thailand, the supply of occupational medicine physicians is still less than the increasing demand. Advancement of health research schemes would contribute to the curriculum. Occupational medicine development in Thailand needs to address challenges in local issues including work in the informal sector, particularly in agriculture, and incorporate standardization and international consistency into the training curriculum and qualifying management.
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Chozom, Sangay, Florian Neuhann, and Wolfgang Krahl. "Exploring The Attitudes Towards Patients Diagnosed With Alcohol Use Disorder (AUD) -A Qualitative Study Of Nurses At The National Referral Hospital, Bhutan." Journal Of Nursing Practice 4, no. 2 (April 1, 2021): 117–29. http://dx.doi.org/10.30994/jnp.v4i2.116.
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Background: The kind of attitude expressed by the nurses may have significant effect on the recovery process of the patient and on their decision to avail treatment. It is anticipated that by exploring the attitudes of the nurses towards AUD patients and understanding the factors which influences these attitudes, more effective interventions can be developed to provide help and support to this group of patient and also to the nurses in being effective and appropriate in responding to the needs of this group of patient.Purpose: The study was conducted to explore the prevailing attitudes of nurses towards AUD patients, and to further explore the factors influencing these attitudes.Methods: A total of fifteen nurses from Jigme Dorji Wangchuck National Referral Hosiptal were recruited based on convenience and purposive sampling techniques. Qualitative approach was employed by means of conducting face to face in-depth interviews using open ended questions. The qualitative data was analyzed using thematic analysis method.Results: The findings from the study suggest that possessing adequate knowledge on alcohol and addiction, being regularly engaged with AUD patients or having few years of experience working with AUD patients were some of the factors which resulted in more positive attitudes among the nurses. On the contrary, insufficient skills and knowledge related to alcohol addiction and exhibition of aggressive behaviour by the patients could cause negative feelings and ultimately lead to negative attitudes.Conclusion: Therefore, it is of paramount importance that a curriculum on alcohol addiction is introduced in diploma and degree nursing courses offered in Bhutan.
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Pinehas, Lusia N., Ester Mulenga, and Julia Amadhila. "Factors that hinder the academic performance of the nursing students who registered as first years in 2010 at the University of Namibia (UNAM), Oshakati Campus in Oshana, Namibia." Journal of Nursing Education and Practice 7, no. 8 (March 14, 2017): 63. http://dx.doi.org/10.5430/jnep.v7n8p63.
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The University of Namibia (UNAM) is the only national university in Namibia that was established in 1992. It offers diploma and degree courses. The Bachelor of Nursing Science (Clinical) (Honours) was introduced in 2008 after the Diploma in Comprehensive Nursing Science was phased out. This degree is offered over the period of four years full-time. Students are allocated to the clinical practice throughout the training to acquire the relevant nursing skills. At the time of research the course was offered at two campuses only namely Windhoek and Oshakati. The total number of students who were admitted in 2010 was 83, but at the time of the research when they were in their fourth year, there were only 59. The difference of 24 was the students who could not make it to the fourth year and finish in the prescribed time frame. The lecturers were concerned with the poor performance of the students, the increased number of students with some modules behind, and the overcrowding of some classes. The purpose of the study was to identify, explore and describe the factors that hinder the academic performance of the nursing students at the UNAM Oshakati campus. The study was conducted among nursing students who registered for the Bachelor of Nursing Science (Clinical) (Honours) in 2010. The study was qualitative, exploratory, descriptive and contextual in nature using non-probability purposive sampling. The findings revealed that the academic performance of student nurses at the University of Namibia Oshakati campus is influenced by both internal and external factors. However, external factors are many compared to internal factors. External related factors comprise of teaching and learning, insufficient resources, lack of university accommodation, curriculum related and socio-economic factors. Teaching and learning related factors include use of one teaching strategy, language barriers, inadequate support and labeling of students by lecturers. On the other hand, insufficient resources are unavailability of the bookshop on campus, insufficient prescribed textbooks, poor internet facility, lack of space and less equipped library. Curriculum related factors include overloaded examination time table, huge scope of test, study day system and module pre-requisites, while socio-economic factors are problems in relationships, peer influence, financial problems and pregnancy while studying. Internal factors comprise of students’ attitude and lack of self-discipline among some students. Those factors result in increased number of students with some modules behind, overcrowding of some classes, increased student-lecturer ratio and some students not completing their studies within the prescribed time frame.
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Drake-Lee, A. B., D. Skinner, M. Hawthorne, and R. Clarke. "A summative, Objective, Structured, Clinical Examination in ENT used to assess postgraduate doctors after one year of ENT training, as part of the Diploma of Otorhinolaryngology, Head and Neck Surgery." Journal of Laryngology & Otology 123, no. 10 (July 16, 2009): 1155–59. http://dx.doi.org/10.1017/s0022215109990545.
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AbstractContext:‘High stakes’ postgraduate medical examinations should conform to current educational standards. In the UK and Ireland, national assessments in surgery are devised and managed through the examination structure of the Royal Colleges of Surgeons. Their efforts are not reported in the medical education literature. In the current paper, we aim to clarify this process.Objectives:To replace the clinical section of the Diploma of Otorhinolaryngology with an Objective, Structured, Clinical Examination, and to set the level of the assessment at one year of postgraduate training in the specialty.Methods:After ‘blueprinting’ against the whole curriculum, an Objective, Structured, Clinical Examination comprising 25 stations was divided into six clinical stations and 19 other stations exploring written case histories, instruments, test results, written communication skills and interpretation skills. The pass mark was set using a modified borderline method and other methods, and statistical analysis of the results was performed.Results:The results of nine examinations between May 2004 and May 2008 are presented. The pass mark varied between 68 and 82 per cent. Internal consistency was good, with a Cronbach's α value of 0.99 for all examinations and split-half statistics varying from 0.96 to 0.99. Different standard settings gave similar pass marks.Conclusions:We have developed a summative, Objective, Structured, Clinical Examination for doctors training in otorhinolaryngology, reported herein. The objectives and standards of setting a high quality assessment were met.
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Patel, Peter, James Kingsland, Virginia Murray, James O’Brien, Annapurna Sen, T. Ramakrishnan, Tausif Thangalvadi, and Robert Russell. "Disaster Medicine for India & Nepal: A Model for Developing Countries." Prehospital and Disaster Medicine 34, s1 (May 2019): s17. http://dx.doi.org/10.1017/s1049023x19000517.
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Introduction:Both India and Nepal are prone to a wide range of natural and man-made disasters. Almost 85% of India’s area is vulnerable to one or more hazards, and more than 80% of the total population of Nepal is at risk of natural hazards. In terms of the number of people affected in reported disastrous events, India is in the top 10 and Nepal is in the top 20 globally. Over the last two decades, India and Nepal have taken steps to establish their respective National Disaster Management organizations, which provide essential disaster responses. However, key gaps still remain in trained clinical capacity for managing impacts from various disasters. Our review of the region has shown that large parts of the population suffer injuries, diseases, disabilities, psychosocial, and other health-related problems from disasters.Aim:Develop disaster medicine clinical capacity to reduce morbidities and mortalities from disasters.Methods:Independent published data and work undertaken by the lead author in various disasters in India and Nepal since 1993 formed the basis of establishing the Faculty of Disaster Medicine for South Asia. The Faculty of Disaster Medicine - India and Nepal (FDMIN) was launched from Pune in March 2015. This initiative is supported by the National Association of Primary Care (UK), Public Health England, Faculty of Pre-hospital Care of Royal College of Surgeons - Edinburgh and CRIMEDIM (Novara) - Italy.Discussion:FDMIN has international expert advisors and has outlined 16 modules training curriculum for health care professionals. FDMIN currently has partnerships for teaching disaster medicine program with 3 medical universities and 12 major health care providers. Six pilot training programmes have been conducted in Pune, Delhi, Chennai, and Kochin. Work is underway to submit an application to the Indian regulatory bodies for approval to establish a post-graduate diploma and Master’s for Disaster Medicine.
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Hilman, Dinn Wahyudin, and Rusman. "A Study of Multi Entry and Multi Exit Education System in Increasing Vocational High School Graduates Skills." Applied Science and Innovative Research 4, no. 2 (May 27, 2020): p70. http://dx.doi.org/10.22158/asir.v4n2p70.
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System of education, included vocational education is seen as one important barometer for ensuring the national education system of a nation. In this context, the quality of teachers, including vocational teachers is the main factor affecting the quality of educational systems. This research focuses on the implementation of a multi entry multi exit system in Vocational Secondary School (VSS) in West Java. This system of learning is the development of integrated and sustainable industry-based learning. It is expected to build a balance between developing competencies and developing work character/culture that support each other to produce vocational graduates ready to work quality and competitiveness. The method used is descriptive evaluative with CIPP (Context, Input, Process and Product) design. The case of this study is to evaluate about how much is the significance of the implementation of the multi entry and exit system implemented at SMK and industry by graduates ready to work. The results of the evaluation of the above problems identified thath the multi entry multi exit system can increase 1-2% of graduates absorbed by the industry. The discussion of this study formulated the need for inovating multi entry multi exit systemby carrying out a series of activities as follows; synchronize curriculum, integrating learning with industry and industry class program, internship teacher and student at industry, self-service work development and or entrepreneurship as a condition to get a diploma.
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Mansor, Noor Rohana, Asyraf Hj Ab Rahman, Ahmad Tajuddin Azza J., Roswati Abd Rashid, and Nurul Ain Chua. "New Norms of Online Teaching and Learning: Covid-19 Semester Experience for Universiti Malaysia Terengganu Students." Academic Journal of Interdisciplinary Studies 10, no. 4 (July 8, 2021): 248. http://dx.doi.org/10.36941/ajis-2021-0114.
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The COVID-19 pandemic has affected the national education agenda at all levels of education. New Teaching and Learning (T&L) online norms have been executed except for specific academic programs and subjects only since 18 March 2020 when the Movement Control Order (MCO) was administered and continued to this day. To guarantee students’ continuity of education without online T&L dropout, online face-to-face (Synchronous) or not face-to-face (Asynchronous) is now become the primary approach and method platform with many virtual education applications. Therefore, this research examined students’ readiness to follow online teaching and learning and analysed the impact of online T&L on the national education agenda. This study involved 133 students of Diploma in Fisheries, Universiti Malaysia Terengganu, for the first semester of 2020-21. Data were obtained through a questionnaire using Google Form and presented to students by sharing links to their WhatsApp group in the final week of study. The questionnaire was adapted from several instruments related to various aspects of online T&L during the COVID-19 pandemic. The outcomes revealed that most students were among Gen-Z with digital literacy background. Thus, it was assisting them having a high level of readiness to face online T&L. In terms of the availability of device infrastructure, internet access, e-Learning, and computers, most (80%) have mastered it. Only (20%) have low proficiency due to limited experience using computers and gadgets due to family constraints and their literacy levels. The research conclusion recommends a consecutive enhancement in curriculum structure flexibility, delivery, evaluation; internet accessibility and digital gap, and self-motivation of students entering the era of the self-regulated learner. Transformation demands the strategic cooperation of various parties in educational institutions, government agencies, the private sector, NGOs, and people’s leaders in the interest of the country’s advancing education relevant to the era of global technology-oriented education and digital infrastructure.
Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021
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Sidorenko, Vitaly I. "Prospects for Professional Training of Producers in the Context of the Development of Film Business in Russia." Journal of Flm Arts and Film Studies 10, no. 2 (June 15, 2018): 122–40. http://dx.doi.org/10.17816/vgik102122-140.
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The author explains the conditions and reasons for the introduction in 2003 a new major, that is Film and Television Producer into the list of Media Majors for which the students are trained in higher educational institutions for the domestic industry. The article points out the goals and tasks for developers of normative and methodological materials required for the introduction of such a major, the functional responsibilities and skills of the producer in audiovisual industry and the main features of his/her activities as compared to the classical entrepreneurship skill set. The author presents the list of learning outcomes and the tasks a graduate who has mastered the curriculum of the Producer program should solve. A highlight of the article is given to the legal basis for ensuring the activities of the producer. Besides, the professional standard of "Film Producer", approved by the Ministry of Labor and Social Protection of the Russian Federation, is critically evaluated. Basing on the analysis of the current state of the national film business the author reflects on the problems and challenges the system of professional training of producers, faces and outlines the prospects for the future work. These problems demand further diversification of Film Majors including the introduction of a new one called Producer of distribution. Moreover, its necessary to determine the optimal number of students, to write the teaching aids and textbooks aimed at solving practical problems existing in film business and multimedia and mastering the current students skills. The author states that one of the most crucial problems in the system of producer training is the unresolved issue of financial support of the diploma project (a film shot by a graduate). The author offers his own system of the development of a diploma film, which will allow us to give a more realistic and deeper assessment of the abilities, skills and knowledge of a future film-maker. The second half of the article gives a brief overview of the current state of cinema, television and multimedia in Europe and determines, in this respect, the main directions for improving the system of professional training of producers in European film schools, taking into consideration the new industrial context. The fact that the changing industrial context makes producers seek for new ways to reduce uncertainty and risks, attracting external investors and co-producers, is particularly stressed. The author also reflects on the problem of the so-called TV-ization of a film, which has set absolutely new tasks in front of the producers and creators of audiovisual product. In conclusion, the author presents a summary of the main principles, methods and approaches to structuring the educational process while teaching students the Major "Film and Television Producer" at the Film University Babelsberg named after Konrad Wolf. The author appreciates the experience of German colleagues, which can be implemented into domestic practice.
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Blattert, T. R., P. Côté, S. M. Krieg, B. Meyer, J. L. Noël, M. Nordin, and D. Rothenfluh. "Das EUROSPINE Ausbildungskonzept." Die Wirbelsäule 5, no. 01 (February 2021): 26–30. http://dx.doi.org/10.1055/a-1264-8905.
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ZusammenfassungDas Aus- und Fortbildungskonzept von EUROSPINE, der Spine Society of Europe, basiert auf 3 Säulen: Das EUROSPINE Basic Diploma, das EUROSPINE Advanced Diploma und das EUROSPINE Diploma in Interprofessional Spine Care (EDISC). Während die ersten beiden einen operativen Schwerpunkt haben, ist EDISC konservativ und interprofessional ausgelegt.Sowohl das Basic als auch das Advanced Diploma werden seit 2019 als hybrides Lehrkonzept angeboten. Das bedeutet, dass nur interaktive Falldiskussionen vor Ort stattfinden, während die übrigen Ausbildungsinhalte virtuell gelehrt werden. Ab 2021 wird schließlich das gesamte Ausbildungsspektrum auch vollständig virtuell zur Verfügung stehen.Im Rahmen eines 2016 ins Leben gerufenen internationalen europäischen Äquivalenzprogramms existiert mit derzeit 6 europäischen nationalen Wirbelsäulenfachgesellschaften, darunter auch mit der DWG, eine gegenseitige Anerkennung der Curricula. Somit besteht Äquivalenz zwischen dem DWG-Basiszertifikat und dem EUROSPINE Basic Diploma sowie zwischen dem DWG-Masterzertifikat und dem EUROSPINE Advanced Diploma.Die Gewährleistung einer einheitlichen europäischen Ausbildungsstruktur soll schließlich eine Anerkennung der Spezialisierung auf europäischer und nationaler Ebene vorantreiben, wie es für Deutschland konkret die Einführung der Zusatzweiterbildung „Spezielle Wirbelsäulenchirurgie“ sein könnte.
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Vichalkovska, Natalya. "Data on the fauna diversity of the Salt Lake hydrological reserve as a fruitful result of research work with involving students." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 48–52. http://dx.doi.org/10.33310/2518-7813-2019-66-3-48-52.
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The organization of field training in zoology in the territory of the hydrological reserve "Salt Lake" allows to active involve of students in the study of fauna with obtaining significant results. Based on the researches, students of biological specialties defended four diploma papers of the specialist, three master's theses and prepared dozens of course papers. Graduation works according to modern requirements carried out on the basing of their own materials, which requires mastering the skills of collecting, fixing, determining the types of invertebrates and vertebrates, as well as performing complex statistical processing of the obtained results using parametric and non-parametric statistics. There were following topics: «Features of external and internal morphology of Cepaea vindobonensis Ferussac 1821 land snail, from the adjoining territory of the Solonets-Tuzla lake», «Variability of the shell of Chondrula tridens land snail from the adjacent territory of the lake Solonets-Tuzla», «Common and rare species of animals on the territory of the Biloberezhya Sviatoslava National Park (Solonets-Tuzli Lake)», «Ornithofauna of the hydrological reserve of the state significance “Solt lake»", «Interpopulation variability of the shell and genital apparatus of Cepaea vindobonensis Ferussac, 1821», «Conservation activity of NNP "Biloberezhya Svyatoslava»», «Morphological features of molluscs of the Chondrula genus collected near the village of Rybakivka». Masters of the first year of the 2019-2020 academic year are working on two new topics: «Intra- and inter-population variability of the land snail Brephulopsis cylindrica from the Northern Black Sea coast region» та «Intra- and inter-population variability of some parts of the genital apparatus of the land snail Brephulopsis cylindrica from the Northern Black Sea coast region». Thus, the planned field training practice of zoology implemented according to the curriculum, which envisages the collection (removal) of representatives of fauna from nature. This approach allows to exploring the fauna of the uncharted territory that the conservation organization is interested in. Participation of students in the implementation of the state scientific theme motivates to research work, leads to awareness of involvement in nature conservation activities. Conditions for in-depth mastering of specialized competencies by biology students created in accordance with the provisions of the concept of development of pedagogical education. Researches, conducted on the territory, adjacent to Solonets-Tuzla Lake, have revealed dozens of species of invertebrates and vertebrates for which the territory considered as habitat.
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Karijo, Eddah Kanini, George Ochieng Otieno, and Stephen Mogere. "Determinants of Data Use for Decision Making in Health Facilities in Kitui County, Kenya." Quest Journal of Management and Social Sciences 3, no. 1 (June 10, 2021): 63–75. http://dx.doi.org/10.3126/qjmss.v3i1.37593.
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Background: Effective management of today’s health systems depends on the critical use of data for the policy-making, planning, monitoring of services, and making decisions. The use of data has been limited and faced with inadequacy hence vital health decisions often relying on political opportunism, donor demand, and infrequently repeated national studies which are insensitive to changes occurring over a shorter timescale.
Objective: This study was designed to identify determinants of utilization of routine data for decision making by health care providers in health facilities in Kitui County in Kenya.
Methods: The conceptual framework was constructed from the literature review. This was a descriptive cross-sectional study adopting quantitative and qualitative research paradigms. The district hospital was purposively selected. Multi-stage cluster sampling was used to sample the health facilities in sub-counties and simple random sampling to select the respondents from different cadres in health facilities. The 110 participants completed a self-administered questionnaire. Key informant interviews, focused group discussions, observation, and analysis of documents in health facilities were applied. Recordings were transcribed and key concepts identified. Questionnaire results were edited, coded, tabulated, and analyzed using the SPSS 18.
Results: Respondents interviewed were different cadres of health care providers including doctors, clinical officers, nurses, and midwives from different levels of health facilities. Among the respondents, 70% were females, and 30% males. The majority, 64% had a diploma level of education. Nurses/ midwives were the majority, making up 81% of the workforce. The overall extent of data utilization was 66% not using data and 34% use the routine generated data. The following actors influence utilization of routine data: frequency of meetings held ( =42.036, df=1, p=0.001), data storage and analyzing methods ( = 30.582, df=1, p=0.001), and continuous professional training ( = 49.782, df=1, p=0.0001). Organization of the district health system influenced routine data utilization through the frequency of support supervision ( =30.000, df=1, p=0.001), issues assessed during supervision ( =49.164, df=2, p=0.002) and feedback report from the supervisors ( =5.236, df=1, p=0.022).
Conclusion: The study demonstrated limited utilization of routine data for decisions in health facilities and recommended the need for capacity building for data utilization through on job training and strengthening the curriculum in health training institutions in data-related areas. The ministry of health can standardize the parallel reporting levels and unify the reporting tools and finally ensure the districts have structured meetings, support supervision, and feedback to the health care providers.
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Ahamer, Gilbert. "How Technologies Can Localize Learners in Multicultural Space." International Journal of Technology and Educational Marketing 1, no. 2 (July 2011): 1–24. http://dx.doi.org/10.4018/ijtem.2011070101.
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Technological innovations can be used in many ways to enhance the suitability of global learning. A newly developed online-supported curriculum “Global Studies” takes account of the necessities of interdisciplinary, intercultural and interparadigmatic learning. The history and genesis of such an innovative curriculum is embedded in a national umbrella organisation focusing on development studies. As the interdisciplinary core, a new lecture on the fundamentals of Global Studies has been implemented in 2010/11 that envisions team teaching and interdisciplinary perspectives. The web platform allows students to present their professional views and discuss them in a peer review. Dialogue and discourse are enhanced by repeated change of roles which is enriched by the broad international and intercultural backgrounds of the participating students. Cultures of understanding are generated and widened as a prerequisite for future careers in development cooperation, diplomacy and transnational organisations.
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Midhio, I. Wayan, and Juniawan Priyono. "EDUCATION AND RESEARCH AS COMPONENTS OF INDONESIA DEFENSE DIPLOMACY." Jurnal Pertahanan 5, no. 1 (April 17, 2019): 61. http://dx.doi.org/10.33172/jp.v5i1.487.
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<p>Defense diplomacy seeks to build partnerships through the use of defense-related programs. The Government of Indonesia develops practical cooperation among regional and extra-regional defense establishments on areas of mutual concern in education and research. Indonesia assigns Indonesia Defense University (IDU) to provide professional graduate education in defense studies with strong practical and area emphasis, conduct relevant research in defense strategy and management, national security and defense technology. Heads of Defense Universities/Colleges/Institutions Meeting (HDUCIM) serves the exchange of information concerning curriculum, defense concepts, and state defense development; it is also possible to conduct cooperation on research. In promoting regional security, defense diplomacy through education and research could play an important role in posing the stability of interstate relations by illustrating the relations between Indonesia-Cambodia and Indonesia-Philippines. </p><p class="MsoNormal" style="text-indent: 0in; line-height: 106%;"> </p>
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Hash, Phillip M. "Music Instruction at Selected State Normal Schools during the Nineteenth Century." Journal of Research in Music Education 67, no. 4 (December 2, 2019): 413–39. http://dx.doi.org/10.1177/0022429419888740.
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The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually specialists to teach music to K–12 students throughout the United States. They also helped professionalize the role of music teacher, solidify music’s place in K–12 curricula, and improve the efficacy of instruction among America’s youth. The preparation normal schools provided contributed to the national culture and the ability of average citizens to experience music as both listeners and performers. Although teacher education has evolved a great deal since the nineteenth century, practices related to music instruction in state normals during this time might hold implications for solving current problems in music education and preparing generalists and specialists today.
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Frank, Andrea. "“Europeanisation” of planning education?: an exploration of the concept, potential merit and issues." Revista Brasileira de Estudos Urbanos e Regionais 15, no. 1 (May 31, 2013): 141. http://dx.doi.org/10.22296/2317-1529.2013v15n1p141.
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Há diferentes perfis da profissão de planejamento nos países europeus. Resulta daí, que comparativamente os modelos de ensino de planejamento diferem consideravelmente. E os currículos tendem a refletir e atender a necessidades nacionais. Programas e/ou certificações profissionais estão também intimamente ligados a critérios e padrões determinados nacionalmente. Entretanto, os formatos de ensino e particularmente os currículos evoluíram e, nas duas últimas décadas, muitas mudanças foram introduzidas no ensino de planejamento europeu. Além da reestruturação para adequar os programas com os ciclos de ensino superior de Bolonha, houve melhorias em relação a oportunidades de mobilidade integrada e a oferta conjunta de diplomas de mestrado por instituições, em colaboração, de diferentes países europeus. De forma crescente os educadores incorporam unidades de ensino sobre planejamento espacial europeu, políticas de coesão e instrumentos fiscais que impactam as políticas e práticas de planejamento local, regional e nacional. Este artigo trata de uma investigação inicial sobre se estas melhorias contribuíram para uma “europeização” do ensino de planejamento e dos valores e questões associados a estas mudanças.Palavras-chave: ensino de planejamento; “europeização”; currículo; modelos. Abstract: Different profiles of the planning profession exist across European countries. As a result, models for education in planning differ considerably in comparison and curricula tend to reflect and address national needs. Programme and/or professional accreditation is also closely linked to nationally determined criteria and standards. However, education formats and particularly curricula evolve and over the past two or so decades a host of changes in European planning education have been introduced. Aside from the restructuring to make programmes compliant with the Bologna cycles in higher education, there have been developments around of integrated mobility opportunities and the emergence of collaborative master degrees delivered jointly by host institutions from different European countries. Increasingly, educators incorporate learning units on European spatial planning, cohesion policy and fiscal instruments, which impact on national, regional and local planning policy and practice. "is paper presents an initial exploration into whether these developments contribute to a “Europeanisation” of planning education and the values and issues associated with these developments.Keywords: planning education; “Europeanisation”; curricula; models.
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Buryakova, Lyubov Aleksandrovna, and Alexey Gennadievich Buryakov. "French Higher Music Education System." Общество: социология, психология, педагогика, no. 11 (November 27, 2020): 97–109. http://dx.doi.org/10.24158/spp.2020.11.17.
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The study provides a characteristic of the French model of higher musical education with a pronounced national specificity, which consists of a special division into levels, or cycles, with its own system of naming academic degrees, awarding diplomas, etc. The authors revealed that the organization of a complex “organism” of the musical education system, presented in a variety of types of public and private institutions, is based on the principle of complementarity of curricula and the identity of competitive examinations. The phenomenon of the high status of university music education is especially noteworthy. Although until recently it concerned mainly musicology and pedagogy, in the last two decades, obtaining an academic degree approved by the higher conservatory together with the university has become prestigious for musicians of various specialties, including concert performers.
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Azila-Gbettor, Edem Maxwell, Eli Ayawo Atatsi, Christopher Mensah, and Martin K. Abiemo. "Self-esteem, organizational citizenship behavior and commitment among university students." Journal of Applied Research in Higher Education 12, no. 5 (January 6, 2020): 975–91. http://dx.doi.org/10.1108/jarhe-04-2019-0095.
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Purpose The purpose of this paper is to investigate the relationships between self-esteem (SE), university commitment and organizational citizenship behaviors (OCBs) within a higher education setup. Design/methodology/approach A convenience sample of 354 students in a three-year higher national diploma awarding technical university in Ghana participated in the study via the completion of self-administered questionnaires. Descriptive statistics and partial least square-based structural equation modeling (PLS-SEM) were used to analyze data. Findings Path results using a PLS-SEM analysis showed a positive and significant association between SE and OCBs and university commitment among the students. Furthermore, OCBs were found to partially mediate the relationship between SE and university commitment. Practical implications The findings of the study provide important implication for management of higher education institutions. Management of higher education institutions must orient academic and non-academic staff to adopt communication strategies that help to improve students’ self-worth and assertiveness. All students should be encouraged to participate in extra-curricular activities in order to build students’ beliefs about themselves and self-confidence. Originality/value This paper is one of the first to have tested a model including SE, university commitment and OCBs in a technical university setup from a developing country perspective.
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Brown, William E., Gregg Margolis, and Roger Levine. "Peer Evaluation of the Professional Behaviors of Emergency Medical Technicians." Prehospital and Disaster Medicine 20, no. 2 (April 2005): 107–14. http://dx.doi.org/10.1017/s1049023x00002284.
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AbstractIntroduction:Professional behavior is one of the cornerstones of effective emergency medical services (EMS) practice and is a required part of the National Standard Curricula for advanced levels of EMS education. However, peer rating of emergency medical technicians with respect to the 11 categories of professional behavior never has been quantified. This study uses a peer evaluation methodology to assess the affective competencies of practicing EMS providers.Methods:A professional behavior evaluation form was included as part of a survey that was sent to 2,443 randomly selected, nationally registered emergency medical technicians (EMTs). Participants were asked to rate the EMT partner with whom they worked most closely in the past year using 11 different categories of professional behavior using a Likert scale.Results:One thousand, five hundred, ten (61.8%) surveys were returned and analyzed. Both nationally registered EMTs at the Basic and Paramedic levels rated their partners with respect to 11 categories of professional behavior. The overall average score was 0.68 on a 0–1 scale, with one being the highest. The rating of each of the categories was: (1) integrity (0.77); (2) appearance/personal hygiene (0.74); (3) patient advocacy (0.73); (4) empathy (0.72); (5) self-confidence (0.70); (6) careful delivery of service (0.70); (7) respect (0.65); (8) communication skills (0.64); (9) time management skills (0.63); (10) teamwork/diplomacy skills (0.62); and (11) self-motivation (0.61). Overall, the NREMT-Paramedics rated their partners significantly lower than did the NREMT-Basics (p= 0.0156) and experienced EMT-Basics rated their partners significantly lower than did the newer EMT-Basics (p= 0.0002). Those EMTs who indicated high satisfaction with their current EMS assignment rated their partner more highly on professional behaviors than did those EMTs who were not as satisfied.Conclusion:Overall, EMTs peer evaluation of professional behavior was “good.” The behaviors most highly rated were integrity and appearance/personal hygiene. The behaviors rated lowest were self-motivation and team work/diplomacy. It appears that paramedics are more critical of their colleagues than are EMT-Basics, that experienced EMT-Basics are harsher critics than are newer EMT-Basics, and that there is a relationship between job satisfaction and peer evaluation.
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Ul’yanova, M. E. "Factors Increasing the Competitiveness of Universities: The International Context." World of new economy 12, no. 2 (August 24, 2018): 72–77. http://dx.doi.org/10.26794/2220-6469-2018-12-2-72-77.
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The article is devoted to the competitiveness of universities in the international educational space, taking into account the realities of the new economy and modern factors of consumer choice. We stress the importance of the process of internationalization of teachers’ teams and students, the importance of enriching the content of curricula with international and intercultural experience. Further, we discussed directions of development in Russia of management and economic education taking into account preservation of national identity in a difficult institutional environment of the world market of education. We presented the results of a survey of 120 graduates of master’s programs in economics, management and MBA programmes, identified the factors that affect the students’ choice of the educational program, as well as estimated demand from students for international experience in the learning process in their country. These factors include, among others, the possibility of obtaining international experience during studies and the prestige of the university, whose diploma has a graduate. The identified factors are also considered by employers as key and affect career development. Two key directions of development of internationalization of economic and management education in Russian universities are defined. We showed the experience of the Faculty of Economics of Lomonosov Moscow State University on the inclusion of international aspects in the educational programs of the master’s level and MBA programs.
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Wiles, Michael R., Craig S. Little, and John P. Mrozek. "Revised methodology for the examinations of the National Board of Chiropractic Examiners: Impact on institutions, faculty, and students." Journal of Chiropractic Education 34, no. 1 (March 1, 2020): 68–70. http://dx.doi.org/10.7899/jce-19-28.
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For over 50 years, the National Board of Chiropractic Examiners (NBCE) has administered pre-licensure examinations to chiropractic students and graduates. During this time, the testing process has been continually refined and improved, consistent with the evolving science and practices of standardized testing. NBCE test results are provided to chiropractic program leaders who use these data to improve their curricula as part of their own ongoing efforts to refine and improve the academic programs. Finally, the Council on Chiropractic Education (CCE) requires accredited chiropractic programs to report their NBCE scores to ensure that benchmarks set by the CCE are met. With this symbiotic relationship between the NBCE, CCE, and chiropractic programs (as well as state licensing authorities), it is very important that these groups collaborate and communicate with transparency and diplomacy. In particular, the chiropractic program leaders—and their students as the end users—are vitally interested in monitoring changes at the NBCE and CCE levels that may impact their programs. Recent changes in testing methodology for the NBCE examinations need to be understood and monitored to ensure that they result in their intended outcome, which is greater validity of the testing process. This commentary reflects the views and concerns of 3 chiropractic educational leaders and is intended to facilitate further discussion among chiropractic program leaders toward strengthening the aforementioned symbiotic relationship.
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Linaker, Kathleen L., Sarah A. Arpin, Charles P. Fischer, Michael Sackett, and Lesley Georger. "Tumor imaging instruction and assessment at chiropractic colleges in North America: a pilot study with implications for National Board of Chiropractic Examiners content." Journal of Chiropractic Education 31, no. 2 (October 1, 2017): 125–31. http://dx.doi.org/10.7899/jce-16-00009.
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Objective: This pilot study tested a survey instrument pertaining to the instruction and assessment of tumor imaging in chiropractic training programs. The secondary purpose was to gather data regarding credentials of lead instructors, textbook and resource use, and tumors taught and assessed. Methods: An electronic survey was distributed to lead tumor imaging instructors at all chiropractic colleges in the United States and Canada. A focus group of tumor imaging instructors was conducted to clarify ambiguous data. Results: Diplomate status with the American Chiropractic Board of Radiology was held by 87.5% of the instructor respondents. There were similarities in course content and assessment across institutions. A total of 26 tumors were considered clinically significant by more than 65% of instructors, 9 tumors were identified as not clinically significant by more than 65%, and 4 tumors were considered clinically significant by 35% to 65% of instructors. There was correlation between those instructors who evaluated on various tumors and those who feel it is important to evaluate such tumors (rS = 0.94, p < .001). The focus group addressed the 4 equivocal tumors and recommended 3 be added to the list of clinically insignificant tumors. Conclusion: The survey instrument is ready to be used to conduct a study of all clinical areas of the chiropractic curriculum. A total of 12 tumors were recommended for removal from National Board of Chiropractic Examiners tests. The authors recommend that the Academics Committee of the American Chiropractic Board of Radiology share information regarding learning libraries to allow for a richer learning experience across all campuses.
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Nаzаrkinа, V. N. "Analysis of the state of training of specialists in the health technology assessment in the world." Farmatsevtychnyi zhurnal, no. 2 (May 7, 2020): 12–25. http://dx.doi.org/10.32352/0367-3057.2.20.02.
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In order to support the development of a Health Technology Assessment (НTA) in Ukraine, it is necessary to create a professional environment. The organization of training specialists in НTA is relevant for all countries of the world, including Ukraine.
The aim of the work is to summarize the experience of training specialists of health technologies assessment and related branches of knowledge in different countries of the world, to analyze the curricula and courses for the development of this educational area in Ukraine.
The subject of the study were scientific publications of domestic and foreign scientists, official sites of educational institutions, national agencies on the НTA and international organizations, as well as educational portals and training centers. The studies were conducted using methods of analysis, systematization and generalization.
The structure and content of different training programs for health technologies assessment and related branches of knowledge used to meet the information needs of various target audiences (HTA experts, policy makers, healthcare managers, medical and pharmaceutical workers) were analyzed. The most common forms of training are courses, trainings and seminars, which are considered as a means of professional development. Academic programs (master degree, master of science, PhD) in Health Technology Assessment have 13 countries in Europe. To increase awareness of Health Technology Assessment distance learning is widely implemented within Massive Open Online Courses (MOOC). Flexible adaptation to the needs of students allows to obtain, as a result of training, a certificate/diploma of a graduate, a master's degree/master of science or Ph.D. Online courses are also considered as refresher training, non-assessment training for self-improvement and professional development audit.
Taking into account the foreign experience of training specialists in НTA, the qualification characteristic of a specialist in health technology assessment and the author's educational program have been developed. For the first time in Ukraine in 2019 at the National University of Pharmacy, training of specialists on the evaluation of health technologies was started. The educational direction of НTA expert training requires development and support from the state and professional institutions.
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Machart, Regis, and Atafia Azzouz. "Deconstructing Cultural Stereotypes to Improve International Students' Interculturality." International Journal of Bias, Identity and Diversities in Education 1, no. 2 (July 2016): 39–52. http://dx.doi.org/10.4018/ijbide.2016070104.
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Malaysian Pre-France programmes prepare Malaysian students to study at a French university. Students are prepared in intensive language courses, as well as mathematics and science in line with the French curriculum. The teaching staff members include French citizens and other nationals, native and non-native speakers, members of the ethnic minorities from France. Malaysia itself is a multicultural country and highly diverse in terms of language, ethnicity, religion, etc. The authors' expectations were that the convergence of these French-speaking lecturers with students from a ‘culturally' diverse environment would entail a certain form of fluidity in approaching the ‘culture' of the host destination. However, their experiences during the required DELF, a diploma awarded by the French Ministry of Education to prove the French-language skills of non-French candidates, demonstrate that the representations of France remain rather static and ‘traditional'. Such representations generate some anxiety for the students before they travel abroad. In an attempt to evaluate the impact of these representations and the students' readiness to meet ‘culturally different others', the authors conducted a small scale experiment with final semester students who were about to leave for France two months. They first administrated a questionnaire to 21 students for the purpose of revealing the students' latent representations of their host destination. The participants then followed a lecture in order to deconstruct their original representations, and asked to write a report in French on this experiment. Results show that the long-term exposure to ‘visible' diverse speakers has little effect on the participants in terms of moving away from cultural stereotypes, but that a relatively short but explicit intervention has a rather significant impact on the participants' representations. The authors conclude that only a pro-active, deconstructive and explicit course of action can enable learners to move away from widespread stereotypes, and that a fluid intercultural awareness on the part of lecturers is crucial.
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Ali, Z. "Integrating Palliative Care in Cancer Care in Kenya." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 164s. http://dx.doi.org/10.1200/jgo.18.35700.
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Background and context: Most Africa countries now recognize the pain and suffering of many patients and families who have no access to cure (where cure is possible), cannot afford treatment of cancer or other progressive chronic illnesses, are stigmatized or discriminated against because of their illness among many other dehumanizing issues. This project aims to ensure that all those in need of palliative care and pain relief have access close to their homes. Aim: This project aims to ensure that all those in need of palliative care and pain relief have access close to their homes. Strategy/Tactics: In the recent past Kenya Hospices and Palliative Care Association has extensively advocated for the integration of palliative care into the Kenya health services; thus, resulting in many health care professionals being trained in palliative care; integration of palliative care in public, private and mission health institutions and integration of palliative care in undergraduate medical and nursing curricula, as well as policy documents. Program/Policy process: The process of integrating palliative care in public hospitals involved advocacy at the national level as well as at the institutional level, training of health care professionals and setting up services within the hospitals that we worked with. Technical support was provided to each individual institution as needed. Outcomes: Palliative care units have been set up in over 25 government hospitals across the country. National Palliative Care Guidelines have been developed. A Diploma in Palliative Care for nurses has been initiated at the Kenya Medical Training College since 2012. Palliative care has been included in all the relevant health policies/strategies. Kenya Essential Medicines List includes Opioids. The Ministry of Health is supplying morphine powder for the country. More patients are now able to access quality palliative care. What was learned: National associations are challenged by an enormous need for services, education and training of health care professionals as well as educating the public and policy makers. The government has no budget for palliative care and most of the work is donor funded. Cultural beliefs are a big barrier to accessing PC. Only a small fraction of patients in need of opioids for pain medication are receiving opioids due to lack of awareness; reluctance of HPCs to prescribe. For many years PC in Kenya has been provided by a few hospices, thus making access very limited to many who are in need. Regional and national associations in Africa should work together with African Ministries of Health and other relevant stakeholders to ensure that there is greater access to palliative care for cancer patients. This encompasses addressing issues of accessibility, affordability, quality palliative care (PC) and a human's right approach to PC.
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Otache, Innocent. "Enhancing the effectiveness of entrepreneurship education: the role of entrepreneurial lecturers." Education + Training 61, no. 7/8 (August 12, 2019): 918–39. http://dx.doi.org/10.1108/et-06-2018-0127.
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Purpose Despite the inclusion of entrepreneurship education (EE) in the curricula of tertiary education institutions in Nigeria, graduate unemployment is still an issue of serious concern. This calls into question the effectiveness of EE in influencing students’ entrepreneurial intentions (EIs) and behaviours. Perhaps, the issue is with the EE lecturers. The questions, which should be answered include: are the lecturers who teach EE entrepreneurially inclined? Can lecturers who are not entrepreneurially inclined teach students to become entrepreneurs? The purpose of this paper, therefore, is to empirically explore the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. Design/methodology/approach This study adopted a quantitative approach. Thus, a self-reported questionnaire was administered to a randomly selected sample of 256 Higher National Diploma II students of the Federal Polytechnic, Idah, Nigeria, who were exposed to EE. To analyse the data collected, partial least squares structural equation modelling (PLS-SEM) was performed using SmartPLS 2.0.M3 software. Findings Data analysis showed a significantly positive relationship between EE and students’ EIs on the one hand and between EE and perceived entrepreneurial lecturers (PELs) on the other hand. It was also found that PELs had a significantly positive link with students’ EIs. Further analysis indicated that PELs had a mediating effect on the relationship between EE and students’ EIs. Research limitations/implications This study was a single institutional study. Thus, the generalisability of its findings to other institutions is limited. Extending the research to other institutions and countries might be required to validate the findings presented. Practical implications This research work has some insightful implications for the teaching of EE. By implication, it provides an answer to the question: who should teach EE? To achieve greater impact of EE on students’ EIs and behaviours, entrepreneurial lecturers are required. It implies that EE lecturers should be entrepreneurially inclined. They should demonstrate sufficient entrepreneurial attitudes, intentions and behaviours. Social implications It has been argued that graduate unemployment constitutes a social problem to the society. In this regard, the suggestions made in this paper, if applied, would help resolve the problem of graduate unemployment in Nigeria and other countries. Originality/value This study is the first to provide empirical evidence of the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. It has demonstrated that entrepreneurial lecturers could transfer the influence of EE to students’ EIs. Also, it has confirmed that EE lecturers are critical in the EE-students’ EIs relationship. Overall, this study makes a significant contribution to the discussion on how to enhance the effectiveness of EE in influencing students’ EIs and behaviours.
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Zuluaga C., José Iván, and Francisco C. Yepes R. "Rodrigo Vergara Ruiz Maestro de la enseñanza y la divulgación entomológica." Revista Colombiana de Entomología 44, no. 1 (August 6, 2018): 148. http://dx.doi.org/10.25100/socolen.v44i1.6555.
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El 28 de diciembre de 2017 falleció en Medellín, el distinguido Ingeniero Agrónomo, profesor universitario, entomólogo, colega y apreciado amigo Rodrigo Antonio Vergara Ruiz (Fig. 1).
El profesor Vergara nació en Anorí (Antioquia) el 17 de mayo de 1945. Cursó su bachillerato en el Liceo Antioqueño anexo a la Universidad de Antioquia. Recibió su título profesional de Ingeniero Agrónomo el 12 de febrero de 1971, en la Universidad Nacional de Colombia, sede Medellín.
Adelantó sus estudios de posgrado en Colombia y obtuvo los siguientes títulos: Magister Scientiae en Entomología (Programa de Estudios para Graduados (PEG). ICA-Universidad Nacional de Colombia – Bogotá) y Especialista en Docencia de la Biología (Universidad del Tolima – Ibagué: 1991-1992).
Actividades docentes y administrativas:
Profesor universitario de la Facultad de Agronomía, Universidad Pedagógica y Tecnológica de Colombia - U.P.T.C (1971 a 1988).
Profesor visitante en la Universidad del Tolima (1988 a 1989).
Profesor titular en la Universidad del Tolima (1989 a 1992).
Secretario Facultad de Agronomía, en la U.P.T.C., Tunja (1976).
Representante profesoral al Consejo de Facultad, en la U.P.T.C. y ante los Comités: Docente, de Admisiones y Registros, Curricular y Consejo Superior Universitario de la U.P.T.C.
Director del Centro de Investigaciones Agropecuarias INIAG-UPTC (1981-1984) y de la Oficina Central de Investigaciones de la Universidad del Tolima (1990 – 1992) y del Departamento de Producción y Sanidad Vegetal (1990) Universidad del Tolima. Director del Departamento de Agronomía. Facultad de Ciencias Agropecuarias de la Universidad Nacional de Colombia, sede de Medellín (1993 -1994).
Profesor Asociado. Departamento de Agronomía. Universidad Nacional de Colombia, sede de Medellín. Facultad de Ciencias Agropecuarias (1992 a 2004) (Fig. 2).
Decano Facultad de Ciencias Agropecuarias. Universidad Nacional de Colombia, sede de Medellín. (Abril de 1994 hasta abril de 1996).
Vicepresidente de la Asociación de Profesores Universidad, ASPU, 1981-1982.
Actividades de extensión universitaria
El profesor Rodrigo Vergara realizó un importante aporte en el campo de la extensión universitaria y de la asesoría fitosanitaria en condiciones de campo. Como tal, fue un activo promotor y conferencista en diferentes eventos tales como simposios, congresos de entomología y ecología, foros, y también de talleres y seminarios entomológicos, con énfasis en manejo de plagas de importancia económica.
Conviene mencionar como ejemplo de lo anterior, su activa participación en los congresos anuales de Socolen, en los simposios nacionales de control biológico, en los foros entomológicos de la Facultad de Ciencias Agropecuarias, sede Palmira, en los simposios internacionales y nacionales sobre el impacto de los plaguicidas en la salud humana y el ambiente, organizados por RAPALMIRA y la Universidad Nacional de Colombia – sede Palmira. Promovió en unión de profesores y estudiantes de la Universidad Nacional sede Medellín, los tradicionales seminarios anuales del GEUN (Fig. 3).
Fue, además, miembro permanente del Consejo Regional de Plaguicidas de Antioquia y ponente en sus respectivos seminarios. Participó como conferencista en los dos primeros eventos de “Insectópolis” efectuados en la ciudad de Cali. Fue integrante del Comité Nacional de Control Biológico, grupo auspiciado por Colciencias. Igualmente el profesor Vergara promovió talleres y jornadas de campo con comunidades de agricultores en diferentes regiones de Antioquia, sobre el manejo racional de plagas agrícolas con un enfoque MIP; esto lo desarrolló conjuntamente con un equipo de profesores de la Universidad Nacional y de profesionales de Cornare, principalmente en el Oriente Antioqueño (Fig. 4).
Se destaca también la publicación continua que el profesor Vergara realizó de interesantes artículos entomológicos en revistas divulgativas como Metroflor (Bogotá) y también artículos científicos y libros de carácter universitario referentes al manejo integrado de plagas agrícolas. Complementariamente se desempeñó como autorizado asesor fitosanitario de diferentes empresas nacionales agropecuarias y de insumos biológicos (Productos Biológicos Perkins – Palmira). También fue consultor permanente de agremiaciones de floricultores, arroceros, paperos, fruticultores, algodoneros y cerealeros.
Profesor visitante en el exterior
Escuela Politécnica del Ejército. Facultad de Ciencias Agropecuarias. Maestría en Ciencias del Control Biológico, IASA, San Golqui, Ecuador.
Premios y distinciones
Resolución Consejo de la Facultad de Agronomía U.P.T.C., abril 17 de 1980. Por lo cual se hace una distinción a la capacidad investigativa y se le reconoce como ejemplo para la juventud.
Dedicación de dos nuevas especies de insectos por taxónomos de Checoeslovaquia y Estados Unidos:
1) Scrobipalpopsis (Scrobischema subgen. n.) vergarai sp. n., a potential pest species in Colombia (Lepidoptera-Gelechiidae). “Acta Entomológica Bohemoslovaca” 77: 53-63. 1980. Autor: Dalibor Povolny.
2) The species of the Genus Suilla found in the American South the United States (Diptera: Heleomyzidae). Suillia vergarae Steyskal. “Proc. Entomol. Soc. Wash” 1980: 401-404.
Moción y diploma de la Asociación Colombiana de Ciencias Biológicas, A.C.C.B. Primer premio en el Congreso Nacional de A.C.C.B. 1983.
Ingeniero Agrónomo del Año en Boyacá. 1985 (Medalla y placa). Otorgado por SIABOY, Sociedad de Ingenieros Agrónomos de Boyacá.
Mención de Honor de la Sociedad de Ingenieros Agrónomos del Huila. XII Congreso Nacional de Ingenieros Agrónomos. Neiva, 1987, por la labor al frente del gremio.
Logo-símbolo de la Universidad del Tolima, por ascenso a profesor titular. Entrega del Escudo en Ceremonia Especial.
Protector de la Naturaleza. Reconocimiento y mención del Instituto Dominicano de Bio- Conservación. Santo Domingo-República Dominicana.
Mención de Honor - Consejo Directivo Facultad de Ciencias Agropecuarias - U.N. Palmira- Octubre de 1995. En calidad de Profesor Adscrito.
Docencia Excepcional de la Universidad Nacional de Colombia, 1995, 1996, 1997, 1999. Premio al mejor docente de la Facultad que otorga el Consejo Superior Universitario de la Universidad Nacional de Colombia, cada año.
Proyecto de Extensión Solidaria de la Universidad Nacional de Colombia, 1997.
Premio único al proyecto ejecutado en el área de capacitación a técnicos y agricultores en el empleo de estrategias de Manejo Integrado de Plagas que sustituyan el uso de plaguicidas. Otorga el Consejo Superior Universitario de la Universidad Nacional de Colombia.
Distinción de Honor “Al Maestro”. Asociación de Profesores Universitarios de Antioquia y Universidad Nacional de Colombia, sede de Medellín. Recibió “La Pluma de Ganso” y Diploma Especial 2001. Por el trabajo como educador por más de 30 años.
Medalla al Mérito. Liga Colombiana de Consumidores por “La defensa del medio ambiente y la lucha contra plaguicidas”. Medellín, Noviembre de 2001.
Premio “Héctor Delgado Zambrano” de la Sociedad Colombiana de Entomología “Socolen”, a la vida y obra de un investigador de la Entomología en Colombia. Julio de 2004.
Placa Conmemorativa – Octubre 27 de 2010. Otorgada por el Comité Regional de Plaguicidas del Oriente Antioqueño, en sus 20 años como reconocimiento al profesor Rodrigo Vergara Ruiz, por sus valiosos aportes académicos y científicos para el desarrollo sostenible del sector agropecuario del país.
Publicaciones
193 artículos entomológicos en revistas científicas, tecnológicas y divulgativas.
9 libros universitarios sobre temas básicos y manejo de plagas agrícolas, además de importantes ensayos sobre el impacto de los plaguicidas en la salud y el ambiente.
Dirección de 100 trabajos de grado y de tesis de posgrado en las áreas de la entomología agrícola básica y aplicada.
Membresía
Socio fundador No. 64 de la Sociedad Colombiana de Entomología – SOCOLEN.
Socio fundador del Grupo de Entomología de la Universidad Nacional de Colombia, Sede de Medellín – GEUN.
Miembro adherente de National Geographic Society – EEUU.
Algunos rasgos personales del maestro Rodrigo…
El maestro Rodrigo Vergara Ruiz era supremamente estricto con sus estudiantes y no perdonaba la llegada tarde o la falta a clases. Muy rígido en las calificaciones, sin ser un tirano. Siempre agregaba unas décimas a los que perdían el examen y les advertía a quienes le solicitaban la revisión de la nota, que si se sometían a este proceso, corrían el riesgo de obtener otra menor. Frente a esta posibilidad, la mayoría de sus discípulos no hacía reclamos.
No escatimaba sacrificios frente a sus estudiantes, quienes ante la actitud perseverante del docente y el ánimo de dar más de lo exigido por la institución, solo tenían la alternativa de mejorar su rendimiento académico y mascullar en solitario la ira santa. Actitud que cambiaba diametralmente cuando recibían su título profesional, momento en el cual no sabían que hacer con este genio de la educación entomológica, expresando públicamente el honor de haber tenido semejante maestro.
Finalmente cabe destacar que para el profesor Rodrigo Vergara Ruiz, paralelo a sus actividades universitarias en docencia, investigación y extensión y en cargos académico-administrativos, fue siempre muy importante su núcleo familiar. En efecto, se esmeró por brindarles a sus hijos lo mejor en valores humanos, en formación académica y en calidad de vida, todo ello en compañía de su fiel y diligente esposa Alcira, preocupados ambos por el bienestar familiar centrado como prioridad en sus tres hijos: José Daniel, Ingeniero Agrónomo, Diana Lucía, Ingeniera Ambiental y Carlos, Administrador Agropecuario. Y en su condición de abuelo siempre manifestó un desbordado cariño para con sus nietos Lucas, Antonia e Isabela. Igualmente Rodrigo gozó de un cálido y permanente afecto de parte de sus 9 hermanos y hermanas. Y por supuesto, es de resaltar que, para quienes lo conocimos de cerca y tuvimos el privilegio de disfrutar de su amistad y compañía, no dudamos en calificar a Rodrigo como un excelente amigo y un brillante profesional de las Ciencias Agronómicas y Entomológicas.
Marzo 7 de 2018