Academic literature on the topic 'Universities / polytechnics'

AbstractWe compare German institutions of tertiary education (universities and polytechnics) with respect to the cost of and the returns to their educational degrees. Based on cost data from two different sources we find that on average the expenditures of universities are lower than those of polytechnics when we consider expenditures per potential enrollee and per student enrolled during the regular education period. We apply data from the German Socio-economic Panel (2001-2007) to estimate the private returns to tertiary education and find higher returns to university than polytechnic training. These results are robust to a variety of alternative procedures.

Most African countries that were former British colonies replicated the British higher education system and created both universities and polytechnics. However, in order to increase their tertiary education enrolment, these countries are gradually upgrading their polytechnics to universities. This article argues that this is a wrong move as polytechnics are as important as universities for Africa’s development, and calls for a re-consideration of the polytechnics conversion policy.

This research paper sought to review the way and manner the conversion of polytechnics in Ghana to technical universities were done to ascertain whether the process conformed to standard best practice. The inequality in terms of placement of polytechnic graduates in the public sector as compared to the traditional university graduates, lack of direct academic progression for polytechnic graduates with Higher National Diploma, low enrollment and the departure of experienced staff from the polytechnics to the traditional universities due to poor conditions of service leaving the polytechnics with less staff compelled the government to initiate the reform. Institutional reform has been a long-standing practice in the educational sector; however, the implementation of new policies remains a challenge to many public institutions in Ghana. The one-size-fits-all approach to managing change must give way to a multi-faceted approach that takes into consideration the diversity of the various stakeholders affected by the change. The adoption of an appropriate change model and proper engagement of stakeholders as well as handling the transition as a project rather than treating it like the usual work of the ministry of education would have eased the tension and agitations which characterized the conversion process. Despite the conversion period spanning almost four years, the stakeholders are yet to reap the full benefits of the reform.

This study aims to compare the most dominant motivation factor encourage students pursue accounting higher education at polytechnic and university, and to compare the most dominant expectation factor held by students in doing accounting higher education at polytechnic and university. Research sample are taken purposively, those are the first year accounting students in Diploma Four Program at four State Polytechnics and Strata One Program at four State Universities. Research data is qualitative from primary source that is collected by questionnaire and measured using Likert Scale. Analytical method is descriptive quantitative. The study results shows that:(1) Self development is the most dominant motivation factor encourage students pursue accounting higher education at universities, followed by career focus and social norm. Meanwhile, career focus is the dominant motivation factor encourage students pursue accounting higher education at polytechnics, followed by self development and social norm, and (2) Academic confidence is the most dominant expectation factor held by students in doing accounting higher education at polytechnic as well as university, followed by intellectual growth and social opportunity.

The Polytechnics in Ghana were established and given the mandate enshrined in the Constitution of Ghana under the Act of Parliament of the Republic of Ghana (Act 745) to train students in the fields of Science, Technology, Applied Social Science and Applied Art to serve the middle-manpower management needs of the country. In addition, the polytechnics are to provide skills development, conduct and publish industry driven research findings. Polytechnic graduate are expected by employers and captains of industry to be more practical-skilled and biased by virtue of their training. However, over the years, it appears the polytechnic graduate training is becoming more of theoretical rather than what was initially intended. Commentaries of stakeholders reveal that the polytechnics are gradually losing their focus vis-à -vis the practical training of students as they are fast comparing themselves to the universities. This paper uses observation of the polytechnics educational system, interviews with stakeholders and other secondary data as the bases to critically examine and identify the conditions that hamper the practical training of the polytechnic students – practical content of syllabi; teacher – student ratio in the face of high student intake; qualification of lecturers in terms of practical training. It thus recommends ways by which the polytechnics can improve upon the practical training of its student via mobilizing and utilizing its resources to create industries to facilitate the training of its students as well as reducing graduate unemployment. This thus will serve as lynch-pin to drive the country’s industrialization process.

The research products produced by tertiary institutions are intellectual property that benefits the community and provide an economic contribution. Even Universities are encouraged to increase their research products’ economic value because innovation considers successful when commercialized. Higher Education is direct to produce innovative products with high added value so that these products can be beneficial to the community and commercialized. However, not all innovation results are successful or can be commercialized, although, in principles, the commercialization of research products is no different from standard products’ commercialization. This paper outlines various efforts undertaken by universities/polytechnics in Indonesia to increase research output commercialization. The purpose of interviews is to determine how universities respond to the challenges of expanding the commercialization of their research output. The participants were the heads of research institutes and community service from twenty-one (21) tertiary institutions in Indonesia, consisting of nine (9) universities and twelve (12) polytechnics. The finding shows that only a few university and polytechnic have commercialized their research products; however, most higher education keeps doing their best to increase their capability to commercialize their research products. This study’s two implications are: 1) researchers need to involve “user” needs before developing a research proposal. 2) Management at the university needs to facilitate the commercialization of the academicians’ research products.

Competency-Based Training (CBT) was introduced in the HTIs (i.e. Polytechnics, most of which has become and Technical Universities) in Ghana to provide graduates with appropriate knowledge and skills to efficiently perform work place roles in industry and administration. This is a preliminary study to undertake an appraisal of CBT since its implementation in the HTIs. The study focuses on the mode of delivery of CBT, the modes assessment, the benefits and the challenges. Mixed methods research design was used to collect and analyse data from five Polytechnics using random sampling. A total of 510 respondents comprising lecturers and students who engaged in various CBT programmes participated in the study. The findings reveal that CBT helps trainees to acquire competencies/skills required in the performance of jobs. CBT also encourages the adoption of flexible delivery and learning methods in Polytechnics in Ghana. Among the major challenges facing CBT in the Polytechnics are finance and logistics as well as the “pen-and-paper test”. The study recommends that proper identification of trainee skills, adoption of appropriate teaching and assessment methods are used in the delivery of CBT. In addition, adequate funding required for CBT training and equipment is also recommended. Most significantly, stronger collaboration with both public and private sector firms in the industry is needed. Finally, commitment and support from all stakeholders in polytechnic education is necessary for the sustainability of CBT. Keywords: Competency-Based Training; Polytechnic Education; Employable Skills; Job Performance

On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty and staff. The student enrollment in the universities is on the increase, reaching an estimated 400,000 Nigerian students and a handful of African and non-African students.

Mestrado em Ensino Superior (Erasmus Mundus)
Esta dissertação analisa a forma como a legislação decorrente da implementação do processo de Bolonha foi utilizada para redefinir o sistema binário de ensino superior português. De forma a entender melhor a mudança institucional na área do ensino superior, este estudo baseia-se num quadro teórico e conceptual que visa enquadrar o leitor nos cenários de mudança internacional que explicam o surgimento e desenvolvimento do processo de Bolonha. A teoria da Dependência dos Recursos e os princípios do Novo Institucionalismo servem de base para analisar o comportamento das instituições, bem como a relação que estas estabelecem com o Estado português. Simultaneamente, é apresentada a evolução do sistema nacional de ensino superior, bem como o contexto de reforma onde Bolonha deu os primeiros passos. Neste ambiente de mudança em que as instituições de ensino superior actuam, tanto o processo de tomada de decisão como o de formulação de políticas de ensino superior é redesenhado, dando origem a diferentes níveis de interacção e a uma multiplicidade de actores dos quais se destacam a União Europeia, a nível internacional, e o novo quadro legislativo de ensino superior elaborado a nível nacional. Neste sentido, é argumentado que, em Portugal (como em outros países signatários) o processo de Bolonha foi usado como “alavanca” para uma série de reformas que seriam mais difíceis de alcançar caso não tivessem sido desenhadas sob a égide de Bolonha. O reforço do sistema binário alcançado através da imposição coerciva da legislação referente a Bolonha é um exemplo destas reformas, bem como as diferentes respostas institucionais prosseguidas neste sentido. Esta pesquisa evidencia diferentes interpretações sobre o carácter binário do sistema de ensino superior, bem como a sua reorganização institucional e programática, sem esquecer o contexto histórico, cultural e económico em que as instituições se encontram. Assim, apesar dos representantes de ambos os subsistemas defenderem a premência de um sistema diversificado, e dos esforços governamentais neste sentido, confirma-se que, num ambiente de competição e restrições financeiras, é ainda recorrente a existência de um comportamento mimético entre politécnicos e universidades. Ao longo desta dissertação foi usada uma combinação de métodos qualitativos de recolha de dados, tais como análise de conteúdo e entrevistas semiestruturadas. Foram também utilizados métodos quantitativos ao analisar o número de cursos aprovados em cada ciclo de estudos, de acordo com os dois subsistemas. Esta análise quantitativa revelou que apesar dos politécnicos terem conseguido aprovar um maior número de programas de 1ºciclo do que as universidades, o mesmo não aconteceu com os programas de mestrado. O fenómeno inverso foi sentido no sector universitário. A importante colaboração de actores-chave do sistema de ensino superior português ligados à elaboração e implementação do processo de Bolonha nas universidades e politécnicos portuguesas permite dar a conhecer as diferentes percepções sobre as implicações que a nova legislação apresenta para o funcionamento do sistema binário, conferindo maior enriquecimento a esta dissertação. ABSTRACT: This master thesis analyses the way the legislation which implements the Bologna Process was used to redefine the Portuguese binary system of higher education. In order to better understand institutional change in the higher education sector, the analysis is based on a theoretical and conceptual framework aiming to frame the reader into the international change scenarios and to explain the emergence and development of the Bologna process. The Resource Dependence Theory and the New-Institutionalism principles provide the basis to analyse institutional behaviour, as well as the relationship they maintain with the Portuguese state. Additionally, it is provided the development of the national higher education system and the context where the Bologna reform took its first steps. In this changing environment, where higher education institutions operate, both the process of decision-making, as well as the process of policy formulation is redesigned, allowing for different levels of interaction and to a multiplicity of actors. From these, one highlights the European Union at the international level, and the new legal framework for higher education institutions elaborated at the national level. In this sense, it is argued that in Portugal (as in other signatory countries), the Bologna process was used as a lever for a set of reforms which would be far more difficult and time consuming to achieve without the label of the Bologna process. The strengthening of the binary system achieved through the Bologna legislation is an example of these reforms, as well as different institutional responses performed in this sense. This research highlights different interpretations on the binary system of higher education, as well as its institutional and programmatic reorganisation, bearing in mind its historical, cultural and economic context where institutions operate. Thus, although the representatives of both subsystems defend the existence of a diversified higher education system, and the governmental efforts in this direction, one confirms that, in a competitive environment shaped by financial constraints, mimetic behaviour between polytechnics and universities is still evident. Throughout this thesis, a combination of qualitative methods of data collection, such as content analysis and semi-structured interviews was used. Quantitative methods were also used when analysing the number of programmes approved in each cycle of studies according to each subsystem. This quantitative analysis revealed that, despite a higher number of 1st cycle programmes were approved in polytechnics than in universities, the same did not happen with 2nd cycle programmes. The opposite phenomenon happened in the university subsystem. The important collaboration of key actors of the Portuguese higher education system who were linked with the development of the Bologna process and its implementation, both at universities and polytechnics, allows to know the different perceptions these actors have on the implications that the new legislation introduced to the operationalisation of the binary system, making this study enriched.

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2009
Policies adopted by tertiary educational institutions play a key role in determining the future of an institution. When they are applied and monitored effectively, most of these policies bear positive results for the institution. However, where there is no clear monitoring system, it is a foregone conclusion that policies will not bring about desired results. Therefore, assessing the PoN policy and practices are imperative. The HR Code is a policy document of the PoN. The main objective of the study was to establish effectiveness of the HR Code: SDT. The research study established motivating factors for drafting the HR Code: SDT, and analysed its weaknesses in order to trace whether staff development is linked to strategic goals of the PoN. The researcher has also made an earnest attempt to find out reasons why staff members resign after attending development programmes, which would assist the institution to retain their staff, as it prepares itself to become a university of technology that requires more and better qualified staff. The enquiry adopted a case study approach because it dealt with a specific institution in Namibia. A triangulation method was utilised to solicit information from academics, administrative and support staff, by conducting semi-structured interviews with top management, HoD’s, sectional heads and ex-staff members. A closed-ended questionnaire was distributed to staff members. Institutional documents were also reviewed to corroborate empirical data that was collected. Research revealed that the aim of drafting the HR Code: SDT was to improve qualification levels of Namibian staff members and to improve work performances of staff members. However, research proved conclusively that there were no measurable objectives that were established to evaluate and monitor that the objective was achieved; there were also no staff development plans linked to strategic goals of the institution; staff members’ work performance was not assessed after training; and there were no retention strategies in place. It is evident from the research findings that the desired results of the HR Code: SDT will not be achieved and, therefore, recommendations are proposed that the PoN effectively communicates objectives of the HR Code to staff members; develop a comprehensive and complimentary staff development policy; a staff development plan; an innovative retention strategy; and appoint a staff development officer to monitor and ensure that desired goals are achieved as means to save the institution from an unnecessary waste of financial, material and human resources.

The purpose of this study was to compare the achievement mean test scores in Technical Drawing of students enrolled for the NCE (Technical) program at the College of Science and Technology, Kaduna polytechnic, Kaduna, Nigeria. Test score means were compared between direct and remedial (preparatory) entry students and secondly among type of high school attended. Data were collected directly from students' permanent records. Two major hypotheses with three sub-hypotheses for each were tested. The first major hypothesis compared direct and remedial entry students. The second major hypothesis compared among three types of high schools attended. The One Way Analysis of variance (ANOVA) was used to analyze the data. The Duncan Multiple Comparison Test was also applied on the second major hypothesis. Both hypotheses I and II were retained at the .05 level of significance. However, hypothesis I was rejected at the .01 level of significance because the remedial entry students were found to have higher mean test scores than the direct entry students. Findings for hypothesis II indicated no significant difference among type of high school attended. It was recommended that selection for admissions for both the remedial and direct enrollments should not be based only on type of high school attended or type of subjects taken; data collected for remediation should bear directly on individuals' academic problems; and aptitude tests should be conducted in addition to transcripts currently demanded.

D. Tech. Human Resources Management
The main purpose of this study was to develop a framework that could be used to build the capacity of academic staff to enhance teaching and learning in Ghanaian polytechnics. In order to achieve this objective, a central argument in the study is that building the capacity of academics is not only critical to successful teaching and learning, it should also be the starting point for the on-going transformation in the polytechnic system in Ghana. The approaches to capacity building of employees in organisations were analysed critically and justified. To provide a strategic context to the study, four capacity building factors, namely institutional training and development, performance and professional development, academic competence, and a learning and developmental environment, were identified and clarified and their strategic contributions toward developing a capacity building strategy were outlined.

У дисертаційному дослідженні наведено науковий опис досвіду щодо використання технологій дистанційного навчання для забезпечення якості підготовки майбутніх педагогів відповідно до Європейської стратегії розбудови цифрового суспільства, який здійснено на основі цілісного порівняльного аналізу теорії та методики підготовки майбутніх учителів професійних технічних предметів в університетах Республіки Польща. У ході дослідження було обґрунтовано у формі теоретичних положень можливості творчого використання конструктивних ідей польського досвіду в контексті вирішення цілей і завдань запровадження дистанційного навчання в Україні. За результатами аналізу організаційних форм, методів і засобів використання технологій дистанційного навчання в підготовці майбутніх учителів професійних технічних предметів в університетах Республіки Польща було з’ясовано, що польські університети розширюють освітню пропозицію курсами дистанційного навчання. Проаналізовано навчальні плани університетів, у яких здійснюється підготовка майбутніх викладачів закладів професійної освіти (за спеціалізаціями), до яких структурно належать учителі професійних технічних предметів. У ході аналізу визначено, що дедалі популярнішим стає змішане навчання, завдяки якому майбутні учителі мають змогу проводити заняття із використанням технологій дистанційного навчання і мультимедійних засобів (проєкторів, комп’ютерів, мультимедійних дошок тощо). Констатовано, що аналогів спеціальностей, за якими здійснюється в Україні підготовка майбутніх викладачів закладів професійної освіти (за спеціалізаціями), практично немає. Узагальнено зарубіжний досвід щодо змісту професійної підготовки майбутніх учителів професійних технічних предметів із використанням технологій дистанційного навчання в університетах Республіки Польща, що сприяло виявленню найбільш прогресивних ідей, які заслуговують упровадження в університетах України. Зокрема це такі: розроблення державних стандартів вищої педагогічної освіти на основі компетентнісного підходу, формування змісту освіти на основі міжпредметної інтеграції, фундаменталізації, професіоналізації, поліпредметності та кредитного виміру його якості. У ході дослідження проведено анкетування серед студентів педагогічних і технічних польських та українських університетів, де здійснюється підготовка майбутніх учителів професійних технічних предметів або викладачів закладів професійної освіти (за спеціалізаціями), для дослідження ставлення студентів обох країн до використання технологій дистанційного навчання у їхній професійній підготовці. Було виявлено, що сучасним українським викладачам закладів професійної освіти необхідно удосконалювати власну професійну компетентність, зокрема цифрову. Імплементація прогресивного досвіду Республіки Польща, а саме упровадження нових освітніх методик із використанням технологій дистанційного навчання сприятиме модернізації української системи підготовки майбутніх викладачів закладів професійної освіти й позитивно позначиться на її вдосконаленні відповідно до потреб громадян та перспектив економічного розвитку держави. Наукова новизна отриманих результатів дослідження полягає в тому, що вперше виявлено та обґрунтовано провідні особливості підготовки майбутніх учителів професійних технічних предметів із використанням технологій дистанційного навчання в університетах Республіки Польща, зокрема, забезпечення практичної спрямованості змісту та модульної структури освітніх програм; збільшення частки дистанційної форми навчання до 60 % від загальної кількості годин, крім випадків надзвичайних ситуацій; упровадження технологічного підходу до професійної підготовки майбутніх учителів професійних технічних предметів та їх стажування на промислових підприємствах; запровадження навчального предмета «Гейміфікація»; реалізація індивідуальної траєкторії навчання студентів із особливими освітніми потребами; застосування комп’ютерних програм, що сприяють розвитку творчого мислення студентів; дотримання етики спілкування суб’єктів освітнього процесу в чатах; наявність високого рівня цифрової компетентності викладачів університетів. Удосконалено методику підготовки майбутніх викладачів закладів професійної освіти із використанням технологій дистанційного навчання. Удосконалення полягає в оновленні змісту навчального матеріалу з урахуванням сучасних тенденцій розвитку промисловості 4.0 та вимог ринку праці; створенні курсів дистанційного навчання з використанням хмарного програмного забезпечення для розширення взаємодії суб’єктів освітнього процесу; доповнення структури курсів дистанційного навчання: елементами перевірки активності студентів та гейміфікації; автоматизацією реєстрації за допомогою соціальних мереж; автоматизованою перевіркою знань; тегами; онлайн-сховищами даних тощо. Подальшого розвитку набули науково-методичні положення щодо підготовки майбутніх викладачів закладів професійної освіти в університетах України з урахуванням прогресивних ідей досвіду такої підготовки в університетах Республіки Польща. Практичне значення результатів дослідження отриманих результатів полягає у підготовці та впровадженні методичних рекомендацій «Підготовка майбутніх учителів професійних технічних предметів із використанням технологій дистанційного навчання: імплементація польського досвіду в університетах України»; а також у розробленні та впровадженні курсу дистанційного навчання на платформі Вищої школи ім. П. Влодковіца у м. Плоцьк з предмета «Методика виховної й опікунської роботи»; у проведенні опитування серед студентів польських та українських університетів, які здійснюють підготовку майбутніх учителів професійних технічних предметів або викладачів закладів професійної освіти (за спеціалізаціями), щодо їх ставлення до використання технологій дистанційного навчання в їхній професійній підготовці. Теоретичні положення порівняльного дослідження, результати опитування, висновки дисертаційного дослідження можуть бути використаними в освітньому процесі закладів вищої та професійної освіти, у системі підвищення кваліфікації педагогічних працівників, у підготовці та проведенні науково-методичних заходів
This dissertation provides a scientific description of the experience of the use of distance learning technologies to ensure the quality of training of future teachers in accordance with the European Digital strategy, that is based on a holistic comparative analysis of theory and methods of training the teachers of vocational subjects at universities in the Republic of Poland. In the course of the research, the possibilities of creative use of constructive ideas of the Polish experience in the context of solving the goals and objectives of the introduction of distance learning in Ukraine have been substantiated in the form of theoretical provisions. According to the results of the analysis of organizational forms, methods and means of using the distance learning technologies in the training of teachers of vocational subjects at universities in the Republic of Poland, it has been found that Polish universities expand the educational offer by learning online course. The curricula of universities in which the training of future teachers (teachers of professional technical subjects) of vocational education institutions (by specializations) are analyzed. The analysis has found that blended learning is becoming increasingly popular, allowing prospective teachers to conduct classes using distance learning technologies and multimedia tools (projectors, computers, multimedia boards, etc.). It is stated that there are practically no analogues of specialties for which future teachers of vocational education institutions (by specializations) are trained in Ukraine. The foreign experience on the content of professional training of future teachers of professional technical subjects with the use of distance learning technologies in the universities of the Republic of Poland is generalized, which has helped to identify the most progressive ideas that deserve to be introduced in Ukrainian universities. In particular, these are: development of state standards of higher pedagogical education on the basis of competence approach, formation of educational content based on interdisciplinary integration, fundamentalization, professionalization, multidisciplinary and credit measurement of its quality. During the study, the survey has been conducted among students of pedagogical and technical Polish and Ukrainian universities, where future teachers of professional technical subjects or teachers of vocational education institutions (by specializations) are trained. Its aim has been to study the attitude of students from both countries to the use of distance learning technologies in their training. It has been found that modern Ukrainian teachers of vocational education institutions need to improve their professional competence, including digital one. The implementation of the progressive experience of the Republic of Poland, namely the introduction of new educational methods using distance learning technologies will help to modernize the Ukrainian system of training the future teachers of vocational education institutions and positively affect its improvement in accordance with the needs of citizens and economic development prospects. The scientific novelty of the research results is that, at first: the leading features of training the teachers of vocational subjects with the use of distance learning technologies at universities in the Republic of Poland are identified and substantiated, in particular: ensuring of practical orientation of content and modular structure of educational programs; increasing the share of distance learning to 60% of the total number of hours, except in emergencies; introduction of a technological approach to the training of teachers of vocational subjects and their internship at industrial enterprises; introduction of the subject «Gamification»; realization of individual trajectory in education of students with special educational needs; the use of computer programs that promote the development of creative thinking of students; observance of ethics of communication in chats between subjects of educational process; availability of a high level of digital competence of teachers of the universities. The methodology of training the teachers of vocational education institutions with the use of distance learning technologies is improved. The improvement consists in: updating of the content of training material considering the current trends in the development of Industry 4.0 and the requirements of the labor market; creation of learning online courses with the use of cloud software to expand the interaction of the subjects of the educational process; supplementing the structure of learning online courses: elements of student activity testing and gamification, automation of registration via social networks, automated knowledge testing, tags, online database etc. Scientific and methodological provisions for the training of future teachers of vocational education institutions in the universities of Ukraine, taking into account the progressive ideas of the experience of such training in the universities of the Republic of Poland, have been further developed. The practical significance of the results of the research of the obtained results lies in the preparation and implementation of guidelines «Training of teachers of vocational subjects with the use of distance learning technologies: implementation of the Polish experience in Ukrainian universities»; as well as in the creation and implementation of the learning online course on the platform of the P. Wlodkowic Higher School in Plock (the Republic of Poland) of the subject «Methodology of educational and guardianship work»; in conducting a survey among students of Polish and Ukrainian universities that train teachers of vocational subjects or teachers of vocational education institutions (by specializations), regarding their attitude to the use of distance learning technologies in their professional training. Theoretical provisions of comparative research, survey results, conclusions of a dissertation can be used in the educational process of higher and vocational educational institutions, the system of professional development of teachers, the preparation, and conduction of scientific and methodological activities

У дисертації обґрунтовано теоретико-методичні засади проектування та застосування системи електронного навчання майбутніх фахівців з інформаційних технологій в університетах аграрного профілю. Обґрунтовано вимоги щодо забезпечення якості підготовки майбутніх ІТ-фахівців для забезпечення потреб аграрної галузі економіки в умовах глобалізації та євроінтеграції. Побудовано онтологію електронного навчання. Визначено суть, функції та елементи системи електронного навчання. Розроблено модель системи електронного навчання майбутніх фахівців з інформаційних технологій в університетах аграрного профілю та визначено фактори її ефективності. Побудовано факторно-критеріальну модель ефективності системи електронного навчання. Розроблено теоретичні та методичні засади проектування системи електронного навчання для надання якісних навчальних послуг та сервісів у електронній формі. Спроектовано хмаро-орієнтоване електронне освітнє середовище, інформаційне забезпечення системи на основі застосування нових підходів до подання навчальних ресурсів у електронному навчальному курсі на основі домінуючого навчального стилю студентів. Спроектовано процедури управління електронним освітнім середовищем за вимогами стандарту ISO 9001. Розроблено методичні засади застосування системи електронного навчання майбутніх фахівців з інформаційних технологій в університетах аграрного профілю та методику підготовки учасників навчального процесу до її використання
In the dissertation theoretical and methodological bases for the design and application of an electronic education system for future IT specialists in an agrarian university are substantiated. Requirements for the quality of training future IT specialists to meet the needs of the agricultural sector of the economy in the context of globalization and European integration are defined. An ontology of e-learning is constructed. The concept, functions and elements of e-learning system are formulated. The model of a system of e-learning while training future IT specialists in an agrarian university is created and factors of its effectiveness are offered. A factorial and criteria qualimetry of efficiency of e-learning system is made. Theoretical and methodological bases for the design of e-learning system are developed to ensure electronic educational services of high quality. A cloud-oriented e-learning environment and information equipment for its system are designed based on the use of new approaches in presenting training resources in e-learning courses using students’ dominant learning style. Procedures for managing an electronic educational environment due to the requirements of standard ISO 9001 are designed. Methodological principles for the applying while teaching future IT specialists in agricultural universities as well as the approach of academic training its participants
В диссертации обоснованы теоретико-методические основы проектирования и применения системы электронного обучения будущих специалистов по информационным технологиям в университетах аграрного профиля. Обоснованы требования к качеству подготовки будущих ИТ-специалистов для обеспечения потребностей аграрной отрасли экономики в условиях глобализации и евроинтеграции. Построена онтология электронного обучения, в которой выделены такие классы объектов и связи между ними: концепции, методологические подходы, принципы, педагогические теории, поколения, информационные технологии, методы, средства, виды обучения, образовательные технологии, виртуальные среды обучения и стандарты. Определены суть, функции и элементы системы электронного обучения, как совокупности взаимосвязанных и взаимозависимых компонентов, составляющих основу информационной системы: электронных ресурсов учебного назначения; процессов и функций, обеспечивающих создание электронных учебных ресурсов и организацию учебного процесса; программных и технических средств, которые обеспечивают эти процессы, а также помогают студентам ИТ-специальностей выполнять лабораторные и проектные работы; процедуры управления процессами и пользователями системы, и имеет целью предоставление качественных образовательных услуг. Обоснована дефиниция понятия «академическое облако университета». Разработана модель системы электронного обучения будущих специалистов по информационным технологиям в университетах аграрного профиля

Community colleges are institutions dedicated to the mission of providing skilled manpower and labor in technical and vocational areas. There are many community college models in the world. In Ghana, polytechnics and technical institutes are adapted models of community colleges. The objective of this chapter is to examine the polytechnic system as practiced in Ghana using the American community college system as a perspective. Community colleges with their provenance in the early 20th century have undergone vicissitudes in their bid to carry out their functions. The polytechnics have also experienced evolving historical circumstances as second cycle technical institutes, then upgraded to tertiary education institutions, and then recently converted to technical universities. In spite of all these developments, the technical universities are believed to be inferior to the traditional public universities.

This article is partly based on the research being done by Turku University of Applied Sciences in Turku, Finland. The research was started in spring 2006 and is backed by the Ministry of Education in Finland. The aim of the research is to do the basic information collation of the current implementations and the use of wireless local area networking in Finnish universities of applied sciences (former polytechnics). Based on certain models and best practices for WLAN (wireless local area networking), networking is created.

eCampusAlberta is one of the fastest growing online consortia in North America. It currently provides over sixty credentials fully online to learners in hundreds of communities across Alberta, Canada. Developed in 2002, eCampusAlberta is a consortium of fifteen publicly funded colleges, polytechnics, and universities in western Canada. This strategic partnership was developed by senior executives across the institutions in an effort to increase access to online learning opportunities province-wide. The consortium leveraged existing networks of senior executive officers and informed leaders across the member institutions to build a framework to support the implementation of the consortium. Since its inception, eCampusAlberta has inspired collaboration across member institutes and has had a significant transformative effect on the post-secondary landscape in Alberta. To date, over 47,000 learners have participated in courses offered via the consortium.

This chapter provides a detailed and extensive assessment of Finland’s high participation system (HPS) of higher education, in a historical perspective and with focus on Finland’s core values of equality and equity. The country case challenges some of the HPS propositions. The Nordic model is built upon a distinctive cultural tradition in which the state administers a social consensus based on solidarity, equality, and trust, and higher education is of high quality and has equal esteem. Since World War II equality of opportunity has been central in national policymaking. The chapter focuses especially on the nature of access to higher education and continuing binary diversity between the university sector and the Universities of Applied Sciences (UAS, the former polytechnics) .While there is continuing social competition for access to elite professional programmes, and cultural capital provides certain families with advantages, the Finnish HPS is less competitive and stratified than other HPS.

In this article, we present the development of a framework for supporting and facilitating collaborative networks of reflective practice using mobile social media. Developed throughout a two-year collaborative mobile learning project #NPF14LMD, the framework has subsequently been used to support two wider international networks of mobile learning researchers and practitioners. The #NPF14LMD project was a national project comprised of three universities and three polytechnics across New Zealand. One of the goals of the #NPF14LMD project was to create a collaborative network of practice across the six institutions participating in the project. The network provided a support and communication structure linking the six institutional communities of practice, enabling sharing of their experiences and a sense of belonging to a wider national and international community. This article outlines the use of mobile social media to facilitate the #NPF14LMD network, and the subsequent application of this framework to support two international networks.

The 1870s marked the onset of an exceptionally fruitful and dynamic period in the development of chemistry in the Czech Lands. University education and research in chemistry was taking place at several universities and technical universities, where the structure of the main chemical subjects developed gradually into organic, inorganic, analytical, physical, fermentation, and medical chemistry, just to mention the main specialties. At the same time, the process of the Czech National Revival led to the cultural, linguistic, social, and political emancipation of the modern Czech nation and stepwise almost entirely separated the linguistically Czech and German scientific communities in all their representations, including university education. In Prague, the divided German and Czech Polytechnics (and later Technical Universities) existed since 1869, whereas the Charles-Ferdinand University split into its Czech and German counterparts only in the years 1882 and 1883. The chemical community was organized in several professional associations that also reflected the ethnic division of the scientific scene. The Society of Czech Chemists, founded in 1866, had almost exclusively Czech membership, while a specialized German chemical association has never been created in the Czech Lands. This study deals with two closely intertwined themes: the reception of the periodic system in the Czech Lands and in Europe and the crucial role of the Czech chemist Bohuslav Brauner in this process. I am going to demonstrate a specific set of conditions that shaped the process of appropriation of this new scientific idea by not only scholarly argumentation, but also particular circumstances, in this case Slavic nationalism and Russophilia in the Czech society at the turn of the nine­teenth century. The course of dissemination and reception of the periodic system also showed linkage to the linguistic emancipation of the Czech nation as reflected in the controversy over the Czech chemical terminology, where the periodic system served as argument to one party of the dispute.

There have been many articles written which describe the changing financial environment currently faced by tertiary institutions. In New Zealand our Universities and Polytechnics have faced a gradual per-student reduction in government funding over the past decade and, despite the public utterances of ministers of education, there is little evidence that this is anything but a continuing trend. This has pushed institutions towards the so-called “commercialisation of the education sector”. It means greater efficiencies in the delivery of courses, greater emphasis on the marketing of popular courses and reductions in the numbers of general and academic staff. The dreaded word “restructuring” has begun to be whispered in the corridors and staff lounges of Universities, a state akin to the whisperings of “downsizing” and “core business concentration” among the true corporates of our economies. Interestingly, this shift in tertiary institution modeling at the macro level has been reflected down at the micro level of individual courses and assessments and it is this low level change which has prompted this paper.

Although turbine blade cooling has consistently led to the use of higher turbine inlet temperatures leading to improved cycle efficiencies, very little of this technology has found its way into undergraduate laboratory work. The cost of modern blade heat transfer research rigs virtually rules out the possibility of introducing this topic in undergraduate teaching laboratories of Universities or Polytechnics in the UK operating within tight budgetary constraints. However, the underlying principles of blade cooling heat transfer may be demonstrated quite easily by using inlet temperatures about half those existing in the actual turbine and the paper describes the design and development of a low-cost blade cooling heat transfer rig. Test results obtained on the ‘model’ rig enable an appreciation of the problems encountered in turbine blade cooling to be made and may serve as a basis for the design and development of more complicated blade cooling systems.

This paper is for The PCF10 and on the sub theme “Promoting Equity and Inclusion” at the Tenth Pan-Commonwealth Forum on Open Learning (PCF10), Calgary, Canada. The author discusses how the enrollment of women and girls in TVETs in Africa is being increased through ‘’Women in Technical Education and Development (WITED)’’, a program of the Association of Technical Education and Development in Africa (ATUPA) and supported by the Commonwealth of Learning (COL). The paper gives: the background to the WITED program; the objective and strategies applied; revitalizing WITED through COL and ATUPA Women in STEM (CAWS) Project; the intended outcomes of the WITED Program and finally the conclusions. The methodology of this paper is desk research combined with interviews of the “WITED Champions”. The authors extensively examine available documents on WITED. The UN Agenda 2030 for Sustainable Development aims to: “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations” by 2030 (SDG target 4.5); and “achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value” (SDG target 8.5). Equality and non-discrimination are also reflected in the UN’s “Leaving no one behind” framework, endorsed by the United Nation System’s Chief Executives Board for Coordination. Women in Technical Education and Training (WITED) is a program which was initiated by Commonwealth Association of Polytechnics in Africa (CAPA), now Association of Technical Universities and Polytechnics in Africa (ATUPA), with the support of the International Labor Organization (ILO) and Commonwealth of Learning (COL) back in 1988. The author seek to evaluate the impact achieved by the programme, the challenges encountered and finally make a call to action by recommending ways by which the programe can reach more girls and women and bring them into TVET programmes.

In the recent years, the contribution of Russian universities into science and technology has increased. The RF Government has been intensively developing and implementing instruments to support fundamental and applied sciences and to ensure implementation of their achievements into real economy and social sphere. Several Russian universities accomplish world-class studies and research, in particular, classic universities like Moscow State University, St. Petersburg State University, Ural Federal University, Tomsk State University, Moscow Institute of Physics and Technology (MIPT), Moscow Engineering Physics Institute (MEPhI), St. Petersburg Polytechnic University. Academic science has much to offer the real sector as the universities are much closer to and has got the tighter relations with the entrepreneurial sector than the state-financed (80-90% funding) research institutes. However, average universities fall short compared to those mentioned above, partially due to the lack of extrabudgetary financing by business organizations which makes a little bit over 30%, while in the developed countries this figure sometimes exceeds 70%.

ABSTRACT Background: Education paves for students to help them attain the right knowledge they require to make a better life out for themselves and for the society around them. There are many factors and variables that need to be considered when making the decision to choose school. This study aimed to examine factors affecting the decision to choose school of acupuncture. Subjects and Method: A case control study was conducted in Health Polytechnic Ministry of Health Surakarta, Soepraoen Polytechnics in Malang, and Academy of Acupuncture Surabaya. A sample of 300 college students was selected by stratified random sampling. The dependent variable was decision to choose school of acupunc-ture. The independent variables were career guidance, academic program, education cost, financial support, college reputation, college promotion, parental support, and location. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: The decision to choose school of acupuncture increased by good career guidance (OR= 19.39; 95% CI= 3.84 to 97.84; p<0.001), good academic program (OR= 11.69; 95% CI= 2.57 to 53.19; p= 0.001), low education cost (OR= 11.89; 95% CI= 2.68 to 52.75; p= 0.001), high college reputation (OR= 10.71; 95% CI= 2.16 to 53.22; p= 0.004), good college promotion (OR= 6.03; 95% CI= 1.40 to 25.93; p= 0.016), financial support (OR= 22.66; 95% CI= 4.45 to 115.46; p<0.001), strategic location (OR= 9.54; 95% CI= 2.35 to 38.68; p= 0.002), and strong parental support (OR= 26.84; 95% CI= 5.74 to 125.52; p<0.001). Conclusion: The decision to choose school of acupuncture increases by good career guidance, good academic program, low education cost, high college reputation, good education promotion, financial support, strategic location, and strong family support. Keywords: school of acupuncture, decision Correspondence: Imrok Atus Sholihah, Pascasarjana Ilmu Kesehatan Masyarakat, Universitas Sebelas Maret, Jalan Ir.Sutami 36A, Surakarta, Jawa Tengah, Indonesia. Email: imrokatussho-lihah6@gmail.com. Mobile: +6281225210252. DOI: https://doi.org/10.26911/the7thicph.04.39

Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.