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Literatura académica sobre el tema "Centre for Continuing Education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Centre for Continuing Education"

Reichl, Franz, Sabine Payr, Gottfried S. Csanyi y Ursula E. Vierlinger. "Joint European Continuing Engineering Education Courses with Facilitated Open Distance Learning". Industry and Higher Education 15, n.º 5 (octubre de 2001): 323–32. http://dx.doi.org/10.5367/000000001101295858.

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

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Davies, David. "From the further education margins to the higher education centre? Innovation in continuing education". Education + Training 39, n.º 1 (febrero de 1997): 4–13. http://dx.doi.org/10.1108/00400919710157114.

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Sellick, Scott M., Karen Charles, Joanne Dagsvik y Mary L. Kelley. "Palliative Care Providers’ Perspectives on Service and Education Needs". Journal of Palliative Care 12, n.º 2 (junio de 1996): 34–38. http://dx.doi.org/10.1177/082585979601200207.

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

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Panigrahi, Ritanjali y Praveen Ranjan Srivastava. "Tweeting Continuing Education". International Journal of Strategic Decision Sciences 9, n.º 1 (enero de 2018): 79–101. http://dx.doi.org/10.4018/ijsds.2018010106.

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

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Lines, Larry. "Foundation supports Calgary's continuing education center". Leading Edge 21, n.º 8 (agosto de 2002): 740. http://dx.doi.org/10.1190/tle21080740.1.

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Smith, John S. "The Making of Modern Orkney. Centre for Continuing Education, University of Aberdeen". Northern Scotland 16 (First Serie, n.º 1 (mayo de 1996): 207–8. http://dx.doi.org/10.3366/nor.1996.0017.

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Ampudia, Baena, Ana M. Fernández Tilve y M. Dolores. "What do trade unions think about continuing education for teachers in Galicia?" Cypriot Journal of Educational Sciences 11, n.º 4 (29 de diciembre de 2016): 161–69. http://dx.doi.org/10.18844/cjes.v11i4.535.

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

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Margolis, Simeon. "Continuing education issues in the academic medical center". Journal of Continuing Education in the Health Professions 8, n.º 2 (1988): 81–89. http://dx.doi.org/10.1002/chp.4750080205.

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Panchenko, Olga Lvovna, Vyacheslav Theodorovich Volov, Yevgeny Arkadyevich Volokhin, Mirsaid Pulat ugli Mirasrarov y Diana Rinatovna Khisamutdinova. "The Concept of Continuing Education in the Context of Its Modernisation and Reform in Oil Training". International Journal of Higher Education 9, n.º 8 (30 de octubre de 2020): 105. http://dx.doi.org/10.5430/ijhe.v9n8p105.

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

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Soeiro, Alfredo. "Quality of Continuing Engineering Education: DAETE and EFQM". International Journal of Advanced Corporate Learning (iJAC) 13, n.º 4 (15 de diciembre de 2020): 57. http://dx.doi.org/10.3991/ijac.v13i4.16811.

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

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Tesis sobre el tema "Centre for Continuing Education"

Al-Ansari, Eissa. "Facilitating adult learning through continuing education : a case study of the Centre for Community Service and Continuing Education at Kuwait University". Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320420.

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Hauer, Debra. ""That's how people learn It's through the connection": Collaborative learning in an Aboriginal adult Literacy Centre". Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27590.

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Collaborative learning is an important component in adult literacy learning but has not been investigated among Aboriginal adults. The concepts of cognitive apprenticeship and guided participation informs the case study of an Aboriginal adult Literacy Centre. A metaphor of entering a house of literacy learning was used to describe how learners become a part of a community of literacy practice. An individual stands on the threshold with dreams for the future. He or she walks fully into the house by increasing participation in learning activities. Learning occurs through connections with others by sitting together at a round table. The literacy organization, the funding agency and the community act as floorboards in supporting the learners. The findings point to particular patterns of guided participation in Aboriginal settings, may broaden our understanding of social perspective of literacy and may contribute to our knowledge of learning in an urban Aboriginal setting.

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Bester, Andries Jacobus. "Guidelines for structuring and managing multi-purpose community learning centres". Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-12092005-123401.

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Leung, Yau-chi Franklin. "The University of Hong Kong, School of Professional and Continuing Education (SPACE) : branch building : a life long learning center in Central /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953011.

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Thesis (M. Arch.)--University of Hong Kong, 2000.
Includes special report study entitled: The computer workstation as the determinant in learning space. Added title page title: HKU Space Branch Building-a Lifelong Learning Centre in Central. Includes bibliographical references.

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Ciccone, Dana B. "Assessing organizational effectiveness in continuing education subunits : a preliminary study using Cameron's dimension called organizational health /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096641.

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McCann, Lisa Nicole. "Overall satisfaction ratings of training programs provided by the Continuing Education Center of the University of Wisconsin Stout in Region V". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999mccannl.pdf.

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Adams, Evelyn May. "Lifelong learning and the learning culture of a college flexible learning centre". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2751.

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This study aims to address a gap in knowledge about Further Education college flexible learning centres and their contribution to lifelong learning. Flexible learning centres were established as a response to the lifelong learning agenda of the 1990s and are now in the front line in responding to government initiatives to improve employability and foster social inclusion. Their tutors work in a contested area where the boundaries between teaching and supporting learning are blurred and the learning achieved may be undervalued by the Inspectorate and college authorities. This study adopts a qualitative approach of narrative inquiry to analyse the learning culture of the Flexible Learning Centre (FLC) of Hollypark College, focusing on 15 learners’ and 2 tutors’ narratives elicited by episodic interviews. The narratives of learning biographies and work biographies of learners and tutors are explored, supplemented by quantitative data from College databases. The study evaluates the ways in which the pedagogical approach of selfdirected study with tutor support appears to be successful for predominantly mature learners wishing to acquire mainly Information Technology (IT) skills which may enhance their chances of employment or benefit them in other ways. Building on recent work on learning cultures, social capital, well-being and identity theories, the study gives a voice to these learners who are so far unheard and despite the demographic population shift to increasing numbers of older people, are not the focus of current government policy initiatives. Focus on employability which is equated with acquiring skills is seen as too narrow to encompass the wider needs met and benefits accrued by attending the FLC. The findings are that this FLC’s approach is particularly effective for older learners in general in acquiring IT skills. Those made redundant, the retired, those in work and carers who may have been out of the workforce for some time may flourish in this learning environment where mainstream courses cannot offer equivalent flexibility and opportunities to structure their own learning. The learning culture of the Flexible Learning Centre provides a space where such learners may not only acquire IT skills but may also increase their social and cultural capital while opening up new horizons for their future. Tutor/learner relationships are of key importance and the learning taking place should be re-evaluated by the Inspectorate and government alike.

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Leung, Yau-chi Franklin y 梁友智. "The University of Hong Kong, School of Professional and Continuing Education (SPACE): branch building : a lifelong learning center in Central". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985312.

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Marshall, G. B. y n/a. "Black and white decision making : a theoretical approach to innovation and the resolution of inter-organizational conflict - with application to a Tasmanian Centre for Continuing Education of Teachers course in aboriginal studies". University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060907.100512.

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The following study, in examining theoretical constructs and their practical implications, as they relate to organization management, innovation, and ethnicity, notes the inter-relationship of all aspects of administration. It also recognizes that organizations are social entities which have a nonrational component. These non-rational elements can lead to prejudice, discrimination, and hostility, particularly across organizations and across ethnic boundaries. In the field of education it is contended that innovation or change is only acceptable where effective communication across all involved groups occurs; and in ethnic settings educators must heed the feelings of the ethnic community accepting that the community has knowledge about its culture that they do not possess. Educators are often unprepared, or unwilling, to do this, hence the move towards change stagnates, and hostility between the groups festers. To overcome the stalemate appropriate cultural forms of communication between the participating groups must be established. To demonstrate the application of the various theories under review, an inter-organizational conflict situation between the University of Tasmania and the Tasmanian Aboriginal Education Consultative Committee was examined. The reasons leading to the conflict are cited, along with their relevance to theory, and proposals to overcome the obstructions facing each group are delineated. In putting forward these notions there is a realization that closer bonds must be forged between the University and the TAECC if the conflict is to be resolved. To do this it is advocated that the change strategy, Organization Development, be utilized, using outside change agents who are acceptable to both organizations.

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Alves, Raquel Pereira 1959. "A formação continuada de professores/as nas cidades de Campinas e Hortolândia : um balanço do período de 2000 a 2012". [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253998.

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Orientador: Vicente Rodriguez
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-27T12:31:47Z (GMT). No. of bitstreams: 1 Alves_RaquelPereira_M.pdf: 4788841 bytes, checksum: 89f309862fdd52ff24c130c10154bfe0 (MD5) Previous issue date: 2015
Resumo: Essa pesquisa tem como propósito investigar o papel que os Centros de Formação de Professores das cidades de Campinas e de Hortolândia vêm desempenhando na condução das políticas de formação continuada, através do levantamento e da análise dos Programas de Formação ofertados aos docentes do Ensino Fundamental, no período de 2000 a 2012. O contexto histórico pautou-se nas mudanças ocorridas a partir da Reforma do Estado que propôs o processo de descentralização e municipalização das matrículas do Ensino Fundamental, bem como, a criação de mecanismos de monitoramento dos resultados das avaliações externas. Essa mudança colocou para os municípios, os/as gestores/as e principalmente, para os/as professores/as a responsabilidade sobre os resultados da educação. Nesse sentido, a formação continuada ganha o centro das atenções e dos debates. A literatura sobre o tema é unânime em indicar que a formação seja centrada na escola. Nossa questão se coloca nesse ponto: qual o papel dos centros de formação? A coleta de dados foi realizada nos documentos guardados nos Centros de Formação das duas cidades. A análise se pauta na identificação dos proponentes, das temáticas e objetivos subjacentes às ações ofertadas, e também no modo como se deu a captação das demandas e a participação dos/das professores/as. Como resultados, identificou-se que as Secretarias Municipais de Educação das duas cidades realizam parcerias com a esfera federal e estadual, bem como com o setor privado para a condução de suas políticas de formação continuada. No entanto, grande parte da oferta dos programas resulta das orientações das próprias secretarias de educação, dos/as gestores/as, assessores/as, especialistas e dos/as professores/as. A pesquisa mostrou que os temas Curriculares foram prioritários no planejamento das ações de formação durante o período analisado. Os objetivos das ações ofertadas variaram de acordo com o proponente, no entanto observamos como prioridade nos dois centros a implementação de políticas educacionais originadas, tanto das próprias secretarias municipais quanto dos governos estaduais e federal. Em Hortolândia constatamos a interferência do setor privado na definição de conteúdos no Currículo do Município. v Os modos como as ações de formação estão estruturadas nesses municípios marcam diferenças: em Hortolândia a escolha dos professores é mais individualizada e em Campinas a escolha é individual e a proposta se organiza de forma mais coletiva por meio, principalmente, de grupos de formação e de estudos. Concluímos que os Centros são importantes na medida em que favorecem o encontro de professores de diferentes escolas, o que, dependendo da metodologia empregada, poderá favorecer o intercâmbio de experiências e de reflexões sobre a prática e a profissão
Abstract: This research aims to investigate the role that the Centers for teacher¿s training, have played in the conduct of continued education policies in the cities of Campinas and Hortolândia. The investigation was conducted through the survey and analysis of the training programs offered to elementary school¿s teachers, in the period from 2000 to 2012. The historical context was based on the changes brought about by the State Reform which proposed the process of decentralization and municipalization of elementary school's enrolment, as well as the creation of mechanisms to monitor the external evaluations results. These changes have placed to municipalities, managers and especially for teachers the responsibility for education results. In this sense, continuing education wins the center of attention and debates. The literature on the subject is unanimous in stating that continuing education should be centered in school. Our research question arises at this point: what is the role of training centers? Data collection was performed on documents stored in the training centers of the two cities. The analysis is guided in identifying the proponents, the themes and the objectives of these programs, and also in the way how demands were captured and how teachers' participation has occurred. As a result, it was found that the Municipal Departments of Education of the two cities hold partnerships with the federal and state governments as well as with the private sector to conduct their continued education policies. However, much of the supply of programs follows from the guidelines of their own education departments, managers, advisors, experts and teachers. The research has shown that the Curriculum subjects were most important in the planning of training activities during the period. The objectives of actions taken have varied according to the proponent, however we could observe that the priority in the two centers was the implementation of educational policies arising from the municipal education departments and also from the state and federal governments. In the city of Hortolândia we found the private sector¿s interference in the content definition of the Municipality's Curriculum. vii The ways in which training activities are structured in these municipalities show differences: in Hortolândia teachers¿ choice is more individualized and in Campinas the choice is individual but the program¿s proposal is organized in a more collective way through, mainly, groups of training and of studies. We conclude that the centers are important in favoring the meeting of teachers from different schools, which, depending on the methodology used, can promote the exchange of experiences and reflections on the practice and the profession
Mestrado
Ciencias Sociais na Educação
Mestra em Educação

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Libros sobre el tema "Centre for Continuing Education"

Business and Technician Education Council. Implementation of continuing education policy: Guidance to centres. London: BTEC, 1986.

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Fort Carson Education Center (U.S.). Educational opportunities: Education services brochure, FY 87-88. [Fort Carson, Colo.]: Fort Carson Army Education Center, 1986.

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Lobry, Jean. Culture ouvrière, éducation permanente et formation professionnelle, ou, L'histoire méconnue du Centre de culture ouvrière. Paris: L'Harmattan, 2008.

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Dominique, Alunni, ed. Culture ouvrière, éducation permanente et formation professionnelle, ou, L'histoire méconnue du Centre de culture ouvrière. Paris: L'Harmattan, 2008.

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Garry, Anna. Continuing professional development: A learner-centred strategy. London: Further Education Unit, 1986.

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Yi, Kyŏng-a. Pʻyŏngsaeng kyoyuk konggongsŏng kanghwa rŭl wihan pi yŏngni minʼgan tanchʻe wa konggong pʻyŏngsaeng kyoyuk hyŏmnyŏk pangan yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2007.

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Yi, Kyŏng-a. Pʻyŏngsaeng kyoyuk konggongsŏng kanghwa rŭl wihan pi yŏngni minʼgan tanchʻe wa konggong pʻyŏngsaeng kyoyuk hyŏmnyŏk pangan yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2007.

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Pyŏn, Chong-im. Chiyŏk hyŏksin ŭl wihan pʻyŏngsaeng haksŭp tosi chiwŏn chʻeje kuchʻuk pangan yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2006.

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Atwaru, Denis Okello. The establishment and the development of university adult education at Makerere, 1953-1980. [Kampala]: Centre for Continuing Education, 1992.

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Sōmuchō, Japan. Shakai kyōiku shisetsu ni kansuru chōsa kekka ni motozuku kankoku. [Tokyo]: Sōmuchō, 1994.

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Capítulos de libros sobre el tema "Centre for Continuing Education"

Silva, Geraldine. "Advertising Adult Education Offerings in a Portuguese Qualifica Centre using Social Networking Tools". En International and Comparative Studies in Adult and Continuing Education, 183–90. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.12.

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In the context of adult education, Qualifica Centres throughout Portugal are responsible for the dissemination of adult education pathways available to adult learners. There is a huge variety of dissemination tools. Leaflets, informational notes in the region's newspapers, estab-lishment of partnerships, advertising spots on the radio, and the use of social networks are some of the methods used by centres. This paper on good practices outlines the advertising efforts made by the Qualifica Centre of Azambuja using social networking, specifically the centre’s Facebook account, and their results.

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Martens, Bob y Petra Aigner. "WISSENSDURST & KARRIEREHUNGER: DAS CONTINUING EDUCATION CENTER (CEC) / CONTINUING EDUCATION CENTER: WE SPEED UP YOUR CAREER". En Von der Technischen Hochschule zur Forschungsuniversität, 125–28. Wien: Böhlau Verlag, 2016. http://dx.doi.org/10.7767/9783205202226-023.

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Segouin, C., E. Rusch y M. Reninger. "Continuing Medical Education in University Hospital Centers Becomes Strategic". En Advances in Medical Education, 75–77. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_21.

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Boffo, Vanna. "Storytelling and other skills: Building employability in higher education". En International and Comparative Studies in Adult and Continuing Education, 31–50. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.03.

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The storytelling device introduces the search for our roots, as persons and human beings. To write an autobiography is to seek our roots not only through retrospection, interpretation, and creation but through an act of profound freedom towards ourselves. To tell our story is to put back together the pieces of our existence and, in doing so, to re-build it. Recounting our work, at a certain point in our professional life, is like putting it back at the centre of our lives, it is like giving meaning to our actions, and starting to understand and interpret them again. This is why it is so important to recount our work, both for the narrator and the listen-er. From this point, we are trying to put in front of the educational perspectives the narration of the self as a central point of reflection on the knowledge, competences, and capabilities for entering into the world of work with responsibility, awareness, and a deep sense of citizen-ship. Following these indications, we thought that it could be a useful exercise to reflect on professionals’ stories in order to look inside the self. At the same time, we trust it is very im-portant for young adults transitioning into the world of work.

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Egetenmeyer, Regina. "Comparative adult and continuing education: A guiding essay". En International and Comparative Studies in Adult and Continuing Education, 17–30. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.02.

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This paper provides a guide for developing a research design for comparative studies in adult and continuing education. To that end, a research methodology will be presented that was developed at the COMPALL and INTALL Winter Schools on Comparative Studies in Adult Education and Lifelong Learning. Central elements for systematic comparisons in adult and continuing education are (1) the object of comparison, (2) research fields for comparison, and (3) inductive comparative categories. These elements form the reference points for the development of a comparative research question in adult and continuing education. The comparative analysis proposes a three-step approach from juxtaposition to interpretation: step 1 – descriptive juxtaposition; step 2 – analytical juxtaposition; and step 3 – analytical interpretation.

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Jean-Francois, Emmanuel y Sabine Schmidt-Lauff. "Facilitating comparative group work in adult education". En International and Comparative Studies in Adult and Continuing Education, 51–65. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.04.

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The purpose of this chapter is to describe and reflect on scholarly-based practices that can help facilitate comparative group work within the international and transnational[1] context of adult education. The first section of this chapter situates comparative group work within the larger context of comparative adult education, followed by a focus on how to facilitate a group of diverse learners with different societal and cultural experiences. The chapter emphasiszes an outcome-based approach, describing how to set up incremental learning outcomes to enable comparative group work to be successful; a team-based approach, elaborating on coaching strategies to facilitate comparative work group; and a strength-based approach about adult learner-centered strategies for engagement, empowerment, mentoring, collaboration, fun, and accountability when facilitating comparative group work.

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Hinzen, Heribert. "100 Years of Volkshochschule – 50 Years of DVV International. Local and global perspectives on adult education and lifelong learning". En International and Comparative Studies in Adult and Continuing Education, 199–211. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.14.

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Adult education has multiple histories in countries around the globe. In the case of Germany, the year 1919 is of high importance, as the Volkshochschulen (vhs)—literally translated as folk high schools, more broadly as adult education centres—became a constitutional matter. Today, they are the largest institutionalized form of adult education in Germany with millions of participants every year. In 1969, the ongoing international activities of the vhs were insti-tutionalized into what is known today as DVV International. This year’s celebrations are used for contextualizing the development of adult education and thus for remembering the past with a view to the future of our profession.

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Tabakov, Slavik. "Basic Training and Continuing Education of Technical Staff in Rural Health Centers". En Defining the Medical Imaging Requirements for a Rural Health Center, 95–103. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1613-4_6.

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Mayer, Diane. "The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators". En Preparing Teachers for the 21st Century, 39–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36970-4_3.

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Machala, Dijana y Marko Orešković. "Measuring Information and Digital Literacy Activities through Learning Record Store Repository of the National Training Centre for Continuing Education for Librarians in Croatia". En Communications in Computer and Information Science, 580–88. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14136-7_61.

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Actas de conferencias sobre el tema "Centre for Continuing Education"

Earle, Jonathan F. K. "Continuing Education for Practicing Engineers". En ASME 2002 Citrus Engineering Conference. American Society of Mechanical Engineers, 2002. http://dx.doi.org/10.1115/cec2002-4806.

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The professional engineer of the 21st century must have a holistic view of his/her world, and recognize that continuing education is vital for maintenance of professional competitiveness.. Engineering education has generally responded to workforce technology needs which have traditionally changed rather slowly. Today’s professional engineer must be prepared to meet the challenges of an increasingly complex physical, legal, technical, and social climate with which he/she is confronted. Accordingly, today’s engineering education system is structured to prepare graduates for life-long learning, by placing greater emphasis on the learning process. In the 21st century, workforce technology and demands are changing at an extremely rapid pace, and in order to remain current, the modern engineering professional must adapt to those rapid changes. Within this environment, expertise in a single discipline or technology is no longer considered adequate for the professional engineer, since he/she must be comfortable working in multi-disciplinary teams, be capable of integrating a broad range of knowledge, and working across intellectual boundaries. The modern engineer must understand the global marketplace and its working environment, and in so doing develop an international perspective, and be prepared for participation in international projects. He/she must appreciate the issues relating to sustainability, and design accordingly to address the concerns. The engineer is expected to maintain a broad perspective, and be prepared to adjust to the rapid, dynamic changes which are encountered. This paper identifies some of the reasons for the pursuit of continuing education, and reviews options which are available to the practicing engineer in Florida, with particular emphasis on opportunities offered by the University of Florida. Paper published with permission.

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Novikova, Olga. "Widening the horizons: Information space of the library for the blind as the resource to improve quality of life of visually impaired people". En The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-162-168.

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The special library acts as the cultural and educational center for visually impaired people, and as the center for continuing education. The multifunctional performance of the library is substantiated. The joint projects accomplished in cooperation with theatres and museums and aimed at integrating the visually impaired people into the society are described. Advanced training projects for the library professionals accomplished in 2018 are discussed.

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Wahyudin, Uyu, Achmad Hufad, Purnomo y Eko Sulistiono. "Community Learning Center (CLC) Service Improvement for Expatriate Children". En First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.021.

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Montesinos, Patricio, Mónica López y Carlos Ripoll. "The UNIQM Project. A logical framework for Lifelong Learning Centres Quality Management: Tools, Guidelines and Recommendations". En 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p157.

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Simaniukou, M. y D. Melnichenka. "CONTINUING EDUCATION AS A FACTOR OF SUSTAINABLE DEVELOPMENT OF THE REPUBLIC OF BELARUS". En SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-29-32.

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Ryzhova, Viktoria Sergeevna y Olga Semenovna Ryzhova. "Psychological and Pedagogical Conditions of Personnel Training for Work With Gifted Children". En All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75203.

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The experience of organizing work with gifted children in our country at the federal and regional levels – from targeted programs, educational centers to online portals of continuing education and charitable foundations of the All-Russian level is presented in the article. The goals, objectives and basic principles of the Sirius Educational Center are disclosed. The results of a survey of teachers and curators of Sirius about the features of working with gifted children are presented. A model of the organization of training personnel for work with gifted children is presented as a master's program in psychological and pedagogical direction, implemented at the Southern Federal University.

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Yin, H. Shonna, Ulfat Shaikh, Eve Kimball, Greg Randolph, Kamila Mistry, Jill Healy, Cathleen Guch y Laura Ferguson. "Outcome-based Continuing Education: A Quality Improvement Intervention to Improve Family-centered Communication in Pediatrics". En Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.153.

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Franco, Amanda R. y Rui Marques Vieira. "Promoting critical thinking in higher education in the context of teacher professional development". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9077.

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Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.

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Neretin, Oleg P. "Intellectual property competencies for librarians’ professional development". En Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-97-100.

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The goal is set and the necessity is substantiated of developing the intellectual property competencies in librarians and information specialists. The corresponding competence model is introduced. The experience of London Business & IP Center of the British Library is discussed. The examples of teaching intellectual property competencies within the framework of library bachelor and master degree programs and within continuing professional education system, are provided.

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Smith, Lorenzo M., Laila Guessous, Gary C. Barber, Trevor Cole y Stu Keeler. "A Transferable Education Model for Creating Work-Ready College Graduates". En ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89899.

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“Work-ready” college graduates, upon their first day at work, are able to make employee contributions which are comparable to those associated with a typical employee who is three years removed from his/her undergraduate graduation. The objective of CLIC-form (Chrysler Learning and Innovation Center for Sheet Metal Forming), a program recently implemented at Oakland University, is to deliver work-ready college graduates to the American sheet metal forming industry. Long-term fulfillment of this objective is expected to increase productivity and job satisfaction in the American work-force, enrich educational experiences for university students, and foster greater funded research opportunities for the university. CLIC-form is a proven educational model. Now in its second year, it is recruiting a third cohort of Oakland University students, hosting once-per-week educational workshops for both students and local industry professionals, and continuing to generate revenue through direct support from Chrysler Group, LLC and funded research activity from other sources. Presented in this paper is a description of CLIC-form’s structure, operation and financial outlook. A proposed form for extending the CLIC-form template to different fields of study is offered.

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Informes sobre el tema "Centre for Continuing Education"

Amstutz, Richard D., Timothy R. Williams y Michael C. Chisick. Dental Continuing Education Preference Survey. Fort Belvoir, VA: Defense Technical Information Center, junio de 1992. http://dx.doi.org/10.21236/ada253812.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2109.

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Bolton, Laura. Transition to Federal Health and Education Governance. Institute of Development Studies (IDS), junio de 2021. http://dx.doi.org/10.19088/k4d.2021.096.

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This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.

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Vivar-Zurita,, Hipólito y Alberto García-García. Adaptation of official education and continuing professional development in the field of Communication. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-959en.

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Mills, Robert F., Joseph Wingo y Preston Iverson. Cyber Compendium, Professional Continuing Education Course Papers. Volume 2, Issue 1, Spring 2015. Fort Belvoir, VA: Defense Technical Information Center, enero de 2015. http://dx.doi.org/10.21236/ada617022.

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Robin Aronow, Robin Aronow. Part II: Continuing linguistic research and developing materials for literacy education in Salasaka Kichwa. Experiment, abril de 2016. http://dx.doi.org/10.18258/6984.

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DiFazio, Ani S. y Paul J. Sticha. Impact of the Army Continuing Education System (ACES) on Soldier Retention and Performance: Database Development. Fort Belvoir, VA: Defense Technical Information Center, junio de 2003. http://dx.doi.org/10.21236/ada415293.

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Ramsberger, Peter F. y Paul J. Sticha. Assessing the Value of Army Continuing Education System Personnel to the Overall Benefits the Army Accrues. Fort Belvoir, VA: Defense Technical Information Center, julio de 2006. http://dx.doi.org/10.21236/ada455104.

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Sticha, Paul J., Ani S. DiFazio, Timothy A. Dall, Kristina Handy y Eric D. Heggestad. Impact of the Army Continuing Education System (ACES) on Soldier Retention and Performance Phase I: Plan Development. Fort Belvoir, VA: Defense Technical Information Center, junio de 2003. http://dx.doi.org/10.21236/ada415299.

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Okereke, Ekechi, Godwin Unumeri, Ibrahim Suleiman y Aisha Jibril. Strengthening in-service training and continuing education (IST/CE) for frontline health workers for Bauchi and Cross River states. Population Council, 2019. http://dx.doi.org/10.31899/rh9.1093.

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