The article, sent to us by Mrs. Wiederkehr‐Benz, is meant to provide the reader with some complementary information concerning the situation of women in higher education in Switzerland, The article stresses the consequences of early socialization, and later role‐conflicts in performance oriented system of higher education. Similar lines of thought have also been expressed in the articles on the Netherlands and FRG.
Mrs. Wiederkehr‐Benz is a psychologist attached to the"Psyahologische Studentenberatungsstelle” (Centre for Student Counselling), of Zürich's institutions of higher education. 相似文献
In the first section an overall picture is given from the different types of teacher training, their certification and their developments.
In the second section two key‐issues in teacher training are discussed, particularly the different training concepts and the developments in teaching practice in schools. Specific attention is given to the training of the co‐operating teachers.
In the third section two of the author's research projects are reviewed: the first is a project on problems of beginning teachers, and the second a project on teaching practice in schools. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
The term ‘distance education’ covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance and tuition of a tutorial organisation.
(Holmberg,1977:9)
Distance education is education which either does not imply the physical presence of the teacher appointed to dispense it in the place where it is received or in which the teacher is present only on occasion or for selected tasks.
(Loi 71.556 du 12 juillet 1971)
Distance teaching/education (Fernunterricht) is a method of imparting knowledge, skills and attitudes which is rationalised by the application of division of labour and organisational principles as well as by the extensive use of technical media, especially for the purpose of reproducing high quality teaching material which makes it possible to instruct great numbers of students at the same time wherever they live. It is an industrialised form of teaching and learning.
(Peters, 1973:206)
Distance teaching may be defined as the family of instructional methods in which the teaching behaviours are executed apart from the learning behaviours, including those that in a contiguous situation would be performed in the learner's presence, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical or other devices.
(Moore, 1973:664) 相似文献
Methods: We used statistical and economic analysis to study the outcomes of university activity. We assessed the interrelationships between the resource base of higher education and the production and economic potential of the Russian regions through the application of an econometric model. We also conducted an empirical analysis of the factors that are influencing the increasing public demand for higher education.
Results: We identified trends in how the demand for higher education has structurally changed between 2001 and 2014. We assessed how sources of funding at universities differ from region to region given the transition to the performance-based contract model. We identified the main risks (pitfalls) associated with the structural misalignment of the demand for higher education and the proposed quotas for public scholarship-funded seats in various fields of study. This process is unfolding against a background of increasing regional differentiation, which is contributing to the stratification of Russian universities in terms of the volumes and sources of their financial support and heightened financial obligations caused by raising the salaries of faculty members and leading to a shortage of funds that are available for facilities maintenance as well as supporting the learning process. This latter factor jeopardizes the quality of educational programs.
Findings: We were able to identify trends in how the demand for higher education is structurally changing in Russian higher education on the basis of an empirical analysis that was carried out using an econometric model. We assessed the impact of the global economic crisis and the effective ability of families to pay for higher education. We also identified the risks (pitfalls) that result from the regional differences in university funding .
Practical significance: Specialists may apply the main arguments and conclusions of the article in the field of economics and management when drafting university financial plans and development strategies. 相似文献
“Distance learning” techniques, providing an alternative form of study based on multi‐media methods outside formal educational systems, have emerged in response to this new demand.
Within the sector of higher education the Open University of the United Kingdom is one of the most comprehensive distance learning systems.
Many requests have been made to the University for information on distance education and for advice and assistance in establishing similar ventures elsewhere. In response to these developments the University Senate has created recently a Centre for International Co‐operation and Services (CICS).
We give below information on the main functions of this Centre within the framework of the Open University activities. 相似文献
The overall approach to health education is identified as highly individualistic in its emphasis on individual responsibilities, attributes and skills necessary for achieving health. Contradictions, distortions and gaps inherent in this model are revealed. These contribute to identifying this kind of health education as an ideology, which serves least the needs and interests of those children who are likely to experience the greatest ill‐health.
The ways in which this approach is inappropriate for schoolchildren are illustrated by a case study, which compares the drinking experiences of a group of children with the alcohol education materials designed for them.
To conclude, improvements to both health education for slow learners and more generally to health education in schools are discussed. These include the development of an approach which is both child‐centred, and critical in locating individual choices about health within the social, economic and political contexts of local communities and wider society.
Data Sources: Literature review from January 1986 to December 2016.
Study Selection: Studies were selected that outlined current trends in sexuality in health care, the impact of disability on sexuality, and sexuality education from the perspectives of both patients and health care providers.
Results: Searches in multiple databases yielded 41 articles that outlined the current state of sexuality education related to individuals with disabilities. The results demonstrate the importance of addressing sexuality after the onset of disability, and the inconsistencies that are present in health care practitioner education related to this topic.
Conclusion: Sexuality is an important aspect of the human experience and is greatly impacted by the onset of physical disability. Despite the acknowledgment of health care providers that sexuality should be addressed in clinical practice, there is a gap in knowledge and comfort stemming from a lack of formal education on this topic. In order to enhance the quality of services provided to individuals with physical disabilities, educational programs that focus on a multidisciplinary approach to sexuality education should be established. 相似文献
— the contribution of educational establishments to the actualization of engineers' technological knowledge.
— the participation of industry in the precise definition of curricula.
— the contribution of engineering education to the industrial growth of developing countries. 相似文献
The present membership of CRE includes 352 universities and institutes of higher education in 23 European countries.
The following article, written by Dr. Andris Barblan, Secretary General of CRE, reflects major problems discussed during the General Assembly (Editor's Note: This article is based on the paper presented by Dr. A. Barblan at the Seminar “University Today” which was held on 28 August 1979 in Dubrovnik).
For CEPES participation at this conference see page 42 of this Bulletin. 相似文献
Methodology: Data for the paper were sourced from a baseline survey conducted by Monitory and Evaluation Technical Support Services, Institute of Statistical, Social and Economic Research and Ghana Statistical Service for the USAID Feed the Future Programme in their Northern Ghana Zone of Influence. The data were analysed using probit regression analysis to identify factors which significantly influence women farmers’ participation in cash crop production.
Findings: The probit analysis identified intra-household power relations such as women participation in household decision-making, control over household productive resources and control over household income as significant determinants of smallholder women farmers’ participation in cash crop production.
Theoretical Implication: Improving women smallholder farmers’ power to participate in household decision-making, access to and control over household productive resources and income are therefore imperative in boosting women farmers’ participation in cash crop production.
Practical Implications: It is therefore recommended that any gender-targeted policy and programme with the aim of women’s economic empowerment must critically examine the sociocultural barriers impeding women’s participation in their household decision-making and control over household productive resources. Women farmers’ participation in their households’ decision-making regarding cash crop production and the use of income generated from it should be encouraged through gender mainstreaming in agricultural service delivery. 相似文献
Aim: The aim of this article is to compare loneliness, fear of falling, and quality of life in older women who live alone and live with others.
Methods: This cross-sectional study was done on 218 accessible elderly women (116 live alone, 102 live with others) to compare loneliness, fear of falling, and quality of life by using the Farsi versions of UCLA-LS, falls efficacy scale-international (FES-I), and SF12 questionnaires, respectively.
Results: Linear regression was used to compare the means of continuous outcomes between the two groups by adjustment on probable confounder’s age and falling history.
Conclusion: Fears of falling and physical aspect of life quality in the lonely older adults were considerably higher than other group. 相似文献
The real problems are: the exercise of this right and the extent to which it can be seen to be a reality in different types of society; the international consequences of inequalities and differences in stages of development between countries in these matters.
Higher education is not a universal right and cannot be so in the foreseeable future, in many countries. An increasingly large proportion of the relevant age group already considers it “normal” to enter higher education and the time may well come when everyone will be expected to receive some post‐secondary education. Pressure may then be exerted to seek the transformation of this “normal” situation into a legal norm so that the right to education will then come to be interpreted as a right to higher education or post‐secondary education. Although this is not yet the case it may be wise to try to foresee the consequences of such an evolution both for the educational system and for society.
In this context the Vth Seminar of the International Association of Universities (IAU) which was held from 29 May to 2 June 1978 in Halle (GDR) concentrated its discussion on the following topics:
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the right to education for professional employment and the right to education for its own sake; the consequences for access to higher education;
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the specific role of the university in the exercise of the right to education;
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international aspects of access to higher education.
We present below an edited version of the Seminar's aide‐mémoire on its discussion. 相似文献
As partial response to these requests, we present below a survey on the Swiss system of higher education, written for “Higher Education in Europe” by Dr. Esther C. Garke from the Swiss Federal Office for Education and Science, and CEPES Liaison Officer in Switzerland.
We also take this opportunity to invite our readers to provide us with papers or documents for similar presentations. 相似文献
_____ comprehensive and unified;
_____ able to take into account the particular possibilities of individual adult educators; and
_____ easily adjustable to the particular needs within the community.
Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
Rapid expansion in the provision of schooling has kept up the demand for teachers, and there is still a shortage situation to which a full response cannot be made at university level, so that two‐year courses must persist for some time. Different Ministries will continue to be responsible.
The author provides a detailed analysis of the content of initial training; correct pedagogic induction is regarded as highly important, though a satisfactory allocation of time has yet to be reached. This problem is recognised by both Ministries responsible for teacher training, and important experimental work is under way.
In‐service training is highly important, both school‐based and externally provided; the various agencies are described. The training is available up to and including Doctoral level.
Many studies have been carried out of teachers and teacher‐training, and these help with the identification of current problems. These problems are frankly identified by the author, who offers a view of the directions to be followed.
Mieczyslaw Pecherski is Professor of Education at the University of Warsaw and Secretary of the Pedagogic Committee of the Polish Academy of Sciences. 相似文献
Design/Methodology/Approach:In total, 35 sex-disaggregated focus group discussions with farmers, and 4 interviews with extension officers were conducted in Dedza and Ntcheu districts. Data on the type of training offered, training participants recruitment methods, as well as data on barriers to and opportunities for training were collected. A social relations approach, focusing on gender relations, was used to analyse the data.
Findings:Underlying gender norms and cultural norms mediate access to information. For instance, some men regard themselves as representatives of their households during training and, to some extent, extension officers reinforce these views by using biased training recruitment methods. Gender norms related to household decision-making impact on the ability of women to access training opportunities.
Practical implications: Agricultural extension should not be a purely technical programme focusing only on good agricultural practices. It should also embed modules aimed at addressing social practices that disadvantage some people, particularly women, as well as adopt gender sensitive recruitment methods that do not rely on male-biased recruitment channels.
Originality/Value:The social relations approach used, focusing on gender relations, is aimed at trying to come up with the conditions necessary for agricultural training to be empowering for women. This paper is therefore of interest to extension agents and other development practitioners interested in women’s empowerment and the transformation of gender relations. 相似文献