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Oleg Kouptsov 《Higher Education in Europe》1991,16(1):26-37
The thesis of this article is that all forms of education are increasingly becoming parts of a process of lifelong education, a constant which continues to manifest itself even as education is increasingly diversified and internationalized through processes which are both complementary and oppositional. The author proposes a means of classifying types of education which emphasizes the continuity of education as a whole ‐ each type and level being subsumed under twin rubrics of basic education and supplementary education. Each level of education as delimited by various standard classification systems, particularly those of Coombs and the Unesco ISCED system, can be made to fit at least partially under either one of the author's rubrics. Viewing all forms of educational classification in terras of basic education and supplementary education, from grade school to PhD levels, gives a more realistic appreciation of the continuing need of the individual for education in harmony with the information explosion and the continuously changing requirements of the workplace. 相似文献
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We estimate the influence of classmates’ ability characteristics on student achievement in exogenously formed university student groups. The study uses administrative data on undergraduate students at a large selective university in Russia. The presence of high-ability classmates has a significant positive effect on individual grades in key economics and mathematics courses as well as on overall academic performance. While a simple linear-in-means model reveals moderate peer effects, non-linear specifications give strong evidence that students at the top of the ability distribution derive the greatest benefit from high-ability classmates. Less able students are not affected by peers and have no significant influence on peers’ outcomes. 相似文献
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Robert B. McCall Christina J. Groark Larry Fish Rifkat J. Muhamedrahimov Oleg I. Palmov Natalia V. Nikiforova 《Child development》2013,84(5):1734-1749
This article reports the maintenance of one of the largest interventions conducted in St. Petersburg (Russian Federation) orphanages for children birth to 4 years using regular caregiving staff. One orphanage received training plus structural changes, another training only, and a third business as usual. The intervention produced substantial differences between these institutions on the Home Observation for Measurement of the Environment (HOME) Inventory and on the Battelle Developmental Inventory scores for children. These institutional differences in HOME scores (N = 298) and Battelle scores for children (N = 357) departing the institutions for families in St. Petersburg and the United States were maintained for at least 6 years after the intervention project. This result may be associated with certain features of the intervention and activities conducted during the follow‐up interval. 相似文献
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ABSTRACTThis article examines trends and issues surrounding recruiting, funding, and hiring of doctoral physical education teacher education (D-PETE) students and graduates. Sources for this examination were background data collected by Boyce and her colleagues, the existing literature on these topics, and qualitative data gathered from 30 sport pedagogists during one round-table session at the National Association for Kinesiology in Higher Education (NAKHE) conference in January 2015. All three sources indicated the importance of recruiting and funding of students and hiring of graduates to the future of D-PETE programs. A number of paths were identified which sport pedagogists could follow in order to keep D-PETE programs safe and help them flourish. Unfortunately, agreement as to which of these paths the field should take was often in short supply. In the conclusions section, suggestions for future research of recruiting, funding, and hiring are made with the goal of providing data which could lead to sport pedagogists making more informed decisions regarding the future direction of D-PETE. 相似文献
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Alzira Manuel Josje van der Linden Oleg Popov 《International Journal of Lifelong Education》2017,36(3):324-338
Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demands? This paper focuses on educators in non-formal vocational education and training (NFVET) in Mozambique. It explores the perceptions, experiences and reflections of educators in NFVET working in training centres on the outskirts of Maputo. Semi-structured interviews and observations were used to get insight into the educators’ understandings and into the conditions in which their educational activities took place. The findings point to the need for the professionalisation of NFVET educators. This would contribute to the quality of their activities and to their status as professionals. 相似文献
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Tertiary Education and Management - This study seeks to explore the incentive factors that serve to instigate university engagement in the third-mission agenda based on evidence drawn from the... 相似文献
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Oleg Benesch 《Sport in History》2020,40(3):328-355
ABSTRACT One of the longest-standing debates in the martial arts relates to their being either ‘sports’ or methods of self-cultivation. Traditionalists often ascribe unique spiritual characteristics to the martial arts, while criticising the ‘sportification’ of certain practices. In this view, the martial arts are seen to have declined from ancient ideals and become focused on ‘superficial’ competition and techniques. This paper argues that the supposedly intrinsic connection between martial arts and mental self-cultivation is largely a product of the last 150 years, and developed from the historical context of Japan’s modernisation in the late nineteenth century, as martial arts were codified while experiencing a powerful challenge from the arrival of Western sports. This dynamic was closely related to the development of the nationalistic ideology of bushido, the ‘way of the samurai’, which was frequently invoked by promoters of the martial arts. In this context, intangible elements such as ‘spirit’ were used by martial artists to include and exclude people along lines of gender, nationality, and ethnicity. This paper uses three Tokyo Olympics, 2020, 1964, and the cancelled 1940 games, to examine how the Japanese martial arts were ‘spiritualised’, and to consider the enduring legacy of imperial ideologies. 相似文献