Social Sciences › Education

Higher Education Learning Practices

Works Count: 73672

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Description

This cluster of papers focuses on the recognition, validation, and accreditation of prior learning in higher education, particularly in the context of competency-based education. It explores policies, practices, and challenges related to acknowledging informal, non-formal, and formal learning experiences of adult learners. The cluster also delves into the implications for lifelong learning and the role of prior learning assessment in shaping educational pathways.

Keywords

Recognition; Prior Learning; Higher Education; Competency-Based Education; Validation; Informal Learning; Non-Formal Learning; Policy and Practices; Lifelong Learning; Adult Education

Doing what matters most : investing in quality teaching

1997-01-01

Linda Darling‐Hammond

Assessment and Teaching of 21st Century Skills

2017-11-08

Esther Care , Patrick Griffin , Mark Wilson

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The New Meaning of Educational Change

2013-02-01

Michael Fullan

Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation … Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change

The adult's learning projects : a fresh approach to theory and practice in adult learning

1979-01-01

Allen Tough

The Learning Gap: Why Our Schools are Failing and What We Can Learn from Japanese and Chinese Education.

1993-07-01

Merry White , Harold W. Stevenson , James W. Stigler

Andragogy in action

1984-01-01

Malcolm S. Knowles

Provides over thirty case examples from a variety of settings illustrating andragogy (principles of adult learning) in practice. Provides over thirty case examples from a variety of settings illustrating andragogy (principles of adult learning) in practice.

The Adult Learner – The Definitive Classic in Adult Education and Human Resource Development

2005-12-01

Alan Cattell

Understanding and Facilitating Adult Learning

1987-09-01

James C. Votruba , Stephen Brookfield

1. Adult Learners: Motives for Learning and Implications for Practice. 2. Understanding How Adults Learn. 3. Exploring Self-Directedness in Learning. 4. Facilitating Self-Directed Learning. 5. Andragogy: Alternative Interpretations and Applications. … 1. Adult Learners: Motives for Learning and Implications for Practice. 2. Understanding How Adults Learn. 3. Exploring Self-Directedness in Learning. 4. Facilitating Self-Directed Learning. 5. Andragogy: Alternative Interpretations and Applications. 6. The Facilitator's Role in Adult Learning. 7. Learning in Informal Settings. 8. Learning in Formal Settings. 9. Program Development for Adults: Challenging the Institutional Approach. 10. Structuring Programs Around Learners' Needs and Abilities. 11. Evaluating Learning and Its Facilitation. 12. Facilitating Learning: Toward Guidelines for Good Practice.

21st Century Skills and Competences for New Millennium Learners in OECD Countries

2009-12-18

Katerina Ananiadou , Magdalean Claro

This paper discusses issues related to the teaching and assessment of 21st century skills and competencies in OECD countries drawing on the findings of a questionnaire study and other relevant … This paper discusses issues related to the teaching and assessment of 21st century skills and competencies in OECD countries drawing on the findings of a questionnaire study and other relevant background material such as white papers or curriculum documents. Although all OECD countries were invited to participate in the questionnaire survey, responses were received from seventeen countries or regions, and the paper focuses primarily on this group. The paper presents a short discussion of the importance and relevance of 21st century skills and competencies in the current policy debate and the definitions and conceptual frameworks that have been used in the literature, and proposes a new three-dimensional framework, consisting of the dimensions of information, communication and ethics and social impact. The findings of the questionnaire survey show that most countries or regions cover 21st century skills and competencies in their regulations, guidelines or recommendations for compulsory education. However, there are few specific definitions of these skills and competencies at national or regional level and virtually no clear formative or summative assessment policies for these skills. The only evaluation regarding their teaching is often left to external inspectors as part of their whole school audits. Similarly there are few teacher training programmes that target the teaching or development of 21st century skills, although there exist several teacher training initiatives that focus on developing teachers' ICT pedagogical skills, most of them optional. The paper discusses the implications of these findings especially with regard to the particular role of ICT in the development of these skills and competencies, and issues related to assessment practices and teacher training.

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The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development

2012-09-28

John P. Wilson

Why all this fuss about codified and tacit knowledge?

2002-04-01

Björn Johnson , Edward Lorenz , Bengt‐Åke Lundvall

Journal Article Why all this fuss about codified and tacit knowledge? Get access Björn Johnson, Björn Johnson Search for other works by this author on: Oxford Academic Google Scholar Edward … Journal Article Why all this fuss about codified and tacit knowledge? Get access Björn Johnson, Björn Johnson Search for other works by this author on: Oxford Academic Google Scholar Edward Lorenz, Edward Lorenz Search for other works by this author on: Oxford Academic Google Scholar Bengt‐Åke Lundvall Bengt‐Åke Lundvall Search for other works by this author on: Oxford Academic Google Scholar Industrial and Corporate Change, Volume 11, Issue 2, April 2002, Pages 245–262, https://doi.org/10.1093/icc/11.2.245 Published: 01 April 2002

Towards a holistic model of professional competence

1996-07-01

Graham Cheetham , Geoff Chivers

Describes a model of professional competence which attempts to bring together a number of apparently disparate views of competence, including the “outcomes” approach, a key feature of UK National Vocational … Describes a model of professional competence which attempts to bring together a number of apparently disparate views of competence, including the “outcomes” approach, a key feature of UK National Vocational Qualifications, and the “reflective practitioner” approach, suggested by Schon and now well recognized within professional education programmes.

Teaching for Transfer.

1988-01-01

David N. Perkins , Gavriel Salomon

Continuing Learning in the Professions

1982-09-01

Jean F. O’Barr , Cyril O. Houle

Non‐formal learning and tacit knowledge in professional work

2000-03-01

Michael Eraut

Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. Aims. 1. To clarify the multiple meanings accorded … Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. Aims. 1. To clarify the multiple meanings accorded to terms such as ‘ non‐formal learning’, ‘ implicit learning’ and ‘ tacit knowledge’, their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. Method. A largely theoretical analysis of issues and phenomena arising from empirical investigations. Analysis. The author's typology of non‐formal learning distinguishes between implicit learning, reactive on‐the‐spot learning and deliberative learning. The significance of the last is commonly overemphasised. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinised actions and the tacit rules that underpin intuitive decision‐making. They come together when professional performance involves sequences of routinised action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved‐reading the situation, making decisions, overt activity and metacognition‐and three modes of cognition‐intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself.

Freedom to Learn

1971-03-01

Edgar Z. Friedenberg

Adults as Learners: Increasing Participation and Facilitating Learning

1983-09-01

Carol B. Aslanian

A superb, substantive book and one that should cause us to think about the learning society and how we are going to plan for it now and in the future. … A superb, substantive book and one that should cause us to think about the learning society and how we are going to plan for it now and in the future. --Adult LearningThis landmark work synthesizes the research and theory concerning adult learners and analyzes their potential impact on educational institutions. Includes a new preface.

Portfolios and assessment of competence: a review of the literature

2003-02-01

Mirjam McMullan , Ruth Endacott , Morag Gray +4 more

Background. The literature review presented here was conducted as part of an English National Board for Nursing, Midwifery and Health Visiting funded project to evaluate the use of portfolios in … Background. The literature review presented here was conducted as part of an English National Board for Nursing, Midwifery and Health Visiting funded project to evaluate the use of portfolios in the assessment of learning and competence. Initial consideration of the topic revealed the need to clarify the terminology and approaches used to assess competence using portfolios, and therefore the literature review was conducted to inform the study. Aims. To clarify definitions, theoretical bases and approaches to competence and the use of portfolios in the assessment of learning and competence in nursing education. Methods. A comprehensive literature review was conducted using the CINAHL and MEDLINE databases and the keywords competenc*, portfolios and nursing. Articles published in the period 1989–2001 in English were obtained and their reference lists scrutinized to identify additional references. Twenty articles were found using a combination of the keywords competenc* and portfolios, and 52 using the combination portfolios and nurse education. Articles were included in the review if they focused on the use of portfolios in nursing, and those concerned with professional or transitional portfolios were excluded. This article will analyse definitions of and approaches to competence and its measurement and to portfolios and their use as discussed in the articles identified. Results. Three approaches to competence were identified, each with its appropriate forms of assessment. With regard to portfolios, a number of definitions were again found, but there was a consensus that the theoretical basis of their use is theories of adult learning. A number of reasons for and advantages and disadvantages of their use were found, as well as varying ideas about what a portfolios should consist of and how it should be assessed. Conclusions. A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving. A variety of assessment methods are needed for assessment and portfolios appear to have the potential to integrate these. Reflection is an essential component of a portfolio, as are the student–teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigour in assessment of portfolios need to be addressed, but the assessor's professional judgement will inevitably enter into this assessment.

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The Research Excellence Framework and the 'impact agenda': are we creating a Frankenstein monster?

2011-09-01

Ben R. Martin

Journal Article The Research Excellence Framework and the ‘impact agenda’: are we creating a Frankenstein monster? Get access Ben R Martin Ben R Martin Search for other works by this … Journal Article The Research Excellence Framework and the ‘impact agenda’: are we creating a Frankenstein monster? Get access Ben R Martin Ben R Martin Search for other works by this author on: Oxford Academic Google Scholar Research Evaluation, Volume 20, Issue 3, September 2011, Pages 247–254, https://doi.org/10.3152/095820211X13118583635693 Published: 01 September 2011

Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education

1986-05-01

Carol M. Boyer , Alexander W. Astin

The Learner Centred Curriculum

1989-01-01

Mary‐Ann Reiss , David Nunan

Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics

2018-12-07

Alan Collins , John Seely Brown , Susan E. Newman

This chapter attempts to elucidate some of those implications through a proposal for adapting apprenticeship methods for the teaching and learning of cognitive skills. The development of a new cognitive … This chapter attempts to elucidate some of those implications through a proposal for adapting apprenticeship methods for the teaching and learning of cognitive skills. The development of a new cognitive apprenticeship to teach students the thinking and problem–solving skills involved in school subjects such as reading, writing, and mathematics. To make real differences in students' skill, need both to understand the nature of expert practice and to devise methods appropriate to learning that practice. An idea of the methods and why they are likely to be effective, the chapter considers some of the crucial features of traditional apprenticeship, as practiced in a West African tailoring shop. Cognitive apprenticeship teaching methods are designs to bring these tacit processes into the open, where students can observe, enact, and practice them with help from the teacher and from other students. In addition to the emphasis on cognitive and metacognitive skills, there are two major differences between cognitive apprenticeship and traditional apprenticeship.

The New Meaning of Educational Change

1991-01-01

The Toolbox Revisited: Paths to Degree Completion From High School Through College.

2006-02-01

Clifford Adelman

The SAGE Handbook of Qualitative Data Collection

2018-01-01

Uwe Flick

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Learning to Teach in Higher Education

1992-08-01

Peter Lucas , Paul Ramsden

Issues, Designs, and Technical Guidelines for Adapting Tests Into Multiple Languages and Cultures

2004-12-13

Journal on Excellence in College Teaching. 1990.

1990-01-01

Milton D. Cox , Laurie Richlin

A memorandum on lifelong learning

2000-01-01

Sue Waddington

This article discusses a European Commission memorandum ('A memorandum on lifelong learning' indexed at TD/IRD 88.400) which was intended to create debate on the subject of a comprehensive strategy for … This article discusses a European Commission memorandum ('A memorandum on lifelong learning' indexed at TD/IRD 88.400) which was intended to create debate on the subject of a comprehensive strategy for implementing lifelong learning throughout the European Union. The Memorandum suggested issues for debate by offering six key messages: (1) New basic skills for all; (2) More investment in human resources; (3) Innovation in teaching and learning; (4) Valuing learning; (5) Rethinking guidance and counselling; and (6) Bringing learning closer to home.

Education at a Glance 2021

2021-09-14

This study describes the experience of international students while studying overseas, and how interacting with a new culture can cause shock at different levels.For doing so, this research was conducted … This study describes the experience of international students while studying overseas, and how interacting with a new culture can cause shock at different levels.For doing so, this research was conducted under qualitative methods and implemented at a public university in Pereira, Colombia.The participants were pupils from inbound and outbound academic mobility that participated in exchange programs offered by the UTP.Every student represented a single case; therefore, this project was a descriptive multicase study.Bearing this in mind, the information was gathered through documents, semi-structured interviews, and questionnaires.To analyze the collected information, the researchers followed a process of contrast and comparison to develop a grounded theory and described the phenomenon under study.Furthermore, based on the findings, it was evidenced that all of the participants went through the four stages of culture shock established by Oberg (1960), and that engaging in these events influenced their lives in the short term; likewise, taking into account the outcomes of this inquiry, the researchers made some suggestions to the ORI, so they can help future international students in their adaptation process.According to Furnham (2010) to diminish the effects of culture shock, it is pivotal that pupils develop Intercultural Communication Competencies (ICC), along with enough accompaniment and orientation during the adjustment to the new cultural and academic systems.

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Assessment and Teaching of 21st Century Skills

2011-10-18

Patrick R. Griffin , Barry McGaw , Esther Care

Journal of Curriculum Theorizing

2010-01-01

Craig Kridel

Education at a Glance 2018

2018-09-11

Education at a Glance 2022

2022-10-03

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Transforming higher education

1997-06-01

Lee Harvey , Peter T. Knight

Handbook of adult and continuing education

1990-10-01

Saharn B Merriam

Adult education as a field of professional practice adult learners and the educational process major providers of educational programs for adults adult education program areas and special clienteles adult education … Adult education as a field of professional practice adult learners and the educational process major providers of educational programs for adults adult education program areas and special clienteles adult education in the future.

Development of the self-directed learning readiness scale

1977-01-01

Lucy M. Guglielmino

Knowing the dancer from the dance – Exploring the influence of Teaching Portfolios in Entrepreneurial Education

2025-06-24

Eoin OʼBrien , Gerry Cleary | The Irish Journal of Management

Abstract Entrepreneurship has become a global phenomenon and there has been significant growth in entrepreneurial education in Higher Education Institutions to support this trend. Consequently, research in entrepreneurial education has … Abstract Entrepreneurship has become a global phenomenon and there has been significant growth in entrepreneurial education in Higher Education Institutions to support this trend. Consequently, research in entrepreneurial education has developed rapidly. Extant research in entrepreneurial education has predominantly focused on module/programme content and pedagogy, learning and outcomes, and entrepreneurial intention. Less emphasis has been placed on exploring the perspective of the educator in the learning process, despite their important role. Contemporary research suggests teaching portfolios maybe a useful tool to gain insight from the educator perspective and enhance learning in higher education. Despite such developments, the influence of teaching portfolios in entrepreneurial education remains underexplored. Through an autoethnographic inquiry, this paper tracks the development of an entrepreneurial educator’s teaching portfolio, exploring the influence of the portfolio on pedagogic practice. As an original contribution to knowledge, the paper extends existing pedagogical competence frameworks in the context of entrepreneurial education, bridging the gap between education theory and entrepreneurial education practice.

CHALLENGES AND PROSPECTS OF THE UNIFIED ENTRANCE EXAMINATION SYSTEM IN UKRAINE

2025-06-24

Iryna Stavytska , Неонила Куценок , Natalia Yamshynska +1 more | Вісник науки та освіти

Impact of online resources on assessment literacy of polytechnic educators

2025-06-24

Vanessa Vinodhen | Forum for education studies.

This study investigates the impact of online assessment resources on the assessment literacy of polytechnic educators in Singapore. Assessment literacy, defined as educators’ knowledge and skills in designing, implementing, and … This study investigates the impact of online assessment resources on the assessment literacy of polytechnic educators in Singapore. Assessment literacy, defined as educators’ knowledge and skills in designing, implementing, and interpreting assessments, is crucial for ensuring fair and valid evaluation of student learning. With the increasing reliance on online resources for professional development, this study investigates the impact of such resources on the assessment literacy of polytechnic educators. Twenty-three educators from diverse disciplines participated in a pre- and post-survey based on adapted questions from the Scale of Teacher Assessment Practices (STAP). The intervention comprised a six-week engagement with curated online resources, articles, and interactive tutorials on formative and summative assessment strategies. Results from paired t-tests indicated significant improvements in educators’ confidence and competence in designing and implementing assessments, as evidenced by increased mean scores across key domains of assessment literacy. The accessibility and relevance of online resources were highlighted in qualitative feedback, emphasizing their potential for bridging professional development gaps. This study underscores the potential of online resources as an accessible and scalable means of enhancing assessment literacy among polytechnic educators. Implications for integrating such resources into institutional professional development programs and considerations for future research are discussed.

Exploring Students’ Perceptions of Assessment and Testing Practices and Their Impact on Learning Outcomes in Moroccan Higher Education

2025-06-24

Anouar Mohamed El Kasri , Moulay Sadik Maliki , Mohammed Larouz +2 more | Arab World English Journal

Education research emphasizes the significance of students’ perceptions of assessment. This study aimed to investigate how students perceive the assessment tasks designed by their professors and to examine the relationship … Education research emphasizes the significance of students’ perceptions of assessment. This study aimed to investigate how students perceive the assessment tasks designed by their professors and to examine the relationship between these perceptions and their learning outcomes (i.e., grades) across three Moroccan Faculties of Letters and Humanities. The study is particularly important as it provides valuable feedback to test designers within these faculties and supports efforts to improve the quality of assessments for common core students. Furthermore, it aims to raise professors’ awareness of the impact that test quality has on student performance and encourage more thoughtful and research-informed approaches to assessment design. In this regard, the study answers the following research questions: How do Moroccan students in the departments of English studies at the faculties of letters and humanities perceive the assessment tasks designed by their professors concerning the validity, reliability, authenticity, washback, and practicality of assessment tasks? Is there a relationship between students’ perception of assessment and their performance? To investigate the five variables associated with students’ perceptions of assessment, 526 higher education students completed the adapted Students’ Perception of Assessment Questionnaire (SPAQ). The obtained data were analyzed using descriptive statistics to demonstrate the overall perception of students. In addition, multiple regression of the five scales on students’ grades was used to measure the relationship between students’ perception and performance. The results revealed that students across the three Faculties had a positive perception of assessment. However, no significant relationship was found between students’ perceptions of assessment and academic performance.

Placing students at the centre: new directions for student agency in assessment

2025-06-23

Christopher DeLuca | Assessment in Education Principles Policy and Practice

Evaluating the role of communities of practice in advancing faculty development at Arab open university

2025-06-23

Alyahmadi Hamed , Yousuf Nasser Al Husaini , Noura Ali Said Al Sinani | International Journal of Innovative Research and Scientific Studies

Faculty development has become a cornerstone for quality assurance and innovation in higher education. Communities of Practice (CoPs) offer a collaborative framework to enhance professional learning, yet their integration in … Faculty development has become a cornerstone for quality assurance and innovation in higher education. Communities of Practice (CoPs) offer a collaborative framework to enhance professional learning, yet their integration in Arab open and blended learning institutions remains underexplored. This research assesses how CoPs contribute to faculty development progress at the Arab Open University (AOU), Oman. It examines the extent of CoP member participation, their evaluations of teaching and collaboration improvement, and the contextual factors that shape their success. A mixed-methods design was employed. Quantitative data were collected via a structured Likert-scale survey targeting academic staff, students, and policymakers. Qualitative insights were gathered through semi-structured interviews and institutional document analysis. Data were analyzed using SPSS and NVivo software to identify patterns, correlations, and emergent themes. Findings revealed high institutional support for professional development and positive perceptions of CoP participation. Key themes included shared leadership, peer support, reflective practice, and institutional trust. However, barriers such as time constraints, centralized decision-making, and lack of formal recognition limited sustained engagement. CoPs demonstrate strong capabilities to establish collaborative academic environments that boost development activities for professors within university programs that operate as open institutions. Institutions should implement CoP structures within policy frameworks, workload models, and leadership strategies to achieve lasting results, specifically within blended learning spaces that contain cultural diversity.

Global Research Dynamics: A Bibliometric Exploration of Child Education in Artisanal Mining

2025-06-23

Vieronica Varbi Sununianti , Rudy Kurniawan , Nurilla Elysa Putri | Journal of Innovation in Educational and Cultural Research

This study investigates the trends in child education and artisanal mining research over the past two decades, aiming to provide a quantitative analysis of the network structure within these studies. … This study investigates the trends in child education and artisanal mining research over the past two decades, aiming to provide a quantitative analysis of the network structure within these studies. The research utilizes a bibliometric method to analyze scientific publications from the Scopus database, with results visualized using VOSviewer. A total of 208 documents from multiple countries were examined. The findings reveal that Galvin Hilson is this field's most prolific and influential author. The United Kingdom leads in terms of publication volume and citations, followed by Canada and China. The Journal of Extractive Industries and Society is the most prominent journal by volume, while the Journal of Science of The Total Environment stands out for having the highest number of citations (930). The most cited article is “Contamination Features and Health Risk of Soil Heavy Metals in China” by Chen et al. The dominant topic explored is artisanal and small-scale gold mining in Sub-Saharan Africa. While child labor remains a primary focus, the relationship between education, poverty, and socioeconomic improvements is underexplored. This study highlights the need for further research on how socioeconomic changes influence children’s education and the broader context of artisanal mining across developing nations.

Logic model for a train-the-trainer program ensuring alignment with recovery college principles and values

2025-06-23

Martine Vallarino , Catherine Briand , Marie-Michèle Lord +1 more | Mental Health and Social Inclusion

Purpose Recovery colleges (RC) provide free courses on mental health, well-being and recovery. Training of RC trainers is a crucial aspect of ensuring fidelity to the RC, but to date, … Purpose Recovery colleges (RC) provide free courses on mental health, well-being and recovery. Training of RC trainers is a crucial aspect of ensuring fidelity to the RC, but to date, there are no documented experiences of train-the-trainer (TTT) programs and good practices for training RC trainers. This paper presents the logic model of the TTT program developed by the Health and Recovery Learning Center in Quebec. This paper aims to provide an example of how a TTT program can be designed. Design/methodology/approach An RC in Quebec, Canada, has designed and implemented a TTT program in collaboration with several partners in the health and education sectors. A logic model was used to ensure explicit links between the program components (inputs, activities and tools) and the intended results (outputs, outcomes and impact). Findings The TTT program is structured around a robust logic model in which all components are linked, ensuring alignment with RC principles and values framework. Three key stages are depicted: recruitment, training modules and continuous support for trainers. Specific tools were also developed to promote and support trainers’ competencies and courses co-design. Originality/value This paper adds to the literature on RC by presenting the first documented TTT program designed for RC trainers. It provides an overview of co-production practices and intersectoral collaboration contributing to the understanding of key elements to be included in the implementation of an RC.

Review of the curriculum of the OBE (Outcome Based Education) health study program

2025-06-22

Ali Asmi , Muh Ihsan Kamaruddin , Jessy Andre Mangaya Takke +1 more | Deleted Journal

Implementing outcome-based Education (OBE) in higher education is a strategic approach to ensure that graduates possess competencies aligned with the workforce's needs and scientific development. In the context of Health … Implementing outcome-based Education (OBE) in higher education is a strategic approach to ensure that graduates possess competencies aligned with the workforce's needs and scientific development. In the context of Health Study Programs, adopting OBE is crucial to ensure that graduates can deliver safe, effective, and outcome-oriented health services. This community service activity aims to comprehensively review the Health Study Program curriculum using the OBE framework, particularly focusing on the alignment between Graduate Learning Outcomes (CPL), Course Learning Outcomes (CPMK), teaching methods, and assessment systems. The activity engages faculty members and study program managers through workshops and focused group discussions (FGDs) facilitated by experts. The review process centers on re-mapping the CPL to graduate profiles and stakeholder needs, constructing a curriculum matrix, and integrating performance-based assessment methods. The expected outcome of this initiative is a more systematic, measurable, and OBE-compliant curriculum document, thereby enhancing institutional readiness for national and international accreditation processes. By adopting an outcome-based curriculum, the educational process within the Health Study Program is expected to become more structured, responsive to the evolving demands of healthcare services, and capable of producing professionally competent and globally competitive graduates

Why students fail, and how they can succeed – a case study focusing on repeating students in a module on technology management

2025-06-21

Arthur James Swart | Jurnal Ilmiah Pendidikan Teknik dan Kejuruan

Students in higher education are allowed to exceed the alotted time of a given qualification by a set value as stipulated by an institution. This accounts for repetition where a … Students in higher education are allowed to exceed the alotted time of a given qualification by a set value as stipulated by an institution. This accounts for repetition where a student may fail a module and then re-register for it. The purpose of this article is to explore why electrical engineering students failed a compulsory second-year module in a BEngTech qualification, and what contributed to their academic success during their second (or even fourth) attempt. An exploratory case study is used focusing on a single module, called Technology Management III, offered at the Central University of Technology, Free State in South Africa. The results indicate that in 2024, one student was repeating the module for the fourth time, while 21 students were attempting it for a second time. A semi-structurd interview was used were three specific questions were asked. Firstly, many of the students indicated that they had originally failed the module because they did not attend class or had faced personal challenges or did not understand how to answer the theory-based questions. Secondly, many students then noted that their current success could be attributed to dedicating more time to the module, attending class and joining a study group. Finally, many students provided the following advice to future students: Attend, participate and take notes in class and then dedicate time to the module through self-reflection. It is recommended to share the results of this study with future students as part of vital academic student support.

Non-Formal Education in Bangladesh: Policy Gaps and Employment-Linked Solutions

2025-06-21

Zannat Mosfeka | Journal of Education and Practice

Purpose of the Study: The primary purpose of this study is to examine the current landscape of the Non-Formal Education (NFE) system in Bangladesh by identifying key policy and implementation … Purpose of the Study: The primary purpose of this study is to examine the current landscape of the Non-Formal Education (NFE) system in Bangladesh by identifying key policy and implementation gaps that hinder its effectiveness. It aims to explore how these gaps impact learners’ ability to acquire market-relevant skills and access decent employment opportunities. Research Methodology: This study employed a qualitative case study approach to explore the challenges faced by students in Non-Formal Education (NFE) programs. Ten case studies were randomly selected from two NFE centers; Shikhon Kendra and Pathsala in the Kalshi slum area of Dhaka, with five students from each center. Data collection methods included face-to-face interviews, two focus group discussions with learners and practitioners, and field observations. Both open- and close-ended questionnaires were used, and tools were pre-tested for validity. Secondary data from policy documents, NGO reports, employment statistics, and academic literature supplemented the primary data. Thematic analysis was applied to organize and interpret the findings in line with the study objectives. Findings: The study identified key policy gaps limiting the effectiveness of NFE in Bangladesh, including the absence of a legal framework, inadequate funding, and poor integration with formal education. Socio-economic barriers like child labor, early marriage, and poverty further hinder participation. A strong demand exists for skill-based, inclusive, and employment-linked programs. The findings highlight the urgent need for standardized policies, curriculum reform, and greater community and labor market engagement. Unique contribution to theory, practice and policy: This study advances theoretical understanding by highlighting the complex socio-economic and structural barriers that influence the effectiveness of Non-Formal Education (NFE) in marginalized urban settings. The study offers context-specific insights from learners and educators, emphasizing the need for skill-based, flexible, and inclusive curricula aligned with current labor market demands.

The Royal Academy of Engineering, UK and The Enriching of Engineering Education Training and Practice Programme in Sub-Saharan Africa

2025-06-20

B. B. Nyichomba | Tanzania Journal of Engineering and Technology

This paper elucidates initiatives taken by the Royal Academy of Engineering, UK, to overcome barriers in education and training in Sub-Sahara African higher learning engineering institutions. The said barriers include … This paper elucidates initiatives taken by the Royal Academy of Engineering, UK, to overcome barriers in education and training in Sub-Sahara African higher learning engineering institutions. The said barriers include mismatches of curriculum, ineffectual teaching and learning and little exposure of academic staff to engineering practice. In order to overcome such barriers, the Royal Academy of Engineering established the two programmes in the region. The first one, Enriching Engineering Education Programme (EEEP) from 2014/15 to 2015/16 where the University of Dar es Salaam coordinated this programme as a hub for East African universities namely; Makerere University (Uganda), Moi University (Kenya), Dedaan Kimathi (Kenya) and Kenyatta Technical University (Kenya). A second programme which was implemented from 2015/16 to 2023/24, the University of Dar es Salaam also acted as a Hub for the local higher learning institutions namely; the Dar es Salaam Institute of Technology, Nelson Mandela, Mbeya University of Science and Technology, Sokoine University of Agriculture and National Institute of Transport under the new Higher Education Partnerships programme in Sub-Saharan Africa (HEPSSA); leaving Moi University and Makerere also to coordinate their own local universities under HEPSSA programme. All the above programmes involved capacity building in enhancing the outcomebased curriculum, problem-based learning, academia and industry staff exchange, student placements in industries, and technology business incubators/hubs practices. Conversely, the paper emphasizes the need establishing concordats of universities that will enhance collaboration of universities with industries in establishing joint research and development programmes for practical applications to technical and business problems facing the industry/private sector and the nation as a whole

The Royal Academy of Engineering, UK and The Enriching of Engineering Education Training and Practice Programme in Sub-Saharan Africa

2025-06-20

B. B. Nyichomba | Tanzania Journal of Engineering and Technology

This paper elucidates initiatives taken by the Royal Academy of Engineering, UK, to overcome barriers in education and training in Sub-Sahara African higher learning engineering institutions. The said barriers include … This paper elucidates initiatives taken by the Royal Academy of Engineering, UK, to overcome barriers in education and training in Sub-Sahara African higher learning engineering institutions. The said barriers include mismatches of curriculum, ineffectual teaching and learning and little exposure of academic staff to engineering practice. In order to overcome such barriers, the Royal Academy of Engineering established the two programmes in the region. The first one, Enriching Engineering Education Programme (EEEP) from 2014/15 to 2015/16 where the University of Dar es Salaam coordinated this programme as a hub for East African universities namely; Makerere University (Uganda), Moi University (Kenya), Dedaan Kimathi (Kenya) and Kenyatta Technical University (Kenya). A second programme which was implemented from 2015/16 to 2023/24, the University of Dar es Salaam also acted as a Hub for the local higher learning institutions namely; the Dar es Salaam Institute of Technology, Nelson Mandela, Mbeya University of Science and Technology, Sokoine University of Agriculture and National Institute of Transport under the new Higher Education Partnerships programme in Sub-Saharan Africa (HEPSSA); leaving Moi University and Makerere also to coordinate their own local universities under HEPSSA programme. All the above programmes involved capacity building in enhancing the outcome based curriculum, problem-based learning, academia and industry staff exchange, student placements in industries, and technology business incubators/hubs practices. Conversely, the paper emphasizes the need establishing concordats of universities that will enhance collaboration of universities with industries in establishing joint research and development programmes for practical applications to technical and business problems facing the industry/private sector and the nation as a whole.

MANAGERIAL CHALLENGES OF GENERAL EDUCATION DEVELOPMENT IN THE REPUBLIC OF ARMENIA / ՀԱՆՐԱԿՐԹՈՒԹՅԱՆ ԱՌԱՋԸՆԹԱՑԻ ԿԱՌԱՎԱՐՉԱԿԱՆ ՀԻՄՆԱԽՆԴԻՐՆԵՐԸ ՀՀ-ՈՒՄ

2025-06-20

Vitali Khachatryan , Aramayis H. Simonyan | Deleted Journal

This article is dedicated to the analysis of strategic management challenges in the development of general education in the RA. The authors emphasize the importance of clarifying the objectives of … This article is dedicated to the analysis of strategic management challenges in the development of general education in the RA. The authors emphasize the importance of clarifying the objectives of education management, prioritizing actions, and defining performance indicators to promote strategic progress. The paper presents a hierarchy of actions based on supranational, national, and individual goals and proposes key performance indicators (KPIs) along with a phased model for their application to ensure measurability, comparability, and high efficiency of development outcomes. The necessity of both content-based and managerial and managerial reforms in education is also addressed, linking them to issues of educational competitiveness and national security.

Bricolage of Recognition on Prior Learning Evaluation of Lifelong Skills of Emerging Farmers’ Farm Practices towards Agricultural Qualifications

2025-06-19

Tshepo Teele | Journal of Education and Learning Technology

Part of the colonial mandate of the education of the apartheid system in the thoughts and minds of an authentic African scholar was to discourage learning. In the South African … Part of the colonial mandate of the education of the apartheid system in the thoughts and minds of an authentic African scholar was to discourage learning. In the South African context, emerging farmers fall within the group of previously disadvantaged groups with low literacy levels. The government addresses the disconnect between knowledge or skills and appropriate qualifications by recognising prior learning programs. Recognition of Prior Learning (RPL) supports the principle of lifelong learning by encouraging individuals to improve their skills continuously. This intellectual piece aims to critically evaluate the perspectives of emerging farmers on the facilitation methods employed during RPL assessments. Two hundred (200) emerging farmers in the Free State province of South Africa participated in an RPL assessment session to be recognised for two agricultural courses. The data was generated following assessment sessions conducted in a classroom setting for three months. The text and talks were processed and analysed using critical discourse analysis to expose hidden meanings and discursive practices. Emerging farmers prefer a learning environment where they are viewed as active participants in the teaching and learning process during assessments and can demonstrate their power. The findings of this study support the evaluation process that observes the adult learning principles to create an environment where emerging farmers realise their power during assessment sessions. Keywords: Bricolage, emerging farmers, assessments, Recognition of Prior Learning (RPL), agricultural course, lifelong skills.

The legal basis for the validation of non-formal and informal learning as a route to qualifications and labour market certificates

2025-06-19

Ernesto Villalba , Ilona Murphy , Manuel Souto‐Otero | Routledge eBooks

The right to lifelong learning

2025-06-19

Simon McGrath | Routledge eBooks

Towards a coordinated approach to EU policies to “attract talent” and “upgrade skills”

2025-06-19

Mijke Houwerzijl | Routledge eBooks

Assessment of High School Students’ Developmental Competencies: An Overview and a Proposal for Vietnam

2025-06-19

Le Thai Hung , Le Thi Hoang Ha , Huong Thi Thu Tran +2 more | VNU Journal of Science Education Research

University admissions through entrance examinations assessing student competencies have become increasingly prevalent in recent years in Vietnam. These so-called competence-based assessments are predominantly designed based on students’ mastery of the … University admissions through entrance examinations assessing student competencies have become increasingly prevalent in recent years in Vietnam. These so-called competence-based assessments are predominantly designed based on students’ mastery of the high school curriculum. However, “developmental competencies” - such as critical thinking and problem-solving-are widely recognised as essential skills for successful learning at the tertiary level. This paper presents a literature review that explores current trends in the use of developmental competency assessments in university admissions, both in Vietnam and internationally. It further examines the feasibility of designing assessment tools targeting three competencies that are currently receiving significant attention within the educational community: critical thinking, collaborative problem-solving, and adaptability. Based on these findings, the paper proposes several recommendations for developing developmental competency-based assessment tools to support university admissions in Vietnam.

INTERPLAY OF EMPLOYABILITY OF GRADUATES AND ENGLISH LANGUAGE PROFICIENCY: A CASE STUDY FROM A UKRAINIAN PUBLIC UNIVERSITY

2025-06-19

Oleh Zatserkovnyi | Молодь і ринок

Дане дослідження вивчає зв’язок між результатами вивчення англійської мови професійного спрямування (ESP) та можливістю працевлаштування випускників протягом трьох навчальних років (2019, 2020 та 2021). Для дослідження цього зв’язку було використано … Дане дослідження вивчає зв’язок між результатами вивчення англійської мови професійного спрямування (ESP) та можливістю працевлаштування випускників протягом трьох навчальних років (2019, 2020 та 2021). Для дослідження цього зв’язку було використано критерій хі-квадрат. Результати підтвердили суттєвий зв’язок між успішністю на курсі англійської мови професійного спрямування та результатами працевлаштування. У 2019 році p-значення становило 0,006, у 2020 році – 0,047, а в 2021 році – 0,028, що свідчить про статистичну значущість і дозволяє відхилити нульову гіпотезу (H0) на користь альтернативної гіпотези (H1). Ці результати підкреслюють важливість результатів курсу англійської мови професійного спрямування як предиктора можливості працевлаштування, припускаючи, що краща успішність на заняттях з англійської мови за професійним спрямуванням пов’язана з кращими перспективами працевлаштування для випускників. Це дослідження підкреслює важливість академічної успішності на мовних спеціалізованих курсах для майбутнього кар’єрного успіху.

Unpacking White language supremacy in the ACRL framework for Information literacy in higher education

2025-06-18

Anders Tobiason | The Reference Librarian

Standardizing course assessment in competency-based higher education: an experience report

2025-06-18

Héctor Vargas , Emanuel Arredondo , Rubén Heradio +1 more | Frontiers in Education

Introduction Competency-Based Education (CBE) has become increasingly important in Chilean higher education since the 2006 reform, which aimed to improve educational quality. However, implementing CBE effectively poses challenges, particularly in … Introduction Competency-Based Education (CBE) has become increasingly important in Chilean higher education since the 2006 reform, which aimed to improve educational quality. However, implementing CBE effectively poses challenges, particularly in developing assessments that adhere to CBE principles and are consistent across all university courses. To address this issue, the Competency Assessment and Monitoring (C-A&amp;M) model was created. This study evaluates the effectiveness of C-A&amp;M in standardizing course assessments within the CBE paradigm at the Pontifical Catholic University of Valparaíso (PUCV) in Chile. Methods Two observational studies were conducted. The first study utilized a within-group design and included 20 Engineering courses. The second study employed a between-groups design, examining the perceptions of 109 instructors from various faculties, including Law, Economic and Administrative Sciences, Philosophy, and Education, among others. Results The within-group study emphasized the need for better course assessment and alignment of learning objectives with competencies. It found a positive correlation between C-A&amp;M and the effective implementation of CBE in university courses. The between-groups study showed a minor effect size but suggested a similar relationship. Discussion Assessment based on CBE principles is not being effectively implemented at PUCV. Key areas for improvement include the evaluation plan, aligning learning objectives with competencies, and coordinating training with these objectives. The application of C-A&amp;M has led to significant improvements, indicating a positive correlation between its use and these enhancements.

From home to the unknown: applying for postgraduate study in the UK from the global south

2025-06-17

Manikandan Soundararajan | Policy Press eBooks

Assessing the Compliance of the Civil Engineering Program with the Philippine Technological Council’s Accreditation Standards

2025-06-17

Harold Jan Terano | Indian Journal of Science and Technology

Objectives: The Philippine Technological Council – Washington Accord (PTC WA) provides internationally accepted standards for engineering education with an emphasis on outcomes-based learning and ensuring graduates are globally competent. This … Objectives: The Philippine Technological Council – Washington Accord (PTC WA) provides internationally accepted standards for engineering education with an emphasis on outcomes-based learning and ensuring graduates are globally competent. This study investigated the perceived compliance of the Civil Engineering program at Camarines Sur Polytechnic Colleges with the nine PTC accreditation criteria. Methods: This study employed a survey method that gathers information on the level of compliance of the engineering programs along PTC accreditation standards. Likewise, documentary analysis was used to analyze the program profile and support the data gathered. Faculty members of civil engineering served as the study's respondents. They were requested to respond to the survey questions explicitly crafted to determine the level of compliance of the programs to PTC accreditation standards. Findings: The results show that the institution understands the significance of accreditation, but there are areas that need to be addressed. These are characterized by low scores obtained in the evaluation, which include the areas of student performance monitoring, faculty development, academic exchange, facilities, extension, industry linkages, and Continuous Quality Improvement (CQI). Findings also emphasized the importance of encouraging faculty members to pursue advanced studies and enhance the passing percentage in the licensure examinations of graduates. Based on these findings, the study formulated plans of action that will serve as a roadmap for the program's quest for PTC accreditation. Novelty: The developed plans of action aim to enhance the quality of the program, generate international recognition, and make graduates more competitive within the global engineering community. Keywords: PTC, Accreditation, Civil engineering, Compliance, Washington Accord

State Policy for Reading Promotion in European Countries

2025-06-17

А.А. Бондаренко | Visnyk of Kharkiv State Academy of Culture

The relevance of the article. The article addresses the pressing issue of promoting reading in times of global literacy decline and shifting digital habits. For Ukraine, this topic has become … The relevance of the article. The article addresses the pressing issue of promoting reading in times of global literacy decline and shifting digital habits. For Ukraine, this topic has become increasingly urgent due to the war, reduced state funding, and rising social vulnerability. The purpose of the article. The article aims to analyze state policies for reading promotion in Poland, Finland, the United Kingdom, Germany, and France during 2015–2025, and to identify best practices applicable to Ukraine’s strategic development. The methodology. The study uses comparative analysis, synthesis, and systemic approaches to evaluate policy documents, national programs, and international datasets (PISA, OECD, UNESCO reports). It includes statistical comparison and descriptive case study techniques. The results. The study reveals that effective reading policies combine legislative frameworks, library modernization, support for early and family reading practices, and digital innovation. Key trends include decentralization, community engagement, and public-private partnerships. The scientific novelty. This research is the first to offer a comprehensive analysis of reading promotion policies in selected European countries with explicit focus on potential adaptation for Ukraine’s crisis context and post-war reconstruction. The practical significance. Findings may support Ukrainian policymakers and cultural institutions in improving the National Reading Development Strategy (2023–2032), integrating digital platforms, and expanding access for displaced and vulnerable populations. Conclusions. European experience proves that reading promotion policies are the most effective when grounded in intersectoral cooperation, inclusive access, and consistent institutional support. Ukraine can benefit from these models by localizing them to respond to wartime and recovery challenges.

Why the expected change did not happen: frictions between different logics of action when implementing recognition of prior learning for low-qualified workers

2025-06-17

Katrin Kraus | Studies in Continuing Education

Improving the Craft and Context of Reviewing

2025-06-17

| Princeton University Press eBooks

Dirbtinis intelektas ir mokymosi analitika bendrojo ugdymo mokyklose naudojamose skaitmeninėse mokymo(si) priemonėse: Lietuvos atvejis

2025-06-17

Dalia Baziukė , Rūta Girdzijauskienė , Aida Norvilienė | Computational Science and Techniques

Šiame straipsnyje aptariame dirbtinio intelekto ir mokymosi analitikos naudojimo situaciją ir galimybes Lietuvos bendrojo ugdymo mokyklose. Nacionalinė švietimo agentūra yra sudariusi 2020 m. ir 2021 m. Lietuvos bendrojo ugdymo mokyklose … Šiame straipsnyje aptariame dirbtinio intelekto ir mokymosi analitikos naudojimo situaciją ir galimybes Lietuvos bendrojo ugdymo mokyklose. Nacionalinė švietimo agentūra yra sudariusi 2020 m. ir 2021 m. Lietuvos bendrojo ugdymo mokyklose naudojamų skaitmeninių mokymo(si) priemonių sąrašą . Tyrime kėlėme klausimą kokia dalis siūlomų skaitmeninių mokymo(si) priemonių naudoja dirbtinį intelektą ir mokymosi analitiką. Atlikus antrinę Nacionalinės švietimo agentūros sudarytame skaitmeninių mokymo(si) priemonių sąraše teikiamų 244 [dviejų šimtų keturiasdešimt keturių] priemonių analizę, galime teigti, kad iš 244 skaitmeninių mokymo(si) priemonių tik keturios taiko dirbtinį intelektą. Didžioji dalis skaitmeninių mokymo(si) priemonių yra vienakryptės, kurios skirtos tik mokomojo turinio perdavimui, jos nekaupia duomenų apie besimokantįjį ir grįžtamosios informacijos negauna nei mokinys, nei mokytojas. Dauguma skaitmeninių mokymo(si) priemonių, kurios kaupia statistiką yra mokamos arba iš dalies mokamos.

Lifelong Learning for Work Life: A Perspective from Norway

2025-06-17

Line Kristiansen , Mette Villand , Ole Boe | Athens Journal of Education

The Centre for Lifelong Learning (SELL) at Inland Norway University of Applied Sciences (INN) has been crafting tailored, flexible educational programs for working adults for thirty years, seamlessly integrating education … The Centre for Lifelong Learning (SELL) at Inland Norway University of Applied Sciences (INN) has been crafting tailored, flexible educational programs for working adults for thirty years, seamlessly integrating education with professional life. This paper underscores SELL's pivotal role in furnishing pertinent formal and informal education for individuals and businesses in the workforce, aligning with governmental strategies for lifelong learning. Our study poses two research questions: RQ1. What are SELL's current key functions and activities? RQ2. How can SELL bolster political agendas and address future workforce learning needs? Through document analysis spanning Norwegian authorities, INN, and SELL, we found concordance between governmental lifelong learning policies, INN's strategy, and SELL's focus areas. However, there's a gap in follow-up and prioritization. Recommendations include establishing dedicated units for external activities at educational institutions and fostering closer collaboration between academia and industry to enhance the relevance of offered competencies. Direct engagement between educational institutions and learners is crucial, possibly facilitated by streamlined access. Strengthening this cooperation is imperative for advancing workforce competence in tune with market demands. Keywords: Education, lifelong learning, work life, document analysis

A competency-based framework for professional staff development at Hanoi Metropolitan University: A job position approach

2025-06-17

Ha Thi Ngoc , Do Hoang Duong | International Journal of Management & Entrepreneurship Research

In the contemporary context of profound reform in Vietnamese higher education, characterized by increasing autonomy and global quality demands, the professional development of non-academic staff has emerged as a critical … In the contemporary context of profound reform in Vietnamese higher education, characterized by increasing autonomy and global quality demands, the professional development of non-academic staff has emerged as a critical determinant of institutional success. This paper proposes a comprehensive, systematic framework for the development of professional staff at Hanoi Metropolitan University (HNMU), adapting and operationalizing the job position-based approach theorized in Vietnamese academia. The core argument posits that traditional, generalized, and often passive staff development models are inadequate for cultivating the specialized, agile, and proactive workforce required by a modern university. Instead, a dynamic framework grounded in clearly defined job positions and associated multi-level competency models is essential. This conceptual paper presents a detailed, three-phase implementation model. Phase 1 (Analysis and Planning) involves aligning with university strategy, conducting a rigorous job analysis to create a comprehensive job map, and developing a detailed competency dictionary and specific competency models for each role. Phase 2 (Implementation) focuses on embedding these competencies into core human resource functions, including targeted recruitment and behavioural interviewing, individualized training and development based on competency gap analysis, and a forward-looking performance management system. Phase 3 (Monitoring and Adjustment) establishes key performance indicators (KPIs) and a feedback loop to ensure the framework's continuous evolution and relevance. By systematically implementing this model, Hanoi Metropolitan University can significantly enhance the capabilities of its professional staff. Expected outcomes include improved operational efficiency, superior support for academic and research activities, a stronger alignment of human resources with strategic objectives, and the fostering of a meritocratic and development-oriented culture. This paper provides not only a theoretical argument but also a practical, step-by-step roadmap for HNMU and other Vietnamese universities seeking to professionalize their administrative structures and build a sustainable competitive advantage. Keywords: Strategic Staff Development, Job Position Approach, Competency Framework, Hanoi Metropolitan University, Vietnamese Higher Education Reform, Strategic Human Resource Management, Competency Modeling.

Teaching and Learning International Survey (TALIS) 2024 Conceptual Framework

2025-06-16

| OECD Publishing eBooks

The Value of Study Abroad beyond Labor Market Benefits

2025-06-16

Georgiana Mihut | International Higher Education

Backward Design Method in Developing a Learner-Centered Curriculum for Adult Learning Programs

2025-06-16

Anne Namatsi Lutomia , Oseremi O. Jagbojo , Hashim Saeed Murad +2 more | Routledge eBooks

INTEGRATING ADDITIONAL PROFESSIONAL EDUCATION PROGRAMS INTO A UNIVERSITY-WIDE QUALITY ASSESSMENT SYSTEM

2025-06-16

Sergey P. Lyakishev , Е.В. Баева | Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta

The article examines the implementation of additional professional education programs and their impact on quality assessment tools used by educational stakeholders. It defines scientific and methodological approaches for integrating professional … The article examines the implementation of additional professional education programs and their impact on quality assessment tools used by educational stakeholders. It defines scientific and methodological approaches for integrating professional development and retraining programs into a unified intra-university quality assessment system.

Correction: Peer tutoring in higher education: power from pedagogical training

2025-06-16

Pengyu Lin , Qingqing Zhou , Jingui Ma +2 more | Humanities and Social Sciences Communications

English Language Teachers' Perspectives on Transfer of Training Skills

2025-06-16

Bhim Lal Bhandari | BMC research journal.

Transfer of training is ongoing process of applying the content, instructional knowledge, and skills learned during the training session into classroom practice. This study aimed to explore secondary-level English language … Transfer of training is ongoing process of applying the content, instructional knowledge, and skills learned during the training session into classroom practice. This study aimed to explore secondary-level English language teachers' perspectives and the areas in which they get support in the transformation of training skills. The study was conducted using a narrative inquiry method applying semi-structured interviews as tools to get the required information. Four trained English language teachers teaching in four public schools in Rupandehi district were selected purposively. This research revealed that English language teachers had positive perspectives on the transfer of training skills. However, pedagogical transformation through training remained limited as they partially transferred the training knowledge and skills during the classroom delivery. The study can contribute to providing insightful ideas to the teachers in the transformation of training skills.

Qualification Reform

2025-06-16

Nick Gibb , Robert Peal | Routledge eBooks

2025 Community Foundation Excellence Fundamentals Course

2025-06-16

| Nonprofit Business Advisor

Navigating Effective Prompts Using Generative Artificial Intelligence in Adult Learning

2025-06-16

Yob Ha , Kyung Nam Kim , Shinhee Jeong | Routledge eBooks

Withdrawal of an A1 Certificate on the Initiative of the Issuing Institution

2025-06-16

Marcin Kiełbasa , Marek Benio | Gdańskie Studia Prawnicze

The CJEU ruling in case C-422/22 confirms the importance of dialogue and conciliation in cases concerning the determination of social security legislation applicable in cross-border situations. A portable document certifying … The CJEU ruling in case C-422/22 confirms the importance of dialogue and conciliation in cases concerning the determination of social security legislation applicable in cross-border situations. A portable document certifying the applicable legislation of one Member State (a PD A1) is a declaratory decision. It remains in force until the competent institution that issued it withdraws it or invalidates it. This principle increases legal certainty and guarantees to the insured person the enforcement of the most important benefits of social security coordination, namely: avoidance of double contributions and double social security benefits, protection of acquired rights and rights in course of acquisition, and, above all, protection against the loss of social security upon crossing the EU internal borders. The preliminary question of the Supreme Court (Poland) to CJEU referred to the need for the Polish Social Insurance Institution (ZUS) to enter into a dialogue procedure with the competent French institution (Urssaf) before withdrawing the PD A1 in a situation where it was established ex post that there were no grounds for its issuance under Article 13 of Regulation 883/2004/EU of the European Parliament and of the Council on the coordination of social security systems. The Court confirmed that that procedure is intended to resolve discrepancies in the assessment of which legislation is applicable between two or more competent institutions. However, it is not required as a prerequisite for withdrawing the A1 certificate on its own initiative by the issuing institution.

Transforming Adult Learning and Development

2025-06-16

Jasman Yazdani , Mona Askari , Soheil Behdarvandirad +1 more | Routledge eBooks

The Adverse Impacts of Exit Exams in Higher Education: A Systematic Review

2025-06-15

Samson Worku Teshome | ANWARUL

Exit exams in higher education are widely implemented as tools for quality assurance, accountability, and the assessment of student learning outcomes. Despite their intended benefits, these assessments have been linked … Exit exams in higher education are widely implemented as tools for quality assurance, accountability, and the assessment of student learning outcomes. Despite their intended benefits, these assessments have been linked to various negative consequences affecting students, institutions, and educational systems. This systematic literature review critically evaluates the adverse impacts of exit exams by synthesizing peer-reviewed studies published between 1994 and 2024, following the PRISMA framework. The analysis reveals that exit exams disproportionately disadvantage marginalized student populations, contribute to increased dropout rates, and generate significant psychological stress, resulting in detrimental academic and emotional outcomes. Furthermore, these exams frequently exhibit poor alignment with curricular objectives, thereby undermining their efficacy. Thematic analysis identifies four primary adverse effects: psychological stress, inequitable access to educational opportunities, reduced graduation rates, and misalignment with educational goals. These findings highlight the urgent need for policymakers and educators to reconsider the design and administration of exit exams, emphasizing equity, fairness, and comprehensive assessment approaches. The review concludes by advocating for alternative quality assurance mechanisms that uphold accountability while minimizing harm to students.

HAW erlebbar machen – Strategische Überlegungen zur professoralen Rekrutierung

2025-06-15

Mareike Teigeler , Valerie Hug | Zeitschrift für Hochschulentwicklung

Hochschulen für angewandte Wissenschaften (HAW) unterliegen bei der Rekrutierung ihrer Professor:innen gewissen Herausforderungen, die spezifische Strategien der Zielgruppenansprache erfordern. Die Hochschule Bremen befindet sich gerade in der Konzeptionierungsphase für ein … Hochschulen für angewandte Wissenschaften (HAW) unterliegen bei der Rekrutierung ihrer Professor:innen gewissen Herausforderungen, die spezifische Strategien der Zielgruppenansprache erfordern. Die Hochschule Bremen befindet sich gerade in der Konzeptionierungsphase für ein Programm, welches Interessierten mittels verschiedener ‚Touchpoints‘ das niedrigschwellige Erleben einer HAW und des Berufsbilds Professur ermöglichen und Vorbehalte sowie Unsicherheiten abbauen soll. Vor der Implementierung sind jedoch Überlegungen anzustellen, die im Rahmen der Stärkung dieses Karrierewegs auch die Ebene des übergeordneten Förderprogramms FH-Personal und die darin geförderten Hochschulen tangieren.

Senior Resident Bootcamp: An Interactive Curriculum for Rising EM Senior Residents

2025-06-15

Ashley Landesman , Matthew Magda , David Warshaw +3 more | Western Journal of Emergency Medicine

The impact of the Erasmus+ programme on adult education in Slovenia

2025-06-15

Borut Mikulec , Nina Kristl | International Review of Education

Abstract The adoption of the Lisbon Strategy in 2000 marked the beginning of a European (adult) education policy defined by common goals, implementation tools and financial resources. Adult education (AE) … Abstract The adoption of the Lisbon Strategy in 2000 marked the beginning of a European (adult) education policy defined by common goals, implementation tools and financial resources. Adult education (AE) policy is exercised in the form of “soft law” and supported by various governance mechanisms and policy instruments, such as funding schemes. The study reported on in this article examined the impact of the Erasmus+ programme on the AE system, its organisations, and the professional development of educators and learners participating in mobility exchanges in Slovenia. The study drew on research into European governance in AE. It also used mixed methods to explore the impact of Erasmus+ on AE in Slovenia at micro, meso and macro levels. Quantitative data were collected through a survey completed by 51 AE organisations. Qualitative data were gathered through document analysis of AE policies, five focus group discussions with 23 participants from selected AE organisations, three focus group discussions with 12 adult learners, and four individual interviews with decision makers and project coordinators. The findings point to the important role of Erasmus+ in the professional development of organisations, educators and learners engaged in non-vocational AE, and in supporting social goals and counterbalancing the dominant vocational orientation of European AE policy.

A Transformative PAR (Participatory Action Research) Paradigm in AI Engineering: Towards Adaptive and Humanistic Vocational Learning

2025-06-15

Imanaji Hari Sayekti , Sri Rahayu | Journal of Artificial Intelligence and Engineering Applications (JAIEA)

Artificial Intelligence (AI) presents significant prospects for personalizing learning experiences. However, technology-oriented engineering paradigms cannot often adapt comprehensively and support fundamental human aspects, thus risking the creation of systems perceived … Artificial Intelligence (AI) presents significant prospects for personalizing learning experiences. However, technology-oriented engineering paradigms cannot often adapt comprehensively and support fundamental human aspects, thus risking the creation of systems perceived as rigid. This paper aims to articulate a transformative paradigm for AI engineering within the context of vocational education by integrating Participatory Action Research (PAR) principles. Using a systematic literature synthesis approach, this paper examines the challenges in human-centered AI engineering and analyzes the potential of PAR as a methodological framework. The result is an integrated conceptual model that aligns the PAR cycle with the AI system development lifecycle, positioning learners and educators as co-design partners. The PAR paradigm offers substantial potential to direct the evolution of AI engineering toward learning systems that are technically adaptive, contextually relevant, and substantively humanistic.