ethanporcaro/eric-fulltext-meta huggingface dataset:
Parameters of Higher School Internationalization and Quality Assessment
Author: Juknyte-Petreikiene, Inga
Date: 2006-00-00
Type: Journal Articles
Subjects: Higher Education,Global Approach,Organizational Change,Educational Practices,Educational Development,Organizational Objectives,Educational Quality,Quality Control,Educational Indicators,Evaluation Criteria,Foreign Countries,Educational Principles

The article presents the analysis of higher education internationalization, its conceptions and forms of manifestation. It investigates the ways and means of higher education internationalization, the diversity of higher school internationalization motives, the issues of higher education internationalization quality assessment, presenting an overview of assessment of higher education internationalization quality. On the basis of higher education internationalization parameters and quality management theory and practice, it is proposed to apply such a methodology of higher education internationalization quality assessment which would allow assessing the quality of higher education internationalization and its developmental tendencies in a proper and qualified way, according to the defined internationalization quality dimensions, criteria and indicators. (Contains 11 footnotes and 4 tables.)
Information Literacy Competencies as Prerequisite for Quality in University Studies
Author: Gedviliene, Genute
Date: 2006-00-00
Type: Journal Articles
Subjects: Information Literacy,Competence,Standards,College Students,Information Technology,Internet,Experience,Student Attitudes,Ability,Comparative Analysis,Foreign Countries,Full Time Students

This paper presents a quantitative analysis of information literacy competencies level within nine universities of Lithuania. The empirical research was carried out in 2005 with a research sample of 700 respondents. Comparative analysis of the data between full-time and extramural study mode students revealed differences in the level of competencies between students in the two modes of study. The article presents a theoretical overview of the relevant literature and policy documents relating to information literacy and discusses the research findings obtained in a questionnaire survey. The current situation related to information literacy competencies and the need to develop them is revealed. (Contains 12 figures.)
Goals of Quality in Doctoral Studies and Forecasted Outcomes
Author: Zelvys, Rimantas
Date: 2007-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Study,Educational Quality,Foreign Countries,Higher Education,Prediction,Educational Indicators,Educational Policy

This article discusses the quality assurance policy of doctoral studies implemented in Lithuania and its probable outcomes are forecasted. In scientific literature the quality of education is commonly defined as a holistic phenomenon composed of the quality of initial conditions, quality of process and quality of outputs. The accomplished document analysis indicates that the quality assurance of doctoral studies in Lithuania is pursued through increased requirements for the quality of initial conditions, whereas requirements for process and outputs quality do not change or even decrease. Meanwhile, the opposite trend--orientation towards outputs and quality improvement of doctoral study process is emphasized in &quot;Bologna Process Communiques&quot; and in the conclusions of the doctoral programmes project worked out by the European University Association. Our analysis allows to forecast that higher education policy implemented currently in Lithuania will not improve the quality of doctoral studies essentially, eventually it can increasingly discord with Bologna Process provisions. (Contains 2 tables.)
Teachers' Creativity and Effectiveness in Higher Education: Perceptions of Students and Faculty
Author: de Sousa, Fernando Cardoso
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Creativity,Student Attitudes,Creative Teaching,Teacher Attitudes,College Faculty,Teacher Effectiveness,Surveys,Questionnaires,Comparative Analysis

Students' and lecturers' perceptions of own effectiveness and creativity as teachers are compared, using a survey questionnaire with a sample of 854 students and 254 lecturers of a higher education institution, together with interviews and class observations of lecturers who were selected as examples of creative teaching. Results indicate that students concentrate more than faculty on creativity when imagining how they would perform as teachers; when effectiveness is considered, the opposite applies. In addition, the lecturers selected as creative score similar to students, as to the perception of their own creativity, and to their peers, as to effectiveness. Teaching creatively is seen by its agents as the search for doing things better, and if the communication process is successful, that attempt is perceived by the students as creative. This research demonstrates that creativity lies not in the teacher, nor in the student, but in the interaction between the two. (Contains 5 footnotes, 1 table, and 2 figures.)
Internal Quality Assurance System and Its Implementation in Kaunas College
Author: Misiunas, Mindaugas
Date: 2007-00-00
Type: Journal Articles
Subjects: Quality Control,Educational Quality,Foreign Countries,Higher Education

The article discusses the internal system of quality assurance and its implementation methods in Kaunas College. The issues of quality assurance are reviewed in the context of the European higher education area covering the three levels: European, national and institutional. The importance of quality assurance and its links with external evaluation in Kaunas College is highlighted. The significance of quality culture in an organization is emphasized. (Contains 3 figures.)
Application of ISO 9000 Series Quality Management Standards at a Higher Education Institution: A Case of Lithuanian Maritime College
Author: Sencila, Viktoras
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Management Systems,Free Enterprise System,Democracy,Global Approach,Quality Control,Educational Quality,International Organizations,Foreign Countries,Standards,Strategic Planning,Marine Education

The European education standards assurance and pursuit of quality in education have been announced as strategic aims of the Lithuanian education system in the light of new challenges the society is facing and opportunities offered by democracy, development of market economy and globalization. One of the ways to achieve the aims mentioned above is the implementation of ISO 9000 (&quot;International Organization for Standardization&quot;) series standards in higher education institutions. The key aim of the standards is to recommend for an organization how an efficient quality management system should be developed to encourage through its functioning continual development of an organization. The article overviews specific quality requirements for marine training, the development of ISO series standards is discussed, concepts and structures of contemporary quality management systems based on ISO regulations are analysed. The peculiarities of the application of the standards in a tertiary school are revealed and description of the quality management system and its application experience at the Lithuanian Maritime College is presented. (Contains 2 footnotes, 3 tables, and 8 figures.)
Quality Assessment of Internationalised Studies: Experience of Socrates/Erasmus Programme Participants
Author: Juknyte-Petreikiene, Inga
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Student Attitudes,Career Development,Program Effectiveness,Program Evaluation,Educational Quality,International Programs,Exchange Programs,Foreign Students,International Cooperation,Student Motivation,Competence,Foreign Countries,Surveys,Student Mobility,Job Skills,Skill Development

The article discusses theoretical preconditions of added value of internationalized studies for students' knowledge and skills development in the area of professional training within the system of higher education. The premise is formulated that the value and quality of academic exchange is possible to assess grounding on the research into international exchange participants' experience. Such kind of research should become an integral component of the system of study quality assessment and could contribute to quality assessment and development of higher education institution internationalization. The article presents research results on ERASMUS students, representing 13 countries attitude to the impact of international dimension in studies on development of their competencies. The research into ERASMUS students' view revealed: 1) students' motives to experience internationalized studies; 2) students' attitude concerning added value of internationalized studies for their personal development and acquisition of subject knowledge and skills; 3) reasons presented by students explaining the necessity to internationalise higher education. Aiming at validating the applied value of research into exchange students' experience for the value and quality assessment of international academic exchange, some criteria and indicators of quality assessment of higher education internationalization are formulated. (Contains 3 footnotes, 1 table, and 8 figures.)
The State of Adult Education
Author: Fleming, Ted
Date: 2004-00-00
Type: Journal Articles
Subjects: Adult Education,Foreign Countries,Adult Learning,Government Role,Educational Development,Educational Assessment,Educational Indicators,Politics of Education,Government School Relationship,Public Policy

In this paper, the author looks at the state of adult education in Ireland. He is suggesting that the state here means both the condition in which one now finds adult education and the role of the Irish State in adult education. He briefly outlines some recent developments in adult education, makes some critical comments on the state of adult education, and looks at the links between the State and the economy and civil society that have important implications for adult education.
Adult Education in Ireland: The Implications of Developments at European Union Level
Author: Keogh, Helen
Date: 2004-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Learning,Foreign Countries,Educational Policy,Educational Development,Stakeholders,Educational Change,Regional Planning,Politics of Education,Regional Cooperation,Policy Analysis

Any consideration of recent and proposed developments in education and training at European Union (EU) level points, in a word, to &quot;Lisbon&quot;. &quot;Lisbon&quot;, as in the &quot;Lisbon Agenda&quot;, is the destination, the compass and the journey driving developments in education and training systems in the EU member states. This paper sketches some of these developments and sets out their implications for adult education stakeholders in Ireland from now until 2010. &quot;Adult education&quot; is understood as publicly-funded provision for adult learning in statutory and other agencies, outside of the statutory training sector. Adult education &quot;stakeholders&quot; are understood to include policy makers, practitioners, participants, theorists and commentators.
Swimming with the (Main) Stream? The Relationship of Adult Education and the Lifelong Learning Agenda in Post-Devolution UK
Author: Slowey, Maria
Date: 2004-00-00
Type: Journal Articles
Subjects: Continuing Education,Adult Education,Lifelong Learning,Foreign Countries,Educational Development,Educational Policy,Policy Analysis,Conflict,Politics of Education,Performance Factors,Educational Practices,Educational Principles

For a decade or so the policy debate on post-school education and training across OECD countries has been shaped to a considerable extent by the associated, although distinct, concepts of lifelong learning and the learning society. Developments in the UK have both reflected this trend and contributed to pushing forward these notions. The plethora of policy documents at national and international levels published on the subject around ten years ago did indeed make explicit, albeit in a variety of different ways, the importance of continuing education and training for the adult population. This paper reviews developments in the UK over the last decade through an analysis of five major issues. Despite the emergence--or, in some areas, the strengthening--of differences between different parts of the UK, the following five issues have some relevance to all OECD states, including Ireland: (1) widening access; (2) recognition of learning wherever it takes place; (3) accreditation, quality and learner centred approaches; (4) pathways; and (5) partnership. The five issues explored in this article are simply a selection from a range of topics which could be highlighted as offering potential areas of congruence--swimming with the (main)stream--between adult education and the lifelong learning agenda. They also however point to tensions, if not contradictions, in practice for the interests of adult learners where the adult education community finds itself swimming &quot;against&quot; the (main)stream. The thrust of the discussion in this paper points to the need for (main)stream lifelong learning policy makers across the UK and internationally to draw upon broader and more diverse perspectives--including, importantly, those associated with the adult education tradition. (Contains 2 footnotes.)
Planning for the Future of the Adult Education Service: A Challenge for VECs
Author: Muircheartaigh, Lucas O.
Date: 2004-00-00
Type: Journal Articles
Subjects: Adult Education,Foreign Countries,Vocational Education,Administrative Organization,Organizational Effectiveness,Organizational Theories,Educational Planning,Educational Development,Educational Administration,Politics of Education

In this paper, the author points out that there has been a significant development of the adult education service in Ireland in recent years. However, if the service is to become part of the mainstream of Irish education, the issue of structures at all levels within the system has to be addressed. Quite frankly the present system is very unsatisfactory and cannot and will not develop unless it is addressed. In this paper, the author concentrates on what happens at vocational education committee (VEC) level. However, as all of the levels are inter-related and are co-dependent, the author also considers organisational structures at all levels within adult education. To plan for the future structures of the adult education service it is necessary to review the present structures. This will give the reader an indication of the task facing those charged with the responsibility of putting appropriate structures in place for the sector. The first section of the paper reviews the present structures while the second section looks at future structures at the following levels: (1) National; (2) Sub-national; (3) Institutional; and (4) Community. (Contains 1 footnote.)
Adult Education and the Irish Economy
Author: Cahill, Sexton
Date: 2004-00-00
Type: Journal Articles
Subjects: Economic Development,Adult Education,Social Change,International Trade,Economic Factors,Economic Change,Futures (of Society),Trend Analysis,Employment,Skilled Occupations,Foreign Countries

The Irish Economy is at an interesting and dynamic phase of its development and people are faced with major decisions that will impact on the Irish society for many years to come. These decisions are and must be made by all who are in a position to influence. Economic evolution or revolution is not new and is most certainly not new to these shores. The Irish Economy has undergone a number of significant evolutions and revolutions since the 1950s. In the 1990s people started to see the emergence of the &quot;knowledge economy&quot; and the &quot;Dot Com&quot; companies. The Iona Technology Organisation comes to mind, along with the Intels of this world. In the first decade of this millennium people have been introduced to a new phenomenon--the Service Economy. While people can debate the time of the various evolutions and the impact of each, they need to accept that this evolution is part of the changing Irish Economy. In this article, the author discusses the debate about the impact of the changing Irish Economy and what can be done to influence the impact of the changes that are thrust upon by the evolution. The author offers some suggestions to open the debate.
VTOS and BTEI: The Local Adult Education Service Moves towards Maturity
Author: Conlan, Sean
Date: 2004-00-00
Type: Journal Articles
Subjects: Adult Education,Employment Opportunities,Educational Opportunities,Vocational Education,Comparative Analysis,Institutional Characteristics,Institutional Research,Financial Support,Barriers,Program Descriptions,Foreign Countries

VTOS (Vocational Training Opportunities Scheme) and BTEI (Back to Education Initiative), two major adult education programme strands, are strange sounding acronyms. They have little meaning to the general public but are very significant to adult education practitioners and to adults trying to improve their education and enhance their employment opportunities. In this article, the author first looks at the origins of both programmes, then compares the programmes as they have developed and continue to operate. The operating context for the programmes within the fledgling adult education service is then considered. The influence of EU funding is briefly noted within the evolving context of publicly funded adult education. Finally, the author offers some reflections on the maturing local adult education service.
Accreditation within Adult Education: Reflections and Views of Local Tutors
Author: Keyes, Deirdre
Date: 2004-00-00
Type: Journal Articles
Subjects: Community Education,Focus Groups,Guidance Programs,Adult Education,Adult Learning,Adult Students,Tutors,Workplace Literacy,Accreditation (Institutions),Educational Change,Educational Legislation,Foreign Countries,Educational Planning,Professional Development

This article presents perspectives of tutors that reflect the current experiences and thoughts from Dun Laoghaire VEC's Adult Education Service's literacy, second chance and community education provision as the adult education service moves towards more accreditation of programmes. This move has been prompted by a number of significant changes and interventions within adult education over the last number of years, particularly the National Qualifications Act and Framework, the introduction of the Back to Education Initiative, Workplace Literacy initiatives such as Return to Learning, the setting up of the Adult Education Guidance Service and the appointment of Community Education Facilitators. In this context it was considered that how the service moves forward had to involve conscious reflection, evaluation and planning, not just with programme planners and administrators but also equally with tutors and learners. At the outset of the BTEI in 2001, a process of informal consultation and reflection with tutors took place in relation to moving their adult learners towards certification. This was part of a wider process within the organisation to address the professional development needs of their tutors in a number of key areas. A series of focus group sessions were held with key programme staff and tutors on the issues of accreditation specifically. The views expressed in this process have informed many of the perspectives in this article.
Adult Literacy Then and Now: An ALO's Perspective
Author: Vaughan, Gretta
Date: 2004-00-00
Type: Journal Articles
Subjects: Literacy Education,Adult Literacy,Adult Basic Education,Institutional Role,Volunteers,Family Literacy,Professional Associations,Change Strategies,Educational Change,Change Agents,Educational Development,Activism,Foreign Countries

It would be easy to forget at this point, given that Adult Literacy has attained a status and respectability within the Adult Education sector previously undreamt of, that it was once a movement, campaigning on a platform of human rights. This article discusses adult literacy's past and present from the perspective of the Adult Literacy Organisers. It describes the roles of the National Adult Literacy Agency (NALA) and the ALO in the adult literacy sector. The development of the ALO network in 1996 gave a much needed lifeline of networking and communications to organisers, affording them an opportunity to exchange ideas, communicate information, and disseminate models of good practice. The Adult Literacy Organisers Association (ALOA) at the national level provides a voice for organisers through the networks structure and ensures that issues and ideas at grassroots level are communicated upwards and at the very least receive a hearing on DES committees in areas affecting basic education. The author points out that ALO's role in the future development of the literacy service is crucial and it can only enhance the quality of provision if their contribution through this avenue is supported and encouraged. Many of the new initiatives that now impinge on the work of the Adult Literacy service are currently being developed outside of it and the values and ethos which served the movement and its members so well are undoubtedly under threat. However, it must be remembered that the guiding principles embodied in the Quality Framework developed by NALA encapsulate the ethical framework on which the service is based and provide the yardstick by which new initiatives can be measured. What must not be forgotten is that the whole thing began with the basic education needs of learners. (Contains 2 footnotes.)
Citizenship, Education and Governance in a Global Context
Author: Naidoo, Kumi
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Development,Citizenship,Democracy,Adult Education,Internet,Citizenship Education,Citizen Participation,Adults,Educational Resources,Governance,Global Approach

Two decades ago an adult who was innumerate and illiterate was considered to be at a great disadvantage in terms of navigating the challenges of individual personal growth and in terms of being able to participate actively in public life. However, today adults who are computer illiterate are considered to be at a similar disadvantage. The sad reality of civic education and education more broadly is that today, while a minority of the world's citizens speed off on the information superhighway, the majority, especially in developing countries, remain in potholes of disadvantage and exclusion from public deliberation and active democratic participation. Compounding matters further is the reality that in a world of constrained resources for education, adult education, long the distant cousin of the broader educational family, remains badly under-funded in most societies around the world. Sadly, many policy makers in developing and developed countries alike use a crude cost-benefit analysis to justify investment in children's education at the expense of adult education. This educational deficit has serious consequences for educational development generally and for the attainment of participatory democracy in particular. This challenge is all the more acute given the deepening democratic deficit that now reigns supreme in many countries around the world. In this article, the author explores citizenship, education and governance in a global context. (Contains 2 footnotes.)