ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality Assurance in Lifelong Learning. ENQA Workshop Report 18
Author: Bengoetxea, Endika
Date: 2011-00-00
Type: Collected Works - Proceedings
Subjects: Higher Education,Quality Control,Stakeholders,Lifelong Learning,Foreign Countries,Educational Change,Workshops,Educational Objectives,Organizational Objectives,Performance Factors,Institutional Research,Theory Practice Relationship,Institutional Characteristics,Barriers,Best Practices,Instructional Innovation,Instructional Development,Noncredit Courses,Learning Experience,Research Projects

The implementation of Lifelong Learning (LLL) in European higher education institutions is one of the most important educational and carrier development oriented initiatives of this decade. Albeit an essential path in the continuous improvement of skills, competences and knowledge throughout the life of an individual, this project is also challenging, as it involves expectations not only from the educational, the social and the professional worlds, but employers and employees as well. Moreover, the fact that expectations and demands may vary nationally, regionally and locally demands understanding, transparency and coordination between lifelong learning providers. The quality assurance of implementing Lifelong Learning into European higher education institutions is currently part of ENQA's main focus areas. ENQA is promoting debates on how to develop quality assurance processes for lifelong learning schemes. In order to contribute to joint understanding of the quality assurance in Lifelong Learning between all stakeholders, to disseminate information on good practice, and to discuss standards and procedures, ENQA organised a workshop on the theme &quot;Quality Assurance in Lifelong Learning&quot; that was held in May 2011 in Bonn, Germany. The workshop provided a platform for discussion and exchange of experiences among the main stakeholders in quality assurance. This publication presents four articles based on the workshop on Lifelong Learning. The following articles will discuss the national experiences, observations and results from the perspectives of the European Commission, the Laurea University of Applied Sciences in Finland, the Foundation for International Business Administration Accreditation (FIBAA) in Germany, and the Institutes of Technology in Ireland. Articles included are: (1) Quality Assurance in Higher Education Lifelong Learning: Objectives and challenges on the European Union (Endika Bengoetxea); (2) Internal Quality Assurance at Laurea University of Applied Sciences Finland--Integrating Learning and Research (Outi Kallioinen); (3) Quality Assurance for non-degree programmes (Immo Schmidt-Jortzig); and (4) Lifelong Learning and European Higher Education Institutions--the FLLLEX Project (Richard Thorn and Klaas Vansteenhuyse). ENQA Workshop on Quality Assurance in Lifelong Learning is appended. Individual chapters contain figures and references. (Contains 8 footnotes.)
Sanitary Survey of the Schools of Orange County, Virginia. Report of an Investigation by the Virginia State Board of Health, the Department of Education of the University of Virginia, and the Virginia State Department of Education. Bulletin, 1914, No. 17. Whole Number 590
Author: Flannagan, Roy K.
Date: 1914-00-00
Type: Historical Materials
Subjects: Water,Inspection,School Buildings,Lighting,Sanitation,Surveys,African American Education,Whites,Health Promotion,Heat,Climate Control,Rural Schools,Enrollment,Attendance,Equipment,School Size,Child Health,Disabilities

In January, 1913, Ennion U. William, M. D., commissioner of health of Virginia; Hon. Joseph D. Eggleston, retiring superintendent of public instruction; R. C. Stearns, his successor; and W. H. Heck, Ph. D., professor of education in the University of Virginia, projected an intensive survey of the white and colored schools and school children of Orange County, Virginia. Roy K. Flannagan, M. D., director of inspections of the Virginia State Board of Health, was placed in charge of the purely rural investigation, and two members of the Rockefeller Sanitary Commission, Dr. W. A. Brumfield and Dr. H. A. Lickle, assigned to hookworm investigation, were detailed to assist him. Dr. Heck secured the voluntary services of Dr. H. S. Hedges, Dr. R. L. Compton, and Dr. J. C. Flippen, of Charlottesville, members of the faculty of the University of Virginia medical department; and Marvin Harris, D. D. S., of Orange, who made inspection of all of the consolidated schools. Mr. C. P. Cowherd, district superintendent of the schools of Orange, also rendered valuable service in smoothing the path of the inspectors and every teacher in the schools visited cordially cooperated. The investigation was designed to cover the physical condition of the children in attendance on the schools, the enrollment, the proportional attendance, the size, equipment, and appearance of buildings and grounds, heating and lighting arrangement, water supply, and sanitary conveniences. Data along collateral lines were also gathered, and the pertinent portions are included in the report. This bulletin is divided into the following chapters: (1) The setting of the survey and explanatory note; (2) Organization and methods; (3) Results of the inspection; and (4) Rural school building equipment and environment. (Contains 8 plates and 1 footnote.) [Best copy available has been provided.]
The Public School System of Gary, Indiana. Bulletin, 1914, No. 18. Whole Number 591
Author: Burris, William Paxton
Date: 1914-00-00
Type: Historical Materials
Subjects: Nontraditional Education,Public Schools,Year Round Schools,Urban Schools,School Buildings,Elementary Schools,High Schools,Teaching (Occupation),School Schedules,Evening Programs,Weekend Programs,Vocational Education,Campuses,Special Schools,Costs,Educational Finance,Educational Facilities Improvement

For several years the public schools of the city of Gary, Indiana, have attracted the attention of educators, and teachers and school officers have come from all parts of this country and from abroad to study them. In 1912, Dr. Harlan Updegraff, at that time Chief of the Division of School Administration, prepared a comprehensive account of Gary, Indiana schools' organization and work, together with a discussion of underlying principles and a comparison with the schools of other cities. The aim of this bulletin is to give a detailed and systematic account of the organization and work of Gary, Indiana schools and the principles on which these are based. W. P. Burris, dean of the College for Teachers of the University of Cincinnati, studied the schools and prepared the report presented herein. He spent several days in Gary in the early summer and again in the fall. This manuscript embodies the result of his first-hand investigation and his study of the Updegraff manuscript and other reports. It is hoped that a study of this report will show that the superintendent and board of education of the Gary schools have succeeded in working out plans for a more economic use of school funds, a fuller and more effective use of the time of the children, a better adjustment of the work of the schools to the condition and needs of individual children, greater economy in supervision, a better correlation of the so-called &quot;regular work&quot; and &quot;special activities&quot; of the school, a more practical form of industrial education and at a cost less nearly prohibitive than is usually found in public schools in cities of this country. Individual sections contain footnotes. (Contains 22 plates.) [Best copy available has been provided.]
University Extension in the United States. Bulletin, 1914, No. 19. Whole Number 592
Author: Reber, Louis E.
Date: 1914-00-00
Type: Historical Materials
Subjects: Violence,Popular Education,Extension Education,Extension Agents,Correspondence Study,Summer Schools,Organizations (Groups),Educational History,Admission (School),Elementary School Teachers,Publications,Vocational Education,Welfare Services,Industrial Education,Educational Administration

In the United States, as early as 1831, features of university extension appeared in the work of the American National Lyceum, an organization which, though not associated with any educational institution, was instrumental in the wide spread of popular education. In 1874 a new agent of popular education, the Chautauqua movement, began to make itself felt by the introduction of more systematic and constructive opportunities of study than were included in the plan of the lyceum. Chautauqua, with its summer schools and literary and scientific circle, offered courses of instruction varying from the more elementary to university grades. University extension, as now interpreted, includes all extramural university service and certain types of intramural work. Under the latter head the following activities are included: Popular short courses and conferences at the institution, and also such opportunities to attend classes or lectures out of work hours as are offered sometimes with and sometimes without the customary entrance requirements. Occasionally summer schools are classified under university extension. This bulletin addresses the following topic areas as they relate to university extension in the United States: (1) History; (2) Organization and administration; (3) Correspondence study; (4) Extension teaching in relation to the elementary schools and teachers and continuation, vocational and industrial schools; (5) Extension work through lectures; (6) Local classes; (7) Departments of debating and public discussion; (8) General welfare work; (9) Publications; and (10) Institutions in which extension work is not fully organized. (Contains 1 footnote.) [Best copy available has been provided.]
The Rural School and Hookworm Disease. Bulletin, 1914, No. 20. Whole Number 593
Author: Ferrell, Jno A.
Date: 1914-00-00
Type: Historical Materials
Subjects: Communicable Diseases,Rural Schools,State Departments of Education,Child Health,Health Promotion,School Health Services,Health Needs,Hygiene,Sanitation,Public Health,Educational Administration,Teacher Role,Administrator Role

In the Southern States one of the most common forms of disease, especially among children, is hookworm disease. The campaign for its eradication conducted by the Rockefeller Sanitary Commission for the Eradication of Hookworm Disease is one of the most remarkable health campaigns ever waged in this country. It has shown conclusively the important part which the schools may bear in any campaign against this and other communicable diseases, especially against the soil and water pollution diseases. The aim of this bulletin is to communicate to the largest public possible the history of hookworm disease, the distribution and life cycle of the parasite causing it; its symptoms, method of cure, and, most important of all, means of absolute prevention. The measures necessary for permanent control of hookworm disease are health supervision, health instruction, and perfect sanitation. The rural school can aid in health supervision; it can supplement and drive home health instruction; and above all it can teach good health and clean living by being itself a model of sanitation for the community. Topics covered in this bulletin include: (1) Importance of the problem; (2) The hookworm and hookworm disease; (3) The State departments of education; (4) County school authorities; (5) The individual teacher; and (6) The school as a model of sanitation for the community. Individual sections contain footnotes. (Contains 8 plates.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1914, No. 21. Whole Number 594
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-09-00
Type: Historical Materials
Subjects: Medical Education,Periodicals,Professional Associations,Professional Education,School Administration,Child Welfare,Vocational Education,Teaching Methods,Elementary Secondary Education,Teacher Education,Professional Recognition,Hygiene,Sanitation,African American Education,Womens Education,Special Needs Students,Social Development,Career Guidance,Religious Education,Moral Development,Higher Education,Library Services,Rural Education,Kindergarten,Educational Psychology,Gardening,Nursing Education,Civics,Clubs,Special Education,Extension Education,Home Economics,Educational History,Agricultural Education,Journalism,Military Training,School Buildings,Architecture,Physical Education,Deafness,Business Education

The present bulletin contains a survey of literature which has appeared since the publication in May, 1914, of the last preceding regular number in this series. A list of periodicals indexed, with places of publication is included. The bulletin is divided into the following sections: (1) Introductory notes; (2) Publications of associations; (3) General reference works; (4) Educational history and biography; (5) Current educational conditions; (6) Pedagogics and didactics; (7) Educational psychology, Child study; (8) Special methods of instruction; (9) Special subjects of curriculum; (10) Kindergarten and primary school; (11) Rural education; (12) Secondary education; (13) Teachers: Training and professional status; (14) Higher education; (15) School administration; (16) School management; (17) School architecture; (18) School hygiene and sanitation; (19) Sex hygiene; (20) Physical training; (21) Social aspects of education; (22) Child welfare; (23) Moral education; (24) Religious education; (25) Manual and vocational training; (26) Vocational guidance; (27) Agricultural education; (28) School Gardens; (29) Home economics; (30) Commercial education; (31) Medical education; (32) Nurse training; (33) Journalism; (34) Civic education; (35) Military and naval training; (36) Boy scouts; (37) Education of women; (38) Negro education; (39) Education of deaf; (40) Exceptional children; (41) Education extension; (42) Libraries and reading; (43) Bureau of Education: Recent publications; (44) Periodicals represented in this number; and (45) Bulletin of Bureau of Education. Individual sections contain footnotes. [Compiled by the Library Division of the Bureau of Education. Best copy available has been provided.]
The Danish Folk High Schools. Bulletin, 1914, No. 22. Whole Number 595
Author: Foght, H. W.
Date: 1914-00-00
Type: Historical Materials
Subjects: Agribusiness,Agricultural Production,Educational Philosophy,Rural Schools,Foreign Countries,Democracy,High Schools,Social Development,Economic Development,Folk Schools,Educational History,Agricultural Occupations,Educational Administration,Governance,Teachers,Students,Costs,Educational Finance,Curriculum

This bulletin contains the third section of Harold W. Foght's report on the rural schools of Denmark. This section of the report pertains almost wholly to the folk high schools, which have by common consent been the most important factor in the transformation in the rural life of Denmark and in the phenomenal economic and social development of that country. In the 30 years from 1881 to 1912 the value of the exports of standard agricultural products--bacon, eggs, and butter--increased from $12,000,000 to $125,000,000. Waste and worn-out lands have been reclaimed and renewed. Cooperation in production and marketing has become more common than in any other country. Landlordism and farm tenantry have almost disappeared. Only 2 per cent of Danish farmers are now tenants or leaseholders. Rural social life has become intelligent, organic, and attractive. A high type of idealism has been diffused among the masses of the people. A real democracy has been established. This is the outgrowth of an educational system, universal, practical, and democratic. Any agency so simple, modest, and inexpensive as the Danish folk high school that can be considered even as one of the important factors in such a result, or rather in such a combination of results, is well worth careful study by the people of the United States. That the Danish folk high school may be successfully transplanted is abundantly shown by the success of such schools in other Scandinavian countries--Norway, Sweden, Finland. That the form of the school must be modified for successful transplanting to English-speaking countries is not only shown by the attempts to establish schools of this kind in England and America, but is inherent in the very nature of the schools and in the principles and ideals out of which they have grown. The purpose of this bulletin is to tell in as simple a manner as possible the story of the Danish schools, emphasizing what they have accomplished for the nation at large and for rural folk as individuals, in the hope of lending some assistance to the earnest men and women who are at this time hard at work to bring about an awakening in some of the retarded byways of our own American rural life. Individual sections contain footnotes. (Contains 5 tables and 6 plates.) [Best copy available has been provided.]
Some Trade Schools in Europe. Bulletin, 1914, No. 23. Whole Number 596
Author: Glynn, Frank L.
Date: 1914-00-00
Type: Historical Materials
Subjects: Apprenticeships,Foreign Countries,Gender Differences,Special Schools,Art Education,Efficiency,Transportation,Manufacturing,School Visitation,Comparative Education,Vocational Education

In general the trade-school situation in Europe may be summed up very briefly. In France we find the all-day trade school in its highest development, with special schools established for both boys and girls. The aim of these schools is to intensify the idea of artistic expression as well as to improve mechanical construction and efficiency in production. In Germany and Austria we find the continuation school, with a beginning of the all-day trade school in both countries. Belgium, Holland, and Switzerland seem to have developed a combination of the French and German systems, including in their plan the all-day trade school with apprenticeship as well as the continuation school for apprentices and tradesmen. In Italy the day trade school only is found, with greater emphasis on the artistic side--sculpture, painting, jewelry, gold and silver smithing--than on ordinary manufacture. In this respect northern Italy differs greatly from the portion of south of Florence, considerable manufacturing having been introduced. This bulletin contains a report on two dozen of the schools visited by the author in Ireland, Scotland, England, France, Belgium, and Germany, with a brief account of apprenticeship systems and a translation of some valuable documents on different phases of the general subject. The following appendices are included: (1) London &amp; Northwestern Railway (conditions on which apprentices are admitted into the company's engine works at Crewe, England); (2) A German Apprentice Contract; and (3) German Apprentice-Training and Factory Schools. (Contains 10 plates and 4 footnotes.) [Best copy available has been provided.]
Danish Elementary Rural Schools with Some Reference to Seminaries for the Training of Rural Teachers. Bulletin, 1914, No. 24. Whole Number 598
Author: Foght, H. W.
Date: 1914-00-00
Type: Historical Materials
Subjects: Architecture,Environmental Education,Rural Schools,Playgrounds,Teacher Salaries,Elementary Schools,School Buildings,Gardening,Retirement Benefits,School Maintenance,School Administration,School Organization,Surveys,Teacher Education,Elementary School Teachers,Foreign Countries

This bulletin is the result of a personal study of a number of Danish elementary rural schools, made during the winter and spring of 1913. Sufficient time was spent in the different schools, in a study of their organization and administration, to insure accuracy of impression. These filed studies were later verified, so far as possible, in the office of the ministry of education and ecclesiastical affairs. The list of 34 schools was compiled by Mr. V. Aagesen, chief of department in the ministry of education and ecclesiastical affairs. It was not arranged to show the best rural schools, but to show all phases of the rural schools--good and bad alike. A number of the schools in the list were studied because of the modern architecture, others because the structures were old, having been used for many years. Some had teachers of recent training; others, teachers of the &quot;old school.&quot; The list of schools--which is taken exclusively from the open country and rural hamlets--is entirely typical and afforded a good basis for study. Following a Letter of transmittal and a Preface, the following contents are included: (1) Organization and administration of the school; (2) The management of the schools; (3) School architecture, school gardens, and playgrounds; (4) Office and tenure of Danish rural schools; (5) Teachers' salaries and old age pensions; (6) How the schools are maintained; and (7) Brief summary of impressions, with some applications to American life. (Contains 9 tables, 5 plates, 4 plans, and 1 footnote.) [Best copy available has been provided.]
Important Features in Rural School Improvement Compiled from Special Reports of Rural Superintendents to the Bureau of Education. Bulletin, 1914, No. 25. Whole Number 599
Author: Hodges, W. T.
Date: 1914-00-00
Type: Historical Materials
Subjects: Rural Education,Educational Improvement,Superintendents,Educational Change,Bond Issues,School Buildings,Rural Schools,School Supervision,Efficiency,Administrator Attitudes,Surveys,Local Issues,Educational Facilities Improvement,Socialization,Letters (Correspondence),Educational Administration

Toward the close of the school year 1912-13 the United States Commissioner of Education sent a letter to all school superintendents who have rural schools under their supervision, asking them to report to the Bureau of Education anything of unusual or special value that had been done in the schools during the past year or two. These superintendents were asked also to report any special methods which they had found successful in improving the efficiency of their rural schools. Approximately 3,500 letters were sent out, nearly one-half of which were answered. Many of the letters briefly enumerated a number of occurrences of local interest, such as an increase in the length of the school term, a bond issue for the  new school building, or the introduction of a printed, course of study. Others gave fairly complete accounts of one or two things of general value to those interested in rural education. From the great number of answers received there have been collected for publication in this bulletin such selections as seem to contain suggestions of special value to other superintendents. The reports are grouped broadly under the following topics: (1) Administration and supervision; (2) instruction; (3) improvement of grounds and buildings; (4) socializing the schools; and (5) miscellaneous. Several letters containing reports on more than one subject are included in full. A study of the letters from which these abstracts are taken reveals improvement everywhere in the schools for country children. [Best copy available is provided.]