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Today’s education moves towards the epistemological approach or ways of knowing, which focuses on helping learners how to learn. There has been an increasing interest in exploring ways in which students learn and in particular, examining the potential of generic/transferable skills acquisition in lifelong learning. Transferable skills are widely recognised as important component of any degree and for future employment. The aim of this is paper is to explore the potential of generic/transferable skills in achieving deep meaningful lifelong learning. Lifelong learning and the ability to transfer and apply these skills to other settings, including future workplace is directly relevant to adult learning. Discussion of the highly desirable and commonly incorporated skills in education and in employment will be presented, such as critical thinking, reflection, problem-solving, team/groupwork, analytical, decision-making, interpersonal communication, presentation, written communication, time management, creativity, motivation of self/others, application of knowledge, career planning, computer and research skills. One of the challenges facing educators is the development of curriculum which facilitates the acquisition of these generic skills in learners. This paper provides recommendations in developing assessment tasks which foster the application of these generic skills such as use of case studies to develop critical thinking, reflection, group/team work, decision-making, problem-solving, and communication. Another recommendation is the use of group seminar presentations, which facilitates teamwork and interpersonal skills, negotiation skills, time management and organisational skills, presentation and oral communication skills, motivation of self and others, research and computer skills, creativity, and leadership skills. Other generic skills that can be included in assessment is written assignment, which has the potential of enhancing students’ written skills, planning, organisational, analytical and critical thinking skills, and computer and research skills. Of equal importance is to explicitly include these generic/transferable skills in course content/objectives and the expected learning outcomes. This presentation will discuss the implications for educators and curriculum designers related to their role in helping learners how to learn, by creating interest and passion among learners through adequate preparation of educational material, development of reliable and valid assessments which foster generic skills and evaluation of learning outcomes.
The paper deals with internet marketing and internet strategy in university environment. It analyzes the forms of internet marketing used by Slovak universities – advertisement, sale support, public relations and direct marketing. It also compares this state with other countries.
There are number of publications about internet marketing. Most of them are centered on companies or corporations. Books, articles and journals describe the procedures of how to increase the profits through internet marketing. We have dealt with the theme of internet marketing at Slovak universities due to the lack of information of this subject. We try to bring near this issue in this paper. We come out from the assumption that the Slovak universities have some limitations in this area. The success of the school in terms of achieving its objectives depends not only on the quality of university services, but also of the way in which the universities will informed their surroundings about their quality and how it will interact with the environment globally.
The examined object in this paper represents all state, public and private university institutions in the Slovak Republic and also foreign universities placed in the top three rungs Webometrics Ranking of World Universities 2013. The examined subject was their internet marketing or their behavior on the internet. The starting point of the observation represents set criteria of the marketing communication mix on the internet.
Since it is a comparison of internet marketing of university institutions, it was necessary to determine whether the objects of comparison, i.e. domestic and selected foreign universities have websites and make marketing activities on the internet. The internet marketing communication was monitored from several perspectives.
In this information technology era no university institution can exist without internet marketing tools. This work shows clearly that the Slovak universities are behind the foreign universities.
Agricultural vocational training and education in Angola was highly affected by armed conflict lasting for almost four decades. The colonial schools were closed and qualified teachers left to neighbouring countries. After the ceasefire in 2002 the country has started its rehabilitation. The reform of vocational education was issued in 2006. Since that six new agricultural training schools have been established and one colonial school reopened. However, severe obstacles impede the best performance of the schools. The aim of this study was to comparatively analyse the situation of practical education at agricultural training schools in the period 2006 - 2009. Five evaluation parameters were set up such as offered study courses, number of specialized facilities for practical education, number of teaching units of practical lessons, availability and quality of didactical material and teaching aids and number of excursions. Further, the study aimed at identifying the principle weaknesses and opportunities for future development of practical agricultural vocational education. The research was based on the questionnaire survey with students (n= 520), personal interview with management of the schools and teachers (n=32) and 20 focused group discussion with students at all seven operating schools. Our findings revealed the significant difference between quality of practical education in the former colonial school and new established ones. All schools are lacking qualified Angolan teachers in terms of expertise as well as pedagogical competencies, appropriate and functional facilities and not certain budget allocation. The opportunities lie in strengthening teachers’ capacities through on-going trainings and networking; equipping workplace for practical training and supporting practical education via increasing number of lessons and excursions.