Staff development and continuing education programs for library personnel: Guidelines and Criteria. Barbara Conroy, Boulder, Colorado: Western Interstate Commission for Higher Education, 23 p. (1974).

1975 ◽  
Vol 26 (2) ◽  
pp. 130-130
Author(s):  
Edward John Kazlauskas
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Continuing Education ◽  
Education Programs

Micro Credentialing in the Landscape of Higher Education

2022 ◽  
pp. 30-56
Author(s):  
Shereena Aruldason ◽  
Anthony Edwards
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Educational Institutions ◽  
Education Programs ◽  
Higher Educational Institutions ◽  
Existing Structures ◽  
Higher Educational

Focusing on micro credentials, which are shorter, industry-specific courses designed to demonstrate competencies in a specific skillset, this chapter aims to contribute by analyzing and assessing the use of micro credentialing in the higher educational landscape. The chapter will begin with an overview of micro course, focusing on their history and current use in higher educational institutions. Next, the chapter will assess the strengths, limitations, and impacts of micro courses. Finally, the chapter will conclude with a reflection on the lessons universities can learn from the existing structures of micro course programing with the aim of providing administrators, instructors, and educators insights into the impacts these courses could have on broader continuing education programs.

Developing CET Providers

1990 ◽  
Vol 4 (3) ◽  
pp. 197-203
Author(s):  
Geoff Chivers
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Continuing Education ◽  
Education And Training ◽  
Uk Higher Education ◽  
And Training

This article examines the staff development needs of UK higher education providers of continuing education and training for industry. It discusses industry's need for CET, how HE can provide it, the importance of staff development for CET providers, and the part industry can play in this.

scholarly journals Higher Edcuation in Ethiopia: Developments and Challenges

2020 ◽  
Author(s):  
Addisalem Yallew
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Continuing Education ◽  
Graduate Studies ◽  
Funding Research

This paper explores developments and challenges in Ethiopian higher education focusing on the decade preceding 2018. The article especially focuses on reflecting on issues related to enrolment, staff development, funding, research and graduate studies, internationalization, and continuing education.

Quality Management in German Higher Education

2020 ◽  
pp. 1-26
Author(s):  
Anita Mörth
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Continuing Education ◽  
Education System ◽  
Future Research ◽  
Education Programs ◽  
Higher Education System ◽  
University Continuing Education ◽  
Quality Dimensions ◽  
Insight Into

This chapter provides an insight into quality management in university continuing education at German higher education institutions. First, it sets the context by explaining the position and characteristics of university continuing education within the German higher education system as well as current provisions, existing recommendations, and concepts for quality management (QM) within this area. Based on the analysis of selected university continuing education programs, the chapter then (1) outlines crucial aspects that need to be tackled in regard to QM, (2) presents a variety of concrete quality management activities that have been put into practice, and (3) describes empirically based quality dimensions specific to university continuing education. The chapter includes possible areas for future research and development.

Expertise of Adapted Educational Programs of Higher Education Within the Framework of Professional Public Accreditation

2020 ◽  
Author(s):  
А.И. Золотухина
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
People With Disabilities ◽  
Educational Programs ◽  
Professional Standards ◽  
Educational Services ◽  
Education Programs ◽  
Effective Mechanism ◽  
Level Of Training

непрерывное и качественное образование лиц с ограниченными возможностями здоровья (ОВЗ) и инвалидов становится все более востребованным, увеличивается количество таких обучающихся в вузах страны с каждым годом. Для лиц с ОВЗ должны применяться адаптированные образовательные программы высшего образования, что подразумевает использование эффективных инструментов их оценки. Сегодня эффективным инструментом контроля качества образовательных услуг является профессионально-общественная аккредитация как механизм подтверждения качества подготовки выпускников, отвечающих запросам профессиональных стандартов и рынка труда в стране. В статье систематизированы особенности адаптированных образовательных программ высшего образования, на основании которых выделены показатели критериев их оценки в рамках профессионально-общественной аккредитации. continuing education of people with disabilities is becoming more and more popular, the number of such students in the country's universities is increasing every year. For people with disabilities adapted higher education programs should be applied. At the same time, it becomes necessary to use effective tools for their assessment. Today, professional public accreditation is an effective mechanism for monitoring the quality of educational services as a tool for recognizing the quality and level of training of graduates who meet the requirements of professional standards and the labor market. This study systematizes the features of adapted educational programs of higher education, on the basis of which indicators of the criteria for their assessment in the framework of professional and public accreditation are highlighted.

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