scholarly journals The Role of Universities of Georgia in Providing Continuing Education Courses of Local Self-Government Public Servants

2020 ◽  
Vol 10 (2) ◽  
pp. 69
Author(s):  
Maka Kordzadze
Keyword(s):  
Continuing Education ◽  
The Self ◽  
Government Reform ◽  
Public Servants ◽  
Knowledge And Skills ◽  
Active Involvement ◽  
Life Long Learning ◽  
New Knowledge ◽  
Education Courses

The present-day rate of development of the society and technologies in any sphere requires from the employee constant raising of qualification and gaining new knowledge and skills – continuous professional development. Life-long learning, continuing education is equally important compared with initial degree education. This leads to the necessity of ensurng continuing education in especially significant areas for the country in which the country’s  leading universities have to be actively involved. Provision of continuing education for local self- government public servants in recent years in the context of the self - government reform gained special actuality in Georgia. The aim of the article is to underline the significant role of universities of Georgia in developing and providing continuing education courses to public servants of local self-government and identifying those measures which will promote active involvement of universities in this process.  

scholarly journals Building Self-reliance: A Framework to Evaluate Smallholder Coffee Farmers’ Pursuit of Commercialization

2021 ◽  
Vol 28 (4) ◽  
pp. 32-48
Author(s):  
Colby Silvert ◽  
John Diaz ◽  
Laura Warner ◽  
T. Grady Roberts
Keyword(s):  
The Self ◽  
Knowledge And Skills ◽  
Intrinsic Factors ◽  
Self Reliance ◽  
External Facilitator ◽  
Coffee Farmers ◽  
Statistical Relationships

his study examines the application of a self-reliance framework for practitioners and evaluators to better understand the capacities and intrinsic factors impacting smallholder coffee farmers’ commercialization behaviors. We surveyed 40 smallholder coffee producers in Peru using a quantitative instrument. Data were analyzed to determine if statistical relationships exist between farmers’ self-reliance (measured via knowledge and skills, attitudes, and aspirations) and their commercialization behaviors. Findings indicate the self-reliance framework effectively illustrates relationships between farmers’ aspirations, knowledge and skills and their commercialization behaviors, while future, additional studies are needed to better measure and understand the role of commercialization-related attitudes. Practitioners can leverage the study’s findings by using a self-reliance framework to infer farmers’ likeliness to pursue sustainable commercialization practices and align their trainings and design interventions based on evaluation findings. The conceptual self-reliance framework is the first of its kind applied for smallholder coffee commercialization. The findings demonstrate that self-reliance concepts employed recently in other contexts may potentially be used similarly by extension and development facilitators. Keywords: coffee, commercialization, external facilitator, Peru, self-reliance, smallholder

scholarly journals DEVELOPMENT OF FUNDAMENTAL KNOWLEDGE AND COMPETENCIES BASED ON PBL ACTIVITIES

2021 ◽  
pp. 3-6
Author(s):  
Gennadij A. Sapozhnikov
Keyword(s):  
Higher Education ◽  
Education System ◽  
Group Learning ◽  
System Thinking ◽  
Learning Activity ◽  
Knowledge And Skills ◽  
Higher Education System ◽  
Active Involvement ◽  
Fundamental Knowledge ◽  
New Knowledge

It is stated that the level of project based thinking and group-learning activity, including the use of synergistic approaches is still poorly developed in higher education system. However, the active involvement of students, teachers and specialists in the implementation of large projects should allow mastering new knowledge and skills, including the ability of teamwork, system thinking and leadership. At present, when evaluating the competencies of a specialist, it is necessary to pay attention to his ability to project thinking.

scholarly journals Reflection of Librarians in East Java Province on the Phenomenon of the Transformation Program of Social Inclusion Based Library

2021 ◽  
Vol 7 (1) ◽  
pp. 40-52
Author(s):  
Fidan Safira ◽  
Laksmi Laksmi
Keyword(s):  
Community Psychology ◽  
Social Inclusion ◽  
Information Needs ◽  
Interpersonal Skills ◽  
Public Libraries ◽  
Phenomenological Approach ◽  
Organizational Dynamics ◽  
Knowledge And Skills ◽  
New Knowledge

Background of the study: The reflection of librarians is the efforts of librarians in understanding their actions. Librarian's reflection is one of the effort to evaluating. Also to identifying learning from the actions taken. Purpose: This study aims to identify the reflection librarians in driving the phenomenon. Method: This study uses a qualitative interpretive phenomenological approach. The informant is the librarian public libraries was select by purposive sampling. Findings: The reflection of librarians is learning in doing work. Based on the four stages, librarians can identify new knowledge and abilities. Librarians play an important role in facilitating the information needs of the community. The role of librarians in defining community problems is key. So, the services facilitated by libraries are under the conditions of the community. Conclusion: The reflection involves librarian awareness actions. Librarians are always direct towards phenomena or also called intentionality. This action then generates new knowledge and skills. Suggestions for librarians is that librarians must get out of the routine of library technical activities. Librarians must have interpersonal skills. Librarian also must have the ability to understand community psychology and organizational dynamics.

scholarly journals Continuing Education of English Teachers: Teachers’ Translation of New Knowledge into the Classroom

2021 ◽  
Vol 9 (1) ◽  
pp. 13-27
Author(s):  
Ingebjørg Mellegård
Keyword(s):  
Language Learning ◽  
Continuing Education ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Valuable Contribution ◽  
Primary School Teachers ◽  
First Semester ◽  
New Knowledge ◽  
Education Courses ◽  
Insight Into

This qualitative study seeks to gain deeper insight into how primary school teachers translate new knowledge about language learning into the classroom and how they experience development in their teaching practice through their continuing education course in English. The theoretical framework is rooted in Ertsås and Irgens´ theory on teachers’ learning and professional development (2012). To avoid a dichotomous assumption of theory and practice, Ertsås and Irgens redefine theory as a process, theorising, where teachers gradually take increasingly stronger theory into use in order to reflect on, analyse and reason about their teaching practice. The data were collected from three equivalent English courses in the autumn semesters of 2015, 2016 and 2017. The participants wrote a reflection text towards the end of their first semester in which they reflected on noticeable development in their own teaching practice. This textual documentary material was analysed primarily from an inductive perspective, then coded and categorised. This study finds that the most striking evidence of development noted by teachers falls under the categories: using English more actively in the classroom, turning away from translation and teaching vocabulary – from single words to words in context. These findings are seen as a valuable contribution to the design of continuing education courses in English.  

The Moral Dimension of Lifelong Learning

2011 ◽  
Vol 62 (4) ◽  
pp. 332-350 ◽  
Author(s):  
Kang Zhao ◽  
Gert Biesta
Keyword(s):  
Lifelong Learning ◽  
Charles Taylor ◽  
The Self ◽  
Moral Dimension ◽  
Policy And Practice ◽  
Rapid Changes ◽  
New Knowledge ◽  
Self And Identity ◽  
Self Formation

A key aspect of contemporary lifelong learning theory, policy, and practice is the idea that, because of rapid changes in contemporary societies, there is a constant need for individuals to learn new knowledge and skills in order to adapt themselves to changing conditions. There is, therefore, an increased emphasis on the personal dimension of lifelong learning and on the need to reflexively engage in the (re)construction of one’s self and identity. We can find this, for example, in Anthony Giddens’s idea of the “reflexive project of the self.” The authors argue that this idea is too individualistic and lacks recognition of the moral dimension of self-formation. It therefore not only leads to an impoverished conception of the self but also to an impoverished view of the role of learning in this process. The authors present ideas from Charles Taylor on self and identity to show the role that moral and intersubjective dimensions play in the formation of self and identity. The authors argue that Taylor’s work points to a different form of lifelong learning in late-modernity, one that is more explicitly concerned with the moral dimension of lifelong learning and adult education.

scholarly journals Role of Employer Branding Dimensions on Employee Retention: Evidence from Educational Sector

2018 ◽  
Vol 8 (3) ◽  
pp. 44 ◽  
Author(s):  
Noor Hadi ◽  
Shahjehan Ahmed
Keyword(s):  
Human Capital ◽  
Social Learning Theory ◽  
Employee Retention ◽  
Theoretical Background ◽  
Study Data ◽  
Employer Branding ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Primary Focus

Owing to a “War for Talent” every organization is struggling for the best employer status. Thus, attracting, recruiting and retaining talented human capital is the primary focus of every organization. In this regard the aim of the present study is to answer the most frequent and recently asked question of what value(s) organization focus on the retention of their workforce? In so doing, Social Learning Theory and Reciprocity Theory were used as a theoretical background; to further proceed with the study, data was purposively collected from 204 respondents from educational institutes of Pakistan. Findings of the study revealed that development value has a substantial relationship with employee retention. Since, development of new knowledge and skills results in the improvement of one’s present job. Furthermore, limitations and implications of the study are discussed.

scholarly journals Doseganje višjih kognitivnih ciljev z vključevanjem hackathona v učni proces

2021 ◽  
Author(s):  
Monika Vogrinec ◽  
Drago Bokal
Keyword(s):  
Combinatorial Optimization ◽  
Learning Process ◽  
Data Analytics ◽  
The Self ◽  
Depth Range ◽  
Effective Feedback ◽  
Self Evaluation ◽  
New Knowledge ◽  
Correct Understanding

With the lack of time and abundance of distractions, to which we are subject to when lecturing and assimilating new knowledge, it is very important to form lecturing processes that allow management of compromises between the learning experiences, goal depth, range of the used concepts, and effective feedback about correct understanding of learned material. In this paper, we present a hackathon concept with outcome directed to specific applicable results. Besides higher efficiency at achieving the goals, the learning process is monitored using a questionnaire, which induces reflection on comprehension of learned concepts. Because of a large amount of autonomous and focused work, the mentee solves the problem with greater quality and uses the questionnaire for recieving feedback as a substitute to grade. In this way, the self-evaluation helps the mentor to indentify the weaknesses of understaning, while simultaneously the examination of self- evaluation with the mentor is the foundation of mentees self- criticism and becomes the tool in formative monitoring regarding assimilation of new knowledge. The hackathon concept is adapted to learning by a reflection of progress in project execution and understanding of the concepts learned along the way at a course on Combinatorial optimization. It is also appropriate for other courses that lecture quantitative methodologies (Mathematican modelling, Operating research, Statistics, subjects of programing and data analytics). The result is a learning process, adapted to the mentee, where the lecturer takes on the role of a mentor. With his in-depth knowledge of the topic, the mentor guides the mentee at searching for solutions of the problem and simultaneously through observation of the mentee adjusts the depth and contents to outset of the mentee and his ability to acquire knowledge.

Online Discussion and E-Mentoring Strategies in Blended Continuing Education Courses

2010 ◽  
pp. 146-169 ◽  
Author(s):  
Lung-Hsiang Wong ◽  
Chee-Kit Looi
Keyword(s):  
Continuing Education ◽  
Online Discussions ◽  
Class Discussion ◽  
Full Time ◽  
Discussion Forums ◽  
Student Groups ◽  
Peer Help ◽  
Effective Use ◽  
Education Courses

This study analyzes online discussions in a course portal that supplemented class discussion in three continuing education courses. Our student groups were full-time professionals who studied on a parttime basis. We use and adapt some elements of Henri’s model for content analysis to quantitatively and qualitatively analyse the online discourse (Henri, 1992). Transcript content analyses show that students’ messages were on-task, thoughtful, and indicative of student-initiated learning and a good amount of peer help. While other studies have studied effective discussion through similar forums or computermediated instruction, we emphasize the role of the e-mentors in promoting and mediating the discussions. We discuss factors that contributed to the effective use of the discussion forums for fostering learning, including e-mentors’ enthusiasm in responding to the messages, and e-mentoring strategies. We also induce several strategies adopted by the e-mentors in facilitating online forum discussions.

scholarly journals Szkolenie kierowców w warunkach globalizacji

2011 ◽  
Vol 7 ◽  
pp. 391-402
Author(s):  
Zbigniew Ożdżyński
Keyword(s):  
Continuing Education ◽  
Road Safety ◽  
Training Process ◽  
Driver Education ◽  
Driver Training ◽  
Knowledge And Skills ◽  
Traffic Law

The process of globalization makes it necessary to harmonize the regulations in various fields of economy, culture and education, including changes in the system of driver education. This paper presents the changes in Polish traffic law in the process of its adaptation to the international requirements and changes in driver training process in terms of improving road safety. It also identifies the areas of training that are undergoing the process of changes in conditions of globalization with emphasis on the role of instructor in the continuing education of drivers and improvement in their knowledge and skills.

Curiosity doesn’t kill cats: Passion and pragmatism for adventurous life-long learning

2017 ◽  
Vol 114 (3) ◽  
pp. 336-340 ◽  
Author(s):  
Laura Rodgers Levens
Keyword(s):  
Continuing Education ◽  
Adult Learner ◽  
Reflective Learning ◽  
The Self ◽  
Life Long Learning ◽  
Self Formation

Life-long learning should be full of love of discovery, passion for adventure, and pragmatic self-formation. This article is a conversation between author and reader about continuing education as a life-giving and challenging journey. It analyzes the self-critical narratives people tell to propel themselves forward in learning, and invites the reader to take up narratives that are self-aware, non-judgmental, and willing to be stretched anew. It describes the balancing act between passion for adventure and pragmatic self-formation at work in the life of the adult learner, and invites the reader to step forward in curious, creative, and reflective learning.

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