Higher Education for the Future最新文献_第10页

Towards Outcome-based Education 迈向结果导向型教育

Higher Education for the Future Pub Date : 2018-01-01 DOI: 10.1177/2347631117740456

Rajan Gurukkal

引用次数: 7

Lecturers’ Leadership Practices and Their Impact On Students’ Experiences of Participation with Implications for Marketing Higher Education Services 讲师的领导实践及其对学生参与体验的影响:对高等教育服务营销的启示

Higher Education for the Future Pub Date : 2018-01-01 DOI: 10.1177/2347631117738640

Hope Adanne Andy-Wali, A. Wali

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引用次数: 9

Mindfulness as an Intervention for Recalling Information from a Lecture as a Measure of Academic Performance in Higher Education 正念对回忆讲座信息的干预:作为高等教育学习成绩的衡量标准

Higher Education for the Future Pub Date : 2018-01-01 DOI: 10.1177/2347631117738649

R. Bennett, H. Egan, A. Cook, M. Mantzios

引用次数: 21

An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education 纳米比亚大学教育学院国家信息通信和技术政策评估

Higher Education for the Future Pub Date : 2018-01-01 DOI: 10.1177/2347631117740455

A. Isaacs, L. Kazembe, C. Kazondovi

{"title":"An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education","authors":"A. Isaacs, L. Kazembe, C. Kazondovi","doi":"10.1177/2347631117740455","DOIUrl":"https://doi.org/10.1177/2347631117740455","url":null,"abstract":"The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"104 - 118"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117740455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The Report of Joint Committee for State-level Inputs for Draft National Education Policy 2016 from Kerala 喀拉拉邦2016年国家教育政策草案投入联合委员会的报告

Higher Education for the Future Pub Date : 2017-07-01 DOI: 10.1177/2347631117706277

引用次数: 0

National Policy on Education and Higher Education 国家教育政策与高等教育

Higher Education for the Future Pub Date : 2017-07-01 DOI: 10.1177/2347631117706275

Rajan Varughese

引用次数: 30

Some Inputs for Draft National Education Policy 2016 关于2016年国家教育政策草案的一些意见

Higher Education for the Future Pub Date : 2017-07-01 DOI: 10.1177/2347631117706276

引用次数: 12

Socio-economic Determinants of Inter-state Student Mobility in India 印度国家间学生流动的社会经济决定因素

Higher Education for the Future Pub Date : 2017-07-01 DOI: 10.1177/2347631117708069

Shashiranjan Jha, Sumit Kumar

引用次数: 5

Gender in the New Education Policy 2016 in the Making 2016年新教育政策中的性别问题

Higher Education for the Future Pub Date : 2017-07-01 DOI: 10.1177/2347631117706260

K. Chanana

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引用次数: 1

From Kothari Commission Report to Some Inputs for Draft National Education Policy 2016 从科塔里委员会报告到2016年国家教育政策草案的一些投入

Higher Education for the Future Pub Date : 2017-07-01 DOI: 10.1177/2347631117706274

P. Tharakan

{"title":"From Kothari Commission Report to Some Inputs for Draft National Education Policy 2016","authors":"P. Tharakan","doi":"10.1177/2347631117706274","DOIUrl":"https://doi.org/10.1177/2347631117706274","url":null,"abstract":"The Subramanian Committee Report 2016 and the Some Inputs for Draft National Education Policy 2016 (SIDNEP 2016) are compared with its predecessors, the Kothari Commission Report 1964–1966 and the National Education Policy 1986 along with its Programme for Action 1986 and the revised Programme for Action 1992, to see how well its proposals are contextualized within the socio-economic developments in present Indian society. The review of the Kothari commission Report found that it anchored itself very much in the aspirations of the people of India in building a strong and prosperous nation through the means of long-term planning. It nurtured the hope of parents seeking education for their children with particular regard for creating job opportunities and in preparing graduates to have the necessary qualifications for such jobs. It has to be admitted that in stating their objectives in such terms, the Kothari Commission also let the instrumentalist educational aims to have preference over equally important intrinsic values. Similarly, the NEP 1986 and its Programme of Actions (POAs) suggested streamlining educational expansion in general under central agencies. As a result, its overall effect was in favour of high centralization. The 2016 educational policy documents do pay tribute to the laudable objectives stated by their predecessors, without critically going into the causes of how such objectives got derailed. Even when they address existing issues like that of a fast-changing knowledge economy, they do not offer any critical assessment. Instead they imply that it is a given component and Indian education, has to give in and try to operate inside the knowledge economy as best as possible. With such a passive attitude accepted by the 2016 education policy statements, their recommendations read as disjointed list of limited educational objectives.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"4 1","pages":"147 - 157"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117706274","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42370767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0