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Fostering Internationalisation in Higher Education by Virtual Mobility

. VAN DER WENDE, M. (ed.). Virtual Mobility: New Technologies and the Internationalization of Higher Education. Hague, Netherlands: Organization for International Cooperation in Higher Education (NUFFIC), 1998. VMCOLAB: European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernisation Strategies. (Project ID: 527770-LLP-1-2012-1-BE-ERASMUS-ESMO). VRIENS, M., et al. Virtual mobility as an Alternative or Complement to Physical mobility. EDULEARN conference proceedings. Barcelona, Spain, 2010.

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Internationalization of Universities and Teacher Preparation for the 21st Century

). Tools for measuring global competence in future teachers . Retrieved from Kasáčová, B. (2005). Reflexívna výučba a reflexia v učiteľskej príprave . Banská Bystrica : PF UMB. Knight, J. (2003). Internationalization of Higher Education. Practices and Prioritie s: 2003 IAU Survey Report. Retrieved from Koťa, J. (2007). Učitelství jako povolání. In Vališová, A. & Kasíková, H. a kol.: Pedagogika pro učitele. Praha: Grada, 15-26. Kurincová, V. (2010). Katedra pedagogiky PF UKF v Nitre v

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English Medium-Instruction as a Way to Internationalization of Higher Education in Kazakhstan: An Opinion Survey in the Innovative University of Eurasia

%20-%20Cover%20option_3%20FINAL_Web.pdf . Accessed 12 April 2014. Doiz, Aintzane, et al. “Internationalization, Multilingualism and English-Medium Instruction.” World Englishes , vol. 30, no. 3, 2011, pp. 345-59. Doiz, Aintzane, et al., editors. English-Medium Instruction at Universities. Global Challenges . Multilingual Matters, 2013. Graddol, David. English Next. Why Global English May Mean the End of ‘English as a Foreign Language. The British Council, 2006, . Accessed 13 January

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in e-TEALS
International Exchange of Ideas in Student-Interactive Videoconferences – Sustainable Communication for Developing Intercultural Understanding with Student Teachers

References Alkhawaldeh, A. (2017). School-based teacher training in Jordan: Towards on-school sustainable professional development. Journal of Teacher Education for Sustainability, 19(2), 51-68. Carroll, J. (2015). Tools for teaching in an educationally mobile world. London: Routledge. de Wit, H. (2010). Internationalisation of higher education in Europe and its assessments, Trends and Issues. Den Haag: Colophone. Denksteinova, M., & Sundh, S. (2018

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Trends in Professional Training of IT Managers in the Global Educational Space

Evropeiskoho. Kyiv: IPTO NAPNU. 9. SEPIE. (2017). The internationalization of higher education in Spain: Reflections and Perspectives . Madrid: Spanish Service for the Internationalization of Education. Retrieved from . 10. University of Oxford. (2017). International trends in higher education 2016–17 . Retrieved from . 11. Uzun, O. E. (2001). Tendentsii pazvitiya podgotovki spetsialistov v

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Higher Education Globalization in the Context of American Guidelines

., Nielsen, S. (2012). Internationalization and Globalization in Higher Education. In : Cuadra-Montiel, H. (Ed.) Globalization - Education and Management Agendas. Retrieved 14.10.2016 from : 10. Spring, J. (2015). Globalization of Education: an Introduction. New York : Routlege, 255 p. 11. Seawright, L. (2014). Going Global: Transnational Perspectives on Globalization, Language, and Education. Newcastle

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Methodology of Projecting Pedagogical Education Oriented Toward Quality and Trends in Its Development in the EU Countries


The main directions of evolution and trends in pedagogical education development in European countries have been analyzed. It has been found that modernization of pedagogical education in Ukraine is practically impossible without analyzing the development of pedagogical education in the EU countries. It has been proved that in order to study trends in the development of pedagogical education in the EU countries in terms of their diversity and community, it is also necessary to identify and specify the integration factors of this social phenomenon. It has been emphasized that careful attention to the quality of education is explained by the transition of most of the national education systems in Europe to the methodology of projecting education focused on learning outcomes and their monitoring. It has been clarified that with the development of the EHEA there is a gradual shift in emphasis from external assessment of higher education quality to the institutional level, from the learning process to competency-based approach with a predominant orientation towards professional and personal preparedness and, first of all, graduates employment as a criterion of learning outcomes. Special attention has been drawn to the fact that, despite the processes of internationalization and globalization of social life, covering social relations, science, culture, education, at the same time, many centuries-old traditions of various cultural-historical types of society, various civilizations that influence the character of pedagogical education are kept. It has been investigated that in most EU countries education is dominated by the ideas of humanization and continuity, aimed at meeting the growing needs of the individual, “focus on personality”, which involves a variety of types and kinds of modern higher education, its multivariant character and multimodality, orientation towards result-centered criteria of definition of curricula content.

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Professional Pedagogical Mobility of Educators in the European Context

. 8. EHEA. (2015). Report of the 2012-2015 BFUG working group on mobility and internationalization. Retrieved from 9. Four Ministers in charge for France, Germany, Italy and the United Kingdom. (1998). Sorbonne Joint Declaration on harmonization of the architecture of the European higher education system. Retrieved from 10. Klymenko, Yu. (2011). Profesiina mobilnist

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Rebo nyunda: Is it decolonising early childhood education in Bandung, Indonesia?

References Adriany, V. (2018). The internationalisation of early childhood education: Case study from selected kindergartens in Bandung, Indonesia. Policy Futures in Education , 16(1), 92-107. Adriany, V., & Saefullah, K. (2015). Deconstructing human capital discourse in early childhood education in Indonesia. In T. Lightfoot-Rueda, R. L. Peach, & N. Leask (Eds.), Global perspectives on human capital in early childhood education: Reconceptualizing theory, policy, and practice (pp. 159-179). New York: Palgrave Macmillan US. Anderson, B. (2006

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Cultural Adaptation of Erasmus Students in Latvia and Host University Responsibility

References Archer, W., Davison, J. (2008). Graduate Employability: What do Employers Think and Want? London: The Council for Industry and Higher Education. Altbach, P. G., Knight, J. (2007). The internationalisation of higher education: Motivations and realities. Journal of Studies in International Educational , (11), 290-305. Bennett, M. J. (2004). Becoming Interculturally Competent. Towards Multiculturalism. A Reader in Multicultural Education. Newton, MA: Intercultural Resource Corporation, 62-77. Bhandari, R., Blumenthal, P. (2011

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