The study aim was to determine which teaching methods are most effective for developing the students’ appropriate professional competencies in the culinary arts programs of Cyprus’ Senior Secondary Vocational Education (SSVE). A qualitative case study research design was considered appropriate and a criterion sampling strategy was used to select 52 participants. Findings showed that chef instructors prefer to use a combination of teaching methods by considering class dynamics and students’ personal learning style. Students learn primarily by doing and repetition and a two-day sequel laboratory could become an effective in-class activity. The positive impact of modern audio-visual means was identified as a factor, stimulating students’ learning appetite. Thus, a competitive learning environment is needed to boost class performance. However, the written examination assessment calls for change due to basic student issues and new approaches, means, and techniques that should be used for the final assessment of the SSVE students.
An analysis of the investments intervention effect from operational programmes in the programming period 2007–2013 upon the R&D infrastructure of the Czech public universities is presented. The analysis was based upon publicly available data, universities´ annual economic reports, and evaluations and analyses. A few indicators have been selected to quantify the effect of significant extension and upgrade of the universities´ R&D infrastructure where investments from structural funds amounted to 36 % of the universities´ total R&D expenditure. The effect of the financial intervention upon the performance in basic research was evaluated firstly by making use of the increase of publications number in impacted journals in the time windows 2009–2011 and 2015–2017, i.e. before the effective launch of the interventions, and after their termination. The share of foreign public funds (structural funds excluded) in the total R&D expenditure was the second indicator used. The effect upon the applied research performance was evaluated by comparing the difference of the number of patents and by the change in the share of private sources in the R&D expenditure. The analyses show an increase of the number of publications whereas the change in the share of the foreign public funds in the total R&D expenditure did not induce any positive trend. In parallel with the number of publications, the number of patents increased, too. The change in the share of the private sources in the R&D expenditure was unequivocally associated with a positive trend, especially in the out-of-Prague technical universities. For a more robust evaluation of the effect of the interventions financed by the structural funds an analogous analysis should be carried out after a longer time than the mere three years after the termination of the interventions.
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This article reveals the organizational experience of the professional development of primary school teachers during the inter-certification period in the system of lifelong pedagogical education of the Russian Federation. The issue of international experience features in practical implementation of teaching experience during the inter-certification period by the teachers of Russian secondary schools. The article analyzes the intercertification period principles of organization of the primary school teachers (dynamism, variability, modularity, interaction, large-scale involvement, practical orientation, performance) and the levels on which the professional development of teachers in intercertification period in the system of lifelong pedagogical education of the Russian Federation is carried out (primary, heuristic, creative, innovative).
It was found that in the process of professional development during the intercertification period Russian teachers participate in researches and experimental work, teaching sessions, educational ideas auctions, seminars, conferences, take the floor on the teaching meetings, organize open classes, plan the trajectory of self-educational activity, create individual professional self-development plan; school administration monitors the qualification level, professional competence and performance of teachers.
Faraz Yusuf Khan, Aaditya Ranjan Srivastava, Shrish Bajpai and Naimur Rahman Kidwai
The establishment and development of Radio frequency (RF) and Microwave Engineering (ME) from its inception in Electrical and Electronics Engineering to having its own distinct identity in the 21st century has been explored in this paper. Overview of contributions by India to the field of RF and Microwave Engineering have been mentioned. Present paper deals with the field of RF and Microwave Engineering, especially the standard of its education in India. This paper explores the multidisciplinary nature of a RF and Microwave engineer and analyses how an RF and a Microwave engineer can contribute to the industry. Hierarchy and structure of Indian education system concerned with Engineering and Technology have been reviewed along with options and incentive available to aspiring researchers in the field of RF and Microwave Engineering. Nuances of dual degree program have been discussed. Job opportunities in government sector and private sector have been analyzed. A RF and Microwave engineer can find employment opportunities in premier government bodies such as Indian Space Research Organisation (ISRO) and Defence Research and Development Organisation (DRDO) along with private corporations in the rapidly growing telecom sector of India. Handheld device-based apps and web-based database programs initiated by the Government of India have been discussed. It has been concluded that RF and Microwave engineers will play a decisive role in the development of India. Performance of a RF and Microwave engineer will be a major factor in deciding the magnitude of performance of the Indian Defence Forces. The authors of this paper have suggested some steps to the Government of India which can help RF and Microwave Engineering education reach its maximum potential