.; Žižalova, P.; Valenta, O. (2011): R&D infrastructures supported by the Operational Programme Research and Development for Innovation - human resources sustainability. Ergo 2/2011, 3-10.  MEYS (2008): Operational Programme Research and Development for Innovations. Ministry of Education, Youth and Sports. http://www.msmt. cz/uploads/OP_VaVpI/Zakladni_dokumenty/Operacni_program_Vyzkum_a_ vyvoj_pro_inovace.pdf  MEYS (2009): Manual for applicants for the Operational Programme Research and Development for Innovations, appendix 8
David Marek, Kristýna Meislová and Pavla Žížalová
Balčiūnaitienė Asta and Teresevičienė Margarita
://ec.europa.eu/education/pub/pdf/higher/modernisation.pdf 4. Filho, L. W., Caeiro, S., Jabbour, Ch., & Azeiteiro, U. M. (2013). Sustainability Assessment Tools in Higher Education Institutions. Dordrecht, Netherlands: Springer International Publishing. 5. Filho, L. W. (2015). Education for Sustainable Development in Higher Education. In Transformative Approaches to Sustainable Development at Universities , 3 – 10. (p. 3-12). Dordrecht, Netherlands: Springer International Publishing. 6. Flowerdew, J. (2013). Discourse in English Language Education. NY: Routledge. 7. Galkutė, L. (2005). Universities
David Marek, Pavla Žížalová and Ondřej Valenta
Infrastruktury pro výzkum a vývoj podpořené z Operačního programu Výzkum a vývoj pro inovace - udržitelnost z hlediska lidských zdrojů
Kvalita výzkumné infrastruktury v Česku byla zatím hodnocena v porovnání s vyspělými "západními" ekonomikami jako spíše podprůměrná. Zároveň je ale zřejmé, že dostupnost špičkové výzkumné infrastruktury je významným faktorem nejen pro kvalitní výzkum, ale i pro mezinárodní spolupráci či spolupráci s aplikačním sektorem. Dosavadní deficit ve sféře výzkumné infrastruktury by měly pomoci řešit současné operační programy a jejich prostřednictvím budovaná nová výzkumná centra. Jaký však bude efekt těchto nových výzkumných infrastruktur, závisí především na schopnostech či možnostech přivést do těchto center kvalitní výzkumné týmy a pracovníky. Příspěvek proto hodnotí z několika hledisek vývoj lidských zdrojů ve výzkumu a vývoji a dílčí trendy dává do souvislosti s indikovanými požadavky vznikajících center. Analýza ukazuje, že v dílčích oborech se může objevit potřeba počtu nových pracovníků, která překračuje nárůst zaměstnanosti odpovídající současným trendům, a tím ohrozit stávající či nová výzkumná centra, potažmo očekávané dopady spojené s jejich výstavbou.
References 1. Babbie. E. (2007). Badania sj>o/eczne wpraktyce. Warszawa: PWN. 2. Czap inski, J., & Panek,T. (2015). Diagnozasjxfleczna. Warszawa: RMS. 3. Giddens. A. (2004). Socjologia. Warszawa: PWN. 4. European Commission, (2010). Europe 2020: Strategy for Smart, Sustainable and Inclusive Growth. Retrieved from <http://eur-lex.europa.eu/LexU:riServ7LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF. 5. Luhmann, N. (2007). Systemy spoieczne. Krakow: NOMOS. 6. Ministerstwo
Vitaliy Tretko and Yuriy Vashkurak
REFERENCES 1. Ainger, C., Cruickshank, H., & Fenner, R. (2012). Graduate education for leadership and organisational change in sustainable development. International Conference on Innovation, Practice and Research in Engineering Education, Conference Proceedings. UK: Loughborough University. 2. Bourn, D., & Sharma, N. (2008). Global and “Sustainability Perspectives within engineering”. The Municipal Engineer , 161 (3), 129–135. 3. Bourn, D., & Neal, I. (2008). The Global Engineer. Incorporating global skills within UK higher education of
Natalia Avshenyuk and Lyudmyla Kostina
Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.
References 1. AASHE, The STARS Program. (2016). AASHE’s Sustainability Tracking, Assessment & Rating System. The Association for the Advancement of Sustainability in Higher Education, Denver, Colorado, USA. Retrieved from http://www.aashe.org/files/documents/STARS/stars_2.1_technical_manual.pdf). 2. Association Leaders for a Sustainable Future. (1990). Report and Declaration of the Presidents Conference. Retrieved from http://www.ulsf.org/programs_talloires.html. 3. Barth, M., & Michelsen, G. (2013). Learning
The article deals with analysis of challenges and objectives for higher education in the context of globalization: the forming of international labour market proves the fact that the process of international integration is affecting economy and technology as well as social and labour relations that are becoming more and more global. The peculiarities of structure (gradation, succession, multivectorability, continuity), content (narrow profile, sustainable development, competency-based orientation, specialization, curriculum flexibility, combination of core and optional subjects, possibility to choose courses and modules of different levels), forms (designing and modeling in small groups, workshops, practical intensive and extended learning, role playing, lectures, online sessions, problem-oriented excursions, seminars, internships and extended pedagogical placements) in training of specialists at universities in European countries have been established. According to the project “Implementation and Influence of Curriculum Reforms in Higher Education in Europe” a competency-based approach is given much significance on the institutional level. Urgent objectives for higher education in Ukraine in the context of the return of emigrants to their home country, highly qualified specialists, in particular, is fast effective reforming of education based on practical orientation; appreciation of social phenomena in the context of their cultural values and the dynamics of society; global character of curricula (ethnocentrism, multiculturalism, interdisciplinarity, universality, innovativeness of international comparison and large potential for fulfilling needs in developing skills).
The paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform to the dynamic trends in education and organizational management. The conceptual modification of teacher mentoring manifests itself in the development of comprehensive and sustained formal induction programs based on the theories of educational leadership, adult learning, social interaction and collaborative learning. Quality induction programs are context-based and involve multiple stakeholders (schools, school districts, local educational organizations and agencies, partner universities, state departments of education etc). Diverse forms of mentoring (one-to-one, peer, group, reciprocal, online and needs-driven mentoring, etc.) are extensively combined with other induction components offered to beginning teachers and mentors during the whole induction period. The induction components include: summer courses, orientation sessions, workshops, seminars, webinars, conferences, interviews, informal meetings and celebrations, district-based mentor training programs etc. The quantitative data obtained through the analysis of the U.S. national surveys and research reports provides ground for highlighting those mentoring and induction programs which have significantly decreased turnover rates among new teachers, contributed to their professional development and improved academic achievement in public schools by providing students with quality instruction.
Faraz Yusuf Khan and Shrish Bajpai
The present paper deals with the issue of Electrical Engineering, particularly its impact and standard of education in India from its initiation till present date. We have explored the transition of Electrical Engineering from disciplines of science to a discipline of engineering and technology. A comprehensive study of Electrical Engineering education framework in India at various stages has been done along with a comparison of educational institutes among BRICS nations, namely Brazil, Russia, India, China and South Africa. We have also acknowledged Electrical Engineering as an important domain of engineering and technology. Indian Government’s efforts to improve the quality of Electrical Engineering education in India through internet based interactive online tools and its endeavors to decrease the rising levels of greenhouse emissions for the betterment of our environment has been appreciated in this paper. We have analyzed a plethora of Electrical Computer Aided Design (ECAD) simulation tools, available for the welfare of electrical engineering academia, as well as industry based electrical engineering applications. Electrical Engineers are destined to play a decisive role in the socio-economic future of India and the world, as they have been doing this since the 19th century. Keeping this fact in mind, we have decided to refer to the present employment opportunities available in India covering the private sector as well as the public one. The role of renewable energy in the creation of numerous sustainable jobs for the already huge and exponentially growing youth population of India has a mention in this paper. In conclusion we have formulated some recommendations to educational institutes and Indian Government which will help Electrical Engineering academia-industry flourish in the near future.