The article analyzes the organization of the educational process in the Regional Institute of Social Work Aquitaine. It is found that the following departments of the Institute are responsible for organizing the educational process: the department of initial professional training in social work; the department of constant social formations; the department of management training; the research department; the centre for social action learning; the department of internal educational operations; the department of the educational process and symposia; the department of international activities; the centre for evaluation of skills in social professions; the centre for validation of acquired experience in social work. It is revealed that the Regional Institute of Social Work Aquitaine will be merged into the University of Bordeaux between 2019 and 2020 and become part of the National Union of Training and Research in the field of social intervention, which integrates all types of training in social work. The Regional Institute of Social Work Aquitaine is also under the direction of the Regional Association of Social Work. It must be noted that the Regional Institute of Social Work Aquitaine provides the protocol for certification and testing of the Level 3 Modules (ASS / ES / EJE / ETS / CESF). After all, the general conditions of this protocol ensure the support of candidates for such certification and testing. These conditions include the location of certification and testing; instructions and criteria: an invitation to certification and testing, the organization of certification and testing, the organization of module certification, the information about certification and testing committee, the submission of results from certification and testing (results of certification and testing, absence of candidates during certification and testing, module testing, violations and protection means).
Muhammad Rizwan, Zeeshan Azad, Ashiq Ali and Saba Mahmood
Pakistan: An analysis of higher education commission rankings 2012. International Journal of EducationalManagement, 27(7), 775-786.
Halai, N. (2011). Private higher education in Pakistan. International Higher Education, 64, 21.
Leghari, J. (2010), “Interview Javaid R. Leghari: Chairperson HEC”, available at: www.newslinemagazine.com/2010/10/interview-dr-javaid-r-laghari-chairperson-hec/ (Accessed on August 10, 2016).
Madu, C. N., Kuei, C. H., &Winokur, D. (1994). Total quality management in the university: a quality code
The article deals with the problem of forming education managers’ professional competency in the context of European integration educational processes. The peculiarities of education managers’ competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The performed analysis of curricula in higher education institutions of Central European countries has proved their use of the complex approach to forming professional competences of education managers. The author has revealed the peculiarities of education managers’ professional training while mastering accredited specialized courses in School Management in the Centre for Lifelong Education at Faculty of Education at Palacký University in Olomouc, the Czech Republic; a Bachelor’s degree in Education Specialization (School Management) at Charles University in Prague, the Czech Republic; in the context of the project launched by the European Social Fund (EFS) called “The Development of Education Managers’ Competences in Schools and Educational Institutions in the Hradec Králové Region – the Model of Professional Education”, the Czech Republic. It has been concluded that higher education institutions of Central European countries focus on the development of pedagogical and managerial competencies. It has been highlighted that the complication of training content and the modernization of disciplines will allow to form thinking and actions of education managers as comprehensively educated specialists able to successfully deal with professional tasks using their educational and intellectual potential.
Benoni Sfârlog, Daniel-Sorin Constantin and Bogdan Rachină
The military leader is the central pillar of all military structures, whose functionalism is sustained and enhanced by the exercise of an effective leadership. Explaining the role and place of the military leader in an organizational context creates prerequisites for the identification of his/her action situations from an educational perspective. In this context it becomes necessary and useful to investigate the issue of the educational leadership on delimiting the conceptual framework, identifying the exigencies and forms of exercising the educational leadership, as well as the particularities of the educational leadership at the tactical level. From this approach, implications of habit-forming arise.
Currently, higher education faces the great challenge of promoting the enduring improvement of its actions, and thus achieve not only satisfaction and integral formation of its students, but also a permanent growth and institutional development. At the World Conference of Higher Education, CMES 2009, the subject of quality and university management was emphasized, understanding that both favor the decision-making that directly benefits the continuous progress by incorporating mechanisms and instruments that ensure quality, such as: the hiring of qualified personnel, the optimization of resources and the accomplishment of institutional goals.
The Universidad Bernardo O’Higgins has defined and specified in its 2016-2020 institutional strategic plan, strategic objectives and indicators that show their degree of effectiveness through a Balanced Scorecard System. For this, it was necessary to select and specify indicators of relevant performance (KPIs) which would allow to execute a more specific follow up to overall performance and results. By using a similar methodology to the Dupon analysis a crossed-impact matrix was designed, which classified the 31 identified indicators in 4 KPIs of general matrix performance that allowed to systematically evaluate the institution and assess its integral overall performance by looking at only 4 indicators referring to the degree of advancement and institutional quality.
Thus, achieving the study’s goal by designing and implementing a modern management model sustained in key indicators that might influence the institutional quality, measured through the institutional and careers accreditation and the correlation analysis between years and accreditation areas and the selected indicators.
learning] (Doctoral dissertation, Riga Teacher Training and EducationalManagement Academy, Latvia). Retrieved May 20, 2015, from http://www.rpiva.lv/pdf/prom/bb_darbs.pdf
Brunori, G., Berti, G., Kleikx, L., Tisenkopfs, T., & Rolp, D. (2011). Learning and innovation networks for sustainable agriculture: A conceptual framework. Brussels: Solinsa.
Cavanagh, M. (2011). Students experiences of active engagement through cooperative learning activities in lecture. Active Learning in Higher Education, 12(1), 23-33.
Introduction The scientific article is an analytical overview of history of child language as new research branch launched in Latvia, indicating significance and future perspective of this direction.
Aim of the study The aim of the research is to analyse and substantiate the history, strategy and perspective of child's language studies in Latvia.
Materials and methods The traditional methods used in researches of child language in Latvia - research observation, questionnaires, theoretic analysis of interviews, writing down and classification of vocabulary in form of dictionaries, approbation of conclusions in meetings and reviews, as well as instrumental speech analysis methods.
The article uses materials on previous research of child's language in Latvia.
Results Before establishment of the Child's Language Research Centre of the Riga Teacher Training and Educational Management Academy (RTTEMA), mostly separate articles were dedicated to child language studies in Latvia. In September 2006, regulations of the Child's Language Research Centre were approved by decision of Senate of the Riga Teacher Training and Educational Management Academy, and on 5 January 2007, the centre was officially registered at the Ministry of Education and Science. Researchers have worked with the following branches: child's language in mixed families, enrichment of child's language in circumstances of culture interaction and society consolidation, child multilingualism in Latvia, signs of social changes in child language, games and plays for development of child language, language in fiction and teaching aids for children, marks of child literary creativity, child language as an object of philological research and typology of child language. The field of research has been extended to analysis of adolescent language, as well as solutions for development and perfection of child language are being searched in cooperation with specialists from psychology and language pathology.
Results of child language studies are published in monographs, one collection of articles and many articles, as well as works of popular-science; recommendations have been provided to specialists of preschool education and children's parents. Samples and records of children's speech at various ages are collected and analysed, the first dictionary of child's language has been prepared for publication; this empiric material will be of use for researchers of various fields. Approbation of methods for acoustic analysis of child's language is carried out.
Conclusions As a result of activities of the Child's Language Research Centre of the Riga Teacher Training and Educational Management Academy research of child' language in Latvia has developed into purposeful and stable field of research.
This is a complex field of research based on results acquired by specialists from pedagogy, linguistics and psychology.
Language serves needs of child's expression and communication in compliance with the individual world of emotions, concepts, initial notions and attitude. To study this particularity and its gradual alignment with mental activities of grown-up people is a significant research task providing contribution to development of linguistics and pedagogy as well as other fields related to child's raising and development.
The article presents the Polish educational system, its constituent part - upper secondary education, in particular. Describing the qualitative changes in the upper secondary schools (secondary schools of the second extent) the author singles out one significant document that has changed the direction of education, created the conditions for change of the educational management system and introduced the economic rules in educational activities. It also shows the structure of upper secondary education, which was formed in the final stage of the educational reforms. The peculiarities of the qualitative changes have been indicated. The previous system of assessing students’ knowledge was preserved; however, an external evaluation of the students’ achievements was introduced. The introduction of the external exams and assessments has enabled a fair comparison of the level of skills that the student has achieved to the skills that are required by the syllabus. Therefore, it is believed that the changes introduced have become one of the pillars of the reform of the educational system in Poland. The quantitative changes have been introduced along with the qualitative ones. Quantitative changes were compared in the period 2000-2015 and juxtaposed with the year 1990. On the basis of the gathered statistical data a trend was set (downward or upward) in Polish upper secondary education.
Arar, K., Haj-Yehia, K. (2013). Higher Education abroad: Palestinian Students from Israel Studying in Jordanian Universities. Journal of Applied Research in Higher Education, 5(1), 95-112. http://dx.doi.org/10.1108/17581181311310306
Bok, D. (2003), Universities in the Market Place, Princeton University Press, Princeton, NJ.
Bonnema, J., Van der Waldt, D.I.R. (2008). Information and Source Preferences of a Student Market in Higher Education. International Journal of EducationalManagement, 22(4), 214
Jolanta Urbanovič, Jolanta Navickaitė and Rūta Dačiulytė
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Chapman, C. 2013. “Academy Federations, Chains and Teaching Schools in England: Reflections on Leadership, Policy and Practice.” Journal of School Choice: International Research and Reform 7(3), 334 – 352.
Chapman, C. 2015. “From one School to many: reflections on the Impact and Nature of School Federations and Chains in England.” EducationalManagement Administration & Leadership 43(1), 46 – 60.
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