Share of first-time international graduates at tertiary level, by gender (2019)

2021 ◽  
Keyword(s):  
Tertiary Level ◽  
International Graduates ◽  
First Time

Social Ecology as Innovative Tertiary Environmental Education

1992 ◽  
Vol 8 ◽  
pp. 59-75 ◽  
Author(s):  
Lesley White
Keyword(s):  
Environmental Education ◽  
Rural Development ◽  
Social Ecology ◽  
Albert Einstein ◽  
Learning Opportunities ◽  
Tertiary Level ◽  
Undergraduate Level ◽  
The Social ◽  
First Time

Social ecology as expressed by the Social Ecology Centre, (Faculty of Agriculture & Rural Development, University of Western Sydney, Hawkesbury), is an emerging field of learning concerned with improving the quality of the interrelationships between people and between people and the environment. The essence of this improvement is powerfully depicted by Albert Einstein, with this plea for people to widen their sense of compassion and concern to all life:A human being is part of the whole, called by us ‘Universe’ a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty.Social ecology then is concerned with recognising and transcending this ‘optical delusion’ of which Einstein speaks.In 1992 the Social Ecology Centre will be offering, through the introduction of the Bachelor of Applied Science (Social Ecology) [B. App. Sc. (Soc. Ecol.)] program, a substantively new and different approach to environmental education at a tertiary level. The establishment of the B.App.Sc. (Soc. Ecol.) will provide for the first time learning opportunities in social ecology at undergraduate level.

EMI at Tertiary Level in Spain

2020 ◽  
pp. 232-256
Author(s):  
Francisco Zayas Martínez ◽  
José Luis Estrada Chichón
Keyword(s):  
Focus Group ◽  
State Of The Art ◽  
The State ◽  
Tertiary Level ◽  
Language Policies ◽  
Methodological Issues ◽  
Cross Sectional ◽  
Initial Implementation ◽  
Spanish Universities ◽  
First Time

This chapter examines the state-of-the-art of EMI lecturing at Cadiz University, Spain. The rationale of the research lies in the lecturers' main challenges for issues related to the use of EFL and EMI methodologies. Data were collected from a questionnaire to which EMI lecturers responded (N=22; 69%) and from a focus group carried out with a cross-sectional sample of participants (N=6). The conclusion sheds light on the following: For the first time, Spanish universities have started to design language policies aimed at using English for lecturing, although the initial implementation shows diverse effects, depending on whether EMI teaching takes place in one scientific area or another. This panorama suggests an adaptation of EMI training. Secondly, lecturers are committed to EMI training not only for language but also for methodological issues. They also demand greater recognition for teaching courses in EFL. Potential solutions and recommendations are proposed.

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