scholarly journals School projects in priority educational territories - geographical experiences in University of Oporto (Portugal)

2020 ◽  
pp. 125-146
Author(s):  
Elsa Pacheco ◽  
Laura Soares ◽  
Salomé Ribeiro
Keyword(s):  
Higher Education ◽  
Young People ◽  
Secondary Schools ◽  
Project Based Learning ◽  
Project Work ◽  
School Activities ◽  
School Subjects ◽  
Young Students ◽  
And Training ◽  
Changing World

Current education must prepare students for a global, uncertain and rapidly changing world, and this is not achieved with the excessive fragmentation of knowledge that occurs in school subjects. This is more evident when we talk about territories that, due to their characteristics of socioeconomic or cultural exclusion, make the education of young people an even greater and priority challenge. In this sense, a group of higher education teachers implemented Project Based Learning with students from elementary and secondary schools enrolled in the Educational Territories Program for Priority Intervention (TEIP), trying to test more engaging work methodologies for these students. These experiences are presented in this article, discussing the importance of project work for the promotion of school activities, the context of the TEIP program and the projects developed, to finally conclude on the significance of the contents covered in learning and training of young students.

Department of Psychology and Education Lovanium University (Congo-Kinshasa)

1967 ◽  
Vol 10 (03) ◽  
pp. 16-19
Author(s):  
L. E. Missinne
Keyword(s):  
Young People ◽  
Secondary Schools ◽  
Developing Country ◽  
Department Of Education ◽  
Academic Year ◽  
And Training ◽  
School Orientation

When Lovanium University was founded in October, 1954, only 10 students registered for the Department of Education. Within twelve years, 43 students graduated either in Psychology or in Education, and 54 others obtained a Diploma in Education. During the academic year 1966-1967, there were about 200 students in the Department. These are tangible results. Young people have been prepared to serve their countries in the field of education and teaching, a field which is very important in a developing country. From the beginning the main objective of the Department has been to adapt a specifically African programme and training. The increasing success known by this Department, especially since 1963-1964, shows that it really meets the needs of a young Republic which is constantly searching for qualified African professors for secondary schools and training colleges as well as school inspectors and competent counsellors in education. The psychologists also face a very big task. Centres for school orientation and selection, as well as for vocational selection and orientation, are in bad need of qualified staff to create new centres or to extend the ones already existing.

On the same wavelength but tuned to different frequencies? Perceptions of academic and admissions staff in England and Wales on the articulation between 14–19 education and training and higher education

2007 ◽  
Author(s):  
Stephanie Wilde ◽  
Susannah Wright
Keyword(s):  
Higher Education ◽  
Young People ◽  
Data Collection ◽  
Focus Groups ◽  
Higher Education Institutions ◽  
Approaches To Learning ◽  
Effective Communication ◽  
Education And Training ◽  
England And Wales ◽  
And Training

This paper examines the views of staff at higher education institutions on how well 14–19 education and training prepares young people for higher education (HE) study. It draws upon research involving focus groups with approximately 250 academic and admissions staff at 21 higher education institutions in England and Wales. The data collection was conducted between February and June 2005. The paper presents their perceptions of the articulation between 14–19 education and training and higher education. It examines their perceptions of the preparedness of young people to enter HE, and their preparedness to engage with HE. The evidence presented suggests an urgent need for more effective communication between the respective actors and institutions in 14–19 education and training and HE, particularly with regard to approaches to learning.

Barclays blazes a trail on apprentices

2015 ◽  
Vol 23 (4) ◽  
pp. 11-13
Keyword(s):  
Higher Education ◽  
Young People ◽  
Design Methodology ◽  
Social Implications ◽  
Content Type ◽  
Wide Range ◽  
Career Options ◽  
University Degree ◽  
And Training ◽  
Practical Implications

Purpose – Considers the new Trailblazer apprenticeships being offered by Barclays and Santander. Design/methodology/approach – Examines the reasons for the programs and the results they are expected to achieve. Findings – Explains that the three-year Trailblazer qualification enables young people to achieve the sixth-level apprenticeship, equivalent to a university degree. Practical implications – Demonstrates the wide range of career options open to successful candidates. Social implications – Highlights a useful route into training and employment for young people, some of whom have spurned conventional higher education and training. Originality/value – Shows how two banks are implementing the government’s Trailblazer apprenticeship scheme.

scholarly journals Evaluation of Project-Based Learning

2021 ◽  
Vol 14 (1) ◽  
pp. 64-75
Author(s):  
Kinga KOVÁCSNÉ PUSZTAI
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Project Based Learning ◽  
The Other ◽  
Project Work ◽  
General Description ◽  
Age Group ◽  
The World ◽  
Short Time

"Abstract: In our rapidly changing world, the role of education is not only to pass on knowledge, because the acquired knowledge will be quickly expired, the different professions are also changing in a short time. It would be also important to pass on a kind of ability which the students will be able to independently acquire knowledge after completing their studies with or they would be able to navigate safely through the world, or to work in a team. The project-based education is one opportunity to reach this, with many people have been dealing since the mid- 20th century with, but it has not become popular in education. One explanation to this is that the project work is managed in team, hence it is difficult to evaluate well. In my article, in addition to the general description of the evaluation of the project task, I give valid examples of how this evaluation can be applied in education. Considering the importance of projectbased education being present in all age group, some of my examples can be used in public education and the other in higher education."

scholarly journals Acquisition of general competences using project-based learning

2018 ◽  
Author(s):  
Paula M. Castro ◽  
Francisco Laport ◽  
Adriana Dapena ◽  
Francisco J. Vazquez-Araujo
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Teaching Experience ◽  
Project Based Learning ◽  
Project Work ◽  
Explicit Learning ◽  
Education Programs ◽  
Transferable Skills ◽  
The Bologna Process

During years, professors of higher education focused on the outcome of the assimilation of information through learning (i.e., in the acquisition of knowledge).  In a European context, the Bologna Process has accelerated and spread the process of defining explicit learning outcomes for higher education programs, including those in terms of general competences and transferable skills. Our teaching experience in engineering degrees have shown that these students have difficulties for understanding the math basics of some disciplines. For greater effectiveness in knowledge acquisition, we consider as an essential issue the inclusion of laboratory activities based on computer simulations performed using software. For acquiring those general competences and transferable skills, our proposal also includes several projects in which our students must develop skills such as communication, teamwork or problem solving. We have observed that such projects allow students the development of their creativity, an improvement in oral and written communication, and also an optimal training for the B.S. degree project work and even for their future professional life.

Drawing out: Encounter, resistance and collaboration

2019 ◽  
Vol 4 (2) ◽  
pp. 285-297
Author(s):  
Majella Clancy ◽  
Stephen Felmingham
Keyword(s):  
Higher Education ◽  
Young People ◽  
Secondary Schools ◽  
Learning Strategy ◽  
University Teaching ◽  
Cultural Learning ◽  
Current Crisis ◽  
Collaborative Paper ◽  
Arts Teachers ◽  
The Hours

Abstract This collaborative paper is written against the backdrop of a current crisis in art education and provision in UK secondary schools. Education policy and the introduction of the European Baccalaureate (EBacc) has led to an increasing decline in the hours of arts teaching and number of arts teachers in England's secondary schools (Cultural Learning Alliance 2018). The results of this educational turn are well documented and the effects are being felt now in higher education, in wider culture and in the outcomes for young people in their creative capabilities, global outlook and wellbeing. Drawing pedagogy is considered with reference to this wider context and through the lens of Gert Biesta's philosophy of education that brings children and young people into dialogue with the world. It juxtaposes Tim Ingold and John Dewey in a discussion of a collaborative drawing project, Ailleurs (Elsewhere), an exchange between Plymouth College of Art (PCA) and Ecole Supérieure des Beaux-Arts Montpellier Contemporain (MoCo ESBA) in 2017. The intention is to bring a pedagogy of collaboration, resistance and encounters to bear, to argue for drawing as a singular means of working within this set of tensions. The text concludes that as research or enquiry-led teaching is at the root of an increasing amount of University teaching, finding a route into this from results-led education is a clear challenge to higher education and it sets out a collaborative, peer-to-peer learning strategy as an approach to drawing pedagogy.

scholarly journals Open project-based learning for dynamic adaptability of IT education

2020 ◽  
pp. 002072092098153
Author(s):  
Ruben Tous ◽  
Felix Freitag
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Project Based Learning ◽  
Project Work ◽  
Technological Innovations ◽  
Bachelor Of Science ◽  
It Education ◽  
Student Projects ◽  
Dynamic Adaptability ◽  
Solution Methodology

The pace of technological change is accelerating, the duration of the trends is becoming shorter and the number of technological alternatives to solve IT problems grows quickly. Keeping IT higher education course curricula up-to-date becomes more and more challenging. This paper presents an empirical study that aims to assess whether an open-statement and open-solution methodology in an IT-related project-based learning (PBL) course led to the adaptation of the skills learned by students to the trends of the main IT technology domains. The study analyses data from more than 90 projects by students from eight academic years of the course” Project on Information Technologies”, carried out by students in the last year of the Bachelor of Science in Informatics Engineering at the Barcelona School of Informatics. Our results identify a high correlation between the technologies chosen in student projects and technological trends, which shows that the methodology encourages students to incorporate the latest technological innovations in their project work plan.

scholarly journals Why is it so hard? And for whom? Obstacles to intra-European mobility

2018 ◽  
Vol 16 (1) ◽  
pp. 31-44
Author(s):  
Emilia Kmiotek-Meier ◽  
Jan Skrobanek ◽  
Birte Nienaber ◽  
Volha Vysotskaya ◽  
Sahizer Samuk ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Young People ◽  
Vocational Education ◽  
Vocational Education And Training ◽  
Financial Resources ◽  
Education Student ◽  
Work Related ◽  
European Youth ◽  
And Training

Even though intra-European youth mobility is valued as a boost for personal and professional development, few opt for it. While obstacles preventing young people to become mobile have been discussed broadly, less attention has been paid to the obstacles for the youth who are already on the move. We offer this rare perspective in regard to intra-European mobility. We focus on youth in four types: pupil mobility, vocational (education and training) mobility, higher education student (degree and credit) mobility and employment mobility, in six countries: Germany, Hungary, Luxembourg, Norway, Romania and Spain. Our analysis, based on qualitative (140 interviews) and quantitative (N=1.682) data, reveals that the perceived obstacles vary between the mobility types, with the greatest divergence between the educational and work-related mobilities. Obstacles such as lack of financial resources and guidance, the perceived incompatibility of institutional regulations within Europe, are shared by all mobile youth.

Bangladesh Import Education from New Zealand: Opportunities & Challenges

2016 ◽  
Vol 4 (3) ◽  
pp. 27
Author(s):  
Ershad Ali ◽  
Arunima Ghosh Peya ◽  
Geetha Subramaniam
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Young People ◽  
Emerging Economy ◽  
Gdp Growth ◽  
Young Generation ◽  
University Level ◽  
Young Students

Bangladesh is an emerging economy and has been earning about 7% GDP growth during the last two decades. It has 150 universities which can accommodate 3 million students. Every year, about 5 million young students enter university level education. Therefore, about 2 million young people desire to move overseas for higher education. Existing literature focusses  on the need for young generation to go overseas for higher education but the challenges as well as opportunities for studying overseas have not been addressed. This study aims to investigate the opportunities and challenges for Bangladeshi students in choosing  New Zealand as a study destination. 

scholarly journals Creating a project-based degree at a new university in Africa

2020 ◽  
Author(s):  
Laurel Staab
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Educational Program ◽  
Project Based Learning ◽  
Teaching Staff ◽  
Student Centered ◽  
Global Challenges ◽  
Institutional Vision ◽  
The University ◽  
And Training

African Leadership University (ALU), a network of higher education institutions, opened its second campus in Rwanda in September of 2017. In order to achieve the institutional vision to educate three million young African Leaders before 2050, the University has made efforts to embrace ‘innovative pedagogy,’ designing curricula and training its teaching staff in active learning and student-centered pedagogy. This paper provides an account of the design and inital delivery of a new degree that ALU offers to its students in Rwanda, called “Global Challenges,” a project-based degree that requires students to structure their learning around a project that they self-design that addresses a challenge facing the continent of Africa. The paper is authored by a member of the faculty of the new degree and uses qualitative practitioner-based research to describe the degree and analyse its alignment with the innovative practice of Project-Based Learning (PBL). Analysis of the degree design shows strong adherence to the principles of PBL; however, more research is needed to evaluate the effectiveness and broader impact of this new educational program.

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