scholarly journals Kaizen for standardizing educational institutions

2012 ◽  
Vol 1 (4) ◽  
pp. 309-316
Author(s):  
Nagaraja M ◽  
Sivakumar K ◽  
Sundaresan R ◽  
Narayanan S
Keyword(s):  
Resource Management ◽  
Continuous Improvement ◽  
Learning Process ◽  
Educational Institutions ◽  
Technological Innovations ◽  
Key Factors ◽  
Educational Institute ◽  
Short Period ◽  
Academic Organization ◽  
Teaching Learning

Teaching, scientific and technological innovations are the most important key factors and heartof an educational institute. It is necessary to monitor and focus the entire aspects of an institute to bringoverall improvements. Effective teaching –learning process, quality, resource management and otherimprovement can be achieved in a short period of time using Kaizen. This is a Total Employee Involvement(TEI) technique which brings together all the employees of an organization right from top management toworkers for bringing continuous improvement in an academic organization.

THE PROCESSES AND STRATEGIES FOR DEVELOPING INNOVATIONS IN SCHOOLS

2016 ◽  
pp. 95-106
Author(s):  
B.L Raina
Keyword(s):  
Learning Process ◽  
Teacher Educators ◽  
Research Work ◽  
Educational Innovation ◽  
School Education ◽  
Educational Institutions ◽  
Individual Institution ◽  
Education In India ◽  
Teaching Learning

The paper attempts to discuss processes and strategies for innovations in schools. Committed and thoughtful teacher educators, translate their knowledge, expertise, skills and research work for bringing innovations in the teaching learning process in order to keep the system most engaged and updated. The notion of shared explicit philosophy of teaching learning is central, to innovations in the schools. There are mainly four responsible factors perceived in implementation of innovation in any organisation more so, in educational institutions, namely systems support, encouragement to creativity, autonomy and conformity. Fundamentals of innovations provide some insight in to the scope of educational innovation in school education in India. These are mostly based on unique personalised experiences of the learners and the learners retain centrality of focus. Rewards and recognition are the motivating force for fresh innovative ideas and practices. Individual, Institution and Implementation were three vital points for Innovation.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

Are the Digital Learners Ready for Innovative Forms of Learning?

2021 ◽  
Vol LXIV (1) ◽  
pp. 52-61
Author(s):  
Gabriela Kiryakova ◽  
◽  
Nadezhda Angelova ◽  
Keyword(s):  
Learning Process ◽  
Learning Activities ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Technological Innovations ◽  
Daily Lives ◽  
Digital Learners ◽  
New Forms Of Learning ◽  
Modern Technologies

The integration of modern technologies in the learning process is a key component of the strategies of educational institutions for effective education. Through them the educational content and learning activities are enriched and realized quickly and easily with the active participation of the students. At the same time, technologies are a prerequisite for the realization of new forms of education, adequate to the learners’ needs and expectations. For teachers, the benefits of applying digital technologies in the learning process and their contribution to improving the quality of education are undeniable. For the current generation of learners, technologies are an essential part of their daily lives. But the readiness of digital learners to accept and participate in new forms of learning based on technological innovations is a matter of crucial importance. The aim of the current paper is to present an analysis of the results of a study about the students’ attitude to the implementation of various innovative forms of learning.

scholarly journals E-Learning in TVET: An Opportunity for Developing Countries

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Makworo Edwin Obwoge ◽  
Okemwa Stela Kwamboka
Keyword(s):  
Developing Countries ◽  
Learning Process ◽  
Educational Institutions ◽  
Work Demands ◽  
Policy Makers ◽  
Changing Trends ◽  
The World ◽  
E Learning ◽  
Teaching Learning ◽  
Insight Into

<div><p><em>Education systems in the world today are undergoing major shifts in their delivery systems to be able to accommodate shifting demands in the lifestyles of people. ICT has greatly influenced the way institutions operate in reaching and providing services to their clients. Many educational institutions have adapted their situations to meet the work demands and changing trends in education by adopting e-learning as a mechanism to reach the students who may have no time to sit in class due to their nature of work. TVET systems in Africa are slowly and steadily also starting to move towards implementing e-learning in their teaching learning process. This paper gives insight into the potential and situation of e-learning in TVET institutions in developing countries in Africa and points out major recommendations on how to improve in order to inform policy makers and other stakeholders in the TVET sector.</em></p></div>

scholarly journals Model of adoption of Information and Communication Technologies of the Universities case of study Technical University of Cotopaxi Latacunga -Ecuador

2020 ◽  
Vol 17 ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
Collaborative Tools ◽  
Ict Adoption ◽  
Information And Communication ◽  
Technical University ◽  
Digital Knowledge ◽  
Academic Organization ◽  
Teaching Learning

This investigation is part of a development model to adopt the information and Communication Technologies (ICT) to the teaching-learning process at the Technical University of Cotopaxi. Specifically, to improve the higher education, as a result of the steady advances in the field of digital knowledge and educational technology, for that reason, the Institutions must improve their academic organization and education processes. Through the use of technologies, educational institutions try to integrate information and innovation. In this context and reviewing the problem case through the application of the ICT new Acceptance Model, the student's teaching-learning process will improve. The investigation showed the expected results with the creation of the latest ICT adoption model. Using collaborative tools within a collaborative learning environment (CLE) to elaborate constructs Cronbach's alpha, variance, and correlations and the statistical software were used as the Minitab validated the hypotheses.

scholarly journals Effectiveness of Curriculum Design in the Context of Outcome Based Education (OBE)

2019 ◽  
Vol 8 (6) ◽  
pp. 648-651
Keyword(s):  
Continuous Improvement ◽  
Curriculum Design ◽  
Assessment Process ◽  
Learning Assessment ◽  
Educational Institutions ◽  
National Board ◽  
The Real ◽  
Outcome Based Education ◽  
Teaching Learning ◽  
Almost All

Outcome Based Education (OBE) is now a days becoming a mandate in almost all higher educational institutions across the country as it turned out to be an authorized signatory member of Washington Accord (WA) in 2014 through the National Board of Accreditation (NBA). The fundamental concept of outcome-based education is to ensure continuous improvement at all levels of teaching – learning – assessment process. Though there are several programmes were organized to build the competency of OBE, the present traces of implementation of OBE in educational institutions clearly demonstrate the lack of understanding the real implementation of OBE and strictly it is a serious concern. Even these traces are observed in the programs, which are accredited. In the present paper, an attempt has been made to enable the stakeholders to truly understand some of the basic elements of OBE, which will really help them to deploy the philosophy of OBE in the way it is expected for continuous improvement.

scholarly journals Including pupils who have experienced migration during the COVID-19 pandemic

2020 ◽  
Vol 15 (3(57)) ◽  
pp. 67-79
Author(s):  
Ewa Żmijewska
Keyword(s):  
Online Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Online Survey ◽  
Survey Methodology ◽  
Early Years ◽  
Educational Institutions ◽  
Starting Point ◽  
Close Cooperation ◽  
Teaching Learning

The COVID-19 pandemic, which has rapidly spread globally since the beginning of 2020, poses a number of challenges for the educational system. Educational institutions have been closed, and teaching/learning is now being done online. The coexistence of these two events, namely, online learning and pupils who have experienced migration in Polish schools, serve as the starting point for my study. The aim of the study is to obtain feedback from early years teachers on the possible inclusion of pupils who have experienced migration in the online learning process and to identify the self-reported pri- orities for teachers’ tasks during the pandemic and the actual ways in which teachers offer opportunities for inclusion to the students involved in the study. An online survey was used in the study as the research method. The article is composed of two parts: the theoretical part, which describes the educational situation of the students who have experienced migration and selected issues associated with inclusive education, and the empirical part, which provides analysis and interpretation of the data obtained in the study. The study offers conclusions on the hierarchy of priorities for teachers’ tasks (the majority of the respondents mentioned “providing emotional support to pupils”) and the particulars of including students who have experienced migration into the online learning process (a majority of the teachers reported the need for more personalized teaching and close cooperation with pupils’ families). Given the number of respondents (83 teachers) and the survey methodology, the results should be treated with caution. That said, they are worth sharing as an inspiration for early years teachers to seek and reflect on their own solutions to the problem.

Integration of Information and Communication Technology in Teaching Processes

2020 ◽  
pp. 240-249
Author(s):  
Atul Bamrara
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Training Programs ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Technology In Teaching ◽  
Information And Communication ◽  
The Government ◽  
Teaching Learning

Digital technologies have drastically changed the mindset of communities and compelled them to function smartly. It is a must for everyone to keep updated and acquire the technical know-how for sustenance. Information and communication technology (ICT) and its capability to impact teaching-learning processes have enforced the educational institutions to apply it in pre-primary education to higher education and research. Such technologies have been explored as beneficial in variety of situations. Government is also investing a smart amount of funds to support institutions for creating appropriate ICT environment. The present study attempts to explore the factors responsible for successful integration of information and communication technology in teaching-learning process. Keeping in view the explored factors emerged from the study, it suggests to the government and policymakers how to design and develop the training programs in the area of ICT incorporation in the teaching-learning process.

scholarly journals Online Education: A Learner’s Perspective During COVID-19

2020 ◽  
Vol 16 (4) ◽  
pp. 279-286
Author(s):  
Adarsh Garg
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Process ◽  
Educational Institutions ◽  
Effective Learning ◽  
Online Mode ◽  
Tool Switching ◽  
Supporting Tool ◽  
Teaching Learning ◽  
Regular Mode

The global health disaster COVID-19 has imposed a self-refrainment from social gathering to contain the disease, because social distancing is the only shield from community spread. Home and work places are altogether giving an unanticipated, unpredicted and unpleasant milieu due to global spread of COVID-19. The teaching–learning process is no exception, with the closure of all educational institutions as a protective step to save lives. The teaching–learning process has been reflecting a very wide and deep impact of COVID-19. With all teachers and learners confined to their places of stay, learning has been impacted to a large extent, with a sense of uncertainty, insecurity and dilemma around effective learning. In fact, the COVID-19 pandemic has thrown the mission and rigour of teaching–learning out of gear. With all classrooms shut, the pandemic has exposed teachers and learners more towards the online learning mode, with no other option perceptible at this point of time. Though online education has always been embraced by academics as a supporting tool, switching over completely to the online mode of learning has raised some serious concerns pertaining to its efficacy and the reluctance of learners in embracing it as a substitute of the regular mode of learning. This study reveals the perception of 2,895 learners on the efficiency of online learning as a substitute of the regular mode of learning. The results show the acceptance of online learning only as a supporting tool to regular learning instead of as a substitute of the regular learning mode on the basis of various factors of effective learning, such as content, pedagogy, assessment and rigour.

scholarly journals Satisfaction study of the teaching-learning process of students close to graduating from the Bachelor of Dental surgeon

2020 ◽  
pp. 32-34
Author(s):  
Flora Moreno-Marin ◽  
Laura Roesch-Ramos ◽  
Aura Leonora Mora-Sánchez ◽  
Manuel Mantilla-Ruiz
Keyword(s):  
Student Satisfaction ◽  
Information Needs ◽  
Educational Institutions ◽  
Technological Innovations ◽  
Institutions Of Higher Education ◽  
Level Of Satisfaction ◽  
Strong Competition ◽  
Socially Relevant ◽  
Teaching Learning ◽  
Implementing Strategies

The growing technological innovations, the claim of society that demands increasingly efficient services and the strong competition between educational institutions, forces them to offer increasingly better options especially in the field of health; In this context, the Universidad Veracruzana has assumed the task of implementing strategies to carry out an exhaustive analysis of the satisfaction of the students who are about to graduate from the Bachelor of Dental Surgeon. Objective: To know the level of satisfaction of students with respect to their Bachelor of Dental Surgeon upon graduation. Methodology: The Student Satisfaction Questionnaire was carried out with eight chapters; it consists of 11 dimensions and 104 items. The instrument used was designed based on the specifications of the National Association of Universities and Institutions of Higher Education ANUIES and was adapted to the information needs about students close to graduation, the respondents were kept anonymous to avoid bias. The students close to graduating from the Bachelor of Dental Surgeon at the UV are 31% satisfied, 54% between satisfied, quiet and very satisfied; for the poorly satisfied and dissatisfied indicators, only 12% was counted. Contribution: The educational program is socially relevant.

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