The Role of Teachers in the Education of Health Professionals in the 21st Century

Two questions that today's health professors should ask themselves are: Am I teaching my students in the most effective way possible to train professionals with the standards and needs demanded by today's society? Are my students memorizing facts and concepts or are they developing skills that they integrate into their personal and professional lives? In 1910 the Flexner report was published, which gave rise to the first reforms that sought to establish innovations in the education of health professionals, but the great revolution in world education arose from a study published by Barr and Tagg in 1995 where they stressed the importance of changing the paradigm of education centered on content to a new paradigm where education is centered on learning; Thus, in 1998, within the framework of the World Conference on Higher Education, UNESCO expressed the need to update higher education, bringing it closer to the current challenges of society, and in response to this request, in 1999, several European countries signed the Bologna agreement that seeks to improve the quality of higher education by creating the European Higher Education Area.

UNIVERSAL COMPETENCES IN THE EDUCATIONAL PROCESS OF A MODERN UNIVERSITY

The article analyzes the problems of transition of higher education institutions of the Russian Federation to the educational standards of the new generation, which introduce the concept of universal competencies into the educational process. In the process of mastering these competencies, there is a problem of defining the indicators of competence achievement in the form of generalized characteristics that reveal the structure of competence in the process of actions that can be performed by a graduate who mastered this competence to some extent. The article examines the historical experience of the introduction of the concept of competence in the educational process of European universities that joined the Bologna Agreement. The proposals of a number of research centers of Russia to determine the list of indicators of competence achievement are studied. Some examples of formation of universal competences in SSUGT are considered. A number of problems of introduction of educational standards of new generation to educational process of University are designated.

Academisation and teachers’ dilemmas

In 2010, the Swedish Education Act introduced new provisions stating that education at all levels should ‘rest on scientific grounds and proven experience’. These requirements led to greater policy activities at the state level and enhanced the cooperation emerging between the municipality and higher education as well as between teachers and researchers at both the middle and micro levels. This study was conducted in a Swedish municipality that adopted a local strategy to meet the Education Act’s scientific requirements for teaching. As part of this strategy, together with a university the municipality designed a postgraduate programme, corresponding to a one-year master’s level under the Bologna Agreement, made up of four years of part-time studies and with a focus on practical research and school development. This article examines how a sample of 15 teachers participating in this postgraduate programme, and their school leaders, perceive this policy (namely, education being based on scientific grounds) within the development of the teaching profession’s practice and which dilemmas they face while trying to interpret and handle the Education Act’s provisions in their schools. Our overall theoretical perspectives are those of policy enactment, academic drift and activity theory. The results indicate that the teachers’ participation in the postgraduate course has caused tension among their colleagues. Moreover, the teachers expressed a feeling of being ‘isolated cogs’ in an organisation and lacking supporting structures. For some, their participation is a step in a more individualised project that contributes primarily to their own professional development; for others, it is more of a collective project with which one can ‘lift’ one’s school and colleagues.

The Educational Processes Between Program and Places

It is well known that programs and places are agents of educational process, but the interaction between them is very different during each of the 5 years of an architectural degree course. Since its launch in 1991, Ferrara school of architecture has experimented a new teaching method in Italy based on interdisciplinary laboratories, inspired to the Bologna Agreement. The themes on which these laboratories were based were mainly referred to project of new settlements. This interaction through design between disciplines and new settlements was for many years in Italy the leitmotif of teaching methods until the beginning of the new century, when following the building boom it was clear how the speculative bubble would burst out loud, leading to a revision of the global economic system and to the consequent effects on the architectural design role. It was precisely from those years that in Ferrara the introduction of themes related to the recovery of disused or fragile areas was started, with particular attention to the relationship between built landscape, dismissed areas and regeneration processes.

O ENSINO SUPERIOR EM CABO VERDE E OS DESAFIOS DO PROCESSO DE BOLONHA

Este artigo evidencia os esforços de aproximação do Ensino Superior de Cabo Verde ao Acordo de Bolonha. Visa revisitar alguns passos dados neste sentido, problematizar a importância de uma competência bi/plurilingue, hoje e no contexto da globalização, partindo do pressuposto que ela é o motor da internacionalização das competências e, consequentemente, de realização pessoal e social à escala global, visto que ela tem o poder de fomentar a mobilidade e facilitar a intercompreensão, promover a valorização de identidades e culturas e promover o sucesso do ensino superior, através do acesso a todo o conhecimento científico disponibilizado em outras línguas, alargando a sua visão do mundo e facilitando a internacionalização das suas competências. PALAVRAS-CHAVE: Bolonha; bi/plurilinguismo; internacionalização; Ensino Superior. ABSTRACT This article highlights the efforts of the Cape Verde Higher Education approach to the Bologna Agreement. Aims to visit the steps taken in this direction, problematize the importance of a bi/ multilingualism competence, today and in the context of globalization, assuming that it is the motor of the internationalization of competences and, consequently, of personal and social fulfillment on a global scale, since it has the power to foster mobility and facilitate inter-comprehension, to promote the enhancement of identities and cultures, and to encourage educational success. It allows the student to access all the scientific knowledge available in other languages, allowing him/her to broaden his/her view of the world, facilitating the internationalization of his/her skills. KEYWORDS: Bologna; bi / plurilingualism; internationalization; Higher education. RESUMEN Este artículo evidencia los esfuerzos de acercamiento de la Enseñanza Superior de Cabo Verde al Acuerdo de Bolonia. Se pretende revisar algunos pasos dados en este sentido, problematizar la importancia de una competencia bi / plurilingüe, hoy y en el contexto de la globalización, partiendo del supuesto de que es el motor de la internacionalización de las competencias y, consecuentemente, de realización personal y social a escala global, ya que tiene el poder de fomentar la movilidad y facilitar la intercomprensión, promover la valorización de identidades y culturas y promover el éxito de la enseñanza superior, a través del acceso a todo el conocimiento científico disponible en otras lenguas, ampliando su visión del mundo y facilitando la internacionalización de sus competencias. PALABRAS CLAVE: Bolonha; bi / plurilingüismo; internacionalización; Enseñanza superior.

Influence of EU and International Institutions in Albanian Higher Education

One of the problems identified in Albanian Higher Education (at least in the last 20 years ) is the bond that exists between the mission that it has and the vision that it is presented in development policies, reforms, strategies and legal framework from which derive these strategies. Is easily perceptible that proper studies on Higher Education are lacking, this fact often leads to the repetition of errors on higher education reform. On the other hand, the lack of clarity has led to the loss of many opportunities on the possibilities of internationalization of Albanian Higher Education, especially regarding the benefits of European funds from EU. The Study on the mission and vision of the Albanian higher education is part of a scientific research which will be presented at the PhD defense, however this article aim to present some of the findings and analyzes related to the vision of Albanian in Higher Education. The years that are compared are those on the Bologna agreement implementation, 2007 - 2013, which referring to the analysis results are years with a clearer vision in its Top - Down enforcement policies.

Tourism Education and Regional Integration: Is the European Union (EU) Model Applicable for ASEAN?

In the current age of globalization, regional alliances have become the norm, strengthening economic, political and social ties. These alliances are also shaping new regional integration and cooperation among member nations. Integration consists of harmonization and standardization of different systems into one. In higher education, this integration has been spearheaded by the European Union (EU) and by the Bologna agreement in 1999. In Southeast Asia, cooperation started in 1967 with the foundation of the Association of Southeast Asian Nations (ASEAN) which consists of 10 different countries and draws together nations with different levels of development, where integration has become a priority. The roadmap for the ASEAN blueprint set a target for 2015. In ASEAN, the need for education has risen and this awareness can now be found in all the countries. Research on this process, however, has remained limited. This research paper aims to study the regional integration process in the field of higher education in ASEAN and its implications. This paper studies the history of ASEAN development in comparison with the EU education integration. It aims to draw a clear picture of the current stage of integration in education. It also aims to expand the knowledge on ASEAN and its impact on member countries’ higher education. This research uses a qualitative approach, relying on official documents and secondary data gathered from various sources. The methodology used in this paper is comparative case studies from the EU and ASEAN. Findings show that the EU and ASEAN integration processes share many common denominations but also differ due to cultural and governance differences. The ASEAN education integration process is still in its beginning stages with limited achievements, mostly in the field of higher education in tourism, a pioneer in integration.

Professionalisation as a Modern Global Tendency in the Development of Higher Pedagogical Education in Foreign Countries and Ukraine

The paper deals with the professionalisation of higher pedagogical education as a modern global tendency that places new demands on the quality of education, direction and level of training. It has been noted that the modernization of European education appeared legitimate, since geographical and socio-economic transformations have led to the increase of European citizens’ mobility. The need for the European labor market’s correspondence with international standards of qualification, recognition of diplomas and standardization of education has been thoroughly justified. It has been stressed that the main purpose of the Bologna reforms is to harmonize European educational architecture through the elaboration of common descriptors and quality standards. It has been noted that the increasing demands of the labor market, rapid technological change, globalization, the rise of academic and labor mobility require the use of the competency approach to the formation of would be teachers to improve their professional level, which is a prerequisite and a priority in modernization of higher pedagogical education in Ukraine. The thesis that defines professionalisation as a modern global tendency in the development of higher education has been confirmed. The role of the Bologna agreement in the development of higher education in the EU and Ukraine in the context of implementing a two-stage education, since it deals with a flexible choice of higher educational qualifications and complete upgrade of training programs, as well as strengthening its professional component, has been stressed. The attention has been drawn to the fact that the predominance of bachelor and specialist levels in Ukrainian higher education prevents the effective operation of the master’s degree education.