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-redefinition of the role and function of managers in the agricultural and food economic sector;
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-replacement of a production-oriented approach by a more comprehensive approach to the problem of rural development;
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-recognition of the educational value of biological sciences as both models and tools for the acquisition of knowledge and the management of complex systems.
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general information on the education system in Rumania
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teacher training in the utilization of educational media
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teacher training with a view to the improvement of teaching‐learning systems
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teacher training in the new information and communication technologies
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creation of one system of higher education with no distinction between university and higher vocational training;
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introduction of as large a range of courses as possible;
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inclusion of student research only where the study programme requires it;
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introduction of a more general type of higher education in addition, to courses providing students with specific professional qualifications.
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- it has to meet a growing demand for food in a sustainable way,
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- the international competition is increasing,
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- the increase in labour productivity is decreasing the employment opportunities in agriculture,
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- agricultural research is offering many new opportunities to increase productivity,
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- government price support for agricultural products in industrial countries is decreasing.
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- the knowledge and capabilities of farmers has become a major factor in their ability to compete in national and international markets,
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- advice is not only needed on the adoption of new technologies, but also on many other decisions farmers have to make, such as the choice of their farming system and the decision whether or not to earn an income from outside agriculture,
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- this requires a change in extension methods and in the information sources extension agents use,
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- agricultural development demands painful changes in the way of farming and of living for many farm families. It is a challenge for extension agencies to help farm families to realise this,
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- a major task for leaders of extension organisations is to manage a process of change in agricultural extension. Often the role extension has to play in agricultural development can not be performed by one extension organisation, but only by a pluralistic extension system.
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Students’ own ways of reasoning may be taken into account, either as provisional steps towards more elaborate views or as obstacles to be confronted.
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The epistemological framework of episodes using an experimental set‐up may be used. This can take different forms, ranging from simple inductions to searches for consistency between given laws or hypotheses and experimental facts.
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1. Amount of moral discussion and dialogue
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2. Amount of resident power and responsibility for rules and decisions
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3. Amount of concern about fairness of rules and policies
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4. Amount of self‐perceived moral behaviour change
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Questioning is not ‘normal’ for everyone;
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The experience of classroom safety may be different for student participants than for teacher participants;
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Reflection is a situated responsibility; and
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Assessment and authority interact within the context of learning in a formal classroom.
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identify and understand the theoretical and practical needs of kindergarten teachers with regard to ICT education;
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establish plans for the training of educators, in the application of ICT;
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develop interactive learning materials for educators in order to support the established plans for continuing training in ICT;
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implement pilot training schemes and promote transnational collaboration between tutors and students through the use of ICTs;
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evaluate the pilot training schemes.
In the framework of these overall aims set by the KINDERET project, this paper reports upon the joint work that was developed by the partnership as the first stage of analysis in the training needs of kindergarten teachers. The analysis of the information that was collected at this stage has provided an empirical basis for the development of the pilot training schemes. 相似文献
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Subject choice at Advanced level is largely felt to be freely made rather than enforced.
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Attitudes to wider courses are adverse rather than favourable.
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High ability pupils are relatively concentrated in specialist courses, particularly the Sciences.
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Many specialist pupils have a very wide range of achievement at Ordinary level.
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The more able pupils make earlier subject choice decisions than the weaker: Science specialists show earliest decision times.
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Subject choice is seen as easy rather than difficult by three‐fifths of the sample pupils, and by three‐quarters of Science specialists.
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Science subjects are perceived, by either sex, as more closely interrelated than Arts subjects.
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Mathematics is unusual in that it consistently attracts higher rates of dislike than other subjects, though four‐fifths of those taking it would still select it if a choice had to be made again.
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Definitions of ‘specialization’ need reconsideration.
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first, the most important characteristics of the totalitarian educational system which influence current situations in many fields of education, eg.: teacher education and training, philosophy and practice of education, management of the educational system, etc.
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first, the most important characteristics of the totalitarian educational system which influence current situations in many fields of education, eg.: teacher education and training, philosophy and practice of education, management of the educational system, etc.
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second, hopes and expectations towards various institutions connected with early childhood education in a new political and social situation and in the time of implementation of free market rules which caused unfavourable phenomena in early childhood education, eg. closures of settings and increase of fees paid by parents who take children away for financial reasons,
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finally, I present my own image of early childhood setting as an institution supporting parents in fulfilling their educational and care duties and involving them in the growth process of a child.
The meeting mainly concentrated on the following issues:
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participation of the AUCC in public policy on higher education and research;
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problems facing the research community in Canada;
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the status of women in universities;
An important part of the conference was carried out in the form of workshops which had the following themes: ‐ the problems of changing growth rates;
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the nature and level of university research;
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international aspects of university operations;
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graduate education;
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the future of the community of scholars;
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the evaluation of performance in the university;
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continuing education.
The below article is based on papers presented at the meeting devoted to the international aspects of university operations in Canada. 相似文献
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A.Drawbacks to attending evening classes
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(i) In the group of students investigated the main drawback to attending evening classes was item 3 (the rush to get to classes from work).
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(ii) The main difference among the students was in the importance attached to item 9 (domestic commitments), married students finding it as important as item 3.
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(iii) Choices made by students in different courses were fairly homogeneous, apart from the domestic courses. This seems to indicate that the factors making for wastage are not functions of the courses taken, so much as of age, sex, marital status, etc.
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B. Incentives to attending evening classes
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(i) The main incentive was item 1 (it will be useful in getting a better job).
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(ii) Items 2 (it will help in getting promotion in my present job) and 3 (it will be of general educational value) were ranked next in importance to item 1.
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(iii) Responses to the preferred items 1, 2, and 3 were relatively homogeneous when the data were arranged to isolate sex difference, marital status, and age.
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(iv) All courses except the domestic ones made similar choices in this question.
The main points raised in discussions were as follows:
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the current situation and trends in tertiary education;
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the recognition of degrees and diplomas;
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the future existence of the Committee for Higher Education and Research;
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the current situation and trends in university research;
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the teaching of human rights;
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mobility of higher education staff and students;
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the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
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definition of distant studies
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the social image of the distant student (society's appreciation, acceptance etc.)
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the reasons behind the introduction of distant study
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students’ situation in this form of study
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planning and organization, of distant study courses
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functions of distant study courses
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interaction between tutors and students;
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construction of study materials for distant study;
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methods and media;
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research on and development of distant study.
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the future programme of the Committee.
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(i)Adequate budget to allow for expenditure on models, visual materials, acquisition of background information, etc.
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(ii)Secretarial staff for typing and administration
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(iii)Laboratory technicians
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(iv)Visual aid staff
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(v)All resources available to the industrialist viz: information library, telephone, typing, stationery, workspace, storage, etc.
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(vi)The active cooperation of academic and technical staff
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(vii)Flexibility in timetabling and room allocations
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(viii)Seminar members who will command the respect of the students and will readily adapt to role playing where necessary
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(ix)Studio masters who are totally committed to the group analysis method of teaching and are, therefore, willing to allot substantial proportions of their time to student consultation
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(x)A cooperative administrative staff.
The main points raised in discussions were as follows:
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the current situation and trends in tertiary education;
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the recognition of degrees and diplomas;
-
the future existence of the Committee for Higher Education and Research;
-
the current situation and trends in university research;
-
the teaching of human rights;
-
mobility of higher education staff and students;
-
the future programme of the Committee.
The information presented below concentrates on some of the above points. 相似文献
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Silence 1 concerned the changing autobiographical, authorial ‘selves’ that lay behind it.
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Silence 2 concerned the unknown impact ‘Initial Encounters’ had upon Lower School and the subsequent careers of the teachers who had featured in it. To investigate this last year I managed to trace and interview some 60% of the staff (15 in total) who had featured in the original study.
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(1) voluntary submission to inspection could not be counted on;
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(2) local forms of inspection were completely ineffective;
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(3) a strong central government inspectorate was much more effective but made mistakes in its formative years;
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(4) the absence of any tradition of schooling and all that went with it added to the great educational responsibilities imposed upon the factory inspector;
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(5) some influence may be traced in negative and positive ways upon Her Majesty's inspectors of schools.
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(a) both the mother and child were able to maintain a continuous communication sequence;
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(b) the mother structured both tasks, but structured the new task more, and allowed some flexibility in the old task;
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(c) the language used by the mother was ‘restricted';
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(d) in responding to her child's behaviour, the mother made more use of verbal cues and used fewer non‐verbal cues
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1. Theoretical knowledge and understanding is essential to being competent. But scant attention is paid to this in the specification of NCVQ competences. The value of knowledge and understanding is reasserted in this paper.
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2. Being competent in the workplace usually involves the ability to engage fully in teamwork. But NCVQ actually adopts an individualistic orientation by emphasising personal competences. In fact, the required capacity for teamwork is hardly analysable in individual terms.
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3. Competences are based on a strictly behavioural analysis. While this looks attractive from the point of view of assessment, it tends to support both the biases above, being individualistic and ignoring relevant mental activity.