Abstract The present paper deals with the issue of Electrical Engineering, particularly its impact and standard of education in India from its initiation till present date. We have explored the transition of Electrical Engineering from disciplines of science to a discipline of engineering and technology. A comprehensive study of Electrical Engineering education framework in India at various stages has been done along with a comparison of educational institutes among BRICS nations, namely Brazil, Russia, India, China and South Africa. We have also acknowledged Electrical Engineering as an important domain of engineering and technology. Indian Government’s efforts to improve the quality of Electrical Engineering education in India through internet based interactive online tools and its endeavors to decrease the rising levels of greenhouse emissions for the betterment of our environment has been appreciated in this paper. We have analyzed a plethora of Electrical Computer Aided Design (ECAD) simulation tools, available for the welfare of electrical engineering academia, as well as industry based electrical engineering applications. Electrical Engineers are destined to play a decisive role in the socio-economic future of India and the world, as they have been doing this since the 19th century. Keeping this fact in mind, we have decided to refer to the present employment opportunities available in India covering the private sector as well as the public one. The role of renewable energy in the creation of numerous sustainable jobs for the already huge and exponentially growing youth population of India has a mention in this paper. In conclusion we have formulated some recommendations to educational institutes and Indian Government which will help Electrical Engineering academia-industry flourish in the near future.
{"title":"Electrical Engineering Education in India: Past, Present & Future","authors":"F. Khan, Shrish Bajpai","doi":"10.2478/rpp-2018-0044","DOIUrl":"https://doi.org/10.2478/rpp-2018-0044","url":null,"abstract":"Abstract The present paper deals with the issue of Electrical Engineering, particularly its impact and standard of education in India from its initiation till present date. We have explored the transition of Electrical Engineering from disciplines of science to a discipline of engineering and technology. A comprehensive study of Electrical Engineering education framework in India at various stages has been done along with a comparison of educational institutes among BRICS nations, namely Brazil, Russia, India, China and South Africa. We have also acknowledged Electrical Engineering as an important domain of engineering and technology. Indian Government’s efforts to improve the quality of Electrical Engineering education in India through internet based interactive online tools and its endeavors to decrease the rising levels of greenhouse emissions for the betterment of our environment has been appreciated in this paper. We have analyzed a plethora of Electrical Computer Aided Design (ECAD) simulation tools, available for the welfare of electrical engineering academia, as well as industry based electrical engineering applications. Electrical Engineers are destined to play a decisive role in the socio-economic future of India and the world, as they have been doing this since the 19th century. Keeping this fact in mind, we have decided to refer to the present employment opportunities available in India covering the private sector as well as the public one. The role of renewable energy in the creation of numerous sustainable jobs for the already huge and exponentially growing youth population of India has a mention in this paper. In conclusion we have formulated some recommendations to educational institutes and Indian Government which will help Electrical Engineering academia-industry flourish in the near future.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122556210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article analyzes global trends in the development of teacher education with the aim to improve the education system in Ukraine and presents a comparative and pedagogical study on the concepts of teacher education development in Europe, in particular Great Britain and Germany. It was found that conceptual and methodological fundamentals of modern foreign pedagogy were constantly updated and adjusted. In West European pedagogy, the most common concepts of teacher education development are rationalistic, conservative and neohumanistic (phenomenological) ones. It was specified that rationalistic and traditional concepts of intellectual development were appropriate for the individuals who were reluctant to engage in cognitive activities and needed constant external stimuli. The phenomenological concept is humanistic-oriented and prioritizes personal learning targeted at individual self-realization and defines a learning environment to be a unique catalyst for successful learning. In Great Britain and Germany, open learning is one of the leading forms in realizing the phenomenological concept. Theoretical principles of open learning are related to the philosophy of existentialism, which emphasizes the need to create relevant conditions for learning so that students may freely realize their individual needs. Despite the fact that the concept of open learning is still under development and primarily describes the basic guidelines for education development and the issue of its practical implementation has not beet fully disclosed yet, it appears as a fundamental strategy for modern education. The main principle of open learning is individualization of the education process. Individual skills of students determine the content, methods, forms and tools of learning since the pedagogy of modern teacher education in England is based on them. It was noted that the system of distance education in Ukraine was under development too. However, it may become rather promising provided that Ukrainian educators have taken into account positive aspects of relevant foreign experience and combined the most advanced distance learning technologies with the most effective technologies and methods of traditional classroom learning. West European experience in developing higher teacher education can be implemented in Ukraine provided that the most effective traditions of the national teacher education have been preserved and, therefore, can adjust them to the modern international standards.
{"title":"Concepts of Teacher Education Development in Europe","authors":"V. Pliushch","doi":"10.2478/rpp-2018-0040","DOIUrl":"https://doi.org/10.2478/rpp-2018-0040","url":null,"abstract":"Abstract The article analyzes global trends in the development of teacher education with the aim to improve the education system in Ukraine and presents a comparative and pedagogical study on the concepts of teacher education development in Europe, in particular Great Britain and Germany. It was found that conceptual and methodological fundamentals of modern foreign pedagogy were constantly updated and adjusted. In West European pedagogy, the most common concepts of teacher education development are rationalistic, conservative and neohumanistic (phenomenological) ones. It was specified that rationalistic and traditional concepts of intellectual development were appropriate for the individuals who were reluctant to engage in cognitive activities and needed constant external stimuli. The phenomenological concept is humanistic-oriented and prioritizes personal learning targeted at individual self-realization and defines a learning environment to be a unique catalyst for successful learning. In Great Britain and Germany, open learning is one of the leading forms in realizing the phenomenological concept. Theoretical principles of open learning are related to the philosophy of existentialism, which emphasizes the need to create relevant conditions for learning so that students may freely realize their individual needs. Despite the fact that the concept of open learning is still under development and primarily describes the basic guidelines for education development and the issue of its practical implementation has not beet fully disclosed yet, it appears as a fundamental strategy for modern education. The main principle of open learning is individualization of the education process. Individual skills of students determine the content, methods, forms and tools of learning since the pedagogy of modern teacher education in England is based on them. It was noted that the system of distance education in Ukraine was under development too. However, it may become rather promising provided that Ukrainian educators have taken into account positive aspects of relevant foreign experience and combined the most advanced distance learning technologies with the most effective technologies and methods of traditional classroom learning. West European experience in developing higher teacher education can be implemented in Ukraine provided that the most effective traditions of the national teacher education have been preserved and, therefore, can adjust them to the modern international standards.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134304595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article deals with the features of promoting and organizing professional pedagogical mobility of educators in the European context. Therefore, theoretical framework of the current research includes relevant documents of the Bologna Process (the Sorbonne Declaration, the Bologna Declaration (1999), the Prague Communiqué (2001), The Berlin Communiqué (2003), The Bergen Communiqué etc.). It was specified that one of the main objectives of the Bologna process was to promote mobility of educators since it is an indispensable condition for the existence and development of the European Higher Education Area (EHEA). It was indicated that professional mobility of educators occupied a prominent place in the Bologna process, determined attractiveness and competitiveness of the EHEA worldwide and improved the quality of higher education and research. It was clarified that the following important aspects of the international dimension of teacher training and professional mobility of educators providing such training should be considered in order to improve the international mobility of teacher students: teachers of the native language for foreigners should have experience of study in the country of the language taught; it is important to encourage HEIs to recognize school work internships related to the teaching subject that were completed abroad in the framework of the study exchange programme; development of international faculties in HEIs should be encouraged. It was found that the following ways could enhance the international dimension of teacher training and support professional mobility of educators providing such training: an acknowledgement of the importance of this particular student group as well as a commitment to improving the framework conditions, such as national regulation which may hinder the mobility of teacher training students. It was concluded that professional pedagogical mobility in the European context was targeted at culminating the personality of teacher students - future educators. Based on the obtained findings, some relevant recommendations were outlined to enhance the quality of professional pedagogical mobility of future educators in Ukraine.
{"title":"Professional Pedagogical Mobility of Educators in the European Context","authors":"O. Iyevlyev","doi":"10.2478/rpp-2018-0042","DOIUrl":"https://doi.org/10.2478/rpp-2018-0042","url":null,"abstract":"Abstract The article deals with the features of promoting and organizing professional pedagogical mobility of educators in the European context. Therefore, theoretical framework of the current research includes relevant documents of the Bologna Process (the Sorbonne Declaration, the Bologna Declaration (1999), the Prague Communiqué (2001), The Berlin Communiqué (2003), The Bergen Communiqué etc.). It was specified that one of the main objectives of the Bologna process was to promote mobility of educators since it is an indispensable condition for the existence and development of the European Higher Education Area (EHEA). It was indicated that professional mobility of educators occupied a prominent place in the Bologna process, determined attractiveness and competitiveness of the EHEA worldwide and improved the quality of higher education and research. It was clarified that the following important aspects of the international dimension of teacher training and professional mobility of educators providing such training should be considered in order to improve the international mobility of teacher students: teachers of the native language for foreigners should have experience of study in the country of the language taught; it is important to encourage HEIs to recognize school work internships related to the teaching subject that were completed abroad in the framework of the study exchange programme; development of international faculties in HEIs should be encouraged. It was found that the following ways could enhance the international dimension of teacher training and support professional mobility of educators providing such training: an acknowledgement of the importance of this particular student group as well as a commitment to improving the framework conditions, such as national regulation which may hinder the mobility of teacher training students. It was concluded that professional pedagogical mobility in the European context was targeted at culminating the personality of teacher students - future educators. Based on the obtained findings, some relevant recommendations were outlined to enhance the quality of professional pedagogical mobility of future educators in Ukraine.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133252799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Khan, A. Srivastava, Shrish Bajpai, N. R. Kidwai
Abstract The establishment and development of Radio frequency (RF) and Microwave Engineering (ME) from its inception in Electrical and Electronics Engineering to having its own distinct identity in the 21st century has been explored in this paper. Overview of contributions by India to the field of RF and Microwave Engineering have been mentioned. Present paper deals with the field of RF and Microwave Engineering, especially the standard of its education in India. This paper explores the multidisciplinary nature of a RF and Microwave engineer and analyses how an RF and a Microwave engineer can contribute to the industry. Hierarchy and structure of Indian education system concerned with Engineering and Technology have been reviewed along with options and incentive available to aspiring researchers in the field of RF and Microwave Engineering. Nuances of dual degree program have been discussed. Job opportunities in government sector and private sector have been analyzed. A RF and Microwave engineer can find employment opportunities in premier government bodies such as Indian Space Research Organisation (ISRO) and Defence Research and Development Organisation (DRDO) along with private corporations in the rapidly growing telecom sector of India. Handheld device-based apps and web-based database programs initiated by the Government of India have been discussed. It has been concluded that RF and Microwave engineers will play a decisive role in the development of India. Performance of a RF and Microwave engineer will be a major factor in deciding the magnitude of performance of the Indian Defence Forces. The authors of this paper have suggested some steps to the Government of India which can help RF and Microwave Engineering education reach its maximum potential
{"title":"Microwave Engineering as Part of Undergraduate Curriculum for Electronics Engineering and as Specialization Discipline for Postgraduate Studies in India","authors":"F. Khan, A. Srivastava, Shrish Bajpai, N. R. Kidwai","doi":"10.2478/rpp-2018-0045","DOIUrl":"https://doi.org/10.2478/rpp-2018-0045","url":null,"abstract":"Abstract The establishment and development of Radio frequency (RF) and Microwave Engineering (ME) from its inception in Electrical and Electronics Engineering to having its own distinct identity in the 21st century has been explored in this paper. Overview of contributions by India to the field of RF and Microwave Engineering have been mentioned. Present paper deals with the field of RF and Microwave Engineering, especially the standard of its education in India. This paper explores the multidisciplinary nature of a RF and Microwave engineer and analyses how an RF and a Microwave engineer can contribute to the industry. Hierarchy and structure of Indian education system concerned with Engineering and Technology have been reviewed along with options and incentive available to aspiring researchers in the field of RF and Microwave Engineering. Nuances of dual degree program have been discussed. Job opportunities in government sector and private sector have been analyzed. A RF and Microwave engineer can find employment opportunities in premier government bodies such as Indian Space Research Organisation (ISRO) and Defence Research and Development Organisation (DRDO) along with private corporations in the rapidly growing telecom sector of India. Handheld device-based apps and web-based database programs initiated by the Government of India have been discussed. It has been concluded that RF and Microwave engineers will play a decisive role in the development of India. Performance of a RF and Microwave engineer will be a major factor in deciding the magnitude of performance of the Indian Defence Forces. The authors of this paper have suggested some steps to the Government of India which can help RF and Microwave Engineering education reach its maximum potential","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124911905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article deals with an urgent issue of necessity to enhance professional training of future foreign language teachers. It has been substantiated that the only way to assess its quality is to use a set of professional standards. Theoretical substantiation of the standards elaborated by TESOL, as well as their step-by-step process of elaboration, have been studied. These standards served as a model for developing standards of foreign language teachers’ professional training in other countries. On their basis the standards of foreign language teachers’ professional training, as well as indicators of teachers’ performance for each of them, have been formulated as a role model for other countries which pay special attention to foreign language teachers’ training. The main difficulties of the standards implementation have been defined, as well as their possible solutions. One of the most urgent issues raised in the article is the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them. Conclusions about productivity and efficiency of the conducted research can only be made after the standards approbation throughout the complete foreign language teachers’ training program that is 4-6 years (depending on the degree - Bachelor or Master). Still, at this stage of our research it is quite clear that one of the possible solutions to the problem of the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them is involvement of stakeholders of different levels to elaboration of the standards (from future teachers to educational authorities). The practical value of the presented material is that it can be used by other countries for elaborating their own national standards.
{"title":"Standards of Foreign Language Teachers’ Professional Training: Prospects and Foreign Experience","authors":"O. Sadovets, N. Bidyuk","doi":"10.2478/rpp-2018-0035","DOIUrl":"https://doi.org/10.2478/rpp-2018-0035","url":null,"abstract":"Abstract The article deals with an urgent issue of necessity to enhance professional training of future foreign language teachers. It has been substantiated that the only way to assess its quality is to use a set of professional standards. Theoretical substantiation of the standards elaborated by TESOL, as well as their step-by-step process of elaboration, have been studied. These standards served as a model for developing standards of foreign language teachers’ professional training in other countries. On their basis the standards of foreign language teachers’ professional training, as well as indicators of teachers’ performance for each of them, have been formulated as a role model for other countries which pay special attention to foreign language teachers’ training. The main difficulties of the standards implementation have been defined, as well as their possible solutions. One of the most urgent issues raised in the article is the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them. Conclusions about productivity and efficiency of the conducted research can only be made after the standards approbation throughout the complete foreign language teachers’ training program that is 4-6 years (depending on the degree - Bachelor or Master). Still, at this stage of our research it is quite clear that one of the possible solutions to the problem of the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them is involvement of stakeholders of different levels to elaboration of the standards (from future teachers to educational authorities). The practical value of the presented material is that it can be used by other countries for elaborating their own national standards.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127974620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article analyses the potential impact of leadership development initiatives on the quality of higher education institutions in Kosovo. Taking into account the fact that leadership is a crucial factor in improving management and performance of institutions, it is necessary to develop and integrate it into the higher education system. Current developments in the education have proven that leadership development in universities is no longer an option, it is instead a necessity. This development takes place at the beginning of teachers’ carrier and aims to assist them in developing leadership skills they need to lead schools in the future. School leaders who are considered to be successful at leading tend to make sure that their staff have access to workplace learning and training with many schools providing sets of professional learning activities which ensure the development of leadership skills. This approach emphasises tasks related with student achievements, staff performance, curriculum development and data analysis. It has been defined that the development of leadership that rests on organisation theory is hindered by numerous current challenges at the universities in Kosovo. These challenges are: lack of networking and cooperation, lack of planning and, ultimately, the lack of management and leadership skills. While higher education institutions in Kosovo face many challenges, we assume that they could enhance academic quality and overall student achievements by increasing leadership capacities. In the context of transition of the university role, the demand for leadership development is a need for carrying out university reforms and achieving educational advancement. Thus, the development of leadership skills is more a necessity than an option for higher education institutions to prepare students appropriately for the new era. It has been substantiated that practices such as multisource feedback, action learning and coaching have proven to be useful and their application could increase leadership capacities of educational institutions that are built on organisational approaches and theories concerning enhancement of their quality.
{"title":"Leadership Development among Universities in Kosovo: Challenges and Alternatives","authors":"Arif Shala, Bekim Baliqi","doi":"10.2478/rpp-2018-0041","DOIUrl":"https://doi.org/10.2478/rpp-2018-0041","url":null,"abstract":"Abstract This article analyses the potential impact of leadership development initiatives on the quality of higher education institutions in Kosovo. Taking into account the fact that leadership is a crucial factor in improving management and performance of institutions, it is necessary to develop and integrate it into the higher education system. Current developments in the education have proven that leadership development in universities is no longer an option, it is instead a necessity. This development takes place at the beginning of teachers’ carrier and aims to assist them in developing leadership skills they need to lead schools in the future. School leaders who are considered to be successful at leading tend to make sure that their staff have access to workplace learning and training with many schools providing sets of professional learning activities which ensure the development of leadership skills. This approach emphasises tasks related with student achievements, staff performance, curriculum development and data analysis. It has been defined that the development of leadership that rests on organisation theory is hindered by numerous current challenges at the universities in Kosovo. These challenges are: lack of networking and cooperation, lack of planning and, ultimately, the lack of management and leadership skills. While higher education institutions in Kosovo face many challenges, we assume that they could enhance academic quality and overall student achievements by increasing leadership capacities. In the context of transition of the university role, the demand for leadership development is a need for carrying out university reforms and achieving educational advancement. Thus, the development of leadership skills is more a necessity than an option for higher education institutions to prepare students appropriately for the new era. It has been substantiated that practices such as multisource feedback, action learning and coaching have proven to be useful and their application could increase leadership capacities of educational institutions that are built on organisational approaches and theories concerning enhancement of their quality.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129944138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article deals with the peculiarities of security activities in Ukraine and the USA and, consequently, aims to comparatively analyze professional training of future security and safety specialists in these countries. The author has presented comparative description of future security and safety specialists’ training in Ukraine and the USA. It must be noted that research findings of Ukrainian comparativists on the peculiarities of security specialists’ professional training in the leading European countries are of great significance for the problem under study. Indeed, nowadays quality services can only be provided by those security companies, whose staff are equipped with modern technologies and have undergone relevant professional training. In Ukraine, however, professional training of security specialists should be improved in novel and comprehensive ways. The author has singled out some problematic aspects in professional activities of security specialists. The author concludes that taking into account modern requirements, future security specialists should master the foundations of economic knowledge, have a high level of culture, speak foreign languages, show initiative, be responsible, strive for self-development and self-study, introduce important innovations, acquire the skills of working with modern information and communication technologies that will enhance the quality of security activities. The prospects for further studies involve conducting comparative analysis on professional training of future security and safety specialists in the leading European countries.
{"title":"Modern Comparative Analysis on Training of Future Security and Safety Specialists in Ukraine and the USA","authors":"D. Kyslenko","doi":"10.2478/rpp-2018-0038","DOIUrl":"https://doi.org/10.2478/rpp-2018-0038","url":null,"abstract":"Abstract The article deals with the peculiarities of security activities in Ukraine and the USA and, consequently, aims to comparatively analyze professional training of future security and safety specialists in these countries. The author has presented comparative description of future security and safety specialists’ training in Ukraine and the USA. It must be noted that research findings of Ukrainian comparativists on the peculiarities of security specialists’ professional training in the leading European countries are of great significance for the problem under study. Indeed, nowadays quality services can only be provided by those security companies, whose staff are equipped with modern technologies and have undergone relevant professional training. In Ukraine, however, professional training of security specialists should be improved in novel and comprehensive ways. The author has singled out some problematic aspects in professional activities of security specialists. The author concludes that taking into account modern requirements, future security specialists should master the foundations of economic knowledge, have a high level of culture, speak foreign languages, show initiative, be responsible, strive for self-development and self-study, introduce important innovations, acquire the skills of working with modern information and communication technologies that will enhance the quality of security activities. The prospects for further studies involve conducting comparative analysis on professional training of future security and safety specialists in the leading European countries.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116020495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article deals with the issue of forming competence of social responsibility in vocational training of future petroleum engineers in Ukraine and abroad. Various views on the essence of social responsibility, particularly by means of higher technical education, have been given. It has been stated that many scholars have thoroughly focused on the essence of social responsibility used by higher education systems of different countries. The article also emphasized that social responsibility can be examined in terms of obligation, reaction and responsiveness. Therefore, it has been presented that social responsiveness are actions that exceed social obligation and social reaction. Additionally, the essence of social responsibility appears to be associated with perseverance and self-discipline. The foreign pedagogical experience referring to social responsibility provides a focal aspect of the role of the professional educator and vocational training throughout the world. Comparative studies of social responsibility are quite infrequent, typically as opposed to other connected areas, like comparative management, law or governance. It is stressed on an instructive interference in learning activities which inquired to train future petroleum engineers more excellent to evaluate severely all pros and cons of social responsibility that is a way to integrating the concerns of the industry and society. Based on the analysis of scientific and reference sources and international documents it has been concluded that a high percentage of universities include social responsibility related subjects on their curriculum. Social responsibility is taught as either specific social responsibility subjects or as a part of various subjects on the academic curriculum.
{"title":"Forming Competence of Social Responsibility in Vocational Training of Future Petroleum Engineers (Based Onforeign Scholars’ Views)","authors":"N. Tymkiv","doi":"10.2478/rpp-2018-0037","DOIUrl":"https://doi.org/10.2478/rpp-2018-0037","url":null,"abstract":"Abstract The article deals with the issue of forming competence of social responsibility in vocational training of future petroleum engineers in Ukraine and abroad. Various views on the essence of social responsibility, particularly by means of higher technical education, have been given. It has been stated that many scholars have thoroughly focused on the essence of social responsibility used by higher education systems of different countries. The article also emphasized that social responsibility can be examined in terms of obligation, reaction and responsiveness. Therefore, it has been presented that social responsiveness are actions that exceed social obligation and social reaction. Additionally, the essence of social responsibility appears to be associated with perseverance and self-discipline. The foreign pedagogical experience referring to social responsibility provides a focal aspect of the role of the professional educator and vocational training throughout the world. Comparative studies of social responsibility are quite infrequent, typically as opposed to other connected areas, like comparative management, law or governance. It is stressed on an instructive interference in learning activities which inquired to train future petroleum engineers more excellent to evaluate severely all pros and cons of social responsibility that is a way to integrating the concerns of the industry and society. Based on the analysis of scientific and reference sources and international documents it has been concluded that a high percentage of universities include social responsibility related subjects on their curriculum. Social responsibility is taught as either specific social responsibility subjects or as a part of various subjects on the academic curriculum.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115594020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Azodo, S. O. Ismaila, Samuel Babatunde Adejuyigbe
Occupational training is a crucial feature in enhancing workforce efficiency and the expertise involved in any profession. This is carried out through a variety of ways such as institutional training, basic instructions, excursions, industrial training, laboratory lessons, workshop operations, field studies, intensive problem-solving based seminars, personal contacts with experts and various “extempore modus operandi” in one's chosen profession, and extracurricular activities. This study analyses the associated occupational exposure incidents of Nigerian engineering students during their 6-month industrial work experience. Data were collected using a pre-tested, self-administered questionnaire having 5-point Likert scale and closed format. The defined conceptual basis and aim of the study guided the questionnaire development. These include employer imposed factors, job/work factors, and trainee ( student ) factors. The analyzed data showed that the level of occupational exposure incidents observed among Nigerian engineering students in their places of attachment was minimal. However, the observed levels of occupational exposure in this study were a result of uncontrolled hazards which cause occupational diseases among industrial trainees ( students ) . This goes to state that appropriate basic safety practice which is one of the major work ethics in engineering profession should be given utmost consideration by all concerned parties to ensure reduction of hazards in work environment to its barest minimum.
{"title":"Analysis of Occupational Exposure Incident among Engineering Students During Industrial Training in Nigeria","authors":"A. Azodo, S. O. Ismaila, Samuel Babatunde Adejuyigbe","doi":"10.2478/rpp-2018-0043","DOIUrl":"https://doi.org/10.2478/rpp-2018-0043","url":null,"abstract":"Occupational training is a crucial feature in enhancing workforce efficiency and the expertise involved in any profession. This is carried out through a variety of ways such as institutional training, basic instructions, excursions, industrial training, laboratory lessons, workshop operations, field studies, intensive problem-solving based seminars, personal contacts with experts and various “extempore modus operandi” in one's chosen profession, and extracurricular activities. This study analyses the associated occupational exposure incidents of Nigerian engineering students during their 6-month industrial work experience. Data were collected using a pre-tested, self-administered questionnaire having 5-point Likert scale and closed format. The defined conceptual basis and aim of the study guided the questionnaire development. These include employer imposed factors, job/work factors, and trainee ( student ) factors. The analyzed data showed that the level of occupational exposure incidents observed among Nigerian engineering students in their places of attachment was minimal. However, the observed levels of occupational exposure in this study were a result of uncontrolled hazards which cause occupational diseases among industrial trainees ( students ) . This goes to state that appropriate basic safety practice which is one of the major work ethics in engineering profession should be given utmost consideration by all concerned parties to ensure reduction of hazards in work environment to its barest minimum.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128146828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The importance of forming intercultural competences and various aspects of the development of an employee’s intellectual activity in today’s multicultural society has been stressed. Urgent problems of cross-cultural training of employees, such as the formation of intercultural (cross-cultural) competence of future employees in the process of their professional training, the necessity of compiling a complete list of intercultural competences, determining the levels of requirements for the competences of bachelors and masters, development of cultural intelligence, improvement and the introduction of methods for the development of cultural intelligence have been analyzed. It has been defined that as the most important part of culture, education is intended to ensure the entry of a man into culture through their acquisition of cultural values. The main approaches to the study of cultural diversity in educational systems have been analyzed. The necessity of training specialists with advanced cultural intelligence that will carry out professional activity in the intercultural educational space has been revealed. Four principles, the implementation of which within the framework of corporate culture allows building “the third culture”, have been highlighted: unity in diversity; integration; cognitive variety; communicative diversity. Three main competencies that reflect the essence of cross-cultural training have been characterized. They are: awareness of social constructiveness of “cultural differences” and the ability to prevent their influence; skills to identify and evaluate cognitive differences which are hidden behind differences of identities; the ability to find and create a “functional interaction” between cognitive differences of employees, which can contribute to the stability of self-regulating integrative organizational systems.
{"title":"International Educational Trends in Cross-Cultural Training","authors":"L. Baranova","doi":"10.2478/rpp-2018-0032","DOIUrl":"https://doi.org/10.2478/rpp-2018-0032","url":null,"abstract":"Abstract The importance of forming intercultural competences and various aspects of the development of an employee’s intellectual activity in today’s multicultural society has been stressed. Urgent problems of cross-cultural training of employees, such as the formation of intercultural (cross-cultural) competence of future employees in the process of their professional training, the necessity of compiling a complete list of intercultural competences, determining the levels of requirements for the competences of bachelors and masters, development of cultural intelligence, improvement and the introduction of methods for the development of cultural intelligence have been analyzed. It has been defined that as the most important part of culture, education is intended to ensure the entry of a man into culture through their acquisition of cultural values. The main approaches to the study of cultural diversity in educational systems have been analyzed. The necessity of training specialists with advanced cultural intelligence that will carry out professional activity in the intercultural educational space has been revealed. Four principles, the implementation of which within the framework of corporate culture allows building “the third culture”, have been highlighted: unity in diversity; integration; cognitive variety; communicative diversity. Three main competencies that reflect the essence of cross-cultural training have been characterized. They are: awareness of social constructiveness of “cultural differences” and the ability to prevent their influence; skills to identify and evaluate cognitive differences which are hidden behind differences of identities; the ability to find and create a “functional interaction” between cognitive differences of employees, which can contribute to the stability of self-regulating integrative organizational systems.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125855045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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