Search Results for
"Higher education"

This study examines the status of human capital in China’s higher education system by analyzing the quantity of higher education institutions as a metric. The results show a general enhancement in human capital in all regions, along with an optimized structure. This is demonstrated by a decline in the primary education demographic, a consistent growth in secondary education, and a rapid surge in the higher education demographic. The percentage of junior college students has remained steady, whereas the ratios of undergraduate and graduate students have been consistently increasing. The Malmquist index method is used to analyze changes in total factor productivity (TFP) among provinces and regions by breaking it down into technical level and efficiency changes. From 2005 to 2010, there was a general increase in total factor productivity (TFP) and technical proficiency, although technical efficiency showed only slight enhancement. TFP and technical level growth decelerated from 2011 to 2020, while technical efficiency stayed above 1. These findings indicate that China’s total factor productivity (TFP) growth is mainly driven by technological advancements, with minimal improvements in technical efficiency. © The Author(s) 2024.

I have been a senior lecturer in a South-West further education college for 20 years, and then a senior lecturer, teacher educator and researcher in a South-West university for 16 years. I have worked in departments including adult and community education, access to higher education, teacher education and education studies (mainly teaching on qualifications in post-compulsory education in partnership with further education colleges). © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.

Relevance. The study of technical, and especially physical, education at the secondary and higher education levels in recent years has focused more on the exploration of concepts or understanding than on the development of skills and values. The least attention was paid to the development of values. Teaching physics in lectures often emphasises concepts and their interrelation, while the laboratory class also focuses on the development of laboratory skills. Purpose. The purpose of the study is to investigate the methods of professionally-oriented teaching of physics to students of technical universities. Methodology. Systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies, and for collecting and analysing data from these studies. When promoting physics among the population and encouraging students to pursue a career in physics, emphasis is usually placed on developing the ability to solve problems in physics. In the review of the value of the physics diploma, graduates of the technical university emphasised the importance of skills in their profession. Results. It is assumed that with the help of an interactive way of teaching physics, it would be possible to eliminate students' misconceptions, reduce the dropout rate of first-year students, and also increase the level of students' knowledge in introductory general physics courses, mainly in the field of mechanics. Conclusions. The concept of "knowledge in motion" combined with theories in the workplace can offer a useful conceptual union for studying the nature of professional knowledge, which is taught to students of technical specialities after vocational education and training courses. This suggests that professional knowledge, rather than as a dichotomy, is perhaps more correctly viewed as distributed and networked. © The Author(s).

Relevance. higher education is designed to transfer to the student the knowledge, skills, and abilities in a particular field, promote the formation of humanistic values, broaden the student’s horizons, develop his/her ability to make creative solutions, and practice self-study. Professional training of future biology teachers shifts the focus to upbringing, developmental functions of education, the formation of a future teacher's personality, his/her holistic spiritual and moral development, high psychological stability, and readiness for the profession. Purpose. The study aimed to develop and substantiate the professional training of future teachers when studying pedagogical, methodological, and natural disciplines in pedagogical universities to promote the development of cognitive and professional interest of graduates, the formation of deep and persisting knowledge, and activate their professional self-determination. Methodology. We have identified the main directions for the formation of professional qualities of students in the upbringing and training process and during production practice (visits to the best schools; conducting lectures, practical and laboratory classes with the elements of profiling; the use of professional literature, elective courses, etc.). Results. Professional training of future biology teachers allows the subject of activity to reach the level that is legally required and sufficient for pedagogical activity. Conclusions. A 21st-century teacher should possess the following qualities: reflectivity in thinking and practical activity; tolerance; affection, love, tenderness; interest in technology and digital information; global awareness. © The Author(s).

Relevance. The relevance of this study is determined by the development of environmental and pedagogical competence in the training of future biology teachers in higher education institutions. The man-nature relationship must be introduced into the education system as a priority in the hierarchy of values, a component of the versatile development of the individual. Purpose. The purpose of this study is to discover ways and create methods for the development of environmental competence, which require environmental education and orient biology students towards a rational relationship between humans, nature, and the profession of a biology teacher. Methodology. Identification of organisational and methodological conditions contributes to the formation of environmental and pedagogical competence in the process of professional training of future biology teachers. The leading method of study is a pedagogical experiment. Results. The experiment revealed ways to develop environmental and pedagogical competence of students of biological specialities, educational programme - "Teacher Training in Natural Science". The main environmental components of the competence are identified and the motivation for the development of the competence stated in the subject is substantiated. The materials of the study are of practical value in the education system preparing future biology teachers in higher education institutions, through environmental education both for students and educators. Their students live in the modern world, in this regard, the conditions of the environment in which they live will depend on their training. Conclusions. The effectiveness of such studies depends not so much on the identified range of challenges outlined in the methodological literature, but rather on the teacher's internal position in the professional activity of promoting students' environmental literacy. © © The Author(s).

Relevance. In today's society, there is a rapidly growing demand for specialists with a high level of theoretical knowledge that they can apply in practice. The article discusses the features and importance of developing a comprehensive course of basic and applied sciences for bachelor's degrees in secondary and vocational education. This course combines theoretical principles and practical application. Purpose. The purpose of this study is to investigate the characteristics of integrating basic and applied sciences into a bachelor of secondary and vocational education course. Methodology. To achieve this goal, the methods used were scientific literature analysis and empirical research. In addition, surveys of specialists, modelling of the pilot course, its implementation, evaluation, and supplementation. The study involved 58 teachers of fundamental and applied sciences and 157 first-year students. Results. Based on the educators' survey results, a sequenced model of integrated learning was chosen. On this basis, a pilot program for first-year students was developed and implemented. Using an interdisciplinary approach, practical experience, and problem-based learning, this course highlights the key role of integrating basic and applied sciences to improve student's critical thinking, improve problem-solving skills, and prepare them for a successful career and practical skills. Conclusions. A survey of students shows a positive attitude towards the integrated learning course. The study results are applicable to familiarising and developing integrated courses for students of different specialties by educators and administrators of higher education institutions. © © The Author(s).

With the ongoing advancement of AI in intelligent marketing, there is a pressing need for the continuous innovation and evolution of advertising planning courses in higher vocational education to keep pace with environmental shifts. This paper introduces a sophisticated smart learning model, beginning with the construction of a subject knowledge map and detailing its development methodology. Building upon this foundation, the paper enhances the Dijkstra algorithm and integrates it with the ant colony algorithm to offer personalized learning path recommendations. Furthermore, an improved convolutional neural network is employed to generate these customized learning paths. An empirical study is conducted using the advertising planning course of a higher vocational school as a case study. The findings of this research highlight the efficacy of the proposed intelligent learning model in the instructional process. Notably, there is a significant increase in student engagement, with the level of active problem-solving in the classroom rising from an initial average of 14 to 26. Additionally, the average final grades of the experimental group exceeded those of the control group by 7.63 points. The average comprehensive competence score also showed a substantial enhancement, registering at 0.447, indicating a marked improvement in overall student performance. © 2024 Cuifeng Zeng., published by Sciendo.

The hybrid learning integrated remote laboratory, an innovation in educational technology, is a practical and real-time solution that allows students to access and interact with laboratory equipment remotely via the internet network. This research aims to analyze the implementation and effectiveness of this model in an embedded systems practicum course. The study, conducted using a quasi-experimental method, involved 35 students in the experimental group and 36 in the control group. The learning model in the experimental group was implemented with a differentiated approach, allowing students to participate in face-to-face learning in the laboratory or attend online. The technology in this research was built with an interactive user interface in the form of an e-learning integrated remote laboratory application, providing online students with access to learning materials, discussion forums, assignments, chat, video conference, and an online microcontroller coding editor. The use of the online microcontroller coding editor empowers students to create programs and control physical equipment in the laboratory, such as Arduino modules, several sensors, and output devices, remotely and in real-time. Descriptive analysis and t-tests were used to analyze students’ comprehension of the embedded systems course. The test results showed a difference in the average academic achievement of students, with the learning outcomes of the experimental group students being higher than those of the control group. This model, therefore, demonstrates its impact on optimal and practical learning in the embedded system course. © IJASEIT is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

In this article the authors consider the problem of training qualified specialists to work in the digital economy at the current level of higher education development. The authors study the very concept of "competencies"and discuss the difficulties associated with the introduction of competency-based approach in the system of higher professional education. The article presents the main principles and definitions of the competency-based approach for the formation of educational outcomes within higher education. It is argued that an important aspect in the creation of educational programs is their orientation to the needs of production with regard to young specialists with certain competencies, but currently many programs of higher and secondary vocational education do not have time to adapt to the latest achievements in technological and production spheres. The article states that the development of students' competencies is a key goal of educational programs and that they should be organized in such a way as to ensure consistent and systematic mastering of the necessary skills and knowledge. Competency-based approach in the sphere of higher professional education is realized through the development of exemplary basic educational programs that form a model of training. The article analyzes published studies and presented software products devoted to curriculum design. The article sets the task to form a set of disciplines, optimal in terms of labor intensity and levels of competence formation, which allows the most effective realization of the competences of the learner in the direction of bachelor's degree, taking into account the level of formation set by the employer and the limitations of the curriculum. The mathematical model for solving the problem and the technology of designing the optimal competence model of a graduate taking into account the employer's requirements are presented. © 2024 IEEE.

This study examines an in-depth and systematic review of the effect of education on macroeconomic variables in Ethiopia, taking into account the effect of education systems on the skill gap and unemployment of graduates. education economies in the literature show the effect of education on economic growth, as well as the effects of education on learner skill and knowledge, as well as unemployment and underemployment. The inclusion of human capital in the growth accounting claimed that people with more education typically have high skills and open the gate of employment, which in turn provides higher production capacity and growth. The capacity and skills that students acquire while in school is a critical factor in the school-to-work transition and increasing productivity. Moreover, the education system is vital to determining the capability of learners and economic development. Meanwhile, Ethiopia did not realize the learning promise due to the increasing crisis of learning systems and its effect on educated unemployment. The incidence of skill gaps and unemployment among the educated undermines economic growth, which widens income inequality and poverty. Furthermore, low enrolment in vocational courses, poor method of delivery, low input availability and accessibility, low-skilled teachers, and poor school-industry linkage were the main contributors to the skill gap, resulting in undesirable outcomes for education. In addition, the new educational development roadmap of Ethiopia did not review the relevant parts of the education system. Therefore, the ministry of education should revisit the new educational development roadmap in line with the learning outcome. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.