Problems of Education in the 21st Century

Problems of Education in the 21st Century

Basic info

  • Publisher: Problems of Education in the 21st Century
  • Country of publisher: lithuania
  • Date added to EuroPub: 2017/May/23

Subject and more

  • LCC Subject Category: Education
  • Publisher's keywords: education
  • Language of fulltext: english

Publication charges

  • Article Processing Charges (APCs): Yes 15 EURO
  • Submission charges: No
  • Waiver policy for charges? No

Editorial information

Open access & licensing

  • Type of License: CC BY
  • License terms
  • Open Access Statement: Yes
  • Year open access content began: 2007
  • Does the author retain unrestricted copyright? False
  • Does the author retain publishing rights? False

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  • Permanent article identifier: None
  • Content digitally archived in: Nopolicy
  • Deposit policy registered in: None

This journal has '1098' articles

DEVELOPMENT OF CLASSIFICATION FOR CLOSED TEST TASKS

DEVELOPMENT OF CLASSIFICATION FOR CLOSED TEST TASKS

Authors: Deryabina, N, Deryabina, A
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Abstract

The expediency of inclusion in one test of various types of test tasks (TT’s) that adequate to the content of the studied materials and to the purposes of testing in the best way is often marked. However, developers of tests in practice are often forced to be limited and to include in one test several tasks of only one or of two types (- with a choice of one or several answers). This restriction is usually caused both by opportunities of specialized software, and by absence of classification TT’s according to their structures. The purpose of the present work was development of classification for closed forms of test tasks according to their structures. For the purpose the principle of the system analysis to the consideration ТT and for investigation of ТT’s elements, of TT’s elements properties, and of links between TT’s elements was applied. Having chosen properties of TT‘s elements and some special kinds of links between TT’s elements as criteria, a classification of TT’s by structural types was developed and 6 structural types for closed forms of TT’s were discovered. The presented work has allowed to determine and to describe invariant structure of the test task, and to make a classification of test tasks by structural types. We consider that the given classification of these TT’s structures can form a basis for an estimation of complexity level of TT’s made on the basis of the studied materials and will allow in the further to develop test tasks of several complexity levels for pupils of different categories. Developed classification can also serve as a reference point for creation of software intended for the control and estimation of pupils’ knowledge.

Keywords: system analysis, test tasks
THE PROBLEMS OF SUPERVISOR’S TRAINING IN LATVIA

THE PROBLEMS OF SUPERVISOR’S TRAINING IN LATVIA

Authors: Martinsone, K, Mihailovs, I, Zakrizevska, M
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Abstract

Nowadays, supervision gradually becomes as an integral, or even obligatory part of the professional operation, especially in areas, in which a human is placed in the middle – in the environment of health, or social care. Problems that concern both the client / patient, and relationships between the specialist, and client / patient, and about possibilities of the specialist to observe professional demands, ethics, as well as hardship with a client / patient at work are reflected in the supervision, where the supervisor and supervisee participates. Supervision in Latvia has become as an obligatory demand during the training both of specialists (psychologists, psychotherapists, art therapists, social employees, pedagogues, health persons) during studies, and the further professional operation. Right the supervisor must undertake the responsibility for the client / patient and specialist, if the supervision happens in the framework of study praxes. It means that determined general knowledge, skills and attitudes are required from the supervisor, as well as professional knowledge, skills, attitudes, qualities of personality, morally ethical maturity. In addition, the context must be taken into consideration where the supervision, focus of organization, profession, social, economic and work factor happens. The target of article is to actualise the issue on training problems of supervisors in Latvia, analysing the existing situation and regulation that is a pre-condition for the qualitative development of supervision system in the state. The analysis of experience of scientific literature and supervision education is in the basis of article. In 2006, a following definition of the term supervision was included in the Law on Social Services and Social Assistance that respectively determines the operation of social work system in Latvia: the “a consulting support for the specialist of social work (supervision) is the total of methods provided for the operation of social employee to improve his professional competence and to provide him a psychological support to increase the quality of work”. Therefore, the issue of the lack of supervisors is actual for the development of profession, and their potential training. Therefore, at the moment a new conception in the training of supervisors is developed in Latvia: to develop and license the program of professional improvement (presupervisor), in which professionals of different areas with Master Degree in a respective specialty and at least with the experience of 2 years would start studies in the area (specialty). This program should provide the possibility to obtain general knowledge, skills and attitudes, necessary for the supervisor, understanding the specifics of supervision in different work environments. For example, any supervisor must acquire different forms, kinds, focuses, dimensions of supervision, must acknowledge functions of supervision, must orient in his rights and duties, must conform to standards of ethics, etc. In turns, the development of specific knowledge, skills and attitudes of the sphere of professional operation is the task of professional associations. Thus, with the help of interaction of formal and non-formal education it is possible to solve an essential problem – the lack of supervisors and to warrant the development of new specialists in the future. Simultaneously, one of the strategic tasks of higher education systems of Latvia – to develop a cooperation of higher education and professionals (professional associations) – will be solved.

Keywords: education of supervisors, formal and non-formal education
SUBJECTIVITY BEGINS WITH INDEPENDENT THINKING

SUBJECTIVITY BEGINS WITH INDEPENDENT THINKING

Authors: Tuisk, M
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Abstract

The interest of Estonian society has been focused on Estonian education with its various contradictory messages. On the one hand, the PISA study indicated that we can be proud of the results of the cooperation between our teachers and students. On the other hand, however, we must admit that our drop-out rates are high and the students’ health is deteriorating. Has the price for success been too high? At the time when the entire world has come to an understanding of the importance of life-long learning and the necessity to develop as a self-guiding subject, an unacceptable proportion of Estonian students have negative attitude towards school and studying, or are either exhausted or overworked due to their positive attitude towards studying. Studies claim the same about teachers. The general context of this article is the contradiction between the needs of a dynamically developing society and an old-fashioned and comparatively authoritative school environment. This paper focuses on how to encourage the students’ and teachers’ independent thinking and subjective choices in order to create the best possible environment for development at school. The study is based on 48 narrative essays. The processing of data was based on the grounded theory methodology. The author has interpreted the outcomes relying on the works of P. Sartre, V. Fränkl, V. Peavy, R. Fischer and M. Fullan. The most significant conclusion is that innovative teachers value their own, as well as the students’ independent thinking, which is the most promising strategy in the circumstances of fast changes and strenuous explorations.

Keywords: independent thinking, school environment
QUALITY OF HIGHER EDUCATION: IDEALS AND REALITY

QUALITY OF HIGHER EDUCATION: IDEALS AND REALITY

Authors: Lamanauskas, V
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Abstract

The recently discussed issues of education quality are devoted full attention. The systems of quality control are developed, services are certified etc. All EU countries point to education quality as one of the most important political priorities. Despite the fact it is an excellent idea, the questions of how to ensure adequate education and how to achieve equally ranked education certification in all countries of the European Union arise. From the perspective of Lithuania, it is essential that university education gained at national level should be internationally accepted. Therefore, different legal and political documents approved by Lithuanian authorities in one way or another emphasize that ensuring quality education is a priority field. Yet in the last decades of the past century, the universities worldwide closely focused not only on the quality of studies but also on the other services provided by modern universities. Every country of the European Union owns certain structures concentrating on the above introduced problems. For example, Quality Assurance Agency for Higher Education was established in Great Britain in 1997. The Netherlands has two organizations - Association of Universities and Association of Universities of Professional Education. Finnish Higher Education Evaluation Council looks at the situation in Finland etc. In this case, Lithuania is not an exception as since 1995, this field has been maintained by the Centre Quality Assessment in Higher Education (CQAHE). This organization implements the external quality assurance policy in research and higher education in Lithuania and contributes to the development of human resources by creation of enabling conditions for free movement of persons (http://www.skvc.lt/en/?id=0). In regard to university life, it can be firmly stated that the problems of studying quality are given scrupulous attention. An apparent focus entirely on ensuring the quality of studies can be noticed in Lithuania. The classical principle of unity of science and studies cannot be considered as a suitable solution. The quality of studies and the process of studying are integrated and therefore determinine one another (Lamanauskas, 2007). Finally, the world practice shows that the concepts of quality management are developed in at least four major fields including the processes of studies and scientific research, administration, designing curricula of studies and teacher training. The central point is the understanding that quality cannot be bought in the market and is not something beyond institution boundaries. Everything will be determined by awareness that quality in a broad sense is conditioned by the quality of management (administration). Only professional management leads to qualified processes (institution work) whereas the latter ensure high-quality service. Otherwise, we can face a situation frequently encountered in the system of Lithuanian higher eduction. For example, after regaining independence, Lithuania suffered from lack of managers and lawyers, and thus national universities started implementation of the required curricula of studies. Presently, all universities in Lithuania train would-be managers. However, the problem is that the quantity of professionally prepared experts in the field is decreasing while at the same time, a total number of professional managers is increasing. Similar problems can be observed in a number of Europen countries. As the understanding of quality may vary, a general agreement on the issue discussing quality is very important at least inside the institution. Quality is differently treated by academic staff, students, employers, social partners of institution, authorities and society in general. No special investigation is necessary in order to find out that the position of Lithuanian society on the quality of higher education and studies is not favourable enough. During the last decade, a number of young and gifted Lithuanian people have entered the universities and started working in the neighbouring countries. The process has been given a sound name Brain Drain. A free people’s movement in the open world should be a natural process. However, the careless government’s position on the analogous situations in some countries seems to be a surprise. When the situation becomes really complicated, the programmes aimed at ‘recovering losses’ are created. Nevertheless, similar measures can hardly be sufficient for making a substantial impact. Thus, the Overseas Lithuanians’ Support Centre is responsible for running the project Design and Implementation of Brain Drain Programme the purpose of which is creating a programme for Lithuanian people studying and working in the foreign scientific centres. The programme encourages Lithuanian citizens moving back and implements a competitive financial mechanism that will be applied for arranging scientists’ visits to Lithuania. A serious problem is that up to now, no official statistics on the degree of graduent students, scientists and other researchers’ emigration from Lithuania has been prepared. Moreover, there is lack of information on national scientific research and available vacancies in the institutions of science and education. Frequent discussions under a negative shade lead to appropriate society’s reaction. It seems, not much is required in order the quality of higher education should become more outstanding and satisfy not only personal needs but also the requirements imposed by a certain country. However, increased financial support (which is a very important factor) cannot change the existing situation. Education is a complex system having different levels, sub-systems etc. that closely correlate and determine one another. It should be stated that training of secondary comprehensive school graduates is still not sufficient enough. Though, at a later stage, a number of students enter the institutions of higher education. After all, the learners having a certain level of knowledge, abilities and values are treated as the main staff for universities. Logically, if graduates’ education is not good enough, a university fails to train high quality specialists. Meanwhile, worlwide practice shows that universities own high potential that is not always appropriatelly used. Statistics indicates that only 21% of the EU citizens capable for work are graduates from universities, whereas the latter indexes in the US and Canada are 38% and 43 % respectively. The communiqué of the European Commission declears that ‘Europe needs modernised universities. The main question is how to increase our universities’ contribution to the Lisbon Agenda for more growth, and more and better jobs’ (Education and Training..., 2006). The document examines the quality of higher education provided by the European universities. During the recent decade, due to reduced complexity, the programmes of social rather than natural sciences and technologies have been the most popular subjects studied. On the one hand, it is a common position, on the other– due to various reasons, the young generation in Lithuania and other countries of Central and Eastern Europe is not sufficiently focused on choosing sciences as subjects to be studied as in this case, in order to ensure the development and quality of programmes, apart from declarations, real financial and intellectual resources are required. Natural and technological sciences are primarily devoted to the development of manufacturing and technologies. Analogical sciences must be competetive under the circumstances of rapid globalization in the economical and informational space worldwide. However, only universities cannot improve the situation as a general clear national policy is required. It is worth pointing to the international ROSE research which disclosed that the youth’ interest in sciences and technologies was markedly decreased in the so called developed countries (ROSE, 2008). Certainly, teaching sciences and technologies in comprehensive schools should be enforced. High quality higher education is a solid basis of individual and public intellectual property. Finally, the mission of higher education is to offer competitive priority to its receivers now and in the future. Not everything can be controlled by the existing market as higher education first of all, is an individual property. Therefore, it is not necessarily must be related to the labour market. Higher education is essential to a person him/herself (for young people in particular) in order to consider a personal model of life, to form a unique world outlook and to grow up as a personality and citizen. In this particular case, university implicitly orientating towards the needs suggested by the market, is not suitable for such mission. To save the idea of university worldwide, the latter aspect is exceptionally meaningful. Higher education cannot be treated as a purchase sold in the market. Higher education policy becomes a key point. In any case, the quality of higher education cannot be independent neither from science and studying policy of a certain country nor from a policy of a particular university. University autonomy and administration and implementation of science policy at national level are two closely integrated components having a direct impact on higher education. The European Union has established high and ambitious standards. One of those is a steady increase of Europeans’ education. Thus, Lithuania must be ready to meet this challenge. The number of educated people cannot enlarged. The quality of higher education is an integrated part of standard of living and citizens’ welfare.

Keywords: education quality, higher education policy, quality of studies
IMPORTANCE OF CRITICAL CONSTRUCTIVISM STUDY ENVIRONMENT IN THE DEVELOPMENT OF COMPETENCES OF HOSPITALITY MANAGEMENT SPECIALISTS

IMPORTANCE OF CRITICAL CONSTRUCTIVISM STUDY ENVIRONMENT IN THE DEVELOPMENT OF COMPETENCES OF HOSPITALITY MANAGEMENT SPECIALISTS

Authors: iveta Balode
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Abstract

Introduction. The article deals with the issue of the organization of hospitality management studies in the critical constructivism environment from the viewpoint of student learning and development of professional competences. Goal. By comparing the study environment, to offer a conception of critical constructivism, which brings into the centre of educational development a personality who is motivated to obtain life-long education. Methodology of Research. In the article, analysis of pedagogic literature is used, a pedagogic research including questioning of students has been carried out in the Information Systems Management Institute, as well as comparison and observation of the pedagogic process has been provided. Results of Research. The methodological foundations of the critical constructivism study process have been outlined, and suggestions for the improvement of the hospitality management study environment have been provided. Conclusions. It is necessary to improve the study environment, paying more attention to the organization of studies oriented to an individual in the context of life-long learning.

Keywords: life-long learning, sustainability, learning skills, personality
BEAUTY AND TEACHING EVALUATION: A COMPARISON BETwEEN FEMALE AND MALE COLLEGE PROFESSORS

BEAUTY AND TEACHING EVALUATION: A COMPARISON BETwEEN FEMALE AND MALE COLLEGE PROFESSORS

Authors: ya’arit Bokek-cohen, nitza davidowitz
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Abstract

Two studies were conducted in order to examine the impact of beauty on teaching ratings. The purpose of the frst study was to compare this impact between women and men. The physical attractiveness of ffty-fve instructors was rated by their students and correlated with their teaching ratings that had been collected in the previous semester. More attractive male instructors received higher ratings, but only from female students. The more attractive female instructors did not receive better ratings from male or female students. We conclude that male instructors beneft from a ‘beauty premium’, while female instructors do not. The purpose of the second study was to confrm this conclusion by examining the ‘beauty premium’ in an occupation characterized by the ft between role image and gender image. The physical attractiveness of 31 female administrative employees was rated and then correlated with their service evaluation. The more attractive clerks received higher ratings, but only from male raters. We conclude that the gender-based differential in the evaluation bias was caused by a lack of ft between role images and gender images. When the role image corresponds to the gender image, as in the case of male instructors and female administrative employees, the ‘beauty effect’ benefts beautiful employees. Our fndings have implications for the improvement of teaching evaluation tools and taking physical appearance bias into consideration.

Keywords: beauty premium, gender image, physical attractiveness, role image, teaching evaluation
INSTRUCTION BUILT ON LEARNERS’ PREVIOUS KNOWLEDgE By USINg THE VARIATION THEORy.

INSTRUCTION BUILT ON LEARNERS’ PREVIOUS KNOWLEDgE By USINg THE VARIATION THEORy.

Authors: Mona Holmqvist, Gunilla Lindgren, Jane Mattisson, teresa svarvell
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Abstract

This chapter discusses teaching based upon pupils’ previous knowledge. As the world becomes more and more globalised, it is harder and harder for a teacher to form a picture of the pupils’ knowledge when planning instruction. However, without this information about pupils, it is impossible to know if the created learning situations are conducive to learning or if the pupils had already acquired knowledge about the learning object before the learning situation. In this study pupils’ previous knowledge is investigated in relation to how English as a Second Language1 is learnt when pupils have different mother tongues. In a phenomenographic study we found that pupils with three different mother tongues, when placed in the same learning situation, made errors which could be traced back to the structure of their mother tongue. This observation led to a learning study, in which variation theory was the theoretical point of departure, and in which three different research lessons with three different groups of pupils were carried out. The learning object was dependent possessives, and the pupils’ mother tongue was Swedish. As there is no differentiation between independent and dependent possessives in Swedish, the pupils could not discern the difference between these two forms. As Swedish has a differentiation between t- and n-gender, the puils wrongly assumed that the difference between my and mine was not connected to dependent and independent possessives but to gender. The results of our study show how teachers who are familiar with the pupils’ previous knowledge (mother tongue) can become aware of what mistakes they might make as ESL learners; this knowledge has a profound effect on instruction. In this way, teachers can also predict and plan what information is needed to develop learning situations which provide maximum opportunity to learn. They also understand what kinds of critical aspects are necessary to enable pupils to discern. As a result, teachers are more effective, which is reflected in better pupil results in the classroom.

Keywords: contrastive linguistic, English as second language, instruction, variation theory, phenomenography
TOwARDS A MULTICULTURALLY COMPETENT TEACHER IN BUILDING A SUSTAINABLE COMMUNITY

TOwARDS A MULTICULTURALLY COMPETENT TEACHER IN BUILDING A SUSTAINABLE COMMUNITY

Authors: dzintra iliško, svetlana ignatjeva
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Abstract

The primary goal of this study is to focus on teachers’ perception of their own multicultural competence. This study examines the perception of teachers of themselves in their competency of multicultural knowledge, awareness and practice. The study reflects teachers’ level of multicultural competence as a desired ideal and its correlation with the existing level of teachers’ competency. The study puts forward a research question: To what extent do teachers’ perceive themselves to be multiculturally competent. Do teachers perceive multicultural competence as signifcant in fostering the ideals of a sustainable society? For this purpose the survey was designed to measure the characteristics of a multiculturally competent teacher by using 5 points scale. This article sets forth a variety of questions to re-direct process of revision and refnement of multicultural training in Latvia. Learning sensitivity towards other groups requires time and energy. This takes time to learn to observe, empathize, and appreciate other people’s ways of doing things in order to become culturally competent. Multicultural people have a broader, richer and more accurate worldview.

Keywords: multicultural competence, teacher education, cultural and religious diversity
THE QUALITY OF ARGUMENTATION IN THE STUDENTS’ STATE ExAM COMPOSITIONS IN 2006 FROM THE SOCIO-COGNITIVE POINT OF VIEw

THE QUALITY OF ARGUMENTATION IN THE STUDENTS’ STATE ExAM COMPOSITIONS IN 2006 FROM THE SOCIO-COGNITIVE POINT OF VIEw

Authors: merle Kaldjärv
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Abstract

Education is the system of human knowledge, skills, abilities, values and behavioural norms that enables one to develop, cope and fulfl himself as an individual and member of society. Argumentative skills have a crucial role in civil education and thus also critical thinking comes to be emphasised within mother tongue education. The present article focuses on the quality of argumentation in the only compulsory state examination in the Estonian educational system – the composition. The article concentrates on the given topic based on the national compositions written in 2006, the sample included 500 compositions. The article is laid by the socio-cognitive approach to critical discourse analysis, and also explains the applied methodology. The relations between language and language users are described from the point of view of geographical and social variation. The current article presents the results of the textual grammar and syntax. The coherence of argumentation and sentences are studied according to macrostructures set by T.A van Dijk and superstructures set by M.Hoey. The discussion explains the specifc features of argumentative composition from the point of view of ideology, and also the possibilities for improving the pupils’ argumentative skills in mother tongue education. Critical and creative thinking are essential to the quality of education.

Keywords: mother tongue education, state examination, argumentation, critical and creative thinking
EVALUATION IN EUROPEAN ACADEmIC EDUCATIONAL SySTEmS.

EVALUATION IN EUROPEAN ACADEmIC EDUCATIONAL SySTEmS.

Authors: alicja Keplinger, Iwona Koczanowicz-dehnel
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Abstract

In recent years the teaching evaluation process has become one of the pillars of academic education. It is a form of students participation that creates better teaching quality. The students’ active participation in affecting the quality of teaching is a basis for forming the academic educational identity. This article is an attempt to bring closer and compare the scheme of teaching evaluation in three academic systems. We are going to analyze questionnaires from University of Wroclaw, “La Sapienza” University of Rome and The University of Wales, Aberystwyth. We are interested in specifcity and identity of the evaluating criteria and function it performs in educational system. Through this analysis we are also trying to defne the concept of evaluation as an essential criteria of: collecting data, description, estimating or valuing.

Keywords: analyze questionnaires, evaluation, specifcity and identity of the evaluating criteria
THE IDEALS OF EDUCATION AND STUDENTS’ SCHOOL ExPERIENCES

THE IDEALS OF EDUCATION AND STUDENTS’ SCHOOL ExPERIENCES

Authors: tiiu Kuurme
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Abstract

The main question of this article below is: what happens to education at school? What society think of education, at school it gets a real existing concreteness. Taking the holistic character of education as a ground we assume that emotions, experiences, state of minds wishes and others, that happens by living the school-reality, becomes a part of young peoples’ world-view. At frst we concentrate on the ideals, that are bonded usually with the traditional notion of Education (Bildung). After that we stop at litigious side of Bildung - what kind of emotional attitude is expected when becoming educated and bonding it with the notion of intentionality from phenomenology. We handle education as relative concept, noting the fact that the specifc way of being in relationship of educational processes goes with searching, aspiring, self-changing me. The everyday school experiences of Estonian students are researched empirically where the interpretation of researcher are spontaneous school-oriented sayings. These meanings which are given to school on the level of experiences and associations are analysed with phenomenological methods and connected to an ideal which belongs to educational idea-content and has an education-allowing cognitive attitude. The result of research says that the associations of Estonian students in everyday life of school reality develop next signs: the knowledge of learning is experienced as an external dictated recession, it is their discipline and engrosses time. The school everyday life way of intentions mainly goes with what concerns students subsistence of school control mechanisms and self-esteem. It is more like self-defence than aspiration for new knowledge. Created and repeated intentions in school reality can (according to Hussler) become as a creator of impulses for the next attunement for the reality.

Keywords: ideals of education, educational relation, intentions of consciousness, school-reality, meanings of school on the level of associations
INCOME INEQUALITY CONTROVERSIES ON THE DEVELOPMENT OF EDUCATION IN KENYA

INCOME INEQUALITY CONTROVERSIES ON THE DEVELOPMENT OF EDUCATION IN KENYA

Authors: maiyo Kiprop Julius, achoka Judy, ndiku Judah, Jane amunga & Wasike duncan
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Abstract

Income differentials are a phenomenon that is manifest among individuals, regions and nations. The magnitude of the inequality has diverse effects on education which is itself a key determinant of individual as well as group income. Income inequality is reflected in the unequal access to different levels of education and to schools of different quality of education. This results in unequal consumption of education. These factors heighten the already existing inequality since the distribution of earnings is to a large extend determined by the level and distribution of schooling across population. The effect of income inequality on education dispersion and the average attainment in the population depresses economic growth and affects investment in education by individuals as well as states. Differential investment in education means unequal access to new knowledge and skills which are the driving force in this century. Already, the knowledge revolution has brought the threat of widening the gap between developed and developing countries with disparities in knowledge and information reinforcing disparities in capital and other resources. This paper examines the controversies causes of income inequality and the resultant effect on the development of education. The study is a desk review which nevertheless extensively explores existing literature on income inequalities and education dispersion. It narrows this down to the situation in Kenya by focussing on current reactions to income inequality in general and the effect on education. The paper also provides the conclusion and the way forward through the recommendation.

Keywords: income, inequality, development, poverty
IDENTIFYING THE UNDERLYING DIMENSIONS OF TEACHERS’ EMOTIONAL INTELLIGENCE

IDENTIFYING THE UNDERLYING DIMENSIONS OF TEACHERS’ EMOTIONAL INTELLIGENCE

Authors: chris Perry, ian Ball
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Abstract

Within the area of educational research that has its focus on individual differences, the concept of emotional intelligence and its study in relation to the professional lives of teachers has raised considerable interest over the past decade. This article reports on data from a new measure of emotional intelligence specifcally related to situations in the teaching environment. The four underlying dimensions that are identifed in this study appear to be a more relevant way of characterising emotional intelligence for those in the teaching profession than other conceptualisations of emotional intelligence. The article concludes with an examination of the contention that emotional intelligence is strongly connected to effective teaching practice.

Keywords: effective teaching, emotions, emotional intelligence, teachers
THE IMPORTANCE OF CONFERENCE PRESENTATIONS IN HIGHER EDUCATION

THE IMPORTANCE OF CONFERENCE PRESENTATIONS IN HIGHER EDUCATION

Authors: Gábor rébék-nagy
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Abstract

The international cooperation of researchers around the world is a pre-requisite for the development of science. English, the lingua franca of the 21st century, is a widely accepted tool for global communication of those involved in research. The present paper is meant to investigate into the kind of language these scientists, very often non-native speakers of English, need to cope with in the feld they cultivate. Empirical facts indicate that what they need is not simply English for genereal purposes but English for Specifc Purposes (ESP), which includes research article writing, participating in joint projects and giving conference presentations, just to mention but a few. The study claims that a genre-based approach may multiply the use of the outcome. In the corpus of 24 English conference presentations three levels of communication are identifed and their role and relative weight are discussed. The conclusions include recommendations on what, how and when non-native speakers of English should be taught to become effcient presenters.

Keywords: conference presentation, ESP, genre, interpersonal communication, signposts
HOW TO GUARANTEE QUALITY IN EDUCATION

HOW TO GUARANTEE QUALITY IN EDUCATION

Authors: Robert Ruprecht
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Abstract

Quality has become a key word. Self-assessments and peer reviews, quality management and student polls have become ubiquitous. With all these bustling activities the main element in education, the personal quality of the teacher somehow got lost. If we want to discuss real quality in education, we must first ask what the teacher’s position is. This paper is going to discuss what conditions the teacher must fulfill in order to be a good teacher: what are his demands on himself, what he must he demand from the students? The society also part of this: What must a teacher expect from society in order to be a good teacher? The answers are, briefly: the teacher must be very exacting towards him/herself; he must constantly improve his personal and scientific qualifications. The teacher must not be soft towards his/her students. Society must provide him freedom, independence and respect. Yet these are only the prerequisites of quality in education.

Keywords: quality in teaching, personal development, demands on teachers, demands on students, demands on society

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