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EFFETTO PALLA DI NEVE: LA RIFORMA UNIVERSITARIA E LA NASCITA DEI CORSI DI LAUREA IN ANTROPOLOGIA A ROMA

ROMANO, ANGELO
Fonte: La Sapienza Universidade de Roma Publicador: La Sapienza Universidade de Roma
Tipo: Tese de Doutorado
IT
Relevância na Pesquisa
16.49%
The introduction of the new educational system, with its Learning Agreements (which require Undergraduate Courses to provide instruction and require teachers provide students with mentoring), its Program Descriptions (which set out the professional qualifications and employment outcomes which each program aims to provide), and its ministerial charts and their credits (which, through the new composition of the former and the modification of the latter, attempt to make good on the promises of the program descriptions), has resulted in various transformations: - The change to the new system (3+2): this Copernican revolution has radically modified structures, ways of living university spaces and criteria for the acquisition of knowledge. It has transformed what was a specialized major (for graduates with degrees in Philosophy, Humanities, or Sociology), into a basic discipline (currently there are 700 students enrolled in the first-level degree program, and 200 enrolled in the second level degree program); - Teaching and research have been tightly bound to the ministerial grids, and to the logic of credits. The scientific pursuit of knowledge has been squeezed between academic/bureaucratic and economic levels. - The introduction of specialized courses has brought to prominence the figure of the anthropologist...

Turkey : Higher Education Policy Study, Volume 1. Strategic Directions for Higher Education in Turkey

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
26.23%
Countries that invest heavily and effectively in education and skills to produce information and knowledge will benefit economically and socially. The European Union (EU) has set the goal to make Europe the most competitive and dynamic knowledge-based economy in the world. Turkey, in its Ninth Development Plan, aims to increase educational attainment and develop a lifelong education strategy to meet the requirements of a changing and developing economy and labor market. To meet the EU goal and the Turkey goal requires education systems that are more flexible, more effective and more easily accessible to a wider range of people. Education and skill levels in Turkey lag behind international standards, including the European Union. As highlighted in figures and discussion in a later section of the paper on access and equity, results of international tests show poor performance for many students in Turkey and participation in secondary education, as well as tertiary education, is low by international standards. Significant disparities also exist in educational quality and access by gender...

The Relationship between the Secondary Mathematics Curriculum, College Persistence, and Success at an Urban Community College

Proctor, Avis R
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
16.35%
According to Venezia, Kirst, and Antonio (2003) and Barth’s 2002 Thinking K16 Ticket to Nowhere report, the disconnect between K-12 and postsecondary education was a contributing factor to high attrition rates. Since mathematics emerged as a primary concern for college readiness, Barth (2002) called for improving student transitions from K-12 to postsecondary institutions through the use of state or local data. The purpose of the present study was to analyze mathematics course-taking patterns of secondary students in a local context and to evaluate high school characteristics in order to explore their relationships with Associate degree attainment or continuous enrollment at an urban community college. Also, this study extended a national study conducted by Clifford Adelman (The Toolbox Revisited, 2006) as it specifically focused on community college students that were not included his study. Furthermore, this study used the theoretical framework that human capital, social capital, and cultural capital influence habitus - an individual’s or a group’s learned inclination to behave within the parameters of the imposed prevailing culture and norms. Specifically, the school embedded culture as it relates to tracking worked as a reproduction tool of ultimate benefit for the privileged group (Oakes...

Percepci??n del profesorado y responsables acad??micos sobre el proceso de implantaci??n del Espacio Europeo de Educaci??n Superior en diversas titulaciones de educaci??n

Villa S??nchez, Aurelio; Arranz, Sonia; Campo, Luc??a; Villa, Olga
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
26.35%
Las universidades espa??olas han iniciado oficialmente desde el curso 2010-11 el proceso de convergencia europeo. Es necesario ir palpando los factores que favorecen u obstaculizan la implementaci??n del cr??dito europeo, y el cambio del modelo pedag??gico tradicional hacia uno m??s centrado en el estudiante y en el desarrollo de su autonom??a. El prop??sito del presente estudio es recoger la visi??n y valoraci??n de los docentes y responsables acad??micos de las facultades de Magisterio, sobre c??mo se est?? produciendo este proceso en sus centros. Para ello se aplic?? un cuestionario online a una muestra de 37 responsables acad??micos y 108 docentes de las escuelas de diferentes comunidades aut??nomas. Los resultados obtenidos nos permiten esbozar los factores y dificultades que est??n incidiendo en la puesta en pr??ctica del proceso de Bolonia a partir de la propia percepci??n realizada por el profesorado y los directivos. Se presentan como factores relevantes la asignaci??n y distribuci??n del cr??dito en las asignaturas/materias, el uso y frecuencia de las metodolog??as, la incorporaci??n del aprendizaje basado en competencias y la dificultad de su evaluaci??n, y en general, las referencias al papel docente y la necesidad de formaci??n.; In 2010-2011...

La formación inicial del profesorado en el grado en educación primaria. Valoración cualitativa del diseño y desarrollo curricular de "recursos tecnológicos didácticos y de investigación"

Valverde Berrocoso, Jesús
Fonte: Universidad Autónoma de Madrid. Departamento de Didáctica y Teoría de la Educación Publicador: Universidad Autónoma de Madrid. Departamento de Didáctica y Teoría de la Educación
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
26.12%
La reforma educativa, en el ámbito internacional, se dirige hacia la calidad de la formación inicial del profesorado. El profesional de la educación que necesita la sociedad actual exige que esté formado para una autonomía en el aprendizaje, reflexión sobre la propia experiencia, capacidad de adaptación a contextos colaborativos y multiculturales, así como para el diseño de entornos de enseñanza-aprendizaje enriquecidos con tecnologías. La competencia digital es una competencia clave para el aprendizaje permanente que proporciona habilidades técnicas y conocimientos para integrar las tecnologías digitales en la educación. La adaptación de la universidad española al Espacio Europeo de Educación Superior ha supuesto la creación de nuevos títulos entre los que se encuentra el Grado en Educación Primaria. En este artículo se realiza una valoración del impacto de este título en la formación específica en Tecnología Educativa sobre la experiencia de su implantación en la Universidad de Extremadura (España). El análisis de diversos datos provenientes de diversos documentos académicos (memoria verificada, planes docentes, documentos de la comisión de calidad) nos permiten obtener unos resultados que evidencian una disminución de créditos formativos...

Does working during higher education affect students' academic progression?

TRIVENTI, Moris
Fonte: Pergamon-Elsevier Science Ltd Publicador: Pergamon-Elsevier Science Ltd
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
26.29%
This paper examines the effect of working during higher education on academic progression, in terms of number of credits acquired by first-year university students in Italy. We discuss different contrasting hypotheses on the role of employment during university on academic outcomes: the zero-sum perspective, the reconciliation thesis, the positive and the negative selection to work hypotheses. In the empirical part we analyze data from the Eurostudent survey, which collected data on a representative sample of university students who were enrolled in the academic year 2002/03, after the implementation of the 'Bologna Process'. We use a negative binomial regression model considering work experience as an endogenous multinomial treatment. Results indicate that, conditional on observed covariates (socio-demographic variables, school-related and university-related variables), there is a positive self-selection into employment, especially for low-intensity work. Traditional multivariate regressions show a penalty in academic progression only for high-intensity workers, but once accounted for unobserved heterogeneity also the low-intensity work experience appears to negatively affect academic progression.

The effects of required/sequenced preparatory courses on academic success and retention at a community college

Brady, Elizabeth Andrews
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
36.64%
This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and reenrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for reenrollment. For a financial aid recipient the odds of reenrollment were 2.70 times more likely than if no financial aid was received.

Factors influencing university performance of associate in arts graduates transferring to the state university system

Baldwin, Anne L.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
26.59%
The purpose of this study was to examine the factorsbehind the failure rates of Associate in Arts (AA)graduates from Miami-Dade Community College (M-DCC) transferring to the Florida State University System (SUS). In M-DCC's largest disciplines, the university failure rate was 13% for Business & Management, 13% for Computer Science, and 14% for Engineering. Hypotheses tested were: Hypothesis 1 (H1): The lower division (LD) overall cumulative GPA and/or the LD major field GPA for AA graduates are predictive of the SUS GPA for the Business Management, Computer Science, and Engineering disciplines. Hypothesis 2 (H2): Demographic variables (age, race, gender) are predictive of performance at the university among M-DCC AA graduates in Engineering, Business & Management, and Computer Science. Hypothesis 3 (H3): Administrative variables (CLAST -College Level Academic Skills Test subtests) are predictive of university performance (GPA) for the Business/Management, Engineering, and Computer Science disciplines. Hypothesis 4 (H4): LD curriculum variables (course credits, course quality points) are predictive of SUS performance for the Engineering, Business/Management and Computer Science disciplines. Multiple Regression was the inferential procedureselected for predictions. Descriptive statistics weregenerated on the predictors. Results for H1 identified the LD GPA as the most significant variable in accounting for the variability of the university GPA for the Business & Management...

The effects of required/sequenced preparatory courses on academic success and retention at a community college

Brady, Elizabeth Andrews
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
26.61%
This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and re-enrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for re-enrollment. For a financial aid recipient the odds of re-enrollment were 2.70 times more likely than if no financial aid was received. ^

Reduced Emissions and Enhanced Adaptation in Agricultural Landscapes

Fernandes, Erick; Thapa, Dipti; Madhvani, Sonia
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
26.21%
This brief is based on the key messages of a conference held on January 23, 2009 at the World Bank to review the state of the art on 'agriculture and climate change, investing now for a productive and resilient future.' It is not the formal position of any one academic institute or organization, but sets out the key issues on: a) carbon as an integral part of sustainable land, water and biodiversity management in developing country agricultural landscapes and in any post-2012 framework and market mechanisms. Agricultural emissions reductions are already eligible under the Kyoto mechanisms for annex one (industrialized) countries; b) agricultural soil carbon measurement, modeling, and monitoring capabilities; c) challenges and opportunities in estimating soil carbon stocks and changes; d) a robust and integrated measurement and monitoring system; and e) further action steps to ensure objective consideration of agricultural soil carbon in post-2012 climate change solutions.

Removing Impediments to Sustainable Economic Development : The Case of Corruption

López Claros, Augusto
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
26.21%
This paper examines causes and consequences of corruption within the process of economic development. It starts by reviewing some of the factors that, over the past couple of decades, have transformed corruption from a subject on the sidelines of economic research to a central preoccupation of policy makers and donors in many countries. Drawing on a vast treasure trove of experiences and insights accumulated during the postwar period and reflected in a growing body of academic research, the paper analyzes many of the institutional mechanisms that sustain corruption and the impact of corruption on development. This paper argues that many forms of corruption stem from the distributional attributes of the state in its role as the economy's central agent of resource allocation. What is the impact of corruption on public finances and on the characteristics and performance of the private sector? What distortions does corruption introduce in the allocation of resources and in the relationships among economic agents in the marketplace? The paper also addresses the question of what can be done about corruption and discusses the role of economic policies in developing the right sorts of incentives and institutions to reduce the incidence of corruption. Particular attention is paid to business regulation...

Recognition of prior learning - a research under ISEKI_Food 3 project

Rosa, Marco Dalla; Costa, Rui; Silva, Cristina L. M.
Fonte: Elsevier Publicador: Elsevier
Tipo: Artigo de Revista Científica
Publicado em //2011 ENG
Relevância na Pesquisa
26.47%
In the frame of the ISEKI_Food 3 Erasmus Thematic Network activities, a working group related to the Life Long learning has been established. A questionnaire was created in order to know if and how the prior experiental learning (courses, working activities, language certifications, computer license, etc.) are considered and accreditated /recognised by the universities belonging the ISEKI_Food and ISEKI_Mundus partners to give academic credits to the students with prior certified experiences in order to facilitate the student's curriculum. Among the questions, data on a maximum of credits to be recognized, disciplines more frequently submitted to recognition, type of agreement between university and other institutions (secondary schools, training agencies, etc,), prior experience / learning, were included into the questionnaire. The recognition of priorlearning or experiences resulted to be mainly related to foreign language certification and working experience in non-academic environment as well as industries or analytical laboratories. Credits in informatic certification (i.e. European Computer Driving License) and demonstrated personal skills courses were also considered.

Concepciones sobre competencias y créditos académicos de estudiantes del programa de medicina veterinaria y zootecnia de la universidad cooperativa de Colombia sede Ibagué

Muñoz Moncaleano, Rafael Augusto
Fonte: Ibagué : Universidad del Tolima, 2013. Publicador: Ibagué : Universidad del Tolima, 2013.
Tipo: BachelorThesis; Trabajo de grado - Monografía; Text Formato: application/pdf
SPA
Relevância na Pesquisa
46.46%
106 Páginas; La presente investigación pretendió caracterizar las concepciones que sobre competencias y créditos académicos tienen los estudiantes de Medicina Veterinaria y Zootecnia de la Universidad Cooperativa de Colombia sede Ibagué, en respuesta a la problemática que emergió a partir de la decisión estatal, de obligar a las instituciones de educación superior, a adoptar las competencias y los créditos académicos como requisito para poder acceder a los registros calificados, sin los cuales, no es posible ofertar programas profesionales. En este mismo sentido, este estudio contribuye a demostrar el insuficiente desarrollo teórico y metodológico que enfrentan estas categorías, lo que las ha llevado a tener una gran diversidad conceptual y metodológica, lo que a su vez, ha dificultado implementarlas y evaluar su impacto en la formación profesional. Para tal fin, desde una perspectiva epistemológica cualitativa, se pudo determinar por el método de estudio de caso y mediante la triangulación compuesta por una encuesta, una entrevista y el análisis documental, posterior a un proceso de validación del instrumento de recolección de datos, mediante la determinación del índice alfa de Cronbach, cuyo resultado de 0...

Medical Student’s Use of Time During Clinical Clerkships and the Credits Based System; El tiempo de los estudiantes de medicina en las rotaciones clínicas y el sistema de créditos

Isaza Restrepo, Andrés; Pérez-Olmos, Isabel; Martínez, Luis Eduardo; Velásquez, Alejandro; Mercado, Mario Andrés
Fonte: Universidade do Rosário Publicador: Universidade do Rosário
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 18/05/2010 SPA
Relevância na Pesquisa
36.54%
Introduction: Comprehensive undergraduate education in clinical sciences is grounded on activities developed during clerkships. To implement the credits system we must know how these experiences take place. Objectives: to describe how students spend time in clerkships, how they assess the educative value of activities and the enjoyment it provides. Method: We distributed a form to a random clustered sample of a 100 students coursing clinical sciences, designed to record the time spent, and to assess the educative value and the grade of enjoyment of the activities in clerkship during a week. Data were registered and analyzed on Excel® 98 and SPSS. Results: mean time spent by students in clerkship activities on a day were 10.8 hours. Of those, 7.3 hours (69%) were spent in formal education activities. Patient care activities with teachers occupied the major proportion of time (15.4%). Of the teaching and learning activities in a week, 28 hours (56%) were spent in patient care activities and 22.4 hours (44.5%) were used in independent academic work. The time spent in teaching and learning activities correspond to 19 credits of a semester of 18 weeks. The activities assessed as having the major educational value were homework activities (4.6) and formal education activities (4.5). The graded as most enjoyable were extracurricular activities...

Self-report measures of executive functioning are a determinant of academic performance in first-year students at a university of applied sciences

Baars, Maria A. E.; Nije Bijvank, Marije; Tonnaer, Geertje H.; Jolles, Jelle
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 05/08/2015 EN
Relevância na Pesquisa
26.19%
Recent studies in late adolescents (age 17+) show that brain development may proceed till around the 25th year of age. This implies that study performance in higher education could be dependent upon the stage of brain maturation and neuropsychological development. Individual differences in development of neuropsychological skills may thus have a substantial influence on the outcome of the educational process. This hypothesis was evaluated in a large survey of 1760 first-year students at a University of Applied Sciences, of which 1332 are included in the current analyses. This was because of their fit within the age range we pre-set (17–20 years' old at start of studies). Student characteristics and three behavioral ratings of executive functioning (EF) were evaluated with regard to their influence on academic performance. Self-report measures were used: self-reported attention, planning, and self-control and self-monitoring. Results showed that students with better self-reported EF at the start of the first year of their studies obtained more study credits at the end of that year than students with a lower EF self-rating. The correlation between self-control and self-monitoring on the one hand, and study progress on the other, appeared to differ for male and female students and to be influenced by the level of prior education. The results of this large-scale study could have practical relevance. The profound individual differences between students may at least partly be a consequence of their stage of development as an adolescent. Students who show lower levels of attention control...

Lliçons del campus virtual obrint camí cap a l'EEES

Giménez Llort, Lydia
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2006 CAT
Relevância na Pesquisa
26.21%
El present treball considera les experiències en la creació d’una assignatura de Crèdits Universitaris de Lliure Elecció de tipus presencial i la seva adaptació a la bimodalitat i la virtualitat completa, així com la transferència o aplicació d’aquestes experiències a l’àmbit d’ensenyament universitari que ha d’afrontar els requeriments que estableix el nou Espai Europeu d’Educació Superior (EEES).; Analitzarem algunes de les estratègies i recursos utilitzats, la seva aplicació, les avantatges, les dificultats, els reptes i la resposta dels professors i els estudiants. En aquesta anàlisi trobarem experiències que poden ser útils per ajudar a l’alumnat i al personal docent i acadèmic en el seu procés d’adaptació a l’EEES.

PUBLIRADIO.NET : creació d’un aplicatiu on-line com a eina de suport dins la nova metodologia docent derivada de la implantació dels crèdits ECTS

Perona Páez, Juan José; Barbeito Veloso, Mª Luz
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2006 CAT
Relevância na Pesquisa
25.98%
Publiradio és un grup universitari d’investigació format l’any 2002 i constituït per sis professors del departament de Comunicació Audiovisual i Publicitat de la UAB. Està especialitzat en la investigació de la publicitat radiofònica i, des de la seva fundació, treballa per un major reconeixement de la ràdio com a mitjà publicitari. Davant l’horitzó del nou Espai Europeu d’Educació Superior (EEES) i els canvis metodològics que la seva implantació havia de significar a nivell docent, Publiradio es va proposar crear un aplicatiu on-line que servís com a eina de suport a les diferents assignatures de ràdio dels estudis de comunicació i, de manera més rellevant, d’aquells que s’imparteixen a la llicenciatura de Publicitat i Relacions Públiques. Per això, es va procedir a delimitar els diferents apartats que havia de contenir l’aplicatiu per tal que permetés als estudiants poder crear publicitat radiofònica. De la mateixa manera, es va marcar com un dels objectius principals de l’aplicatiu el fet que facilités l’aprenentatge autònom i permetés el treball tant a nivell individual com en grup. Amb aquestes premisses, es van dibuixar set apartats dins la web: notícies, qui és qui, fonoteca, investigació i docència...

El Trabajo de Fin de Grado en el Grado de Traducción e Interpretación : evaluación de competencias y contenidos asociados al título. Estudio analítico y consecuencias didácticas

Roiss, Silvia
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2015 SPA
Relevância na Pesquisa
26.21%
El Departamento de Traducción e Interpretación de la Universidad de Salamanca lleva tres años de experiencia en relación con el Trabajo de Fin de Grado (TFG), ya que la implantación del Grado se llevó a cabo en bloque en el año académico 2010/11. En este artículo se analizarán cuatro elementos clave en relación con el TFG que — según nuestra corta experiencia— influyen en gran medida en el buen desarrollo del mismo. Por un lado, analizaremos la denominación de dicho trabajo como asignatura obligatoria para, en un segundo paso, debatir su forma de asignación mediante sorteo. Más adelante, haremos hincapié en la tutoría y en el cómputo de ECTS efectuado al respecto. Una vez analizados estos cuatro componentes estrechamente interrelacionados, pasaremos a ofrecer una herramienta didáctica útil que servirá como instrumento de socialización y de ayuda psicopedagógica: el contrato de aprendizaje. Se considera una fuente de motivación y de ayuda metodológica con la cual pretendemos no sólo fijar el itinerario del aprendizaje autónomo sino también los objetivos de aprendizaje en términos de competencias tan importantes para el desarrollo satisfactorio del TFG.; The Department of Translation and Interpreting at the University of Salamanca has now had three years’ experience with the Final Year Dissertation...

The Australia clause and REDD: a cautionary tale

Macintosh, Andrew
Fonte: Kluwer Academic Publishers Publicador: Kluwer Academic Publishers
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
25.98%
If a binding agreement can be reached on a post-2012 international climate regime, it is likely to include the phased introduction of a market-linked mechanism for reducing emissions from deforestation and forest degradation in developing countries (REDD). Under such a scheme, countries that reduce net REDD emissions below a pre-set baseline would receive credits that could be sold in carbon markets and used by purchasing nations to meet their international mitigation obligations. This paper draws on the Australian experience with deforestation to identify some of the issues that might obstruct progress on REDD. For the past 20 years, Australia has had the highest rate of deforestation in the developed world; ~416,000 ha of forests were cleared annually between 1990 and 2009, resulting in the emission of almost 80 MtCO2-e/yr. It is also the only developed country that will rely on reduced deforestation emissions as the primary way of meeting its quantified emissions target under the Kyoto Protocol. Australia's approach to deforestation issues provides valuable insights into the difficulties an international REDD scheme might encounter.

Ministerial formation of theological students through distance education

Naidoo,Marilyn
Fonte: HTS Theological Studies Publicador: HTS Theological Studies
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 EN
Relevância na Pesquisa
25.98%
Ministerial formation is a multifaceted activity involving critical thinking, the acquisition of knowledge, skills development, religious identity formation and the development of ministerial and spiritual maturity expected of church ministers. Education is not merely the accumulation of a prescribed set of academic credits but includes the holistic formation of all aspects of the individual. However, theological educators are concerned about the capacity to foster such values and skills in the distance and electronic environment. Some see distance education as 'distancing' the students in more significant ways than simply geographic distance. These issues are of fundamental importance for they reflect the deeper convictions of theologians that distance education may not be a suitable medium for ministerial formation. This article creates a conceptual map of the theological and pedagogical challenges for ministerial formation and highlights how the possibility of formation is being carried out in the distance-learning environment.