Abstract

This paper exposes the author´s reflection on his research in the project «Uses of fictional video for scientific education». The text deals with some key questions about the definition and comprehension of the ways that the production and uses of fictional video series can have in educational processes.

Abstract

ICT competences are an essential part of teachers’ curriculums in Spain. This paper presents an analysis of the technical skills in the use of ICT of future primary school teachers in the final year of teacher training at the University of Murcia (period 2008- 2009). This analysis adopts a three dimensional approach. Firstly, it aims to explore students’ mastery of the technical skills in using ICT. Secondly, it analyses how the university is working in terms of developing ICT skills in professionals in general. Finally, but probably most importantly, it attempts to show the current ICT levels of the future school teachers. This analysis is crucial, and not only for teachers who are already working. It is equally, if not more so, for newly trained teachers on the point of going into formal education in schools. Therefore, this study helps us to evaluate them not only as students, professionals and teachers who use ICT, but at the same time it help us to assess if a course at a Higher Education institution is a real way of obtaining minimum knowledge of this area. This is crucial in integrating new teachers into the new social and technological environment and it makes the evaluation of transversal competences in the University of Murcia real.

Abstract

The practice of Maritime Spatial Planning (MSP) has developed substantially during the last decade, calling for more qualified professionals. Education, training, and growth capacity for MSP, however, are (still) some of the less addressed themes in MSP forums and specific learning materials, such as textbooks and practice manuals. Some teaching initiatives have nevertheless arisen at the postgraduate level for training new and specialised practitioners in the MSP field. A quick overview of such initiatives will help answer some questions concerning the path to follow for MSP education and training. This chapter presents an exploratory diagnosis based on a discussion of the basic skills needed to achieve successful professional practice. What skills are expected from a maritime spatial planner? Is a specific background required to become a maritime spatial planner? How should such professionals be trained? These questions are discussed using the visions and insights of consultants, maritime sectors, policymakers, scientists, and teachers of MSP, with experience in countries where MSP processes are already in place. Document type: Part of book or chapter of book

Abstract

This report presents available evidence on adult education and training in Europe and Central Asia (ECA), differentiating two separate types: continuing vocational education and training (CVET) for the employed, sought either by employers or individuals, and retraining and second chance education for the non?employed. This paper presents available evidence on the extent and patterns of lifelong learning in ECA. It argues that advancing adult education and training in ECA is important not only to meet the new skills demands but also to respond to a rapidly worsening demographic outlook across most of the region. While it is not equally important for all ECA countries, adult education and training should be high on the agenda of those ECA economies that are closest to the technological frontier and facing a demographic decline, such as the new European Union (EU) member States and Russia. The paper lays out a framework for government action to advance adult learning in ECA through a mix consisting of policy coordination between government and the enterprise sector, a sound regulatory regime and appropriate financial incentives. Document type: Book