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Current studies agree on the need of training university students in various competences. Among them, writing stands out as an essential competence. This study analyzes the abstract produced by Spanish PhD candidates in the context of an academic writing workshop. These abstracts were rewritten as a result of peers’ and supervisors’ reviews. The purpose is to analyze the construction of this type of text in relation to its content categories. The results attest a series of challenges faced by students and help teachers in the design of their teaching instruction.

The differences in communicating methods between teachers who have learned to study in paper based context and students who are more familiar with screen based context can cause problems in classrooms. This paper discusses issues and concerns in interacting with students who grew up surrounded by multimedia and digital devices, in other words, screenagers, in classrooms. Based on the recent projects and research findings, four key themes are discussed regarding interacting through personal learning devices, communicating with the students in the way they do using social media, appropriate amount of exposure when using audiovisual resources, and possible side effects of using personal learning devices. Finally, teachers’ roles and responsibilities in dealing with screenagers are discussed, and suggestion for using teaching models and teacher training are provided.

The paper examines the potential of flipped classroom applying in foreign language teaching. The authors look back at the history of emerging of the method, analyse its advantages over other traditional approaches. Among the advantages it should be mentioned time extension between the teacher and the student; increase of responsibility and self-reliance of the latter; personified approach to each learner; teacher's capability to create authorized mini lectures, taking into account the peculiarities of vocationally-orientated teaching, as well as age peculiarities and other features of each learning group; possibility for each student to work according to his/her personal pace, using time more effectively relative to the students and the teacher; increasing creativity and critical thinking; potential for permanent data archiving; positive transformation of teacher/students’ role relations when a student becomes a protagonist and creator of his/her own knowledge, at the same time the teacher becomes the guide and councilor; advancement of the learner's motivation; improvement of the atmosphere in the classroom that becomes more friendly and comfortable; chance for better concentration in the classroom. The paper describes flipped classroom method in graphics and proposes some practical examples of its application.

ESP (English for Specific Purposes) is prevailing in China nowadays, but with the traditional teaching model, its development has been blocked by the limitation of the traditional teaching. Researchers are exploring the new model for English teaching, they combine ESP with MOOC (Massive Open Online Courses) and ⿿Flipped Classroom⿿(a reversal of traditional teaching) theoretically instead of practically. With the theory of constructivism, the paper focuses especially on the implementation of the new model. The new model is taken into practice with the combination of ESP, MOOC and ⿿Flipped classroom⿿. According to Tyler, the father of the curriculum theory, the paper shows the new model in four parts: Purpose, content, teaching organization and teaching evaluation. The new model has been implemented for a term, the author collects students objective and subjective feedback and makes the quantitative and qualitative analysis of the effects of the new model with the software SPSS. The paper makes the conclusion of three advantages of the new model and gives suggestions to the education of English in the future.

Modern classrooms see many innovative practices in facilitation. Most facilitators prefer using presentations animated videos and multimedia to better explain their content. Campuses are Wi-Fi enabled and students use tablets, laptops and smartphones to capture the essence of a lecture. However the one area where technological innovation is still lagging behind, in an academic setup, is in assessment. This paper looks at the perception of students to the use of clicker technology as a form of paperless assessment. Clicker technology was introduced as a tool for conducting formative and summative assessments to a first year electrical engineering subject, Digital Systems 1. The paper first elaborates on the significance, types and the methods of academic assessments. It then discusses the pros and cons of assessments using clicker technology. Thirdly it sheds light on the research methodology used in acquiring data for this research. Finally the results are analyzed which among others show that that 71% students enjoyed using clickers in class for formative assessments while only 52% appreciated its use in summative assessments. One of the reasons touted for this decrease is student anxiety. The key recommendation from this research is to increase the use of these assessment techniques within a formative assessment environment so as to familiarize students to eventually use it with confidence in summative assessments.

In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.

The process of supervision in secondary school (SS) in Nigeria is of paramount to the attainment of monitoring secondary schools activities for national development and the administration of the schools entirely. The aim of this paper is necessitated to relate the need for the process of supervision of both human and materials resources for achieving the ultimate goals of secondary school system in Nigeria. However, this paper highlights some certain basic concepts such as supervisions, needs of supervision, and process of supervisions, who is a supervisor, importance of a supervisor and responsibility of a supervisor. The problems associated with supervision and the way forward. However, in Nigeria both supervisors and Teachers use different strategies of supervision to monitor the activities of the students when they are in the school. Though the strategies may differ from one another but they are out to achieve the same goal and objective. The data was analysed descriptively and using basic means aimed at giving a clear and detailed overview of the situation. Based on the findings it can be concluded that process of supervision is becoming a serious problem that is yet to be properly addressed in Nigeria Secondary School. In conclusion, Supervision at every local, national and international level should take their responsibilities seriously by engaging on educational activities that could enhance their skills. These include, among others, strategic seminars, workshops, regular visits and exchange programs pursuit of higher educational qualification and Supervisors that excel in their assignment should be rewarded accordingly either in kind or cash.

The growth of Social Networks has increasesincreased Online Educationalthe size of the online Educational Community Community to supported teacher for applied appropriate ict to support teachers. This paper aimed to analy z ed and synthesised good practice professional learni n g community This paper aimed to analyse and synthesise good practices in the professional learning community(PLC) and to development of (PLC) and to develop a Thai Teacher Information Communication Technology(ICT) Online Community Model by using content analysis and mix-methodology. Data was analysed by usingPercentage, Mean, S tandard D eviation and content analysis. Percentage, Mean, Standard Deviation and content analysis. The rusults found that 1) Online Community Thai Teacher Information Communication Technology (ICT) Model consisted person unit (p rofessional The results found that the Online Community of Thai Teachers for ICT Model consisted of a person unit (professional/expert person s, teachers leader and teachers) support unit (sec ur ity, management and facility), collab o rative learning and network sharing and knowled/ expert persons, teacher leaders and teachers),a support unit (security, management and facility), collaborative learning and network sharing and knowledge.

The present paper describes the Romanian initiatives related to Open Educational Resources (OER). We start from a national report developed by the first author under the umbrella of the European project POERUP, based on a documentary and a field work research. Although the aim of this paper is to focus on the state of the art of OER in the Romanian education system, our goals are to promote a background of research about the use of OER in universities; to contribute to a better knowledge of teachers’ and students’ perception and practices on the use of OER in academic life; to suggest key aspects and make suggestions on how to integrate OER in the HE area. The Romanian Report can be found here: http://poerup.referata.com/wiki/Romania . For more information about the POERUP project see http://poerup.referata.com.

The development of the new digital world in the 21st Century has exponentially altered the mode through which we communicate, teach, learn, and perform research. The mode of interactions and social relationships that occur through new digital technologies are also shaping and transforming the meaning of instruction. Current online activities support face-to-face, distance education, and hybrid courses. Yet, despite the more frequent use of technology in the classroom for Arabic as a Foreign Language (FL), there is still little research conducted in the Arabic instructors’ use, understanding, and knowledge of technological tools. This paper will examine the use of technological tools Arabic instructors are implementing in their curriculum and their beliefs about the importance of the integration of technology to enhance Arabic learners’ FL skills at university level in the United States. The data to be presented is derived from a mixed-method approach collected from a sample of Higher Education Arabic instructors using two types of instruments. First was the online non-experimental survey. Second were in-depth semi-structured interviews conducted with a small sample of instructors to obtain an in-depth understanding of Arabic teachers’ attitudes toward the use of technology. Hence, the significance of this paper is to provide contribution and support to the progress of the teaching and learning of Arabic as a FL in the United States in the 21st Century.

This paper present a comparative analysis of Thai Qualifications Framework for Higher Education (TQF: HEd) and Capability Maturity Model Integration for Service (CMMI-SVC) in order to compare the high level similarities between these two frameworks when they are both applied to improve the quality instruction and standardization of higher education instruction delivery, pedagogy, and learning outcomes. TQF is used to standardize the quality of education in Thailand with the expected learning outcomes of students in five domains, namely: ethical and moral development, cognitive skills, interpersonal skills and responsibility, analytical and communication skills, and numerical analysis, communication and information technology. Since CMMI-SVC targets towards the agencies that provides services, it contains 24 process areas each of which has specific goals and generic goals. This paper suggests the eight high level topics to be analysed including objectives, model characteristics, products, applications, dissemination, enhancement and enforcement, content, essence, and evaluation. The result shows that TQF would benefit s from integrating the CMMI-SVC maturity level and key process areas with generic and specific goals and practices.

The paper describes the innovation process of School management course and other project outputs such as the creation of textbook and the generation of electronic course. The teaching subject School management is a part and as well the core theme of the general teaching basis and should form a portfolio of educational programmes for creating functional and functional innovation management training of managing teaching staff. Innovated School management course have been formed on the basis of research and analysis of educational needs of school headmasters within the project KEGA. The paper deals with the results of the KEGA project 018UK-4/2013 - Content innovation of the course School Management followed by the making a modern University coursebook to an e-course situated into environment LMS Moodle for the field of study Education and for teachers of continuing education. Respecting the principles of educational research we have the ambition to create a didactic means, which are in line with modern trends of university education. In order with innovation of School management course it is planned to increase the efficiency, attractiveness and quality of the course.

This paper discusses the benefits of using Digital Storytelling (DS) as an element of innovation and motivation with learners of English for Specific Purposes enrolled in Aerospace Engineering at the Universitat Politècnica de Valencia, Spain. The paper describes the context and the method, and concludes with a number of findings from a student survey that shed evidence to conclude that DS is a useful and engaging teaching approach with which students improve both non-linguistic skills and competences, as well as productive linguistics skills.

The paper is based on the current research project aimed at finding the use of teaching methods and organizational forms in primary education. Small schools are an integral component of the education system with a specific approach to pupils. Specificity is determined by the fact that they are mixed-age classes, which require an individualised and differentiated approach from teachers to individual pupils. Within this approach, teachers use different strategies, organizational forms of work and teaching methods in the teaching. The aim of this paper is to analyse and describe the current situation based on the results of the quantitative survey. The fundamental research method was participant observation. The research sample consists of randomly selected teachers of small schools in the area of East Bohemia. The primary outcome introduced in this paper is to describe the current situation in the Czech Republic on the basis of which further research investigations will be implemented.

The paper introduces the project of interuniversity study running within eight universities (United Kingdom, Ireland, Finland, Latvia, Italy and in the Czech Republic – three institutions). The paper (1) briefly describes the project and (2) presents the feedback collected from teachers/tutors engaged in the project.

In Teaching and Learning (TnL) process, the success of disseminating fast information to the students seem to be hampered by the infrequent use of its e-learning system. Students are more likely to engage and communicate through social media. This paper aims to investigate the frequency of social media use among undergraduates in USIM and analyze their perception on the effect of social media towards effective communication in TnL. Data were collected using survey. From the students’ perspectives, this paper intends to highlight the findings on benefits of infusing the social media in ensuring effective communication among lecturers-students-lecturers and students-peers.

The aim of this paper is to share a new method in architectural design studio teaching. In order to overcome the problems related to the pedagogy of the architectural design studio, an experiment was conducted in both fall and spring semesters of the 2010-2011 academic year and fall semester of the 2011-2012 academic year in Architectural Design Studio 4 in Yildiz Technical University Faculty of Architecture, Istanbul. The process was designed to eliminate the pairing up of a single tutor and a student. Every week one single consultation and one group review where all of the studio teachers overviewed the projects together was constituted. After completion of the experiment, a questionnaire for both students and tutors was conducted. The paper presents the main findings of the questionnaire and discusses possible future scenarios of the architectural design studio.

The main focal point of the paper is represented by a proposal meant to enhance the quality of the language proficiency assessment process in the non-philological higher education, by emphasizing the role of the test specification and that of piloting in designing effective forms of evaluation by language teachers who embark upon test designing. Context-specific features of the concrete educational situation are discussed in their essential characteristics insofar as they can be influential upon the decisions conducive to the generation of the final format and content of a large-scale English proficiency test for the engineering undergraduates of the POLITEHNICA University of Bucharest. A framework of main principles to be taken into account is thus attempted at, as a response prompted by reasons of practicality to the range of contextual constraints to be faced, with the observance of the validity and reliability requirements in establishing test design priorities. The paper is also intended as an open expertise-sharing exercise of a reflective teacher/test designer addressed to fellow trainers, inviting debate and encouraging transferability of good practices in the foreign language teaching and evaluation.

The present paper provides a review related to online communication, cultural dimensions, and the role of English in intercultural communication that takes place in virtual environments facilitated by technological artefacts. The study aims at displaying a picture of the virtual environments and engagements that trigger intercultural communication. The study explores the differences in the pragmatic systems and linguistic tendencies of Eastern and Western cultures within the scope of the ‘high-context’ and ‘low-context’ framework proposed by Hall (1976) , and the impact of online communication on these cultures. The study also discusses the pedagogical possibilities that the digital world offers in support of foreign language learning and teaching, in the light of innovative educational philosophies and approaches to foreign language education. The paper concludes that there is a basic need for societies to adopt a postmodern view in order to improve global tolerance and communication.

This paper explores the experiences of five long-serving academics in an institute of technology in Ireland on the growing need for quality assurance in the context of expansion in the higher education system. The academics in this study were in favour of quality assurance but they had difficulties with the form of quality assurance and how it was being implemented in the institute. There was also concern that it was being introduced when there was a perception that there was a greater diversity of student and academic standards were falling. The study also confirms that academics have a role to play in the implementation process, however academics responses to change are complex. The paper concludes that it is important to try and capture the responses of academic staff to optimise the outcome of the implementation process.

Teachers play a crucial role in promoting self-regulated learning (SRL). Although primary school teachers are favorably disposed towards the introduction of SRL in their own classroom, different influences prevent teachers from fully promoting SRL. Based on an extensive literature review, the present paper indicates teachers’ own self-regulatory competences as a critical determinant of SRL implementation in primary school. Self-regulated teachers attune their instructional approach to their own SRL skills, better understand SRL processes and become more effective in SRL promotion. The paper concludes by discussing the relation between teacher SR and the promotion of students’ SRL.

This paper presents a project financially supported by Student Grant Competition at our university (TUL). When testing language competence at B2 level, mistakes tend to repeat. We therefore recorded them (oral and written), classified them, searched for the causes and designed remedial activities. The aim was to help students to self-improve, and therefore all the designed activities were interactive, available via Internet and supported by forums - video presentation's focus. This paper focuses on lexical mistakes. It discusses “word” and potential problems it represents. Then strategies and exercises leading to the change and improvement of the ways learners approach vocabulary are presented.

English has become lingua in the international workplace. Therefore becoming proficient in English is a must in the globalized world where mass migration and employment mobility define our contemporary existence and identity. The present paper examines the issue of teaching English for Medical Purposes (EMP) in Romania. The present paper brings forth the need to acknowledge the fact that in today's context, teaching EMP should be oriented towards mastering skills for professional communication which will hence enable learners to become acceptable members of any target environment.

In our paper we present a contemporary overview of EU policies and present the methods of their implementation as applied to teaching translation and interpreting. Given the vast range of issues they address, EU policies are an integral part of Slovak higher-education study programmes with various specializations. They are devoted considerable space in university interpreting- translation study programmes, which are designed to form broadly educated minds able to play the role of intercultural and interlingual intermediary between members of different language communities. One example of European policies in practice are the so-called European Years . Thus in the second part of the paper we present a historical overview of them and summarize their objectives. With regard to the educational objectives set out in Slovakia's translation and interpreting study programmes, we will focus on the crucial terminology related to the European Years as well as to EU policies.

Service Learning uses community service as the vehicle for the achievement of specific academic goals and objectives. This paper is the first in a series of papers, dedicated to research and practice of servi ce learning in institutions of higher learning in Malaysia. In this paper, I introduce the concept of Service Learning by looking back at thirty years of research and practice of SL to revisit some of its basic principles. Taking into consideration, the early developments of SL in Malaysia, this paper concludes with views on why tertiary institutions in Malaysia would greatly benefit by incorporating SL into their courses.

Access to school continues to be problematic to most learners with disability, irrespective of the nations’ commitment to scale up efforts to support them at various levels of education. For learners with visual impairment in Botswana, poor school performance continues to impede their chances to learn beyond grade 12 (Form 5). The only option available to them after completion of Grade 12 is to join the Rehabilitation and Development Trust centre for the Blind, a Dutch Reformed Church-based NGO, which admits them for either rehabilitation or for training in secretarial, switchboard operation, agricultural business management-related courses. The institution admits them regardless of their grades. In the light of the above, this paper will discuss the nature of learning support provided to learners with visual impairment in Botswana. Such efforts will be critiqued on the basis of inclusive educational policies and suggestions for strengthening such efforts and aligning them to the agenda of inclusive education as described in the international agenda would be provided. Research Methods Data for this paper was obtained by means of qualitative research strategies, which included: 3 months long observations of classroom sessions and individual interviews with learners with visual impairments (8); 5 specialists’ teachers; Brailist, Teacher aide, 2 members of the management team, 3 ordinary teachers and resource centre staff member, 3 staff members from Rehabilitation and Development Trust and 3 parents of learners with visual impairments. Findings The data which was analysed for content is presented under the following four themes: (a) physical adjustments; (b) curricular adjustments, (c) pedagogical practices and (d) community support. Conclusions The paper concludes that appropriate educational support strategies should be put in place at school that learners with visual impairment if we are serious about seeing them accessing, participating and succeeding in institutions of higher learning.

The emergence of mentoring as a professional development strategy has not been given due attention in the context of enhancing English Language competence amongst academicians who are non native speakers. This paper focuses on the intervention method adopted in an action research to pilot an investigation the effectiveness of mentoring system as a strategy to enhance the competency of lecturers involved in this project. All mentees and mentors are asked to write a reflection of the programme focussing on the three main components that comprise of i) meet up session ii) e-mentor iii) emails. This paper puts forth the reflections of a sampled of mentor-mentees’ reflection whose reflections are analysed based on a content analysis approach. The responses are thematically coded and categorised. The mentor-mentees’ reflections on the approach are analysed to investigate the effects of such an intervention for this action research.

At the newly formed Malaysia-Japan International Institute of Technology (MJIIT) based at Universiti Teknologi Malaysia (UTM) in Kuala Lumpur, the inspiration and philosophy is taken from the idea of inculcating a Japanese style of education into Malaysian engineering degree programmes. A central component of this approach is a human-centred curriculum with specific emphasis on soft skill development and the nurturing of strong environmental values. ‘Ningen Ryoku’ – translated as ‘Human Skill’ from Japanese – is a series of 2 credit courses which bachelor students will take alongside their core technical classes throughout their degree. This paper sets out the approach and practicality of the first Ningen Ryoku course for MJIIT Bachelor Degree Engineering Programme as it ran September 2011 to January 2012. Experience of the strengths, weaknesses and challenges of engaging first year students with largely non-technical knowledge and soft skills development are discussed. It is hoped this paper will serve as a platform for discussion on how Malaysian engineering departments can engage on student and human-centred issues.

This paper presents a case study of the impact of internationalisation towards the undergraduate engineering students’ learning at Universiti Kebangsaan Malaysia (UKM) through close collaboration between UKM with the University Duisburg-Essen (UDE), Germany. Since the year 2003, the double degree program of UKM-UDE especially in the engineering field has been offered to the undergraduate engineering students in UKM. Up until now, as many as 90 UKM engineering students have furthered their studies in various engineering fields offered in UDE. Apart from that, the number of German students (from UDE) interested to participate in academic exchange to UKM has been on the increase. In 2011, 20 German students from UDE enrolled in UKM in the first semester of the academic session 2011/2012. This significant improvement has reflected the fact that UKM is now becoming one of the selected knowledge destinations for international students, including from Europe. This paper also discusses the positive development of student learning in UKM, affected by the presence of German students on UKM engineering campus.

The technological pedagogical content knowledge (TPACK) is currently considered as an essential framework for promoting instructional competency of the 21st century teachers. Computer-based learning environments have become commonplace in teaching practice toward building more effective approach for students learning process. This paper presents a journey of the transformation of TPACK in three preservice physics teachers, as they participated in a case-based ICT in education module paralleled with an internship course of teaching specific courses in school, into characteristics of their teaching methods in physics classroom using computerized laboratory environments. Also, the paper presents the results of their study on high school students’ physics learning that showed the impact of their design teaching methods for specific content knowledge of physics. In the end, the paper puts forward to considerations and challenges about the preparation of physics teachers

The great potential of introducing ICT in nowadays education is well-known. Teachers become more familiar on using ICT in schools and as their experience grows, they are able to develop effective ICT-based teaching and learning tools. Many teacher training programs or continuing professional development opportunities were proposed with the declared aim to support the integration of ICT in the actual education, but also to develop on-line training/e-learning in schools. This paper illustrates the main aspects developed in a Romanian teacher training program, dedicated to all the educational levels, organized in the frame of the project called “ EDUTIC - A network for teachers professional development with the view to increase the quality of ICT implementation in the Romanian primary and secondary education ” (code POSDRU/19/1.3/G/37002). The overall objective of the project was to improve teachers’ skills and attitudes by developing and delivering a training program which aimed to integrate ICT tools in the educational process. The training program proposed one compulsory module and two optional ones - the teachers having the possibility to select one of those last two. After the ending of the training phase, the teachers expressed their feed-back in related on-line questionnaires. In this sense, the paper presents some of their main opinions.

Increasingly more researchers in education and industry have come to recognise the importance of nurturing creativity among engineering students. Since 2000, several engineering programmes in Hong Kong have introduced design subjects aimed at nurturing students’ creative capabilities. The structure and content of these programmes have also been revised to cater for practical needs and difficulties. Taking Hong Kong as a case study, this paper first identifies new needs arising in engineering programmes and highlights a number of deficiencies requiring attention. The paper then briefly explains the aims of the new programmes and reviews changes made to design subjects over the past ten years. It identifies the successes recorded and difficulties encountered in implementing the original good intent of these programmes. Based on the Hong Kong case study, the paper then discusses future development opportunities for the promotion of creativity in engineering programmes.

This paper attempts to demonstrate challenges and opportunities in design education in greater China, by focusing on two diverse steps of teaching design creativity, while depicting experimental design curricula. Two programs have been run in two different universities in Hong Kong and in Shanghai. Both cases tackle with deployment of unconventional content that departed from the methodology used to-date on the particular programs or level of education, in an attempt to generate alternatives of conventional teaching patterns of design. The initial discussion is articulated around the Summer Program in Architecture at The University of Hong Kong, which aimed to teach design and creativity to an audience with minimum to none previous experience and encourage them to choose this path as well as the particular institution for their further education. The second part is conveyed through a Graduate Studio at the College of Architecture and Urban Planning at Tongji University in Shanghai, which aimed to explore connections between use of crafts and digital processes in architecture design and form making. In both programs, design tasks are based on basic perception levels of space and form, which have been investigated progressively by students, through correlated workshops and lecture topics that have been also discussed in the sub-sections. The paper is concluded by emphasizing the improvement of students’ abilities, skills and expertise in relation to the diversity of the groups.

This paper reviews the current methods of investigating student's behavior in relation to classroom seating arrangement. Seating arrangements have been found as influencing student's behavior within a classroom. Most of the previous works used observation and questionnaire methods to measure the impact of seating arrangement on student's behavior, but the results often show missing link to the culture to which the student belonged. As culture may cause different tendencies in classroom behavior, expansion of the current methodology is vital. This paper highlights the potential application of Means- End Chain model in measuring student's learning behavior in the context of seating arrangement.

Public Administration (PA) Education presents an indispensable necessity for all the modern countries, especially for countries with the young democracies and with less functional PA. At this paper, we have briefly compared approaches in different systems of education for PA, with a focus on PA Education in Macedonian Universities.The Paper highlights the main specifics of PA in Macedonia with a short description of the Education programs in PA. Specifically, how these institutions contribute with their work in preparing the professional staff to work in PA, and how they meet the real demand in this segment. Finally, a survey was conducted with the representatives of several institutions (randomly selected at local and central) in Macedonia, on the employment of new staff and their cooperation with the PA educational institutions, as wel l as fruitful recommendations is drawn up on this regard.

Teaching higher education in English Medium Instruction (EMI) is one of the most important changes made in education policies in many non speaking countries over the world recently. EMI is claimed to have not received enough consideration in Europe, Asia and Africa. This paper presents an investigation, which was carried out from the available literature to discuss the possible ways of implementing EMI in engineering education in Libya. This paper also focuses on the possibilities of implementing EMI in higher education systems in non English countries in Europe, Asia and Africa and problems faced by these countries and suggested solutions. The study find that English proficiency achieved through EMI will increase the chances for graduated students to get better positions on the labour market. Most of countries witness similar problems in courses of the EMI adoption, which include: less funding, lack of qualified teaching staff, lack of student's understanding and interest and cultural opposition.

In this paper, a methodology for characterizing assessment environments at an engineering program level that is able to distinguish between weak, average, and talented students has been presented. Also an Assessment Experience Questionnaire (AEQ) that is competent of measuring students’ learning response has been presented. These two methods are used in this paper to study various undergraduate degree programs in Engineering. Finally, the correlation between characteristics of assessment environments and student learning responses and also features of assessment environments that appear to be associated with positive learning responses also provided.

Learner experience to higher education service in any High Educational Institution is intricate and multifaceted. Even though it has become a major issue in higher education worldwide, in Malaysia it has gained serious attention only in the last few years due to overwhelming application of international learners in its local university. After spending minimum one semester or more than that in the local universities they have attended, these learners from different perception and perspective depending on situation and experience that they have gained while studying especially at a post-graduate level. This paper presents the findings from funded research project investigating the post-graduate learner's perspective on education service quality based on effectiveness of managing the quality of teaching and learning in High Educational Institution. Two method of collecting data focusing on quantitative and qualitative method are used. The Analysis Model of SERVPERF had been used for Questionnaire about service quality. A simple random sampling is used among international post-graduate learners. This paper will discuss the findings and the implications of the study towards generating good educational services whilst concurrently producing qualified post-graduate learners in high regarded research university quality image by providing an elevated, sophisticated and acclaimed service quality towards its international learner.

Following the theoretical basis of the Inclusive education, the paper gives clear picture of what we have as experience in the Macedonian Educational system and the possibilities of improvement the processes of teaching and learning using inclusive teaching modules. The paper consists of three parts. The first part Inclusive Education- reality for all contributes to the permanence of the inclusive education. The second part Getting started with inclusive teaching- detection and elaboration of the possible crossroads when creating inclusive classrooms. Changing roles of teachers and pupils in the Macedonian inclusive classroom as a third part, contributes to the transformation of the participant's roles in the classroom in order to respect, activate and support “the other” in the classroom and school.

This paper investigates the impact of technology change in Malaysian Smart Schools on students of Islamic Education. In this paper, the finding of survey will be presented and discussed. The data in this study was drawn from 365 students in twelve Smart Schools. This study found that the attitudes of students are very positive towards the current change in Smart Schools. Most of the students use computers weekly or monthly (61%), 12% of them can be categorized as heavy users as they use computer every day.

In this paper a model of teachers’ role in the e-learning system has been discussed. According to the model this paper provides pathways for teachers to create online courses that engage students into e-learning more effectively. More over in the second part of the model, this paper presents information for teachers about how to benefit from free tools to create lessons and applications for e-learning.

When planning a CLIL lesson, the teachers have to plan the input that they want to teach their students, that is to say, the amount of knowledge that the students are going to learn and how this information will be presented and introduced in the CLIL class. However, one of the most concerns of CLIL teachers when looking for materials is that they can’t find appropriate materials for their lessons. Unfortunately, there is a dearth of commercially produced CLIL course books and the content knowledge is usually inferior to that of the L1 subject. For these reasons, teachers often have to spend their time preparing their own materials. Therefore, the aim of this paper is to introduce CLIL teachers the creation of materials in an easily way. For doing this, we are going to develop a lesson planning from the second course of Natural Science entitled “Our bones”. Just for the students to learn the vocabulary related to this topic, we have developed different interactive activities, which can also be printed, created with free online programmes, and resources.

The growth of Internet has led to the development of new systems of teaching and learning, which have gone hand in hand in the field of higher education with the arrival of the new curricula demanding a new view in the university education. In this paper we give some hints of what the personal learning environments are and their relationship with the university education. In order to carry out this, we show the design of a PLE developed by the students of second course of Childhood Education Degree from the University of Cordova, within the dynamics of the degree itself, allowing the link of its contents to the curriculum of the new syllabus.

In Turkey, English language learning results have been generally poor. More than a quarter of Turkish citizens and foreign residents do not speak the standard Turkish language as their native tongue. This paper evaluated the weaknesses in the current system in light of this phenomenon and linked them to the poor results in English language learning. Relevant literature on the failure of English and other language programs in Turkey and other countries with similar multilingual populations was examined. Teaching Turkish as a second language and English as an additional language and development of appropriate curricula, methods and materials were recommended.

South East European University is an Institution, established in 2001 by few International Stakeholders with the aim of introducing new teaching techniques and approaches in education. Special curriculums and courses were designed as an innovation in higher education. Within these news curriculums, English for Specific Purpose course emerged, which was dedicated to advanced students in English Language. This course was introduced around 2005 for the first time and since then has been constantly part of every study program. Thus, with this research, we will describe in general the English for Specific Course (ESP) with its features and bring to light the best practices occurring in these courses. Learners in ESP course are interviewed and asked to rate some of the best and common practices in the course. The findings from the research are analyzed and introduced in the paper for our own benefit and also for sharing them with other teachers of ESP who take part in the conference. As regards the research methodology surveys and interviews were conducted. The questions were agreed in advance with students of ESP and through them we collected information about their attitudes and their general view of the best practices in ESP classes. Our hypothesis from the research was that students view ESP as a very useful course, which helps them reach higher communicative competence in their field of study and as a result higher job opportunities in the labor market of Macedonia, as a country aspiring for integration in international organizations such as NATO and EU. The outcome of the research strongly affirmed that, and students indicated that the course was effective.

Fullan and Langworthy (2013) identified eight Deep Learning Skills in 2013. Michael Fullan later focuses on Key Future Skills or the 6 C's, which students need to know in order to live in the modern times. Public schools, worldwide, are gradually adding Deep Learning Tasks to their curriculum in order to prepare their students for a modern life. The main purpose of this paper is to investigate the effect of adding an online Learning Management System to a teacher training programme for language teachers who are not digitally as literate as their students to prepare these teachers to develop their students⿿ Key Future Skills. This study was conducted over a period of 9 months with 50 primary and secondary school English language teachers in a rural school in Malaysia during a project by the British Council for the Ministry of Education. The teachers⿿ online behaviour was monitored and documented during this period. Data were collected through questionnaires (10 questions) at the end of the project and through interviews 6 months after the end of the project. The results show that the teachers became more vigilant towards Deep Learning Skills and their significance for life in the 21st century and the application of technology in their own teaching context. On a positive note, their active online presence and collaboration with each other on the selected platform also helped them feel more confident in preparing their own students to develop their 6 C's independently.

This paper focuses on education process in children that attend primary and secondary schools, university students and also adults in the field of alternative farming in urban environment, taking as an example theoretical education and practical work. It is experience-based teaching and further education that focuses on new trends in farming (growing food) in urban environment, extending knowledge of alternative means of farming, food protection and ecological thinking. People that participate in such activities get direct experience that should provide them with information and practice. Educational process is realized not only through theoretical teaching, but also practical work outside the school, where children acquire practical work experience, get the idea of working habits, learn to look at land with respect, think ecologically and construct their value ladder.

In relation to existing problems of employability, the article discusses organisational and pedagogical conditions that support professional development of engineering university students within the individualised and personalised approach to the educational process. The need to teach students the basics of engineering jobs and career development technology is described. The formative pedagogical support of students is shown by the example of Tomsk Polytechnic University (TPU) realising the model of three interconnected successive disciplines facilitating students’ professional self-determination and employability. The paper presents the results of the research into TPU students’ personal characteristics in terms of various directions of their future professional activity and their perception of the importance of such learning process components as vocational and academic training, on-placement and research practice.

The paper deals with studying the most relevant environmental antimotivation determinants of educational activity in pedagogical university students. An original questionnaire on antimotivation in educational activity designed for students and developed on the basis of the environmental approach for pedagogical higher education institutions is represented in the article. The components of educational environment are considered as environmental antimotivation determinants of educational activity in pedagogical university students: spatial and objective one, psychodidactic, social and subjective components, as well as microenvironment (the family environment) and macroenvironment (society as a whole). According to the results of research, the psycho-didactic component of the educational environment of a higher education institution has been found to be a statistically more pronounced antimotivation determinant of educational activity in pedagogical university students. It has been proved that all environmental antimotivation determinants of educational activity singled out in students are in direct correlation dependence. For respondents, educational activity antimotives conditioned by psycho-didactic component of the educational environment of the university are of uniform significance, which has been determined on the basis of dispersion calculation.

The article deals with different models of virtual environment integration in the educational process, including those in the National Research Tomsk Polytechnic University. The paper focuses on the motivational reflective model of electronic course design for foreign language teaching purposes. The authors describe the specifics of the five stages / structural elements of the model, evaluate evidence from experimental research, and offer a time-plan for foreign language five-stages-courses in blended learning.