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Reports a comparison of academic achievements in graduate nursing programs between those with undergraduate qualifications and those admitted using a recognition of prior learning (RPL) initiative. Results indicate that the academic achievement of the hospital-trained nurses was similar to those admitted with a formal qualification. (AEF)

This article presents the findings from a recent study funded by the Nuffield Foundation, which aimed to provide insights into the experiences of young people and teachers in secondary schools across Scotland under the Curriculum for Excellence (CfE). Our research has uncovered a decrease in the number of National Qualifications entries in S4 under CfE, a phenomenon commonly referred to in Scotland as 'curriculum narrowing.' Furthermore, we have identified evidence of social stratification in overall and subject entry patterns in S4, with students from disadvantaged areas experiencing a more significant decline in entries and being limited to a narrower range of subjects. Additionally, our study has revealed signs of curriculum fragmentation during the Broad General Education phase (years S1–S3). The findings from our study also suggest that the curriculum decisions made in schools are primarily driven by the demand for better attainment data, particularly in National Qualifications during the Senior Phase (school years S4–S6), with less emphasis on what it means for an individual to become an educated person in a modern and complex society. Based on our findings, we have concluded that curriculum fragmentation and narrowing under CfE have a detrimental impact on the progression and attainment of young people. Schools that offer a broader curriculum in S4 demonstrate higher enrolment rates for Higher qualifications in S5 and Advanced Higher qualifications in S6. In contrast, schools that offer a narrower curriculum in S4, particularly those in deprived areas, are more likely to experience delays in higher-level qualification entry. A broader curriculum in S4 has been associated with improved performance in National 5 qualifications, higher scores in international tests such as PISA English and Maths, and higher scores on OECD measures of global competences. On the other hand, a narrower curriculum is correlated with less favourable outcomes after leaving school, especially in terms of Higher Education enrolment. [ABSTRACT FROM AUTHOR]

In this paper the authors have analyzed the tools for assessing competencies in higher school and professional environment. The possibility of borrowing and adaptation of the toolsof professional environment in modern educational process were considered. Assessment toolsfor skills programs as close monitoring of progress and interim assessment of students in terms of their future careers were analyzed.

In today's health care job market, nursing students are aggressively recruited for jobs even before graduation. Employers want to see accurate, informative résumés that efficiently and honestly convey an applicant's education and skills and how they match up with the employer's needs. Although résumés remain essential tools for job seekers, in recent years requirements have changed: nursing students and new graduate nurses need to develop an employer-focused résumé geared toward a specific job. This article can assist these nurses in developing résumés that accommodate these latest trends. A step-by-step guide to crafting an accurate, informative résumé for nursing students and new graduate nurses. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As more companies adopt DevOps practices, being properly qualified is becoming something to think about. As practitioners, how do we achieve trust in our qualifications? We review the main DevOps certifications available on the market and provide tips and recommendations for choosing the best-fitting one. [ABSTRACT FROM AUTHOR]

How do early years practitioners construct what it means to be professional? How do they perceive the relationship between Froebelian theory and practice, if at all? What value do they attach to early years qualifications? This paper explores these questions drawing on data from thirty-three interviews with early years practitioners working in six settings in England as part of a Froebel Trust funded research project. Analysis of the data suggests that these practitioners construct versions of professionalism which tend not to acknowledge Froebelian theory and early years qualifications as relevant to their practice. To counter this perspective, we argue that a different approach to professional development, explicitly informed by Froebelian principles, could help to develop early years professionals' ability to justify their early years principles and practice, whilst they fulfil the statutory requirements made of them. [ABSTRACT FROM AUTHOR]

Abstract Background Studies have repeatedly highlighted the need for homogenisation of training content and opportunities in infection prevention and control (IPC) across European countries. Objectives To map current training opportunities for IPC professionals, define local needs and highlight differences, across 11 European countries (Cyprus, France, England, Germany, Greece, Italy, Netherlands, Poland, Romania, Spain, Switzerland). Sources From July 2018 to February 2019, IPC experts directly involved in IPC training and education in their countries and/or internationally were invited to complete a prespecified set of questions in order to provide a detailed description of IPC training opportunities and needs in their country. Conclusions IPC training among nurses and doctors varies greatly across countries, with differences in content and type of training (e.g., standardised curriculum, educational programme, clinical experience) duration, as well as in assessment and recognition/accreditation. The observed heterogeneity in IPC training between European countries can be eliminated through establishment of interdisciplinary region-wide training programmes, with common learning objectives, shared know-how and supported by national and international professional bodies.

The article discusses modern approaches to the procedures for awarding qualifications based on the results of formal, non-formal, and informal education. The article analyzes domestic and best foreign practices that have received recognition from the world educational community. Innovative tools for assessing qualifications are considered. In this regard, the experience of South Korea described in the article is interesting, using the Register of Academic Credit Units as the main tool for the recognition of qualifications. Similar systems are used in France and Denmark. In Germany, Norway and Japan, modern information and communication systems are being actively introduced to accumulate information about the qualifications of the adult population. In Italy, it is legally established that qualifications obtained through formal, non-formal, and informal means are equivalent. The experience of Italy is valuable in that the results of not only non-formal but also informal learning are taken into account during the qualification recognition procedure. The educational legislation of the Russian Federation makes it possible to take into account certain documented results of non-formal and informal learning obtained in the course of mastering additional education programs, including in relation to higher education programs. However, some learning outcomes can be difficult to recognize, especially if they are not documented. The article proposes a project model for the recognition of qualifications obtained in the course of non-formal and informal education, which could be considered as promising for the Russian Federation.

The article presents the results of the development of a new psychodiagnostic method "Scale of convicts ' attitude to work (SHOT)", which combines the potential of all three: personal questionnaire, projective test, biographical method. The scale allows to get an integral assessment of the convict's attitude to work in a continuum with the poles "constructive – destructive" and includes three subscales (positive experience of work and employment, education and qualifications, perception of work and education as social values), which reflect qualitatively specific aspects of the attitude to work. The psychometric test was conducted on a sample of 195 male convicts, age 19 to 60 years old, with sentences ranging from 8 months to 24 years, who have a first criminal record (27%) and repeat offenders (73%). The criteria and design validity of the method is proved. Internal consistency reliability (Cronbach's alpha) for the scale as a whole and its subscale ranges from 0.71 to 0.86, and retest reliability ranges from 0.69 to 0.81. The practicability of applying the method in scientific research and in the practice of psychological and psychological-pedagogical work with convicts is proved.

The article focuses on the problems of the implementation of the educational process in the University, taking into account the interests and needs of employers in the context of the transition of Russian higher education to the updated educational standards designed to take into account the requirements of applicable professional standards. The reasons of emergence of a situation, when a young specialist, sharply focused on the needs of a particular employer is unable to solve professional problems in conditions of other industrial sites and laboratories. The authors demonstrate the negative effects of the so-called «in-depth professionalization» and isolation of graduates from the competition held by the University in the interests of the particular employer. The article dwells on the preventive measures to eliminate these phenomena in the framework of «university – employer » cooperation, taking into account the individual interests of the student who is originally a full stakeholder of educational process. The term «customization» derived from marketing means fine tuning of graduates according to the specific requirements of a particular employer. The article provides a critical analysis of customization with regard to the Russian higher education in the historical aspect. The authors substantiate the need of complex customization of graduates, which implies that all University partners and stakeholders should be involved in educational process. Such complex customization may engage regional resource centers, centers of competence, centers of excellence and centers of engineering which are free from corporate interests.

The Russian labor market is experiencing a shortage of highly skilled workers, and there is a consensus in Russian society that it is necessary to attract and utilize the labor of highly qualified foreign specialists. The key question of the article is: how much demand is there on the Russian labor market for the knowledge and experience of highly qualified migrants? What types of economic activities and occupations are typical for highly skilled migrants? What is their horizontal and vertical mobility on the Russian labor market? The article shows that highly skilled workers who come from post-Soviet states to Russia take jobs which are not in demand among Russian workers; the main types of their economic activities are trade, construction, utilities, social and personal services, and household assistance. Neither specific skills and knowledge nor qualifications of foreign workers are demanded on the Russian labor market: over 80% of highly skilled migrants work at jobs which do not require their education or qualification. Vertical labor mobility is predominantly downward, and upward mobility is quite rare (downward mobility is less typical for highly skilled migrants who have received education in Russia, Ukraine, and Belarus). The empirical basis of the study was the results of sociological surveys of 1,450 highly qualified migrants from the CIS and Georgia in 2017 and 1,050 in 2011.

Vocational education and training (VET) is subject to permanent transformation, which results from the need to adapt it to the labour market and implement new technologies, as well as from globalisation, membership in the European Union, and modernisation of education systems. The aim of this article is to present changes in vocational education and training in Poland in the years 1999-2017 and their consequences. The results included, among other things, phasing out vocational education and training in favour of general education, which clearly deprived the labour market of qualified specialists. Bringing back the prestige of vocational education is currently one of the priorities of the state’s education policy. This attempt requires the involvement of various stakeholders, not only school community and educational circles, but also employers. The need to build a positive image of vocational education and training in society, both at the level of secondary and sectoral vocational schools offering training in blue collar jobs, which are in high demand in the labour market, currently poses a social challenge.

Dzisiejsze czasy to epoka globalizacji, czwarta era przemysłowa 4.0. Towarzyszą temu dynamiczne zmiany technologiczne i organizacyjne, które wymagają od pracowników zdolności do wykonywania zróżnicowanej pracy, ciągłego uczenia się i aktualizowania wiedzy i umiejętności. Głównym celem badań było zdiagnozowanie kompetencji społecznych i pedagogicznych mistrzów rzemiosła, oraz modyfikacja istniejącego standardu wymagań egzaminacyjnych na tytuł zawodowy mistrza. Autor podjął próbę zdiagnozowania luk kompetencyjnych mistrzów, którzy stanowią filar rzemieślniczego przygotowania zawodowego oraz sformułowania nowego modelu wymagań egzaminacyjnych mistrzów w rzemiośle, a co za tym idzie procesu ich kształcenia.

The qualifications that British children gain at school are strong determinants of their futures in both education and the labour market. Studies of the relationship between parental social class and children's outcomes in school qualifications report the general finding that pupils from families in less advantaged social classes on average have poorer outcomes. This paper investigates social class inequalities in Scottish school qualifications. Scottish data provide an interesting case study because Scotland has its own set of school qualifications and has a widespread system of comprehensive secondary schools that do not select children through academic testing. This paper is innovative because it analyses new linked administrative data on individual pupils from the Scottish Qualifications Authority (SQA) with parental information from the Scottish Longitudinal Study (SLS). Standard Grades were the main qualifications undertaken by Scottish pupils at the end of compulsory schooling. We present multivariate analysis of pupils' overall school Standard Grade scores. We find an overall negative relationship between parental social class and children's outcomes in Scottish school qualifications. Pupils from families in less advantaged social classes, on average, have lower overall Standard Grade scores. A more nuanced finding that emerges from the analyses is that there is a cleft between the Standard Grade scores of children from families in the white and the blue collar classes. We conjecture that the complexity of parents jobs, especially in the more advantaged social classes, fosters forms of family and home life that are conducive to children having more favourable outcomes in school qualifications. Standard Grades have been replaced by the 'National' qualifications framework. Changes in the structure and content of the curriculum and assessment could affect the pattern of parental social class inequalities. Further detailed empirical analyses of social class inequalities in outcomes in Scottish school qualifications is therefore imperative. [ABSTRACT FROM AUTHOR]

The aim of the article is to outline the relationship between the classification of occupations and specializations and other systemic tools facilitating labour market policy and education policy in particular European classification of skills/ competences, qualifications and competences (ESCO), Integrated Qualifications System and standards of professional competences (information about professions). The article also presents the opportunities of developing the classification of occupations and skills in the context of the changing situation on the labour market and digitalisation.

On the Polish ground there are currently 132 professions corresponding to a given type of craft in a dozen or so branches. They are characterized by pluriformity of hard, i.e. professional qualifications and a common set of personal and social competences for apprentices, as well as soft and pedagogical competences for masters – defined in the standards of examination requirements for masters in crafts. The system of vocational preparation and confirmation of qualifications in crafts is not usually exposed in society, teachers – and consequently career counsellors – still have too little knowledge on this subject. Craft in pedagogy is often reduced to the history of education in the Middle Ages (education in a foreign home). There is still a lack of a coherent vision of crafts and their role in education, employment and economy policies. Project “Developing, supplementing and updating information on occupations and its dissemination with the use of modern communication tools INFODORADCA+” thanks to broad involvement of craftsmen and crafts organizations in the creation of descriptions – can be a real response to the diagnosed information gap. The consultations on a model description of professions conducted from the very beginning with the participation of representatives of the craftsmanship brought to light specific information on craftsmanship training – including the specificity of individual professions, learning and further training in the profession, as well as the confirmation of the qualifications of journeymen and masters.

In the era of globalization there has been a significant transformation in all the spheres of human life and activity. A new type of society has been formed – information society, based on knowledge, and the need for information has become a major factor in economic growth. The basis for the existence and development of a knowledge-based society is a highly qualified, educated society able to use knowledge in professional work. One of the important types of information is career information, which is the source of knowledge about the work environment. One of its elements is the occupational information – materials containing in particular: descriptions of occupations, description of professional competences, a reference to the situation of the occupation in the labour market and professional development opportunities, as well as the employment opportunities of people with disabilities in the profession. Vocational information includes information about education, occupations, and the labour market. This article is an attempt to indicate specific examples of how to use the results of the project INFODORADCA+ in the current companies’ activities and some benefits from them, in the area of human resources management.

Despite the very good situation on the labour market, qualifications mismatches make the growing number of job offers insufficient to absorb the majority of recorded unem-ployment. This happens independently of the increase in the formal level of education of la-bour resources. Lack of proper vocational training is therefore an important determinant of the existence and duration of un-employment, because what counts more than the formal education on the labour market is the actual qualifications and professional skills. Entrepreneurs from various industries more and more often have difficulties finding employees. That is why it is so important to strengthen the importance of those skills in the teaching process which are crucial from the point of view of the requirements and expecta-tions of the labour market.

The article deals with the concept of quality and compliance in the context of the short-cycle professional higher education (SCHE) program in the field of real estate management. The article highlights the role of graduates and employers in assessing the quality and compliance and surveys of students as well. The surveys of students, graduates and employers and the analysis of legislation allow assessing the quality and compliance of SCHE study program in real estate management. Currently, in Latvia, the qualification of a house manager can be obtained at three accredited higher education institutions, studying in a short-cycle professional higher education program, which, in accordance with European Qualifications Framework (EQF), is the first-level professional higher education program. The article will mainly focus on the quality and compliance of the house managers’ professional qualification acquisition in short-cycle higher education programs in Latvia. Data analysis, synthesis and logical construction methods have been used in this article.

The provision of Information, Advice and Guidance (IAG) for school pupils considering their next move after compulsory schooling is of great importance to them and their families. This study focused on three schools in a region in England that has suffered economic deprivation and low educational attainment. It sought to uncover how factors such as schools, teachers, friends and families, and the provision of IAG, impact on pupils' ideas about careers and higher study. Several investigations have set out how this provision and subsequent choice of progression to higher education (HE) is mediated through a number of cultural, social, economic and institutional influences. This research followed a mixed-methods approach to data collection, incorporating both quantitative and qualitative data collection tools that provided elements of positivist and interpretivist paradigms. The results reveal a complex landscape, characterised by a limited understanding of progression to HE and a lack of clarity about options, but nevertheless, there are aspirations towards further study. The research has implications for IAG provision and has potential impact with respect to the need for a more consistent approach. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogická Orientace is the property of Pedagogicka Orientace and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The qualifications for a discipline are composed of the education and/or training requirements considered necessary to provide individuals with adequate knowledge to perform discipline-related tasks, including certification or licensing (Passalacqua & Pilloud 2018). Currently there are few available guidelines and no standards for the qualifications of a forensic anthropologist. To examine the qualifications of current practicing forensic anthropologists and to generate consensus-based criteria for the development of standards for qualifications for forensic anthropology, the authors generated an electronic survey. Results demonstrate that the qualifications of practicing forensic anthropologists are varied and do not always align with the qualifications currently outlined by the Scientific Working Group for Forensic Anthropology or the American Board of Forensic Anthropology. These findings do not mean these individuals are unqualified to practice forensic anthropology, but rather that there is currently little oversight or assistance for those individuals who do not fit the current models of perceived qualification, and no means of determining who does or does not have the adequate knowledge to perform forensic anthropological analyses. As forensic anthropology grows as a discipline, the standardization of qualifications will become increasingly important, both in terms of setting requirements for education and training and for the certification of practitioners. Further, there need to be clearer standards for education and training, which are currently lacking in the discipline. [ABSTRACT FROM AUTHOR]

The paper considers two aspects of the problem of multidisciplinary education: the first, as an effective interaction between business and academic communities to establish a new normative base for qualifications; and the second, as a purely educational problem that can be solved by using a complex of approaches, as Gubkin University’s experience shows. These approaches include: creating the special environment (infrastructure) of interdisciplinary education such as the virtual organization representing a network of computerized workstations and training facilities for specialists and operators of various professions as well as digital models of work objects and means; designing of scenarios for multidisciplinary training for various types of multidisciplinary activities such as research, design, diagnostics, and management of technological processes; identifying, within the core curricula programs (CCP) of educational institutions, the disciplines or courses delivered in the multidisciplinary format and synchronized for different CCP through course scheduling.

Author/s Iñaki Pikabea Torrano José Francisco Lukas Mujika Universidad del País Vasco, Spain Neus Figueras Casanovas Generalitat de Catalunya, Spain ABSTRACT In the Basque Country there are currently more than 140,000 people with accredited qualifications that certify their knowledge of Euskara (Basque Language). These qualifications have been issued by a number of official bodies dependent on the Basque Government, but had not been validated against each other until recently. In order to validate these qualifications and adapt them to the Common European Framework of Reference for Languages, a group of experts were commissioned by the Basque Government to undertake a study conducive to this end. This paper outlines the methodology and conclusions of that study.

Guidance for stoma care clinical nurse specialists (CNSs) provided by the Association of Stoma Care Nurses (ASCN) UK and Royal College of Nursing (RCN) states that senior nurses are expected to have at least a degree-level specialist qualification in conjunction with clinical experience. To determine how to better meet the educational needs of stoma care CNSs, data were collected from this group of professionals. One-in-five stoma care CNS in the UK replied to an online survey, plus telephone interviews. The findings showed that, when attending a course, accreditation was important, as well as that education was predominantly used for professional development and underpinning clinical knowledge. There were three themes that emerged from the surveys and interviews: development of education, delivery style and future developments. These were felt to be important to the nurses when attending educational courses. [ABSTRACT FROM AUTHOR]

Copyright of Public Management / Zarządzanie Publiczne is the property of Jagiellonian University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Objectives Educational and employment outcomes are critical elements in determining the life course of individuals, yet through health and other mechanisms, those who suffer adverse childhood experiences (ACEs) may experience barriers to achieve in these domains. This study examines the association between ACEs and poor educational outcomes, before considering the impact of ACEs and education on employment in adulthood. Study design Retrospective cross-sectional surveys were conducted in England and Wales using a random stratified sampling methodology. Methods During face-to-face household interviews (n = 2881), data were collected on demographic factors, ACEs, self-rated childhood affluence, the highest qualification level attained and the current employment status. Results While respondents with ≥4 ACEs were significantly more likely to have no formal qualifications (adjusted odds ratio [AOR] = 2.18; P < 0.001), among those who did achieve secondary level qualifications, the presence of ACEs did not further impact subsequent likelihood of going on to attain college or higher qualifications. However, results suggest a persisting independent impact of high (≥4) ACEs, which were found to be significantly associated with both current unemployment (AOR = 2.52, P < 0.001) and long-term sickness and disability (AOR = 3.94, P < 0.001). Modelled levels of not being in employment ranged from as little as 3% among those with 0 or 1 ACE and higher qualifications to 62% among those with no qualifications and ≥4 ACEs (adjusted for age, gender and childhood affluence effects). Conclusions Compulsory education may play a pivotal role in mitigating the effects of adversity, supporting the case for approaches within schools that build resilience and tackle educational inequalities. However, adults with ACEs should not be overlooked and efforts should be considered to support them in achieving meaningful employment. Highlights • Adverse childhood experiences (ACEs) more than double the risk of having no educational qualifications. • ACEs do not limit further attainment once initial educational hurdles are overcome. • Those with ACEs are at much greater risk of unemployment. • Two of the five adults with ≥4 ACEs and secondary qualifications were unemployed. [ABSTRACT FROM AUTHOR]

Copyright of Polish Nursing / Pielegniarstwo Polskie is the property of Poznan University of Medical Sciences Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The distinction between external assessment and internal assessment underpins a major reform to vocational qualifications underway in England. To be approved by the Department for Education, vocational qualifications must now include a minimum proportion of external assessment, regardless of subject. This paper discusses the nature and implications of this constraint on qualification design. First, it clarifies the meaning of external assessment and the key arguments underpinning the reform. Second, it evaluates the use and implementation of this blanket rule. The final section discusses the nature of internal assessment in more detail, highlighting its heterogeneity and potential advantages over external assessment.

There has been a period of intense policy change involving GCSE examinations in England, proposed partly in response to schools using tactics to maximise performance against accountability measures. The reforms included a change to linear rather than modular entry, removing partial re-sits, and limiting early and multiple entry to examinations by changing school accountability measures. We present new empirical data from interviews conducted with senior teachers at 15 schools. The focus of these interviews has been in the English and mathematics departments; the first subjects to be examined in the new specifications. The data suggest that teachers acknowledge this practice of ‘gaming’ but only as something ‘other’ schools did. Whilst the reforms have now allowed for the system to be viewed as a more level playing field, teachers still describe a constant tension in the decisions surrounding examination entry. They describe the desire for a balance that is not just between school and student outcomes, but also between different outcomes such as motivation, performance, and engagement. Tensions arise between these outcomes when entry choices are being made. [ABSTRACT FROM AUTHOR]

This article examines the prevalence and implications of fake qualifications and the need for an effective regulatory regime to contain fake higher education qualifications. Fake qualifications by definition refer to false academic and professional credentials, regardless of the source, which means they may be acquired from illegitimate institutions, superficially legitimate institutions or through illegitimate means from legitimate institutions. The qualifications are in this sense illegitimate both in the manner in which they are obtained and also in terms of what they signify. The research for this article shows that the clandestine nature of the production and issuance and its global reach make it difficult to quantify, but also to control the use of fake qualifications and to manage their impact locally, nationally and globally. Drawing from several cases, it is apparent that the phenomenon of fake qualifications defies the integrity and legitimate expectations from an education system and is a serious challenge to education and ethical standards. It is further argued that given the challenges presented by the proliferation of fake qualifications generally, and in southern Africa in particular, it is imperative for higher education institutions, regulatory bodies, employers and the general public to develop a keen interest in the subject of fake qualifications and to cooperate in order to contain the menace. [ABSTRACT FROM AUTHOR]

Quality of Life plays an ever know the importance in the modern world. Determinants affecting the quality of life are constantly changing. Studies show that education plays an important role in determining the situation on the labor market and in generating wage rates. In recent years, the quality of lifehas become aparticularimportant issue described in economic sciences. There are many factors that affect life satisfaction. These factors can be divided in to economic, psychological, cultural. This article attempts to show the influence of education on wage levels and consequently on the quality of life in economic terms. [ABSTRACT FROM AUTHOR]

The study has been carried out aiming to (1) describe the qualifications of teachers of biology majors IPA/at the level of junior high/high school in Bintuni straits. (2) describe the professional and pedagogic competence Biology teachers in junior/senior high school. (3) describe the problems and needs of teachers of Biology for developing junior/senior high school teachers komptensi in the bay of bintuni straits. this research is a descriptive exploratory study types. the subject of this research is the field of study teacher ipa/biology in junior high/high school education unit and the object of the research is the qualification, competence and field of study teacher needs Biology. data about the qualifications, the competence and the need for teachers to be analyzed in qualitative, descriptive, i.e. with make, average (procentated). The results showed that educational qualifications teachers of SCIENCE/biology as a whole on the junior level or high school reached 95.2% is a strata (S1) of 21 teachers response and 4.8% qualified diploma (D3). Alignment of academic qualification with majors in SCIENCE/biology taught at junior high school-education unit is 71% while not appropriate(mismatched) 29%. While the Biology teacher in high school or junior high school level master professional competence 44.5% and pedagogic competence competence which controlled 30,7%. Penelitan ini bertujuan untuk (1) mendeskripsikan kualifikasi guru bidang studi Biologi pada tingkat SMP/SMA di Kabupaten Teluk Bintuni; (2) mendeskripsikan kompetensi profesional dan pedagogik guru Biologi SMP/SMA; (3) mendeskripsikan permasalahan dan kebutuhan guru Biologi untuk mengembangkan komptensi guru SMP/SMA di Kabupaten Teluk Bintuni. Penelitian ini merupakan penelitian deskriptif eksploratif. Subjek penelitian ini adalah guru bidang studi Biologi pada satuan pendidikan SMP/SMA dan objek penelitian ini adalah kualifikasi, kompetensi serta kebutuhan guru bidang studi Biologi. Data tentang kualifikasi, kompetensi dan kebutuhan guru dianalisis secara deskriptif kualitatif, yakni dengan menjumlah dan merata-rata. Hasil penelitian menunjukkan bahwa kualifikasi pendidikan guru Biologi secara keseluruhan pada tingkat SMP maupun SMA mencapai 95,2% adalah strata satu (S1) dari 21 guru yang terdata dan 4,8% berkualifikasi diploma (D3). Kesesuaian antara kualifikasi akademik dengan bidang studi Biologi yang diajarkan pada satuan pendidikan SMP-SMA sebesar 71% dan yang tidak sesuai sebesar 29%. Sementara itu, guru Biologi pada tingkat SMP maupun SMA yang menguasai kompetensi profesional 44,5% dan kompetensi pedagogik 30,7%.

In the article we focus on the role of school counselling services in solving the cultural and economic crisis. In the theoretical part we first define the tasks, roles and meaning of school counselling service or of school counsellors, and the meaning of the terms cultural and economic crisis. We see social responsibility as a way out of the crisis. In the empirical part we then present the results of a survey research carried out on this topic among school counsellors in Slovenian basic and secondary schools. The intention of the study was to determine in what ways the school counsellors perceive this crisis, what knowledge they had in the field of work and in what ways they estimate the importance of individual school professional in solving the problem.

As innovation increasingly fuels economic growth, higher education institutions and systems face the challenge of equipping students with the skills required by innovative economies. Using two international surveys of tertiary education graduates five years after their graduation, we show that the innovative, tertiary-educated workforce comprises a mix of graduates holding degrees from all disciplines. The contribution to innovation of different graduates varies by type of innovation. When they assess the strong and weak points of their university education, graduates give a mixed picture of the quality of the education they have received. We then link the propensity to participate in innovation to the relative emphasis on theory and practice in university programmes and conclude by highlighting the importance of a competence-based approach to curriculum and pedagogy