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Copyright of Journal of The Planner & Development is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 language of nurse education in the UK has shifted from 'competency' to 'proficiency' since 2018. The shift in language has been poorly articulated leaving individual higher education institutions, practice supervisors and assessors to interpret what these terms mean in relation to assessing student nurses. There appeared to be some confusion regarding the interpretation of the term proficiency among those who engaged in an exchange on the topic via Twitter. Students may focus on the procedure-based checklists within the standards. The relationship between proficiency and implementing a person-centred approach to care remains unclear. [ABSTRACT FROM AUTHOR]

We sought to identify opportunities, challenges, contemporary initiatives and strategies for preparing entry-level practitioners who are competent at the basic level of wheelchair service provision across four key international professional rehabilitation organisations as revealed by their educational standards, relevant guidelines and policy statements, and other publicly available information. A rapid review was conducted in 2021 from the International Society of Physical and Rehabilitation Medicine (ISPRM), the International Society for Prosthetics and Orthotics (ISPO), World Physiotherapy, and the World Federation of Occupational Therapists (WFOT). Additional grey-literature and grey-data searches were conducted to identify contemporary initiatives that may support competency development in wheelchair service provision. A total of 17 standards, guidelines, and policy statement documents were selected for detailed review. Each of the four organisations published at least one document containing language relating to wheelchair service provision. Twelve contemporary initiatives relating to wheelchair service provision were identified from the grey literature across the four organisations. Six additional initiatives were identified from the organisations' social media accounts. Themes emerged in the areas of contemporary content, opportunities, and challenges. Global standardisation could help harmonise professional societies' approach to training wheelchair service providers. There is a need to provide more descriptive content on wheelchair service provision in education and service standards and related documents to influence what is taught in professional rehabilitation programs that are accredited or approved by professional rehabilitation organisations. The organisations' networks are vast and may also help to promote additional continuing education in this area. [ABSTRACT FROM AUTHOR]

Many organizations play a role in creating, supporting, clarifying, and certifying the foundational documents for nurse practitioner (NP) education and practice. Quality standards for NP education are promulgated by the American Association of Colleges of Nursing (AACN) and the National Organization of Nurse Practitioner Faculties (NONPF). Competency-based education, in the form of interactive learning, helps bridge the gap between theory and practice. In 2021, AACN released new competencies that correspond to 10 domains which reflect the uniqueness of the nursing profession and guide professional nursing education. The NONPF and AACN are co-facilitators of a multi-organizational group called the National Task Force (NTF) on quality nurse practitioner education that standardizes the general evaluation of NP education. In 2022, the NTF updated the evaluation standards in response to the new competencies. Schools are accredited by one of three agencies: The Commission on Collegiate Nursing Education, The Accreditation Commission for Education in Nursing, and The National League for Nursing Commission for Nursing Education Accreditation. The eight NP specialties each have their own certifying bodies. The National Council of State Boards of Nursing is involved in regulation of NPs.The purpose of this article isto update stakeholders, including NPs, preceptors, and nurse faculty, about the various agencies and guidelines that inform education standards, accreditation, certification, and regulation of NP practice. A review of recently published guidelines with a summary of implications is also presented. [ABSTRACT FROM AUTHOR]

In the period of postmodern changes, trends for global cooperation and the development of the contemporary standards of university education are focused on the convergence of state higher education layouts in Europe to design an Area for Higher Education in Europe (EHEA), which will mainly strengthen worldwide competitiveness. The principles of university standards system modernization in the postmodern era are not the same but similar in both European and global educational environments. In general, they may be described as the triple-phased process of standardized assessment, combining a triangle of education, research, and innovation. Global cooperation trends and the adoption of common standards in European and world education enable university students and staff at different levels to be mobile without legal or other restrictions within the international community. The university has always been and remains a powerful structure that has survived many historical epochs. Thus, postmodern transformation processes in the university education sector have led to the need to review and reorganize the whole system of standardized assessment of a threefold set of knowledge, based on exploration and alteration, correlated with the conventional and contemporary university function, connected with producing new knowledge, that is not restricted to the national frameworks, but is worldwide, directed on the global cooperation, and development. [ABSTRACT FROM AUTHOR]

In this study, we study present an analysis of Australia’s national legislation governing the education of students with disability and evaluate the degree to which it upholds students’ right to an inclusive education in two different ways. First, we present an examination of the alignment between legislation and obligations under the Convention on the Rights of Persons with Disability. Second, we examine the degree of protection of this right through the findings from a national survey on schools’ compliance with the Disability Discrimination Act 1992 and the Disability Standards for Education 2005. Our study shows these legislative instruments are inadequate for protecting the human right of students with disability to an inclusive education and ineffective at countering discrimination in education within Australian schools. Proposed changes to address these concerns are presented. [ABSTRACT FROM AUTHOR]

Abstract Water is critical to sustain human existence. Water literacy involves understanding the interactions within and between natural and human dimensions of water systems to support informed decision-making, an important outcome for learners of all ages. It is therefore critical to foster water literacy in today’s global citizens, particularly through formal education. The purpose of this study, in tandem with a parallel study focusing on natural dimensions of water systems (Mostacedo-Marasovic et al., in press), is to examine water-related K-12 standards for teaching and learning about human dimensions of water systems to develop a comprehensive and transdisciplinary perspective on water education. Our overarching question is, “What do disciplinary standards specify as outcomes for students’ learning about water and humans?”. Our research questions are: i) “To what extent do these water-related standards address recognized domains of learning?” and ii) “What thematic outcomes for students’ learning are apparent across grades in these water-related standards?”. We use chi-square statistics and a conventional qualitative content analysis method complemented by processes from grounded theory to analyze water-related education standards (N = 341) from 12 education-oriented, governmental and non-governmental organizations based in the United States. Our results indicate that first, water-related standards emphasize the cognitive domain, including declarative and procedural knowledge. The affective domain and its social and emotional components are much less prevalent. Second, the water-related standards illustrate five categories which encompass human dimensions of water spanning K-12 grade bands, including human settlements; the nexus between water, food, and energy; public health; impacts of human activities on water quality and quantity; and water resources management. Overall, the study contributes to a more holistic and comprehensive perspective of water and human systems that can help inform teaching and learning to cultivate water literacy, including curriculum development and classroom pedagogy.

This article examines the published agricultural education standards from California, Indiana, Texas, Virginia, Wisconsin, and The National Council for Agricultural Education. The overall aim was to access the attention given to, or inconsistencies in, agricultural safety, health, and biosecurity standards that are increasingly becoming central to agricultural production. This effort was part of a curricula design project to expand and enhance the Gearing Up for Safety -- Production Agricultural Safety Curriculum for Young and Beginning Workers to ensure adequate coverage of biosecurity topics in secondary education programs. Agricultural education programs which involved topics of safety, health, and biosecurity, included curricula with outcomes and objectives that are created from competencies or standards. It was found that current standards give little attention, generally, to agricultural safety, health, and biosecurity. The academic standards reviewed had little consistency in the associated topics of safety and health, or biosecurity. The National Council for Agricultural Education and Wisconsin agricultural safety, health, and biosecurity standards constituted around 20% of the overall agricultural standard count. However, in most other states, the overall agricultural safety standards constituted as little as 3% of the overall standards. The lack of consistency in the standards, especially with respect to identification of desired learning outcomes makes curricula development efforts more difficult and less likely to meet actual needs in the field. The need to develop uniform educational standards that reflect the increasing importance being given to food safety, biosecurity and workplace safety and health was identified. [ABSTRACT FROM AUTHOR]

Water is critical to sustain human existence. Water literacy involves understanding the interactions within and between natural and human dimensions of water systems to support informed decision-making, an important outcome for learners of all ages. It is therefore critical to foster water literacy in today's global citizens, particularly through formal education. The purpose of this study, in tandem with a parallel study focusing on natural dimensions of water systems (Mostacedo-Marasovic et al., in press), is to examine water-related K-12 standards for teaching and learning about human dimensions of water systems to develop a comprehensive and transdisciplinary perspective on water education. Our overarching question is, "What do disciplinary standards specify as outcomes for students' learning about water and humans?". Our research questions are: i) "To what extent do these water-related standards address recognized domains of learning?" and ii) "What thematic outcomes for students' learning are apparent across grades in these water-related standards?". We use chi-square statistics and a conventional qualitative content analysis method complemented by processes from grounded theory to analyze water-related education standards (N = 341) from 12 education-oriented, governmental and non-governmental organizations based in the United States. Our results indicate that first, water-related standards emphasize the cognitive domain, including declarative and procedural knowledge. The affective domain and its social and emotional components are much less prevalent. Second, the water-related standards illustrate five categories which encompass human dimensions of water spanning K-12 grade bands, including human settlements; the nexus between water, food, and energy; public health; impacts of human activities on water quality and quantity; and water resources management. Overall, the study contributes to a more holistic and comprehensive perspective of water and human systems that can help inform teaching and learning to cultivate water literacy, including curriculum development and classroom pedagogy. [ABSTRACT FROM AUTHOR]

Chronic kidney disease is a public health problem that has generated renewed interest due to poor patient outcomes and high cost. The Advancing American Kidney Health initiative aimed to transform kidney care with goals of decreasing the incidence of kidney failure and increasing the number of patients receiving home dialysis or a kidney transplant. New value-based models of kidney care that specify inclusion of pharmacists as part of the kidney care team were developed to help achieve these goals. To support this Advancing American Kidney Health-catalyzed opportunity for pharmacist engagement, the pharmacy workforce must have a fundamental knowledge of the core principles needed to provide comprehensive medication management to address chronic kidney disease and the common comorbid conditions and secondary complications. The Advancing Kidney Health through Optimal Medication Management initiative was created by nephrology pharmacists with the vision that every person with kidney disease receives optimal medication management through team-based care that includes a pharmacist to ensure medications are safe, effective, and convenient. Here, we propose education standards for pharmacists providing care for individuals with kidney disease in the outpatient setting to complement proposed practice standards.

Copyright of Journal of International Chinese Teaching is the property of Beijing Language & Culture University Press Co. Ltd. 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 article is aimed at examining the emergence of a competence approach in higher pharmaceutical education due to the need to bring program requirements closer to the future specialist, society’s requests and the necessities of personal practical professional activity. The problems inherent in the development of professional training of specialists in the pharmaceutical industry in Ukraine are generalized. In particular, the growing need for the development of the pharmaceutical education system and insufficient attention to this sphere at both the State and local levels; imperfection of the regulatory framework for the professional training of specialists in the pharmaceutical industry; lack of foreign experience in professional training of specialists in the pharmaceutical industry. Etiology and interpretation of the concept of «competence» are studied. The lack of a unanimous approach to understanding the concept of «competence approach in education» is defined, various authors’ approaches to its content are explored. The reasons for the relevance of higher education development on the basis of competence orientation are determined. The problematic issues of the competence approach in the process of developing the higher education standards are researched, since pharmaceutical education cannot be separated from the strategic tasks of reforming the content of the educational process in Ukraine. Prospects for further research in this direction are the substantiation of methodological principles and organizational mechanisms for the formation of competence standards as a leading vector in the modernization of higher pharmaceutical education.

With the onset of Common Core, Massachusetts’s education standards for public schools have declined. How can the state regain lost ground? It’s actually not that hard. Solid standards already exist. What’s needed is the will to implement them. Massachusetts can again develop effective non-Common Core standards for mathematics and English/reading if the state legislature requires either a return to the state’s pre-Common Core standards in English language arts/reading, science, or mathematics, or the development of K-12 standards in mathematics and in English/reading with the following features and guiding policies.

Ethical education for public accounting involves incorporating the requirements established by the International Accounting Education Standards issued by the International Federation of Accountants. Therefore, it was important to carry out a study to characterize the elements included in the ethics courses syllabi from accounting faculties of the Peruvian Network of Universities (RPU). In this exploratory study a qualitative methodology was applied. Analysis categories included learning achievements, methodology and evaluation system, among others. Some findings indicate dispersion between most of the categories analyzed as well as a lack of alignment between them. However, in most of them the inclusion of the requirements established in the International Accounting Education Standards is observed.

The study was intended to summarize and analyse all the quality initiatives taken by AICTE and its implementation in the affiliated technical institutes of Madhya Pradesh state in India. A structured questionnaire was circulated for data collection among technical institutions regarding training initiatives for in house faculty and fresh faculty. The objectives of the research were to review quality initiatives of AICTE regarding teacher training, implement quality initiatives by institutions and suggest a suitable model for ensuring success of quality initiatives. Framework has suggested a) who can be benefited b) enabling inputs and c) outcomes of teachers training for smooth implementation of quality training initiatives. [ABSTRACT FROM AUTHOR]

Copyright of Journal of College of Education / Wasit is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 goal of this capstone project is to develop new materials that support the long-term growth, effectiveness, and sustainability of the Ocean Connectors program. The capstone includes implementing a “sister city” model, redesigning the classroom presentations, creating promotional brochures, new resources for teachers, and producing a five year vision plan. Ocean Connectors is an existing nonprofit program that uses migratory marine life including sea turtles (grade four), whales (grade five), and seabirds (grade six) as tools to educate and connect youth in underserved communities on the Pacific Coast of the U.S. and Mexico. The materials developed through this capstone project fuse conservation psychology with proven educational techniques to teach coastal conservationmore effectively. Participants come from similar coastal environments that rely on the ocean for their community livelihood, economy, and culture, yet they lack awareness of the threats facing ocean health. The bilingual curriculum of the Ocean Connectors program meets California Common Core learning standards, as well as national learning standards for the U.S. and Mexico, using classroom presentations, journaling, field trips, and knowledge exchanges. As a result of this capstone project, Ocean Connectors now integrates influential communication styles and conservation‐behavior psychology into existing lessons to more thoroughly engage the student audience in marine conservation in the long‐term. New activities, materials, and teacher resources were also developed to promote sustainability and foster a future generation of dedicated environmental stewards.

Team building and group project forms of social upbringing of schoolchildren have great pedagogical potential. The article shows the possibilities of group- and team- organized social upbringing of growing-ups according to a new standard of general education and necessary requirements for the teaching stuff. General advantages and disadvantages of these forms of organization in achieving the effective results in school upbringing were analyzed by the author. Alongside with the main restrictions it is observed that in a present linear organization of the education system the team work requires high concentration of focused specialists in teaching. This becomes problematic in general education because of the rapid ageing of the experienced teaching stuff and a little amount of young specialists that choose to stay in a profession. There is also a need for the attraction additional sources to just-in-time provide team members with the necessities for the productive work. This causes more intense and stressful rhythm of work for school methodological services and material supply services. One of the advantages is to turn institutes of education into socially active school and self-learning organization, increasing public and state components in a system of management, stimulating the role of parents and local community in solving socio-pedagogical problems within the district, accumulation the social capital in the form of constructive social relations by teenagers and upper-class pupils, building essential moral and professional qualities of the growing-ups, etc. A reasonable conclusion that has been made is that the advantages revealed have a very important meaning. They largely outweigh the potential administrative and pedagogical risk. Therefore, team and group project forms of work are relevant and they should be widely introduced into social education practice of school upbringing.

The present study aimed to explore The degree of application of Teachers to education standards in the school performance development system in North-Alsharqia Governorate in the Sultanate of Oman, study used a descriptive method also used the questionnaire to collect data and information were applied to a sample of (113) senior teachers. The findings of the study showed that senior teachers was generally high achieved; They also came high achieved of all Standards: The quality of teaching and learning in each subject, meeting the learning needs of all students, the effectiveness of assessment methods and motivating them for students, the teacher’s evaluation of his own performance, and the effectiveness of the first teacher as a resident supervisor . Results also showed that there were no significant differences at (α ≤ 0.05) in the study variables which are Years of experience and academic level, but founded significant differences in sex variable and in favor of females. [ABSTRACT FROM AUTHOR]

Continuity of midwifery care is the best maternity care model for women at any risk level, and there is a global imperative to improve access to midwifery-led care. However, diverse perspectives about how best to prepare graduates for working in midwifery continuity of care models persist. The continuity of care experience standard in Australia was anticipated to address this. To challenge the dearth of published information about the structures and processes in midwifery education programs by identifying: the educational value and pedagogical intent of the continuity of care experience; issues with the implementation, completion and assessment of learning associated with continuity of care experience; and discuss curriculum models that facilitate optimal learning outcomes associated with this experience. We discuss the primacy of continuity of care experience in midwifery education programs in Australia. The inclusion of continuity of care experience in midwifery programs in Australia became mandatory in 2010 requiring 20, however this number was reduced to 10 in 2014. Research has shown the beneficial outcomes of continuity of care experience to both students and women. Continuity of care experience builds mutual support and nurturing between women and students, fosters clinical confidence, resilience, and influences career goals. We require curriculum coherence with both structural and conceptual elements focusing on continuity of care experience. Education standards that preference continuity of care experience as the optimal clinical education model with measurable learning outcomes, and alignment to a whole of program philosophy and program learning outcomes is required. [ABSTRACT FROM AUTHOR]

Purpose/Thesis: The aim of the research was to draw attention to the importance of familiarity with the intellectual property protection knowledge in the field of intellectual property protection -- including industrial property and copyright law -- in the context of new, dynamically developing information and communication technologies, the digital economy and the university education of information professionals -- information management specialists, librarians, information brokers or documentation management specialists. Approach/Methods: The article reviews the state of scholarship to discuss intellectual property protection. Using the data from the POL-on higher education information system and websites of individual universities, the study distinguishes various programs addressed to information professionals. The author examined if the programs and training modules contain the issue of intellectual property protection. Results and conclusions: The study focused on Polish educational standards, particularly teaching on intellectual property protection. They aim to teach knowledge, skills and social competences regarding the protection of industrial property and copyright. With information management programs offered by the Institute of Information Studies (previously Institute of Information and Library Science) at the Faculty of Management and Social Communication of the Jagiellonian University, analyzing the plans of 1st and 2nd cycle studies and learning modules, the author examined learning outcomes regarding intellectual property protection, showing the need to introduce more systematic teaching in this area and indicating the scope of knowledge conveyed to students of information management. Originality/Value: The issue presented has not yet been the subject of wider consideration. [ABSTRACT FROM AUTHOR]

Yu-Tung Chang,1,2 Kuang-Chau Tsai,2 Brett Williams1 1Department of Community Emergency Health and Paramedic Practice, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, VIC, Australia; 2Emergency Medicine Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan Purpose: The development of emergency medical services (EMS) training in Taiwan is in a transitional phase because of increasing demand for, and advancements in, clinical skill sets. The aim of this study is to review the current literature to compare the key factors of EMS training and education development in different countries in order to provide a new curricula blueprint for the Taiwanese EMS training system.Method: The method follows Arksey and O’Malley’s six stages of scoping review.Results: Five databases were searched for relevant articles: MEDLINE, EMBASE, Allied and Complementary Medicine Database; Education Resources Information Center, and Google Scholar. The initial search of five databases produced 1,230 articles, of which title and abstract screening excluded 1,156 articles. The 74 remaining articles underwent a full-text screening process, which further reduced the number of articles to 22. Researching references and citations produced an additional 23 articles, national curriculum standards produced a further six documents, and one article derived from emergency medical technician (EMT) regulation in Taiwan. In total, 52 articles were included in the study, categorized by competency and standards, EMT education and learning environment, curriculum design, and teaching and learning method.Conclusion: This study reviewed international EMS training and education literature and documents to summarize the essential elements for developing an EMS education system: for example, core competencies and standards, education environment, curriculum design, and teaching and learning method. By connecting the essential elements for developing an EMS education system, a blueprint for the Taiwanese EMS education system can be identified. Analysis and study of the essential elements will provide educators with clear direction in developing the EMS education system in Taiwan. Keywords: EMT, EMS, curriculum, education standards, teaching methods

Between 1995 and 2010, most U.S. states adopted K–12 math standards which discouraged memorization of math facts and procedures. Since 2010, most states have revised standards to align with the K–12 Common Core Mathematics Standards (CCMS). The CCMS do not ask students to memorize facts and procedures for some key topics and delay work with memorized fundamentals in others. Recent research in cognitive science has found that the brain has only minimal ability to reason with knowledge that has not previously been well-memorized. This science predicts that students taught under math standards that discouraged initial memorization for math topics will have significant difficulty solving numeric problems in mathematics, science, and engineering. As one test of this prediction, in a recent OECD assessment of numeracy skills among 22 developed-world nations, U.S. 16–24 year olds ranked dead last. Discussion will include steps that can be taken to align K–12 state standards with practices supported by cognitive research.

Currently the Philippines is the last country in Asia implementing a ten-year education plan providing education until tenth grade before students reach university level. The education change will aid future Filipino professionals to compete globally since it is the recognized standard throughout the world. However, with expanding pressure for EFL teachers to implement new programs and systems it has left a gap between students being proficient academically and communicatively at the same time. The issue continues to increase since inappropriate implementation of activities leave students perceiving the communicative approach as frivolous and unproductive. As a result, students do not appreciate an active learning environment in the classroom.

This article is inspired by Francis Fukuyama’s book called The End of History and the Last Man. Yet, compulsory education is not regarded as a perfect model here. The existing school education system is unable to offer anything else to improve educational outcomes. The study attempts to analyze the conditions under which compulsory education developed as well as its features that impede the improvement of education quality. An alternative education system should replace compulsory education to reach a higher level of quality. The transition to third-generation education standards may create a situation where a strategic trend for general education in Russia could be finally outlined. The fundamental provisions of the article are mostly expert judgments based on a research into official documents, publications at hand, and personal experience. In addition, the article picks up the discussion on the balance between the goals and outcomes of general education initiated in earlier articles published in Voprosy obrazovaniya [Lebedev 2005; 2009; 2011; 2013].

This article considers the main requirements to be taken into account when developing a university’s education policy. The authors discuss conditions for the implementation of an innovative education policy and dwell on internal and external criteria for the evaluation of an education policy. The article substantiates the necessity of using different time scales when implementing a university education policy. Attention is drawn to the need for a gradual but significant overhaul of the curricula and syllabi, whereby only the universally useful knowledge and skills would remain. Three-level decision-making system to implement an education policy is introduced. Any university ought to combine in a holistic way all of its policies, such as education, research, financial, and planning ones. Therefore, their optimization should be carried out simultaneously.

Changes happening today in the society challenge students not only to learn specific subjects but also to be able to apply knowledge to solve real-life problems. That is why modern education standards emphasize the importance of forming student’s core skills. Such skills can be also referred as general teaching actions that ensure the “teaching to learn” competence. Project based learning is one of the tools used to form and develop general teaching actions. Scientists, teachers, psychologists, leaders in education pay increased attention to the process of PBL in schools. Still a number of aspects in this subject matter isn’t researched enough. It determines the necessity of scientific approach to creating a model of forming key competences of modern students. Such system has to both satisfy statedeveloped learning standards and it should be easily applied in any school. In this article authors prove the importance of PBL as one of the development tools of general teaching actions and introduce a model of its advancement. One of the key elements of the model is a building of collaboration space – international scientific-practical Conference. In the article authors describe in detail the technology of organizing scientific conference on the example of High school #1517 which conducts the event since 2012. Introduced technology based on a successful experience will be useful for educational institutions.

When a deaf or hard-of-hearing child enters a classroom with an interpreter, the goal, and sometimes the assumption, is that they will be granted full access to the classroom experience. This study focuses on the clarity and completeness with which critical elements of classroom discourse are conveyed through the interpretations of 40 educational interpreters. Elements studied include conveyance of main ideas, directions for assignments, relevance strategies, orienting commentary, participation solicitation, mental state reference, and semantic organization. The interpretations clearly and completely conveyed approximately one-third to two-thirds of the information (M = 48.6%) related to these elements of classroom discourse. Frequent omissions and alterations rendered large parts of the message markedly different. Results suggest a need to improve training of educational interpreters, increase communication between teachers and interpreters, provide students supplementary services, and heighten awareness that the interpretation process is fallible in ways that can impact access to classroom discourse., (© The Author(s) 2023. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.)

The objective of this study is to reveal the main thematic groups addressed in publications on the subject of the internationalization of accounting education. For the development of this study, information was collected with the use of a documentary investigation of the international standards of accounting education (IES) and a bibliographical survey of the articles with Qualis greater than or equal to B2, published during the period of 2006-2017 in the databases Portal de Capes, SPELL and Google Scholar Newspapers. The analysis revealed that studies on the subject are still scarce, especially those dedicated to concrete proposals for the improvement of the curricula according to the new recommendations. The authors demand that the accounting guilds recognize the limitations to the scope of the regulations for the training of a competent professional and its improvement is studied. [ABSTRACT FROM AUTHOR]

Following the rapid expansion of Kenya's education system from 2003, raising education standards has emerged as the country's next major nation-building challenge. There is acknowledgement within Kenya that high education standards are dependent upon the quality of its teachers, which is in turn dependent upon the quality of their pre-service training, and subsequent in-service training. However, amidst accusations that educational standards are declining, in-service training programmes in particular have been singled out as being overly bureaucratic, under resourced, poorly delivered and ineffective in helping to raise teaching standards. Further, the literature suggests that current in-service training programmes are failing to address more fundamental issues surrounding Kenyan teaching professionalism as a whole. This article examines the literature surrounding teacher in-service training in Kenya, as identified by Kenyan researchers, with the aim of synthesising and clarifying the major issues surrounding quality and delivery, and then presents policy recommendations for reframing and building effective in-service provision for the future. [ABSTRACT FROM AUTHOR]

The article covers the problems and projections of integrated informational environment of Far East federal university and Far East Subdivision RAS. The proposed virtual environment of the two institutions enables to attain fundamentally new opportunities in implementation of education and science activity of Far East federal university and Far East Subsidiary RAS. It is supposed that the received solutions can be used by other universities and scientifi c centers of the country.

Our paper focuses on the national economy of education. We assume that under the current conditions of the globalized world, the economy of education reveals its two-fold nature: on the one hand, it represents an element of the national economic system, and on the other, it is also a structural component of the global education system. Therefore, national economy of education is shaped up by both internal and external factors represented by national and international influences. We analyze here the functional composition and the methods of legal regulation of the economy of education under the conditions and provisions of the global geopolitical transformations. In addition, we use the empirical model of returns to education for showing the factors that impact the employability of young graduates at the labor market. Our results confirm the importance of education for achieving higher levels of income, both nationally and internationally. Finally, we come to the conclusion that its target function consists of the global promotion of national education and consolidation of national competitive position within the world education space.

PhD training can be incredibly versatile, leading to many downstream careers. There is potential to gain training to help you enter any of these careers after graduation. However, it is often only in retrospect that the options and optimal strategies become clear. Here we provide a strategic framework to empower PhD researchers to build and expand their career options in a method compatible with tomorrow's career ecosystem. The strategic framework encourages early career researchers to take a self-directed approach to establish flexible career goals, diversify exposures and build professional networks. Researchers increase their chances of success by building early markers of multiple career pathways into their PhD program. The framework emphasizes self-direction, adaptability and resilience, enabling early career researchers to embrace new opportunities and to navigate uncertainties. This structured approach empowers PhD researchers to maximize their opportunities, positioning them for long-term success in the various career options within and beyond academia., (© 2023 Australian and New Zealand Society for Immunology, Inc.)

The present study has two main aims: the first aim is to reveal to what extent educational status of professional accountants in Turkey have changed from 1992, when the edict on accounting practices in Turkey was issued, up to beginning of 2018. The second aim of the study is to reveal to what extent the education-related regulations and activities for accounting professionals in Turkey are in accordance with the International Education Standards (IESs). For the purpose of the study, we investigated the current regulations and activities on education for professional accountants in Turkey by comparing them to the general framework of IESs for Professional Accountants issued by the International Federation of Accountants (IFAC). [ABSTRACT FROM AUTHOR]

Colleges and universities that educate aspiring homeland security professionals are duty-bound to supply a national workforce that is capable and adequately prepared to meet the National Preparedness Goal. It is perhaps not an exaggeration to suggest that developing a qualified homeland security (HLS) workforce could be considered a matter of national security. Indeed, an appropriately educated workforce is not only (at least implicit) part of the current FEMA National Preparedness Goal, it was identified as a national security imperative as early as 2001 by the US Senate Committee on Homeland Security and Government Affairs. A baseline set of education standards for homeland security education would, at the very least, ensure that academic programs would consistently graduate a workforce that has a common set of competencies aligned to the needs of both public and private sector actors engaged in domestic and national security. In turn, employers and students alike would better understand not only what homeland security is, but what HLS graduates can do. Many mature disciplines ultimately use education standards to not only define themselves, but to sanctify and protect their professional boundaries. Nutritionists, for example, are professionals protected by registration, and licensure (as well as certification in some cases). Yet to become a registered dietician, one needs to graduate from an accredited academic degree program, the basis of which is compliance to a set of education (i.e., accreditation) standards assessed by an external organization. In the same way, and to advance the HLS profession, it makes sense to think that HLS practitioners should have educational backgrounds (like doctors or lawyers) that share some common set of educational competencies. To date, we observe that higher education's response as to how to best educate students to enter the homeland security enterprise has been to consider homeland security as a meta-discipline, or a discipline of disciplines. As such, homeland security curricula tend to include faculty, courses and student learning outcomes from a variety of other disciplines such as law, business, management, political science, international relations, emergency management, etc. Second, we note that academic homeland security education is still largely characterized as an emergent discipline. That is, the core theory of what is and is not "homeland security" remains under-developed. Indeed, it is accurate to characterize homeland security more as a "practice discipline" such as medicine, nursing or law (each of which, by the way, shares the characteristic of being meta-disciplines), albeit a practice with a growing literature and experience basis as well as a theoretical basis. This project leveraged the collective expertise of subject matter experts over roughly a 3-year period to emulate the structure and approach used by these better-established disciplines and create a consensus set of HLS education standards. Created were nine knowledge domains and a set of competencies (aka knowledge, skills and abilities as student learning outcomes) per domain. Taken together, such a set of knowledge domains and competencies (the minimum set of skills, knowledge, and abilities students of homeland security acquire academically) would describe the professional boundaries of the homeland security discipline. A major remaining challenge is how best to conceptualize and implement a system that integrates a set of competencies into all academic HLS programs nationwide. The paper tackles this issue by proposing a system of "voluntary academic accountability" from all academic institutions that offers a bona fide peer review of undergraduate level homeland security programs. [ABSTRACT FROM AUTHOR]

The study refers to the unfavourable reputation and status of general didactics as well as its decreasing importance in teacher education. This is a result of poor performance achieved in international tests by students. They score low on knowledge and arguments, and empirical studies indicate that didactic models are useless. In view of the above problem, the aim of this article is to examine the validity of the argument that didactic models are useless. It is necessary to examine if general didactics are being in an unfavourable position along with its possible successors in the international context. In order to achieve that, we conducted an empirical study into the usability of didactic models for lesson planning in Croatia and compared it with the results obtained in previous research in Germany. The term usability means the advantages of theory in practice. On the basis of the results of the empirical study, we concluded that didactic models are not generally unusable. Additionally, they are different according to their usability. These results open a path for further research on this topic in the international context. [ABSTRACT FROM AUTHOR]

Finding effective methods for improving teaching quality is crucial because it has been found to be the most important factor in education. This paper compares two approaches of improving teaching quality through a one-year experimental study involving two experimental groups and one control group. The first is the use of education standards and the second is the use of education standards combined with a teacher development program. Teaching quality was measured in four variables: Building classroom as a learning environment (CLE), instruction, questioning, and orientation. In this study, 1255 students and 45 teachers from 43 junior secondary schools in two provinces of Indonesia voluntarily participated. Multilevel modelling was employed and the results indicate that both interventions have significant effects on the outcomes. However, as expected, the second intervention is significant in all variables and has larger effects, whereas the first intervention is significant only in two variables: CLE and questioning. The findings of this research imply the need to have clear and concrete education standards and to enhance these education standards with training sessions to facilitate better teaching quality. [ABSTRACT FROM AUTHOR]

Our paper focuses on the national economy of education. We assume that under the current conditions of the globalized world, the economy of education reveals its two-fold nature: on the one hand, it represents an element of the national economic system, and on the other, it is also a structural component of the global education system. Therefore, national economy of education is shaped up by both internal and external factors represented by national and international influences. We analyze here the functional composition and the methods of legal regulation of the economy of education under the conditions and provisions of the global geopolitical transformations. In addition, we use the empirical model of returns to education for showing the factors that impact the employability of young graduates at the labor market. Our results confirm the importance of education for achieving higher levels of income, both nationally and internationally. Finally, we come to the conclusion that its target function consists of the global promotion of national education and consolidation of national competitive position within the world education space. [ABSTRACT FROM AUTHOR]