Science topic

Further (Post-compulsory) Education - Science topic

Work-based learning, and adult and community learning institutions
Questions related to Further (Post-compulsory) Education
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Today, we hear that a large number of universities provide different degrees in PG with different research course activities as Master of science and Master of philosphy. Thus, what is the output of these courses on research quality and teaching?
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Usually, there are 3 types of Master Degrees,
1- Master (By Coursework)
2- Master (Research & Coursework)
3- Master (Full Research or MPhil)
The most academic one is the third type which is Full Research based Master, this is very suitable for those who want to work at Academic institutions like Research centers or Universities. Coursework Master is good for labor market.
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How can we improve the academic qualification after PhD? are there any major degree options? if yes then what kind and what are possible prospects?
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There is no degree superior to a PhD. However you can go on to do a post-doctoral research or even get more PhDs. But you only need one PhD to prove that you are capable of doing original, significant research.
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Is there anyone out there in the field of foreign/modern language education that is engaging in university-industry-community collaborations?
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Yes. Very nice and effective effort
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What do you imagine in digital age? Will the digital learning material replace the teacher?
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Many thanks, salih, for sharing your question with us,
I agree with @Kiran Grover.
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Hi. I am discussing (in)visibility within Further Education. I am primarily looking at the invisibility of LGBT students, but am examining their invisibility within the realms of the invisibility of FE as a whole. How do we make the invisible visible? All suggestions as to where to find previous research will be welcomed. 
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GLEN and TENI should have some resources on FE for LGBT people.
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I am interested in identifying skills and knowledge needed within teaching in further and higher education, and the need to develop/recognize sensitivities as they relate to teaching in different areas of education is of interest.
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Hi Caroline,
Sensitivity applies to all areas of teaching and it falls under the more encompassing notion of teaching as relational. If teachers are not sensitive to their students - in relation to how they answer questions - but also more broadly in relation to their level of engagement, their prior knowledge, their prior experiences of education, etc. etc., then it is unlikely that learning relationships will be forged. Hope this helps, Kevin.
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I am a teacher at a technical college, in Brazil. Besides teaching, I am responsible for managing and implementing a project office, with the aim of improving betters conditions of research in college, increase synergy between university and companies, research funding agencies, and other activities. I have worked on developing a methodology for project management, considering agile paradigms, facing the academic community. If someone has some material on the use of models of office projects for colleges or want to share experiences in this area, we would appreciate the contact.
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No two projects or research topics will be the same. You will probably use your initiative to get an answer here. I am attaching a copy of some of the steps that
I followed when I wrote my Dissertation.
Respectfully,
Dr. William N. Moore, DBA, MBA
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Sub question: Who agrees with Gardner Campbell? ( http://www.youtube.com/watch?v=kIzA4ItynYw&feature=share)
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You can get the similar or apropriate answer by searching the keyword in the GOOGLE SCHOLAR page. Usually you will get the first paper similar to your keyword.
From my experience, this way will help you a lot. If you still have a problem, do not hasitate to let me know.
Kind regards, Dr ZOL BAHRI - Universiti Malaysia Perlis, MALAYSIA
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Pedagogy is the art of teaching and I believe teaching is an art. Has the era of High Stakes Testing affected your teaching craft? Do you find you have had to change your pedagogic style? Is it possible to be truly creative within the confinement of modern day testing? 
Is this approach in assessment helping or hurting you style as a teacher and how has this impacted your students.
Please explain
Thank you
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The art of teaching is affected by "technology changes'' and "tailor made" teaching methods, where teacher is not free to use its own methods.
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How to quantify users‘ feelings before and after using mobile-enhanced environments?
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I suppose one practical and effective way is to design questions which responses would be indicative of what you want to measure (quantitatively) or capture (qualitatively), rather than to ask the user to rate that attribute directly.
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I am interested in this problem due to the conduct of comparative work on the history of non-formal adult education in rural areas since the second half of the nineteenth century to the present day. Thank you in advance for any suggestions :)
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In the U.S., you'll find three basic types of adult education: citizenship education, normal school education, and the community college (the later two were more formal or quasi-formal institutions). 
Normal schools were teacher training schools, which served as a transitional institutions that later transformed into technical and state universities by the early 20th century.
The peak of citizen education ("Americanization") was before WWI.  See a historiography of subject on my blog.  It has lots of footnotes: http://jmbeach.blogspot.com/2011/08/what-is-americanization-historiography.html
As for community college: you can see my book "Gateway to Opportunity" or Brint and Karabel's "Diverted Dream."
Also, there were many "self-education" programs over19th and 20th century.  The most famous and influential was the Chautauqua movement.  Equally influential, but much more varied, would the be the industrial education programs and libraries that were sponsored by municipalities and corporations for the working class.