The document discusses the history and current state of psychology education and training in Europe. It outlines the development of standards for psychology education through various treaties and directives dating back to 1957. These efforts led to the establishment of the European Diploma in Psychology (EuroPsy/EDP) which sets competency standards for psychology education across Europe. The EDP framework includes requirements for bachelor's, master's degrees and supervised practice. While it promotes mobility and quality, there is some skepticism around its implementation challenges and issues like duration of programs. The document also discusses the Erasmus Mundus program and its WOP-P master's degree as well as the role of student organizations in supporting psychology education in Europe.
This document provides an overview of eLearning, including its components and advantages. It discusses how eLearning can be used for content development, management, delivery, and standardization. Content can be delivered synchronously through tools like video conferencing or asynchronously through methods like emails and discussion boards. eLearning provides opportunities for social learning and just-in-time, customized learning through adaptive technologies. The document envisions eLearning enhancing medical education by making learning more accessible, social, and mobile.
e-Learning & Standard Application in Korean Industryopenforum
This document summarizes e-learning initiatives in Korean industry and provides a case study of POSCO's e-learning center. It discusses the e-learning market in Korea and trends in corporate e-learning. It also outlines POSCO's vision for an integrated e-learning system, current e-learning courses, and their process for quality management of e-learning content development and delivery.
The document discusses e-learning standards, focusing on the Sharable Content Object Reference Model (SCORM). It provides an overview of SCORM, including its components such as the Content Aggregation Model and Run-Time Environment that allow learning content to be shared across different learning management systems. The document also outlines the benefits of SCORM in allowing content reusability and interoperability between systems.
This document discusses key concepts in educational psychology. It begins by defining educational psychology as applying psychological principles to solve classroom problems. It then discusses opportunities and challenges teachers face, such as making a positive difference in students' lives but also being held accountable for their academic success. The document also addresses the importance of understanding diversity among students. Finally, it outlines the science of educational psychology, explaining that theories are formulated and research is conducted to test those theories. Research involves samples, measures, and designs to study variables and phenomena. Common research designs include descriptive, correlational, experimental, and quasi-experimental.
EDUCATIONAL PSYCHOLOGY FOR TEACHING AND LEARNINGManas Panigrahi
This document provides an overview of educational psychology and its role in teaching and learning. It defines educational psychology as the branch of psychology that deals with teaching and learning processes. The key goals of educational psychology are to understand the learner, design effective learning experiences based on learning processes, create an optimal learning environment, and help the teacher understand the learner and facilitate their development. It also discusses some of the tools and key factors involved in teaching and learning, including the learner, learning experiences, learning processes, learning environment, and the teacher.
EDUCATIONAL PSYCHOLOGY TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE RE...Marie Lorabelle Reboya
This is my Report for Educational Psychology for Dr. Imperial at PARTIDO STATE UNIVERSITY
EDUCATIONAL PSYCHOLOGY IS VERY IMPORTANT IN TEACHING EXCEPTIONAL STUDENTS.
If you teach you should know some methods and strategies that will advance your leanings in teaching styles aside from advance educational technology, we needs approach and personal touch to students.
Don't treat students with impairments as absolutely indifference, some exceptional or impaired students were better than normal students or physically fit learners, it is because they are motivated, and supported by their families.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
This document outlines 8 functions of educational psychology: 1) Understanding child development, 2) Understanding education's nature and purpose, 3) Familiarizing with terminology and research methods, 4) Providing knowledge of developmental processes, 5) Understanding learning principles and classroom applications, 6) Presenting theories of measuring abilities and traits, 7) Presenting principles of preventing maladjustments, 8) Inculcating teachers with realizing education's most essential purpose.
This document provides an overview of eLearning, including its components and advantages. It discusses how eLearning can be used for content development, management, delivery, and standardization. Content can be delivered synchronously through tools like video conferencing or asynchronously through methods like emails and discussion boards. eLearning provides opportunities for social learning and just-in-time, customized learning through adaptive technologies. The document envisions eLearning enhancing medical education by making learning more accessible, social, and mobile.
e-Learning & Standard Application in Korean Industryopenforum
This document summarizes e-learning initiatives in Korean industry and provides a case study of POSCO's e-learning center. It discusses the e-learning market in Korea and trends in corporate e-learning. It also outlines POSCO's vision for an integrated e-learning system, current e-learning courses, and their process for quality management of e-learning content development and delivery.
The document discusses e-learning standards, focusing on the Sharable Content Object Reference Model (SCORM). It provides an overview of SCORM, including its components such as the Content Aggregation Model and Run-Time Environment that allow learning content to be shared across different learning management systems. The document also outlines the benefits of SCORM in allowing content reusability and interoperability between systems.
This document discusses key concepts in educational psychology. It begins by defining educational psychology as applying psychological principles to solve classroom problems. It then discusses opportunities and challenges teachers face, such as making a positive difference in students' lives but also being held accountable for their academic success. The document also addresses the importance of understanding diversity among students. Finally, it outlines the science of educational psychology, explaining that theories are formulated and research is conducted to test those theories. Research involves samples, measures, and designs to study variables and phenomena. Common research designs include descriptive, correlational, experimental, and quasi-experimental.
EDUCATIONAL PSYCHOLOGY FOR TEACHING AND LEARNINGManas Panigrahi
This document provides an overview of educational psychology and its role in teaching and learning. It defines educational psychology as the branch of psychology that deals with teaching and learning processes. The key goals of educational psychology are to understand the learner, design effective learning experiences based on learning processes, create an optimal learning environment, and help the teacher understand the learner and facilitate their development. It also discusses some of the tools and key factors involved in teaching and learning, including the learner, learning experiences, learning processes, learning environment, and the teacher.
EDUCATIONAL PSYCHOLOGY TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE RE...Marie Lorabelle Reboya
This is my Report for Educational Psychology for Dr. Imperial at PARTIDO STATE UNIVERSITY
EDUCATIONAL PSYCHOLOGY IS VERY IMPORTANT IN TEACHING EXCEPTIONAL STUDENTS.
If you teach you should know some methods and strategies that will advance your leanings in teaching styles aside from advance educational technology, we needs approach and personal touch to students.
Don't treat students with impairments as absolutely indifference, some exceptional or impaired students were better than normal students or physically fit learners, it is because they are motivated, and supported by their families.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
This document outlines 8 functions of educational psychology: 1) Understanding child development, 2) Understanding education's nature and purpose, 3) Familiarizing with terminology and research methods, 4) Providing knowledge of developmental processes, 5) Understanding learning principles and classroom applications, 6) Presenting theories of measuring abilities and traits, 7) Presenting principles of preventing maladjustments, 8) Inculcating teachers with realizing education's most essential purpose.
This document discusses four methods of studying psychology: introspection, observation, experimentation, and case study. It provides details on what each method involves, its advantages and limitations. Introspection involves observing one's own mental states, while observation looks at the mental processes of others. Experimentation uses controlled experiments in a laboratory setting. Case study analyzes an individual's behavior by reviewing their past and present circumstances. Each method provides a different perspective but also has limitations in terms of subjectivity, resources required, and applicability to different situations.
Education psychology is the study of human behavior and learning in educational settings. It draws from the fields of psychology and education to understand how people learn and improve educational outcomes. Some key areas it focuses on are the learner/student, the teacher, and the teaching and learning process. Education psychology provides teachers with knowledge of learning theories and principles to effectively guide students' development and behavior in the classroom. It also gives insights into student nature and needs to help teachers motivate students and build positive relationships that support learning.
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques and strategies, creating effective learning environments, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help learners acquire knowledge and skills through satisfactory educational experiences.
Educational psychology studies how people learn in educational settings, typically focusing on the classroom. It examines learning from behavioral, cognitive, social cognitive, and constructivist perspectives. More recently, connectivism has also been studied as it relates to learning in a digital age. Motivation is an important concept, looking at both internal and external factors that influence a student's engagement and success.
This document provides the yearly scheme of work for the English language curriculum for Year 3 students following the KSSR standards. It outlines the content standards, learning standards, evidence of learning, and notes for teachers over 12 weeks of lessons organized into 5 units: World of Self, Being Healthy, My Cousins My Neighbour, People Around Me, and Having Fun. The standards cover listening, speaking, reading, writing, language art and grammar skills. Lessons incorporate activities such as conversations, reciting rhymes, reading comprehension and creative writing tasks.
The document discusses e-learning guidelines for instructional design. It defines e-learning and describes its benefits and development process using the ADDIE model. It also defines instructional design and its process. Additionally, it discusses writing effective learning objectives, including their components, Bloom's taxonomy, and tips for writing goals and objectives.
ENTEP is a network of European education ministers' representatives that aims to promote cooperation and sharing of best practices regarding teacher education policies. It holds biannual conferences to discuss topics of common interest and works to exchange information, address shared concerns, and develop convergent policies. TEPE is a related group that provides research expertise, and the document discusses four models for increasing collaboration between ENTEP and TEPE, such as holding joint conferences or producing shared publications.
The document discusses the Bologna Process and key elements of its reforms of European higher education, including the three-cycle degree system of bachelor's, master's and doctoral degrees, qualifications frameworks for higher education, and implementation issues. It provides background on the Bologna Declaration, Bologna action lines, participating countries, and describes the three-cycle system, qualifications frameworks for the European Higher Education Area and lifelong learning, and issues to consider in setting up national qualifications frameworks.
The document discusses the European Pharmacy Students' Association (EPSA) and its vision for pharmacy education. EPSA represents over 120,000 pharmacy students across 32 countries. It conducted surveys that found students want more practical teaching methods and flexibility in pharmacy education. EPSA aims to encourage lifelong learning among students and pharmacists to keep their skills and knowledge up to date.
The document discusses the Erasmus Mundus program, which aims to enhance quality and attractiveness of European higher education through support for joint master's programs, scholarships, and partnerships. Some key points:
- The program has supported over 100 joint master's courses, providing over 7,000 scholarships for students and 1,500 for scholars between 2004-2008.
- The new phase from 2009-2013 includes support for joint doctoral programs and inclusion of partner universities from third countries.
- A joint program requires cooperation between at least three universities in different countries, with integrated curriculum, student selection criteria, mobility, and awarding of joint degrees.
- Mobility is a mandatory and integrated part of
16 european master's in public administrationcorvinusg
The European Master's in Public Administration (EMPA) is a one-year certificate program offered through a partnership of 12 universities. The program aims to develop public administration practitioners who can work effectively across cultures in Europe. Students take core and elective courses on comparative public administration and policies in different European countries. The program includes a research project and dissertation. Students complete the first semester at Corvinus University in Budapest, and can choose to complete the second semester either there or at one of the partner universities. Upon completion, students receive a Master's certificate jointly signed by the participating EMPA universities.
Comparisons Between NQS in Correlation with EQF - Liliana SanduIMI PQ NET Romania
The document discusses national qualifications frameworks for higher education in Romania and the UK and their compatibility with the European Qualifications Framework. It provides details on the types of diplomas and qualifications in each country, including bachelor's, master's and doctoral degrees. It also describes the authorities responsible for the qualifications frameworks and the steps taken in Romania to implement its national qualifications framework.
Brussels Training Seminar Leonard Van Der HoutYouth Agora
The document provides an overview of the implementation of the Bologna Process in the Netherlands. It discusses the Dutch education system, reasons for participating in Bologna, and implementation of the 10 Bologna Action Lines. Key changes include adopting a three-cycle BA/MA structure, implementing ECTS credits, increasing mobility, and establishing a quality assurance agency. Some challenges remain around degree titles, program durations, financing transfers between academic and professional programs, and establishing grading standards.
The document is a diploma supplement for a student who earned a second-level degree in Italy. It provides information about the student's qualification in 8 sections, including the student's personal details, program information like field of study and length, individual course grades and credits, and classification of the degree. The supplement also describes the Italian higher education system and role of the degree in allowing access to further study or professional roles.
Developing competencies for occupational therapy education and practiceErganen
A presentation on developing competencies for occupational therapist including; what are competencies, why are they important and how to develop competencies. In the end there are references for further resources
Quality Assurance in Doctoral Education – results of the ARDE projectCollectif PAPERA
By Joanne Byrne, Thomas Jørgensen, Tia Loukkola
The ARDE project aimed at demonstrating how quality assurance for doctoral education has been implemented in European universities. As the Bologna Process has developed, universities have put great effort into professionalising their quality assurance as well as their doctoral education, albeit often in separate processes. However, the two processes are beginning to merge. Doctoral education is being managed more professionally through doctoral schools and institutions are giving more attention to accountability and quality enhancement. This publication describes the developments, outlines recommendations and
underlines the differences between quality assurance for doctoral education and quality assurance for the first and second cycle.
This document discusses quality in non-formal education and training in the field of European youth work. It addresses pedagogic approaches, principles and methodologies of non-formal education with a focus on the youth field. Based on principles of non-formal education and existing concepts of quality, it outlines quality standards for non-formal education and training. It also develops dimensions for a competence profile for trainers in European youth work, focusing on intercultural orientation and discourse abilities. The document provides context on youth work and non-formal education in Europe.
15 ma in sustainable regional health systemscorvinusg
This document provides details on the European Master's in Sustainable Regional Health Systems program offered jointly by four European universities.
The two-year program aims to educate students in health system management and planning at the regional level from a sustainable development perspective. The first year covers core modules at the University of Deusto in Spain, then management modules at Corvinus University of Budapest.
The second year allows students to specialize in either patient safety/quality or social aspects of healthcare at the University of Verona or Vilnius University. Students complete an internship and thesis in the final semester. Upon completion, students earn a Master's degree from one of the three awarding universities. The program also offers E
This document is the 2012/13 catalogue for the European Union's study visits programme. It provides information about the programme, which organizes short visits for education and vocational training specialists to examine aspects of lifelong learning in other countries. The catalogue describes the types of visits available on general education, vocational education and training, and comprehensive lifelong learning. It also outlines the five thematic categories that visits will cover: cooperation between education/training and work, teacher/trainer training, key competences, social inclusion and gender equality, and lifelong learning strategies.
This document discusses continuous medical education (CME) and continuous professional development (CPD) in Europe. It provides an overview of the different regulatory tiers for CME/CPD from the personal to international levels. The European Accreditation Council for CME (EACCME) facilitates quality CME across Europe through accreditation, guidelines, and mutual recognition agreements. The document outlines EACCME's processes for accrediting live events, e-learning materials, publications, teaching and examining. It provides examples of CME activities accredited for laboratory medicine and pathology specialties in recent years. Finally, it discusses proposals to advance CME/CPD through European collaboration and consensus guidelines.
The document reviews progress made across Europe in developing lifelong guidance policies and systems based on four priority areas identified by the Council of the European Union. It finds that countries have strengthened guidance in lifelong learning and employment strategies through coordination mechanisms like national guidance forums. Quality assurance in guidance is developing but holistic quality systems are still lacking in most countries. Access to guidance is expanding through online services but remains uneven. Career management skills are increasingly taught in education but require more focus for adults. Overall progress has been made but further development is still needed, especially in cross-sectoral collaboration and broadening the evidence base on guidance impacts.
This document provides training guidelines for facilitating virtual learning professions across Europe. It is divided into three sections. Section 1 discusses basic principles of facilitating learning events, including entry behavior, the learning event, and assessment. Section 2 provides detailed training guidelines for six virtual learning role profiles, outlining learning units with objectives and recommendations for training methods. Section 3 introduces several European frameworks related to qualifications and quality assurance in vocational education and training. The guidelines are intended to help harmonize training for virtual learning professions according to standards at the European level.
This document discusses four methods of studying psychology: introspection, observation, experimentation, and case study. It provides details on what each method involves, its advantages and limitations. Introspection involves observing one's own mental states, while observation looks at the mental processes of others. Experimentation uses controlled experiments in a laboratory setting. Case study analyzes an individual's behavior by reviewing their past and present circumstances. Each method provides a different perspective but also has limitations in terms of subjectivity, resources required, and applicability to different situations.
Education psychology is the study of human behavior and learning in educational settings. It draws from the fields of psychology and education to understand how people learn and improve educational outcomes. Some key areas it focuses on are the learner/student, the teacher, and the teaching and learning process. Education psychology provides teachers with knowledge of learning theories and principles to effectively guide students' development and behavior in the classroom. It also gives insights into student nature and needs to help teachers motivate students and build positive relationships that support learning.
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques and strategies, creating effective learning environments, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help learners acquire knowledge and skills through satisfactory educational experiences.
Educational psychology studies how people learn in educational settings, typically focusing on the classroom. It examines learning from behavioral, cognitive, social cognitive, and constructivist perspectives. More recently, connectivism has also been studied as it relates to learning in a digital age. Motivation is an important concept, looking at both internal and external factors that influence a student's engagement and success.
This document provides the yearly scheme of work for the English language curriculum for Year 3 students following the KSSR standards. It outlines the content standards, learning standards, evidence of learning, and notes for teachers over 12 weeks of lessons organized into 5 units: World of Self, Being Healthy, My Cousins My Neighbour, People Around Me, and Having Fun. The standards cover listening, speaking, reading, writing, language art and grammar skills. Lessons incorporate activities such as conversations, reciting rhymes, reading comprehension and creative writing tasks.
The document discusses e-learning guidelines for instructional design. It defines e-learning and describes its benefits and development process using the ADDIE model. It also defines instructional design and its process. Additionally, it discusses writing effective learning objectives, including their components, Bloom's taxonomy, and tips for writing goals and objectives.
ENTEP is a network of European education ministers' representatives that aims to promote cooperation and sharing of best practices regarding teacher education policies. It holds biannual conferences to discuss topics of common interest and works to exchange information, address shared concerns, and develop convergent policies. TEPE is a related group that provides research expertise, and the document discusses four models for increasing collaboration between ENTEP and TEPE, such as holding joint conferences or producing shared publications.
The document discusses the Bologna Process and key elements of its reforms of European higher education, including the three-cycle degree system of bachelor's, master's and doctoral degrees, qualifications frameworks for higher education, and implementation issues. It provides background on the Bologna Declaration, Bologna action lines, participating countries, and describes the three-cycle system, qualifications frameworks for the European Higher Education Area and lifelong learning, and issues to consider in setting up national qualifications frameworks.
The document discusses the European Pharmacy Students' Association (EPSA) and its vision for pharmacy education. EPSA represents over 120,000 pharmacy students across 32 countries. It conducted surveys that found students want more practical teaching methods and flexibility in pharmacy education. EPSA aims to encourage lifelong learning among students and pharmacists to keep their skills and knowledge up to date.
The document discusses the Erasmus Mundus program, which aims to enhance quality and attractiveness of European higher education through support for joint master's programs, scholarships, and partnerships. Some key points:
- The program has supported over 100 joint master's courses, providing over 7,000 scholarships for students and 1,500 for scholars between 2004-2008.
- The new phase from 2009-2013 includes support for joint doctoral programs and inclusion of partner universities from third countries.
- A joint program requires cooperation between at least three universities in different countries, with integrated curriculum, student selection criteria, mobility, and awarding of joint degrees.
- Mobility is a mandatory and integrated part of
16 european master's in public administrationcorvinusg
The European Master's in Public Administration (EMPA) is a one-year certificate program offered through a partnership of 12 universities. The program aims to develop public administration practitioners who can work effectively across cultures in Europe. Students take core and elective courses on comparative public administration and policies in different European countries. The program includes a research project and dissertation. Students complete the first semester at Corvinus University in Budapest, and can choose to complete the second semester either there or at one of the partner universities. Upon completion, students receive a Master's certificate jointly signed by the participating EMPA universities.
Comparisons Between NQS in Correlation with EQF - Liliana SanduIMI PQ NET Romania
The document discusses national qualifications frameworks for higher education in Romania and the UK and their compatibility with the European Qualifications Framework. It provides details on the types of diplomas and qualifications in each country, including bachelor's, master's and doctoral degrees. It also describes the authorities responsible for the qualifications frameworks and the steps taken in Romania to implement its national qualifications framework.
Brussels Training Seminar Leonard Van Der HoutYouth Agora
The document provides an overview of the implementation of the Bologna Process in the Netherlands. It discusses the Dutch education system, reasons for participating in Bologna, and implementation of the 10 Bologna Action Lines. Key changes include adopting a three-cycle BA/MA structure, implementing ECTS credits, increasing mobility, and establishing a quality assurance agency. Some challenges remain around degree titles, program durations, financing transfers between academic and professional programs, and establishing grading standards.
The document is a diploma supplement for a student who earned a second-level degree in Italy. It provides information about the student's qualification in 8 sections, including the student's personal details, program information like field of study and length, individual course grades and credits, and classification of the degree. The supplement also describes the Italian higher education system and role of the degree in allowing access to further study or professional roles.
Developing competencies for occupational therapy education and practiceErganen
A presentation on developing competencies for occupational therapist including; what are competencies, why are they important and how to develop competencies. In the end there are references for further resources
Quality Assurance in Doctoral Education – results of the ARDE projectCollectif PAPERA
By Joanne Byrne, Thomas Jørgensen, Tia Loukkola
The ARDE project aimed at demonstrating how quality assurance for doctoral education has been implemented in European universities. As the Bologna Process has developed, universities have put great effort into professionalising their quality assurance as well as their doctoral education, albeit often in separate processes. However, the two processes are beginning to merge. Doctoral education is being managed more professionally through doctoral schools and institutions are giving more attention to accountability and quality enhancement. This publication describes the developments, outlines recommendations and
underlines the differences between quality assurance for doctoral education and quality assurance for the first and second cycle.
This document discusses quality in non-formal education and training in the field of European youth work. It addresses pedagogic approaches, principles and methodologies of non-formal education with a focus on the youth field. Based on principles of non-formal education and existing concepts of quality, it outlines quality standards for non-formal education and training. It also develops dimensions for a competence profile for trainers in European youth work, focusing on intercultural orientation and discourse abilities. The document provides context on youth work and non-formal education in Europe.
15 ma in sustainable regional health systemscorvinusg
This document provides details on the European Master's in Sustainable Regional Health Systems program offered jointly by four European universities.
The two-year program aims to educate students in health system management and planning at the regional level from a sustainable development perspective. The first year covers core modules at the University of Deusto in Spain, then management modules at Corvinus University of Budapest.
The second year allows students to specialize in either patient safety/quality or social aspects of healthcare at the University of Verona or Vilnius University. Students complete an internship and thesis in the final semester. Upon completion, students earn a Master's degree from one of the three awarding universities. The program also offers E
This document is the 2012/13 catalogue for the European Union's study visits programme. It provides information about the programme, which organizes short visits for education and vocational training specialists to examine aspects of lifelong learning in other countries. The catalogue describes the types of visits available on general education, vocational education and training, and comprehensive lifelong learning. It also outlines the five thematic categories that visits will cover: cooperation between education/training and work, teacher/trainer training, key competences, social inclusion and gender equality, and lifelong learning strategies.
This document discusses continuous medical education (CME) and continuous professional development (CPD) in Europe. It provides an overview of the different regulatory tiers for CME/CPD from the personal to international levels. The European Accreditation Council for CME (EACCME) facilitates quality CME across Europe through accreditation, guidelines, and mutual recognition agreements. The document outlines EACCME's processes for accrediting live events, e-learning materials, publications, teaching and examining. It provides examples of CME activities accredited for laboratory medicine and pathology specialties in recent years. Finally, it discusses proposals to advance CME/CPD through European collaboration and consensus guidelines.
The document reviews progress made across Europe in developing lifelong guidance policies and systems based on four priority areas identified by the Council of the European Union. It finds that countries have strengthened guidance in lifelong learning and employment strategies through coordination mechanisms like national guidance forums. Quality assurance in guidance is developing but holistic quality systems are still lacking in most countries. Access to guidance is expanding through online services but remains uneven. Career management skills are increasingly taught in education but require more focus for adults. Overall progress has been made but further development is still needed, especially in cross-sectoral collaboration and broadening the evidence base on guidance impacts.
This document provides training guidelines for facilitating virtual learning professions across Europe. It is divided into three sections. Section 1 discusses basic principles of facilitating learning events, including entry behavior, the learning event, and assessment. Section 2 provides detailed training guidelines for six virtual learning role profiles, outlining learning units with objectives and recommendations for training methods. Section 3 introduces several European frameworks related to qualifications and quality assurance in vocational education and training. The guidelines are intended to help harmonize training for virtual learning professions according to standards at the European level.
This document summarizes a European study on trainers and tutors in vocational education and training. The study aims to inventory the organizational background, recruitment, selection, training, and professional development of teachers and trainers across Europe. It will focus on non-regular vocational education provided by organizations other than schools or companies. The study will involve experts from different European countries and analyze topics like organizational structures, trainer qualifications, quality assurance, and career opportunities. It will use a three-phase methodology including initial research, country analyses, and an in-depth study of 15 countries to produce a final report.
Learning And Teaching About The Impact Of Medicalisationguest2003a54a
The document outlines the aims, teaching methods, course directors, and timetable for the 18th International EURACT Bled Course on learning and teaching about the impact of medicalization in general practice and family medicine. The course aims to educate primary care educators on topics related to medicalization, from its causes and effects throughout the lifespan. Over the course, participants will engage in keynote presentations, group work, role-playing, fieldwork and discussions. The course directors are physicians and educators from Austria, Portugal, Israel, Great Britain and Slovenia. The schedule includes sessions on work and social events like sightseeing in addition to the educational content.
The document outlines the aims, teaching methods, course directors, and timetable for the 18th International EURACT Bled Course on learning and teaching about the impact of medicalization in general practice and family medicine. The course aims to educate primary care educators on topics related to medicalization, from its causes and effects throughout the lifespan. Over the course, participants will engage in keynote presentations, group work, role-playing, fieldwork and discussions. The course directors are physicians and educators from Austria, Portugal, Israel, Great Britain and Slovenia. The timetable includes sessions on work and fun, as well as social events in addition to the educational content.
The document discusses the European Portfolio for Student Teachers of Languages (EPOSTL), which is a reflection tool to help students evaluate their developing teaching competencies during their teacher education programs. It contains sections for personal statements, self-assessment, a dossier, glossary and users' guide. The self-assessment section includes 193 descriptors divided into 7 categories related to language teaching competencies. The categories cover topics like curriculum, methodology, lesson planning, conducting lessons, assessment, and more. The goal of the EPOSTL is to encourage reflection on teaching skills, facilitate self-evaluation, and help students chart their progress throughout their studies.
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Psychology Teaching And Training In Europe
1. Psychology teaching and training in Europe XXXII Congreso Inter americano de Psicología June 28 - July 2, 200 9 , Guatemala City, Guatemala Symposium: Advances in Psychology Education around the World Anna Sagana, University of Athens Kristina Potočnik, University of Valencia
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5. Historical Background European Framework for Psychologists Training (EuroPsyT) 1 st Project: aimed to develop a “reference model” and minimal standards (ENOP 1998) and to develop standards which specified competencies of psychologists at the stage of independent practice (Bartram 1996) 2 nd Project: aimed and did design the European Diploma of Psychology (EuroPsy) which provides a set of standards or benchmark for quality of psychology education and training across Europe.
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7. Historical Background The Third Directive Article 15 provides a means for the profession of psychologist to propose a European standard which has been agreed by all EU member states (the EuroPsy) and for this standard to contribute to a fast track mechanism for recognition, by enabling comparison with the training of each of the Member States (see Lunt 2005). Importance for Psychologists
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11. E uropean Diploma in Psychology (E DP ) Framework Bachelor degree Master degree Supervised practice Part of the academic curriculum Not necessarily included in the university curriculum
22. The Role of Students’ Organsations Benefits For Students For the modernisation of psychology Amelioration of educational programmes at universities Protection of psychology Proficiency and responsible preparation for the profession
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Notes de l'éditeur
The presentation is based on the upon main principles. We will start with a short trip to the resent years and how the events then lead to the formation of what we today know in Europe as EDP, the European Diploma of Psychology. Then on we will continue on the philosophy of EDP and on what consists its structure. We will stop by to the Erasmus Mundus Programmes which are something quite new at least for the European higher educational level. Finally the presentation will close by pointing the importance of Student Organisations into promoting the advantages and standing for the problems and interests of students.
The Treaty of Rome in 1957 promoted freedom of movement of professionals across Europe. However, implementation of this commitment was slow and difficult. Early on, there were attempts to harmonise qualifications across member countries and so-called Sectoral Directives were agreed for the seven professions of doctors, dentists, nurses, midwives, veterinarians, pharmacists and architects, with agreement across all the member countries on the harmonisation or standardisation of education and training. However, it soon became clear that these attempts to harmonise qualifications were enormously complex and time-consuming, and the task of extending this process to other professions appeared impossible.
On 1985 the Commission introduced a new approach to cover other professions to which access is in some way restricted (or regulated) by the State either by law or through a professional organisation and which require at least three years’ university level training or equivalent (the General Directive 89/48/EC, entitled Mutual Recognition of Higher Education Diplomas, and more recently the second General Directive 92/51). Although these Directives are intended to facilitate mobility of professionals, there has not been significant progress in using them to promote mobility of psychologists across Europe, since each country is able to impose its own requirements on psychologists seeking to enter the country with qualifications obtained in another country. The General Directive provides a complicated approach to the evaluation of equivalence which depends on individual cases being evaluated and compared against a national “template’”
In 1990 the European Federation of Professional Psychologists Associations (EFPPA) adopted a set of Optimal Standards for the Profession of Psychology (EFPPA 1990) in which requirements were laid down for the academic education and the professional training of psychologists. The European Network of Organizational and Work Psychologists (ENOP), on the basis of a Copernicus-grant from the European Commission, elaborated a curriculum framework and minimum standards for work and organizational psychology (Roe et al., 1994; ENOP, 1998). A working group of European psychologists followed a similar approach when defining a framework for education and training for European psychologists in the context of the EU’s Leonardo da Vinci program (Lunt, 2000; Lunt et al. 2001a, Lunt 2002).
In 1996, consultations began for a proposed “Third Directive” to replace the previous sectoral and vertical directives to facilitate free movement throughout the European Economic Area. These culminated on March 7, 2002 when the European Commission issued a Directive proposal to replace the 15 separate directives, and to “clarify and simplify the rules in order to facilitate free movement of qualified people”. This Directive was subject to consultation and debate for over two years, and has now been accepted by the European Parliament and the Council of Ministers.
The European standard may serve to improve quality of professional training and practice, and to enhance quality in countries which are developing their own education and training routes and professional practice guidelines. It will also enable EU countries to share and promote good practice, and to develop the European dimension in professional training and practice in psychology.
European Diploma in Psychology represents a system of standards for the education and training of professional psychologists in Europe. It has been developed in order to promote or enhance high quality education in psychology, to promote ethical commitments of all psychologists and of course to enhance mobility of psychologists across European countries.
A number of guiding principles underlie this proposal for a set of European Diplomas in Psychology (EDP) in which the European Standard is embedded. These principles aim to: 1) promote the availability of adequate psychological services across Europe. Every citizen and any institution should be able to obtain psychological services from a competent and qualified professional, and the system should help to achieve this objective. 2) protect consumers and citizens in Europe through the assurance of quality and to protect the public against unqualified providers of services. 3) promote the mobility of psychologists by enabling them to practise anywhere in Europe, provided that they have the proper qualifications. 4) ensure that the EDP is awarded on the basis of: (a) demonstrated completion of an academic curriculum in psychology of sufficient scope; (b) demonstrated competence in the performance of professional roles during supervised practice; (c) endorsement of European (as well as national) ethical standards for psychologists.
5) ensure that the EDP system is fair and avoids favouring or disfavouring psychologists on the basis of national or other differences in educational or professional background, and that it recognizes high service quality as a prevailing principle. This implies that the EDP shall not pose specific requirements concerning the structure or format of the academic education, or the nature and organisation of the internship for professional practice. 6) guarantee the qualification for psychological practice at an entry level to the profession as well as beyond. 7) endorse a commitment to the active maintenance of competence. For this reason the Diploma is awarded for a limited time period, and shall be renewed, again for a limited period of time, on the basis of evidence of continuing professional practice and professional development. 8) respect rather than to replace national regulations for psychologists which are already in place.
The requirements are formulated with reference to a curriculum model that makes a distinction between three phases: 1st phase refers to Bachelor or equivalent, 2nd phase refers to Masters or equivalent and 3rd phase represents Supervised practice. The 1st and 2nd phase are part of the academic curriculum in psychology, whereas the 3rd phase may or may not be included within the university curriculum. It is further assumed that there will be a range of arrangements made by universities to meet these requirements and that a structure of different phases is not essential. This framework is neutral in relation to the organisation and sequence of the learning programme.
The first phase or bachelor degree is typically devoted to the orientation of students in the different sub-specialities in psychology, but it can also be opened to related disciplines. It offers a basic education in all the psychology specialities, and in the major theories and techniques in psychology. It gives a basic introduction to psychologists’ skills, and a grounding for research in psychology. It does not lead to any occupational qualification and does not provide the necessary competence for independent practice in psychology.
The second phase (Masters degree) prepares the student for independent professional practice as a psychologist. This part of the curriculum can either be undifferentiated and prepare for further PhD training or employment as a “general practitioner” in psychology or be differentiated and prepare for practice within a particular professional area of psychology, such as work & organisational psychology, educational psychology or clinical psychology. In the first case the student will acquire additional knowledge on topics that were already addressed during the first phase, such as cognitive architecture theory, specific theories of emotions, advanced personality theory. In the second case the student will acquire specialist knowledge on e.g. theories of work performance, theories of leadership, or statistical models of personnel selection. Since all of the knowledge and skills acquired are based on the discipline of psychology, either type of curriculum content is acceptable in the framework of the second phase. As part of the second phase the student has to demonstrate the capacity to acquire skills in research. Finally, also at least 6 month internship is carried out within this secoind phase to provide an introductory professional field training in order to enable students to: integrate theoretical and practical knowledge , to learn procedures related to psychological knowledge , to start practising under supervision , to be able to reflect upon and discuss own and other people’s activities and to begin working in a setting with professional colleagues .
The third phase in the education of psychologists consists of supervised practice within a particular area of professional psychology. It can be considered as professional field training in order to: prepare for independent practice as a licensed (or equivalent) psychologist, to develop working roles as a professional psychologist based on one’s unique training and personality, to consolidate the integration of theoretical and practical knowledge. This training usually occurs after completion of the second phase, and often occurs after leaving university. However, it can also be part of university training as the third cycle. Its duration is 12 months (60 ECTS). The type of practice consists of semi-independent work as a psychologist under supervision in a professional collegial setting. This form of training is held to be essential for obtaining the professional qualification of psychologist. Graduates who have completed the first and second phases without a period of supervised practice cannot be considered qualified for independent work as a psychologist.
The curriculum must have a duration of at least 5 years (300 ECTS), divided over 180 units for the 1st phase and 120 units for the 2nd phase. The duration of the 3rd phase (supervised practice) must be at least 1 year (60 ECTS or its equivalent). This leads to a total length of 6 years or 360 ECTS. As can be seen from this table, the largest part of the 1st phase should be devoted to theoretical courses and skills training; however some part should be reserved for methodology and non-psychological theory (e.g. philosophy or sociology) that is relevant for the study of psychology. The behaviour of people in groups and society should receive a minimal coverage of 20 units each. Methodology should have a coverage of at least 30 units; non-psychological theory between 15 and 25 units. Taken together, these curriculum components should account for 45 to 55 units. Within the 2nd phase approximately 60 units (1 year) should be spent on theoretical courses, seminars, assignments etc. To ensure that sufficient attention is being paid to individuals in the context of systems and/or society the number of units to be devoted to this should be at least 30. Minimally 30 units should be devoted to an internship (“stage”) and a research project or thesis. These two activities should cover at least 60 units (1 year). Minimally 60 units (1 year) should be spent on supervised practice. A paper or a dissertation or thesis is not deemed necessary for the first phase, because the Bachelor's Degree is not considered to lead to a qualification for independent practice. However, a dissertation is required for the second phase.
Most of the scepticism regarding the EDP has to do with the EDP accreditation to the graduates who finished their studies according to older systems. Namely, it is very rare that graduated students have one year of supervised practice according to the minimal standards of the EDP framework. Another controversy is the thesis that is required at the masters level according to the EDP framework. For instance, in Spain, it is not necessary to do a dissertation to obtain the license. Lastly, the validity of the Diploma is limited. Thus, according to the regulations, each psychologist will have to renew his/her diploma every 7 years.
ERASMUS MUNDUS, is a cooperation and mobility program of excellence in Higher education, promoted by the European Union with a worldwide scope. This program has been conceived to support high quality European Masters and to promote the visibility and attractiveness of the European Higher Education in the rest of the world countries.
The European Commission has awarded the Master in Work, Organization and Personnel Psychology in the framework of the Erasmus Mundus Program. It is the first Master in Psychology in Europe that has been selected in this European program. The Master is jointly offered by the Universities of Barcelona, Bologna, Coimbra, Paris V, and Valencia and started in the academic year 2006-07. It is directed by Prof. José María Peiró, chair of Organizational Psychology at the University of Valencia, which is the institution in charge of the coordination of the studies. The Master qualifies students for the professional practice of Work, Organizational, and Personnel Psychology. As it is based on national laws regulating the psychologist profession, the titles awarded make it possible to practice the profession of psychologist in the field of WOP Psychology. Moreover, the Master facilitates access to doctoral studies in this and related disciplines.
The duration of the Programme is two years, with a total workload of 120 ECTS (60 per year). The programme is based on the "scientist-practitioner" model, which assumes that a good preparation as practitioner implies the acquisition of professional and research competences. The Master implements the main guidelines developed by the Euro-Psych model for the European Diploma of Psychology (EDP). For more information, pleas visit www.erasmuswop.org.
The workload is distributed as follows: a) 48 ECTS are devoted to courses on work, organizational, and personnel Psychology, including theory and methodology aspects; b) 16 ECTS are devoted to free-choice courses related to the field; c) 10 ECTS to the Joint Intensive Learning Unit (Winter-School); d) 15 ECTS to professional stage, e) 24 ECTS to the development of research competences; and f) 7 ECTS to prepare a Professional Report integrating research and practice.
Student organizations can play a fundamental role in spreading the information about important changes and future plans regarding teaching and training in Europe. In this line, one survey carried out by the EFPSA EDP project team showed that almost 50% of the surveyed students were aware of the EDP framework thanks to local / national psychology students’ associations that take part in EFPSA.