The Problem of Training in Higher Education

Martínez, Miguel Angel Fano; Salvat, Begoña Gros; Romañá, Teresa

doi:10.1080/0379772980230406

Cited by 5 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Good teaching/inducement of learning work is a contribution to knowledge and should be as well rewarded as the contribution to knowledge that comes from pure research. Prior professional training should also be made available to University teachers taking up administrative responsibilities (Martínez et al, 1998).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Breaking the fetters of Higher Education in Sub-Saharan Africa

Asamoah¹,

Mackin²

2015

Int. J. Educ. Admin. Pol. Stud.

View full text Add to dashboard Cite

Higher education institutions (HEI) are established to address human resource needs by producing graduates with the relevant knowledge, skills and attitude for the labour market and improving the country's ability to maximize its long-term economic, social and political developments. The fetters of higher education are the challenges bedeviling its growth and development. This paper focuses on appropriate technology and innovations needed to break these fetters. Desktop research was used for data collection and textual analysis was deployed to analyze data. Results showed there were inadequate skilled lecturers, poor mentorship scheme, inequitable access, irrelevant curriculum, scarcity of lecture halls, inadequate research initiative and low ICT-mediated education. It is recommended that learner-centred and a problem-based instructions must be adopted, lecturers should be mentored and trained in the art and skill of teaching; assessment method must challenge students to perform at higher cognitive level of understanding, ICT-driven education should be adopted to impact equitable access, quality and cost of education.

show abstract

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Breaking the fetters of Higher Education in Sub-Saharan Africa

Asamoah¹,

Mackin²

2015

Int. J. Educ. Admin. Pol. Stud.

View full text Add to dashboard Cite

show abstract

“…Con todo lo dicho, la figura del docente del siglo XXI, sobre todo en niveles superiores de educación, adquiere mayor profundidad en referencia a su rol pedagógico (Martínez, Romañá, y Gros 1998). Destacamos, por un lado, el papel de gestor de auténticos procesos de enseñanza y de aprendizaje que se centren en enseñar a aprender ciencia (García Valcárcel, 2001), y, por otro, el papel de modelo de actuación y de guía en el tratamiento de dilemas éticos propios de su área de conocimiento o relativos a temas socialmente controvertidos vinculados con la ciudadanía (Cortina, 1995(Cortina, , 1997Martínez, 2002).…”

Section: El Docente De Educación Superior En La Formación Del Siglo Xunclassified

“…En cuarto lugar, conceptualizamos la figura del docente no tanto como experto en un área de conocimiento encargado de transmitirlo, sino como un gestor y dinamizador de auténticas prácticas de enseñanza, de aprendizaje y de evaluación. Proponemos que integre entre sus funciones la de ser un modelo en el tratamiento de los dilemas éticos, y sostenemos que el docente tiene un compromiso moral con la institución y con la comunidad a la que pertenece (Martínez, Romañá y Gros, 1998;Martínez, 1998, Derrida, 2002. Por último, trataremos de situarnos en el escenario educativo donde se encuentran el estudiante, los contenidos que hay que enseñar y aprender y el docente.…”

unclassified

La universidad como espacio de aprendizaje ético

Martín

Estrada

Bara

2002

RIEOEI

View full text Add to dashboard Cite

El texto que presentamos está estructurado en dos partes. La primera trata de las funciones que se le atribuyen en nuestros días a la universidad, y que emergen de los debates cada vez más frecuentes en torno al tema; entre ellas destacamos las que a nuestro juicio nos parecen más importantes y que deberían abordarse con prontitud. En la segunda parte subrayamos la necesidad de elaborar una propuesta de formación en valores éticos para la educación superior en sociedades plurales, orientada a la creación de una ciudadanía interesada en profundizar los estilos de vida basados en valores democráticos y en construir una sociedad más equitativa. En ella planteamos un modelo de aprendizaje ético que tanto en su dimensión teórica como práctica, pretende dar respuestas y ofrecer pautas para la formación en valores en el mundo universitario.

show abstract

“…To bridge the gap between secondary education and the biochemistry degree, the Department of Biochemistry and Molecular Biology of the University of Barcelona [1], in collaboration with the SEBBM, has designed a course with lectures and practical classes for students in their last year of secondary school. The promotion of biochemistry and molecular biology among young people is crucial if we are to increase their interest in these disciplines [2].…”

mentioning

confidence: 99%

Bridging the gap in biochemistry between secondary school and university

Fernández‐Novell

Gomis

Cid

et al. 2002

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

This manuscript describes a new strategy for introducing secondary school students to biochemistry. To bridge the gap between secondary education and the university, the Department of Biochemistry and Molecular Biology of the University of Barcelona, in collaboration with the SEBBM (The Spanish Society for Biochemistry and Molecular Biology), designed a course with lectures and practical classes for students in their last year of secondary school. The impact of this course on society has been considerable, and it is now a reference model for other disciplines.Keywords: Biochemistry, course, secondary school, students.Biochemistry is not taught as a separate subject in secondary schools. Some concepts in biochemistry and molecular biology are covered in biology or even in chemistry courses. Moreover, secondary school teachers, in particular senior members of staff, have not normally been exposed to biochemistry since their own graduation; consequently, they are out of touch with the present state of this discipline. As a result, secondary school students frequently do not appreciate the importance of biochemistry and molecular biology in many aspects of our lives such as health, agriculture, the environment, etc.In Spain, university science degrees are structured into three periods (cycles), the third one corresponding to the doctorate level. Biochemistry is a second cycle degree, therefore to enroll in this discipline, students are required to have completed the first cycle (2 to 3 years) in one of the following degrees: chemistry, biology, pharmacy, medicine, or veterinary medicine.To bridge the gap between secondary education and the biochemistry degree, the Department of Biochemistry and Molecular Biology of the University of Barcelona [1], in collaboration with the SEBBM, has designed a course with lectures and practical classes for students in their last year of secondary school. The promotion of biochemistry and molecular biology among young people is crucial if we are to increase their interest in these disciplines [2]. STUDENT SELECTIONThe course accepts 24 secondary school students in their last year of study and who are preparing for the university entrance exam. The university distributes posters and triptychs to promote and collect applications from students interested in the course. This information and the application forms are sent to all the secondary schools (public and private) in the province of Barcelona (about 4.5 million inhabitants) and are also published on the web page of the Department of Biochemistry and Molecular Biology of the University of Barcelona (www.bq.ub.es). The application form is returned to the department, together with the following. 1. A letter in which the student explains why he/she is interested in the course. 2. A detailed academic report (certificate) by the school administration. 3. A letter of recommendation from one of his/her science teachers. Normally, about 500 applications are received. The first selection is then based on the aims, the academic records, and ...

show abstract

The Problem of Training in Higher Education

Cited by 5 publications

References 0 publications

Breaking the fetters of Higher Education in Sub-Saharan Africa

Breaking the fetters of Higher Education in Sub-Saharan Africa

La universidad como espacio de aprendizaje ético

Bridging the gap in biochemistry between secondary school and university

Contact Info

Product

Resources

About