quality of education

  • Waldorf Approaches to Organization of the Pedagogical Process and Their Influence on the Quality of Education of Ukrainian Junior Schoolchildren

    Author: Olena Ionova
    Institution: Kharkiv H. S. Skovoroda National Pedagogical University
    Author: Oksana Gres
    Institution: Kharkiv H. S. Skovoroda National Pedagogical University
    Author: Wiktoriia Partola
    Institution: Kharkiv H. S. Skovoroda National Pedagogical University
    Author: Svitlana Luparenko
    Institution: Kharkiv H. S. Skovoroda National Pedagogical University
    Year of publication: 2018
    Source: Show
    Pages: 135-145
    DOI Address: https://doi.org/10.15804/tner.2018.54.4.11
    PDF: tner/201804/tner5411.pdf

    With the aim of determination of the influence of Waldorf approaches to the organization of the pedagogical process on the quality of education of Ukrainian junior schoolchildren, the presented experimental research was carried out over the period 2014 – 2016. Third grade schoolchildren of general educational institutions were involved in the experimental research. The organizational forms and methods of Waldorf school were implemented. They were: rhythmic organization of the pedagogical process, artistic teaching, limited use of standard textbooks and schoolchildren’s work on drawing up their own work notebooks, involvement of art elements in the study of all subjects, differentiated exercises for children with different types of temperament, use of active-practical projects, active exercises and games. The positive influence of Waldorf approaches on the quality of schoolchildren’s knowledge (fullness of knowledge and level of their assimilation) and development of their personal- motivational sphere (junior schoolchildren’s attitude to learning, levels of their cognitive activity) was detected. An increase in the level of schoolchildren’s activity and autonomy in educational-cognitive activity was found. The obtained data makes it possible to disseminate Waldorf educational experience for improving the quality of education of junior schoolchildren.

  • Criteria and Indicators of University Education Quality : The Results of Expert Interview

    Author: Olga V. Bezpalko
    Author: Nataliia A. Klishevych
    Author: Tetiana L. Liakh
    Author: Roman O. Pavliuk
    Year of publication: 2016
    Source: Show
    Pages: 61-71
    DOI Address: https://doi.org/10.15804/tner.2016.46.4.05
    PDF: tner/201604/tner20160405.pdf

    The article is devoted to evaluation of criteria and indicators of the measuring of university education quality. On the basis of an expert interview of the teaching/academic staff of the Institute of Human Sciences of Borys Grinchenko Kyiv University, three main criteria were identified (resourses of educational activities, organization of educational activities, the results of specialist training) and their indicators (the level of teaching/academic staff, students as subjects of education, material base, information and methodological support, technologies of training and education, presentation of educational achievements, competitiveness of graduates at the job market, professional achievements of graduates). The proposed criteria and indicators of the quality of education measuring made it possible to evaluate a methodology of measuring/monitoring of university education quality, which is the innovation of our research. A wheel model, whose rung is a criterion indicator, was included in the basis of the methodology of measuring/monitoring of the quality of education. Each rung is also a separate indicator measuring scale and it is divided into ten conditional labels.

  • Competence-based teaching for future education

    Author: Dragica Pešakovič
    Author: Domen Kovačič
    Author: Boris Aberšek
    Author: Martin Bílek
    Year of publication: 2015
    Source: Show
    Pages: 226-239
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.19
    PDF: tner/201501/tner20150119.pdf

    The quality of education is increasingly being measured less by the knowledge gained during schooling and more by the level of competence possessed by students at doing a particular job after completing their education. Target and process-planned curricula are being replaced more and more by competenceoriented curricula, especially in science and technology education, where competences, generally defined as the ability of an individual to do a job properly, are placed at the forefront. In these, skills are not understood primarily as cognitive skills (e.g. critical thinking), but mostly as skills in connection to psychomo torics. If competence is the desired criterion for educational quality, it can be easily established that suitable instruments and methods of measurement are needed for this kind of quality evaluation, which, however, are not yet available. This is why in the field of competences a special unified competences taxonomy was developed, based on different taxonomies for the cognitive and also affective and psychomotor fields. Additionally, suitable instrumentation was developed in this study. Its use was demonstrated in the example of elementary education in Slovenia in the field of science and technology education.

  • Tutoring akademicki-korzyści dla studenta, nauczyciela i uczelni wyższej

    Author: Sabina Ratajczak
    Year of publication: 2016
    Source: Show
    Pages: 154-171
    DOI Address: https://doi.org/10.15804/kie.2016.03.09
    PDF: kie/113/kie11309.pdf

    Tutoring as a teaching method is associated with the most prestigious European universities. More and more Polish universities decide to implement tutoring recognizing it as a way to create the image of an institution whose objective is to treat students subjectively and care about the quality of education. It is also a great method of improving talents and developing students’ and teachers’ academic potential. On one hand it is a method representing the elite personalized education; however, on the other hand, by means of providing the appropriate organizational conditions, it would also supplement the current educational process, which is typical for the mass education. The article presents the specific nature of the academic tutoring in terms of benefits that it would bring to the university, teachers and students. On the basis of the qualitative data collected during interviews with 15 participating in the program students from four Polish higher educational institutions, the program specificity and elements that, in students’ opinion, influence the program effectiveness were presented. The elements are as follows: relational nature of tutoring, tutor’s personality and classes in the form of individual meetings. Quoted comments indicate the effectiveness of this method, both in the context of students’ ability to be familiarized with the appropriate knowledge but also in the context of developing students’ communicative competence, ability to learn as well as increasing their motivation for learning. For teachers, tutoring is an opportunity to develop their didactic competence, to get rid of the academic routine, a chance to teach on the basis of constructing a good relationship with a student. For the university, tutoring is an opportunity to improve the quality of education and to implement methods of personalized education, which is associated with elite education and the best foreign universities.

  • Badanie ankietowe jako element ewaluacji jakości kształcenia na uczelniach wyższych

    Author: Marek Jeziński
    Year of publication: 2016
    Source: Show
    Pages: 213-227
    DOI Address: https://doi.org/10.15804/kie.2016.03.12
    PDF: kie/113/kie11312.pdf

    The paper concerns on advantages and disadvantages of survey researches used as tools in the process of evaluation of education quality in contemporary Poland. Education quality is usually surveyed by using questionnaires accessible in electronic internet form as a part of the USOS system. It is implied that survey, as a research method, is an effective means applicable to measure opinions, attitudes and expectations of the students. Moreover, the internet form of survey takes the most of advantages of the traditional forms of research, which makes it an efficient tool in the process of evaluation in the higher education. This way of research prevail at Polish universities.

  • Zmiany w jakości kształcenia akademickiego w dobie pandemii COVID-19

    Author: Gabriela Czapiewska
    Institution: Akademia Pomorska w Słupsku
    ORCID: https://orcid.org/0000-0002-5638-9831
    Year of publication: 2021
    Source: Show
    Pages: 50-63
    DOI Address: https://doi.org/10.15804/kie.2021.03.03
    PDF: kie/133/kie13303.pdf

    Changes in the quality of academic education in the time of the COVID-19 pandemic

    Through the first period of the coronavirus pandemic, and in the need to teach remotely the education system in Poland underwent the accelerated process of implementation of distance learning solutions. The task that universities set themselves in the era of the prevailing pandemic was to maintain the quality of education at the existing level, while ensuring the safety of students and lecturers. The main aim of the study is to illustrate the changes in the academic education process that occurred during the COVID-19 pandemic. This article highlights the specific features of distance learning, pointing to its positive and negative sides. To achieve the assumed goal, a query of domestic and foreign literature in the field of the presented research issues was used, as well as an analysis of secondary sources of information, mainly reports on remote education research during the pandemic. The analyzes show that the forced transfer of education to virtual platforms brought some benefits, but also resulted in a number of unfavorable changes. The educational experience so far during the pandemic has shown that the transfer of this form of verification of learning outcomes to cyberspace posed serious problems - not so much for students, but for teachers. Remote education offers hope for matching teaching techniques to the needs of students, as well as for forcing lecturers to improve the quality of their classes, also in terms of content. Distance learning techniques are therefore becoming an integral part of the education process. The issues discussed in the article may constitute a starting point for further in-depth research.

  • Kształcenie akademickie w warunkach zagrożenia epidemicznego COVID-19 – perspektywa studentów i wykładowców

    Author: Beata Krystyna Detyna
    Institution: Państwowa Wyższa Szkoła Zawodowa im. Angelusa Silesiusa w Wałbrzychu
    ORCID: https://orcid.org/0000-0002-4854-8433
    Year of publication: 2021
    Source: Show
    Pages: 64-87
    DOI Address: https://doi.org/10.15804/kie.2021.03.04
    PDF: kie/133/kie13304.pdf

    Academic education in conditions of the COVID-19 epidemic threat – the perspective of students and lecturers

    Understanding the opinions of students and lecturers of Polish universities on the quality of academic education during the COVID-19 pandemic, as well as their recommended activities for improvement of learning processes in the event of a constant epidemic threat was the main goal of the conducted research. The main tool in the adopted research model were proprietary questionnaire forms based on the Servqual methodology. The research results presented in the publication illustrate the gaps (differences) between the expectations of students and lecturers and the aspects assessed by them, which make up the quality of academic education. 145 students, representing 12 Polish universities participated in the research. They represented both a practical and general academic profile of studies, full-time and part-time studies. In the case of lecturers, the research sample was 81 academic staff representing 20 Polish universities. According to the position held, the most numerous group of lecturers were: assistant professors, senior lecturers, university professors, lecturers and assistants. The publication presents the problems most frequently indicated by students and lecturers related to the prolonged COVID-19 pandemic, including the implementation of distance learning. Methods of improving the organization of didactic classes in the context of the epidemic threat were also presented.

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