The article deals with the problem of interdisciplinarity impact on higher petroleum education in Ukraine. Different views on the essence of interdisciplinarity, especially in the context of higher petroleum education, have been presented. It has been indicated that many scholars have studied the essence of interdisciplinarity within higher…

The relevance of the problem under study is conditioned by the socially important need of the contemporary university education to train highly qualified personnel in all directions of activity, to form and develop a professional person of a high intellectual, moral and spiritual culture. The objective of the paper consists in giving theoretical…

This paper shows the planning, the teaching activities and the evaluation of the learning and teaching process implemented in the Chemical Process Design course at the University of Cantabria, Spain. Educational methods to address the knowledge, skills and attitudes that students who complete the course are expected to acquire are proposed and…

The issue of modularising vocational education and training (VET) systems has been the subject of heated debate in many European countries. In particular, in Scotland the use of modules within the curriculum has been seen as either restrictive or liberating depending upon the theoretical stance taken. At a more pragmatic level modularisation of…

The new phenomenon of global development education (GDE) has gradually penetrated the curricula in Slovakia. For the purpose of more comprehensively preparing future economic actors, who will operate in the new global economic and social environment, we have decided to incorporate this topic into the curriculum at the Faculty of Economics and…

This article presents the experiences of nursery and primary head teachers (n = 12) on the English Early Years Foundation Stage (EYFS) after its first year of implementation in 2010. Findings are drawn from a subset of data (head teachers of primary and nursery schools) which forms part of a larger Department for Children, Schools and Families…

The Ministry of National Education of Turkey has decided to give up traditional methods to be used in the classes and to develop a new secondary school curriculum based on Context-Based Learning (CBL) in 2007. This paper discusses integrating Problem-Based Learning (PBL) tasks into the new physics curriculum in Turkey. A brief overview of a…

For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been instrumental in developing an analytical model for understanding the relationships between educational policy (the intended curriculum), classroom and instructional practices (the implemented curriculum), and educational learning…

For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been instrumental in developing an analytical model for understanding the relationships between educational policy (the intended curriculum), classroom and instructional practices (the implemented curriculum), and educational learning…

The mandatory curriculum mooted by the Israeli Ministry of Education for implementation is designed to include the most important body of knowledge to be taught and acquired by every student in the educational system. In addition to the knowledge present in the mandatory curriculum it also includes the learning skills and social values necessary…

The merging of the Bologna and the Copenhagen processes into a single European education area appears appropriate, especially as general, vocational, adult and academic education are to be integrated in a future European Qualification Framework (EQF). This is the backdrop to the following description of the Bologna process, which was originally…

"Tsalani Bwino" in the Chichewa language is a farewell term which translates as "I am going, you are staying--go well in peace." This article reviews the author's working relationship with Hope One World and SOS Children's Village, Malawi during the period 1999-2004, where she conducted workshops in educational drama methods.…

In France, technology is a compulsory school discipline at the junior high school level (ages 11-15). Technology studies were initiated at the beginning of the 1960s when school attendance until the age of 16 became mandatory and when it was decided to delay vocational training because of the irreversible drive towards technical modernity, a…