Policy Planning in Higher Technical Education

Higher technical education is one of the indicators of national growth. Higher technical education of the country is responsible for its global progress in technology and standard of living as technical advancement helps to make the country economically progressive as the availability of quality technical staff attracts global entrepreneurs who, in turn, increase the revenue of the nation and therefore the higher technical education system is the backbone of the country's economic progress. In the present research paper, India's higher technical education system is being studied, which is currently undergoing uneven expansion due to the implementation of the various policies responsible for this plethora of expansion. The main objectives of this study are to improve the quality of higher technical education by developing a dynamic system model by incorporating some of the important parameters of higher technical education system stakeholders to test various long-term policies that can improve the quality of higher technical education.

Chile se convierte en un laboratorio importante de los cambios que la educación técnica superior debe implementar en los países en vías de desarrollo. Este artículo discute la implementación de la Ley 20.910/2016 de creación de 15 Centros de Formación Técnica (CFT) o colegios universitarios estatales. También presenta un proyecto en desarrollo para el estudio del impacto de estos nuevos CFT, el cual, busca analizar el rol del Estado como nuevo proveedor de la educación superior técnica (ESP) y de la Educación Superior Técnica Profesional (ESTP) como sustituto de las actuales ofertas dadas por el sector privado. Esta propuesta metodológica puede ser de relevancia en otros contextos socio-educativos latinoamericanos para el estudio del impacto de la provisión estatal de la educación superior técnica.

Постановка проблеми: Формування і розвиток ціннісних орієнтацій особистості покладено в основу виховання молоді на всіх освітніх рівнях. Необхідність аксіологізації процесу підготовки майбутніх інженерів підсилюється специфікою техніко-технологічної діяльності в умовах широкого впровадження ІКТ. Інтеграція ціннісно-мотиваційних чинників з навчанням фізики і технічних дисциплін є актуальним аспектом у розбудові сучасної вищої технічної освіти. Методи: У дослідженні використано концептуально-порівняльний аналіз психолого-педагогічної та методичної літератури, новаторського досвіду й узагальнення власного багаторічного досвіду педагогічної діяльності, а також спостереження, бесіди з викладачами і студентами вищих навчальних закладів. Результати: Шляхом конкретизації функцій з’ясовано сутність аксіологізації у системі вищої освіти. Встановлено важливість перенесення мотивів навчальної діяльності з кінцевого результату на її процес і визначальну роль мотивів самоосвіти. Досліджено взаємозв’язки між ступенем ціннісно-мотиваційного розвитку особистості та її індивідуальними характеристиками. З’ясовано сутність феномену ставлення до навчання, визначено його види. Конкретизовано місце і значення у проведеному дослідженні основоположних професійно значущих морально-етичних принципів. Висновки: Аксіологізація вищої технічної освіти є потужним засобом формування соціально-особистісної, предметної і професійної компетентності майбутнього інженера. Створення відповідних особистісно орієнтованих дидактичних засобів ґрунтується на міждисциплінарних методичних підходах у вищій освіті.

The article is devoted to the analysis of numerous opinion and discussions reflected in publication in Ukraine and Russia. She makes an attempt to analyze the status and condition of sociology teaching of students-nonsociologists, including engineers at higher institutions of Ukraine and Russia.

The National Education Policy – 2020 is a comprehensive and transformative reform initiative in India's higher education system, aiming to strengthen academic quality and relevance through flexibility, multidisciplinary education, and student-centric governance. However, the actual effectiveness of such policy reforms largely depends on their implementation at the institutional level and the academic realities experienced by students. In this context, the present study empirically evaluates the effectiveness of NEP–2020 implementation in higher education institutions of Uttarakhand state from a student perspective and examines its impact on student satisfaction. For the study, primary data were collected from 350 undergraduate, postgraduate, and research students enrolled in government, aided, and private higher education institutions located in the hilly and plain regions of the state through a structured questionnaire. The study is based on a quantitative and cross-sectional research design and utilizes the Partial Least Squares – Structural Equation Modeling (PLS-SEM) methodology to test measurement properties and structural relationships. The results confirm a high level of measurement reliability and validity. The findings of the structural model indicate that effective institutional execution of NEP–2020 is associated with improved institutional performance quality, which, in turn, has a positive and statistically significant impact on student satisfaction. The mediation analysis further clarifies that institutional performance quality acts as a key transmission mechanism between policy implementation and student satisfaction. Although the cross-sectional design limits temporal causal generalizations, the findings provide strong evidence that strengthening institutional capacity, academic resources, and student support systems is crucial for achieving the desired outcomes of NEP–2020. This study offers significant policy implications for higher education administrators and policymakers, particularly in geographically diverse, regionally challenging, and resource-constrained contexts like Uttarakhand.

One of the most impressive uses of information and communication technology is the advent of e-learning. The current E-learning system mainly plays a role of learning assistance such as providing learning content or learning information, and sometime it provides channels or platform in the learning environment for discussion and interaction. In recent years E-learning has changed sophisticatedly in teaching method in higher education of Asian countries. The success of E-learning depends on the some circumstance like learning effectiveness, cost effectiveness, institutional commitment, access, faculty satisfaction, and student's satisfaction. Accessing has become more widely permitted through the open courseware. Open Courseware is one of the effective new types of E-learning system raised in recent years. This paper discusses the importance of e-learning system in higher education, and universal access to knowledge and information in the network and digital environment through Open Courseware. Some of the major initiatives and the targets segments covered by the online education have also been studied in this article.

The article reveals the foreign experience to form the communicative competence of foreign students in universities of construction and architecture. Scientists emphasize the importance of classifying communication skills according to such groups as oral, written, interpersonal, and visual communication. Oral communication included such important skills as preparing an oral presentation, meeting, participating in a telephone conversation, briefing, discussion, etc.; written communication includes the ability to create e-mails, reports, memos. Instead, it is appropriate, according to scientists, to include such skills as perceiving information from brochures and advertisements, technical drawings, illustrations, photos, drawings, diagrams, tables, catalogs, and presentations to the system of visual communication skills. Along with this, it makes sense, from the researchers’ point of view, to include participation in team activities, resolution of conflict situations, transmission of non-verbal signals, realization of self-concept and management of one’s emotional state as interpersonal communication skills. The leading methods to form the communicative competence of foreign students are brainstorming, mini-interviews, discussion of scenarios for the use of grammatical forms and lexical units, analysis of different communication styles, and body language characteristics. In addition, the use of presentations allows you to assimilate the correct intonation, sentence rhythm, basic idioms, and terms. It is pedagogically expedient to systematically acquaint students with the main components of planning, evaluation and reporting of their educational activities. The analysis of foreign experience in the formation of communicative competence of future foreign students in universities of construction and architecture allows for the formulation of recommendations to improve the effectiveness of their training in the domestic system of higher technical education, for example, to take into account the peculiarities of oral, written, interpersonal, visual communication; create an atmosphere of immersion in the English language; develop flexible educational plans; take into account the specifics of professional communication situations; increasing the specific weight of interactive learning methods; active use of information and communication technologies.

This article examines the trends and conditions for the effective implementation of professionally-oriented technologies for teaching foreign languages in the system of higher technical education. Currently, the most well-known and promising professionally-oriented technologies of teaching foreign languages are communicative, contextual learning, modular, and information technologies. Distance education is designed to meet the individual educational needs of each student, to provide an opportunity for students to use cyber-libraries, to solve special tasks related to the development of the creative component of education. Information professionally-oriented technology is aimed at creating a personalized educational product, has an interactive character and involves all the curricula of educational activity in the process of learning and using a foreign language. Advantages of distance learning are lack of geographical restrictions, adaptability, ability to access various sources of information, ability to obtain information of various volumes and contents. It saves time and material costs.

The current paper is based on a survey conducted on 321 engineering students studying at University Politehnica of Bucharest and University Politehnica of Timişoara. The research aims at outlining the profile of the teacher in technical higher education as depicted by engineering students. The results of the study highlight the importance of the student-teacher relationship and of the teacher’s roles as evaluator and examiner. Moreover, the test data show significant statistical differences between the real and ideal teacher in technical higher education from a student perspective. Regarding the dimensions of the teacher in technical higher education, based on the statistics, on a 1 to 5 scale, the results show similarities of the two models. For instance, students rank first intelligence and last elitism and competitiveness as teacher attributes.

As we move further into the twenty-first century, businesses continue to seek employees with global experience and intercultural competence, but the reality is that many students are unable to gain this experience through study abroad programs for a variety of reasons. The purpose of this study was to determine if there is value in using web conferencing technology to provide students with access to international learning activities or ways to internationalize the curriculum for students who are unable to travel abroad. This formative case evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research. The Online Learning Consortium’s (OLC) Quality Framework is composed of five pillars that support successful online learning: access, student satisfaction, faculty satisfaction, learning effectiveness, and scale (Online Learning Consortium 2017). Using the OLC Quality Framework, this formative case evaluation focuses on both quality (student satisfaction, faculty satisfaction, learning effectiveness) and value added (access, scale) when web conferencing technology was used to allow participants in the USA to participate live in study abroad activities in a global health management course in Brazil. Researchers found that web conferencing technology appears to be a viable alternative that provides its own set of benefits to students in higher education. Using the OLC Quality Framework to explore the evaluation questions revealed both success factors and areas for improvement in each of the five categories promoted by the international professional organization dedicated to the advancement of quality online learning.

The training of specialists in the system of higher and secondary specialized education is an important aspect in the currently expanding scale of the production of labor power. The training and education of students in higher educational institutions and technicums are influenced by a multitude of factors. Chief among these are: the level of development of the productive forces and the nature of production relations, the nature and forms of the division of labor, the prospects for progress in science and technology, particular features in the structure of the staff of professors and instructors, etc.

Tanzania’s education system has been passing through different changes in its policies and strategic implementation plans. As a result, improvements in various areas, such as increased students’ enrolment rate, improved pass rates, and improved infrastructure at all levels have been realized. This pilot study aimed at understanding the awareness and perception of policymakers, employers, instructors, and students of the importance of policies in integrating workplace learning and technical higher education. With the main question being, how stakeholders in the education sector perceive the importance of policies in integrating workplace learning and technical higher education. In order to answer the above question, a qualitative study with semi-structured interviews was conducted with policymakers, employers, instructors, and students. Most of the interviewees stated that policies have significant roles in ensuring the smooth integration and implementation of these two learning modes. On the other side, several challenges were mentioned in policy implementation and realization of the strategic plans. These challenges were categorized as those related to the public’s and students’ awareness and readiness, financial constraints, educational institutes’ readiness, and operationalization of the organizations and educational institutes. From this pilot study, insightful information is gained on the importance of having policies that take into account all main stakeholders in higher education.

Influenced by the processes of European integration, globalization and, in particular, in order to build a single European higher education area, an important task of Ukrainian educators is to study the practical experience of our foreign colleagues in training teachers for vocational schools at all levels. Among the European countries where close attention is paid to the quality of teacher training, in particular in the field of vocational education, Germany stands out. The purpose of the study is to analyze the features of modern training of teachers of vocational education in Germany with the prospect of using progressive German experience in the Ukrainian system of training/retraining of teachers for institutions of professional and higher technical education. A detailed analysis of the German teacher training system, carried out in the course of this study, allowed us to make some important generalizations. First, it is worth noting the high expediency and effectiveness of Germany's extensive system of institutions, which, thanks to a clear division of functions, contribute to the effective organization of three-stage training of qualified teachers for vocational education. Secondly, the analysis of the content of the curriculum for future teachers of vocational education in Germany shows an attempt to train competitive professionals not only in the vocational education system, but also in the labor market in general. Third, the developed Standards for teachers in the field of educational sciences effectively influence the implementation of training programs for teachers of vocational education, requiring the formation and further improvement of their competencies in the field of teaching, education, evaluation and implementation of innovations. Finally, it is worth noting the urgent need to use the achievements of the German experience of practical training of VET teachers in the Ukrainian system of training and retraining of teachers for institutions of professional and higher technical education

Efforts to increase student satisfaction as higher education customers need to be made, since student satisfaction is related to the university quality. This research aimed to study the model of student satisfaction as university customers by using survey method. The sample was determined to be 208 people who were obtained by proportional random sampling. The instrument used was a questionnaire with questions of total student quality, quality of lecturer service, and student satisfaction as higher education customers, with the reliability coefficients of 0.82, 0.84, and 0.86, respectively. Moreover, SEM analysis techniques using AMOS tools were conducted. Based on the results of the confirmatory factor analysis, Several points have been obtained, such as: (1) personal leadership is the strongest indicator (69.38%) to form the total quality student variable, (2) responsiveness is the strongest indicator (81.90%) to form the quality of lecturer service variable, and (3) satisfaction is the strongest indicator (78.49%) to form the student satisfaction as university customers variable. Furthermore, the analysis result found that the total personal quality of students had no significant effect on the testing of student satisfaction variables as university customers, However, the service quality variable had a positive effect on the student satisfaction. The results of this study will strengthen the student satisfaction model in higher education management and contribute to the education management science.

The E-Learning is learning through electronic means with the Internet as the renowned choice. The success of E-Learning depends on the following factors: learning effectiveness, cost effectiveness and Institutional commitment, access, faculty satisfaction, and student satisfaction. As accessing has become more widely permitted through the open courseware and the like with reduced E-Learning cost as a result, more ELearning employment should yield higher achievements in learning effectiveness, and faculty and student satisfaction toward E-Learning. Among four components of E-Learning included contents, LMS (Learning Management Systems), communication, and evaluation, the quality of learning material or online E-Learning content gets more challenging as it is the main criteria in teachers' up-to-date skills and students' learning quality. In this paper we present the results of our survey conduced on various aspects of the analysis of the ELearning system.