International Journal of Research - Granthaalayah 7(12) 271-284
Strategic Management and Professional Education Personnel
The Government has established qualifications and competency standards for education personnel, including Minister of Education Regulation No. 24/2008 concerning school administrative staff competencies, Minister of Education Regulation No.26/2008 concerning laboratories competence, Minister of Education Regulation No. 27/2008 concerning school counselor competencies. School education personnel who have met these standards can be said to be professional education staff. To meet these standards, principals must take special steps, hereinafter referred to as strategic management. This study aims to determine and study the empirical picture of the strategic problems faced by Jambi City 1 High School, Muara Bungo 1 High School and Sungai Penuh City 1 and Sungai Penuh School and the strategy undertaken in responding to the needs of the development of education staff in the future to respond to global competition. This research uses a qualitative method with a descriptive approach, with data collection techniques using interviews, observation and document studies. Data analysis is performed through data display, data reduction and data verification processes. The results of this study are generally the state of professionalism of the teaching staff in Jambi Province State Senior High School not all meet the standards set by the Government. The strategic management of the headmaster of SMA Negeri 1 in Jambi Province begins with a school selfevaluation. The results of the school self-evaluation serve as a reference for the school principal in the formulation of the school's vision, mission and goals as well as the principal's policy in developing professionalism of the teaching staff.
interactive forms, bachelor's programs, professional simulation, case study method, project activity, and professional education
The urgency of the problem specified in the article stems from the fact that within the scope of transition to Federal State Educational Standards of the third generation and to a new Unified Standard for Teachers, preparation of academically flexible teachers who will possess a certain scope of knowledge both in the subject area and in the allied sciences and well-versed in new achievements of various sciences, becomes a particularly important task. They should face professional problems and be able to independently develop and implement new active teaching methods and techniques in the educational process meeting the present-day needs of educational institutions. The purpose of the article is to study interactive forms application in the process of training of future physics teachers. Interactive teaching methods providing interaction not only between teachers and students, but also between students consist in giving opportunity to students of all-round education in the chosen field of study. The key methods of the research are theoretical analysis of pedagogical literature providing an overview of learning technologies' development and interactive teaching methods survey as applied to bachelor's students majoring in pedagogy. The core results of the research consist in describing the use of some interactive learning methods. They make it possible to organize practice-oriented educational process, assess students' knowledge quality in the subject area, as well as evaluate the level of students' basic professional competencies in accordance with the requirements of the Unified Standard for teachers.
Meinert, E, Alturkistani, A, Foley, K, Brindley, D, Car, J, and European Institute of Innovation and Technology
costs and cost analysis, distance education, economics, education, online education, online learning, professional education, 08 Information and Computing Sciences, 11 Medical and Health Sciences, 17 Psychology and Cognitive Sciences, and Medical Informatics
The World Health Organization World Health Report conveys that a significant increase is needed in global healthcare resourcing to meet current and future demand for health professionals. eLearning presents a possible opportunity to change and optimize training by providing a scalable means for instruction, thus reducing the costs for training health professionals and providing patient education. Research literature often suggests that a benefit of eLearning is its cost-effectiveness compared with face-to-face instruction, yet there is limited evidence comparing design and production costs with other forms of instruction, or the establishment of standards for budgeting for these costs.