Teacher educators must produce teachers who see their own learning as a lifelong enterprise. Successful models of lifelong learning partnerships between universities and schools must assert connections between thinking, planning, and practice through self-generated supported reflective work at multiple levels, which is appropriate to the lifelong…

The need to formalize codes of ethics for teachers, with the objective of finding an appropriate balance between professional autonomy and accountability, is discussed. Sample codes from the United States, Germany, and Switzerland are examined and interpreted. The role of ethics in educational reform, relationship of ethics to other teacher…

The design and content of new undergraduate and graduate teacher-education curricula in Italy, mandated by a 1990 law, is discussed. The four-year university curriculum is designed to train infant and elementary-school teachers, and a two-year graduate program is designed for secondary-school teachers. (MSE)

Main trends and developments in British graduate study in the last decade are examined, including establishment of organizational structures to reduce graduate student isolation; graduate curriculum development; concern with completion rates; and issues surrounding quality of graduate courses, especially through academic audit and teaching quality…

Higher education financing in Europe is undergoing a period of confusion and change. Five issues are noted: student participation in financing their studies is lower than optimum; upward trends in tuition/fees will continue; student financial aid systems in most countries must be rethought; tuition/fees and student aid systems must be coordinated…

Discussion of funding for public colleges and universities in the United States looks at different mechanisms for measuring institutional performance, recent experiences with performance indicators for purposes of funding and the pitfalls and limitations of their use, the current status of performance-based funding in public colleges, and…

Indicates the importance of flexible teaching and learning in engineering education, especially to students who cannot attend in traditional, full time, on-campus studies. Discusses the benefits of flexible teaching and learning for both students and academic staff. (Contains 27 references.) (Author/YDS)

Discusses an alternative approach to lecturing, the interactive lecture. Examines the effects of interactive teaching in lectures using an interactive voting system and peer instruction on the attainment of learning objectives, student motivation, and student perception of the instruction offered. (Contains 20 references.) (Author/YDS)

Discusses the development of information and telecommunication technology (IT) in Finland and its implementation in secondary vocational education and higher education. (Contains 30 references.) (YDS)

Focuses on an undergraduate module which served to provide a rationale for a web-based teaching, learning, and a support environment for academic staff and students. Explores module/program support development possibilities on the web from academic, quality, and commercial perspectives as well as the cybernetic and evolutionary nature of learning.…

Promotes the provision of interfaces that allow users to access most of the functionality of existing graphical user interfaces (GUI) using speech. Uses the design of a speech control tool that incorporates speech recognition and synthesis into existing packaged software such as Teletext, the Internet, or a word processor. (Contains 22…

Discusses the relationship between funding, management, and quality assurance in engineering education in developing countries. Presents a few case studies on problems of accreditation and quality assessment in larger developing countries such as India and the Philippines, and also in very small developing countries such as Papua New Guinea, Fiji,…

Describes a number of staff development organizations along with their strategies and experiences. Features examples from Denmark, Sweden, and Belgium. (Author/MM)

Critical reflection is at the heart of being an effective teacher. Suggests that it is no longer appropriate in university education to focus on what but also on how and why. (Author/MM)

Summarizes the demands from industry that engineers of the future will have to meet and relates them to characteristics of modern training methods. A new view on the content of the engineer's education implies a new set of educational tools. (Author/MM)