Pedagogy of Post-Compulsory Education

2021 Research Methods e-Festival | Innovation, adaptation and evolution of the social sciences

2021 Research Methods e-Festival | Innovation, adaptation and evolution of the social sciences

Click to enlarge...

NCRM is delighted to bring you the 2021 Research Methods e-Festival in collaboration with methods@manchester. Held on 25-29 October 2021, the event will be a celebration of research methods with an interdisciplinary social science flavour.

CR&DALL Themes: 

Lectureship in Adult Education - University of Glasgow

Lectureship in Adult Education - University of Glasgow

Click to enlarge...

The School of Education invites applications for the position of Lecturer in Adult Education (Research & Teaching Track) at University of Glasgow. The School of Education is one of the leading Schools of Education globally, ranked No 38 in the QS for Education and Training (2021). We are a large and dynamic unit which brings together academics and researchers with expertise across all sectors of education: formal and non-formal, pre-school through to higher, adult and community education.

CR&DALL Themes: 

New project | Employability in programme development (EPD) led by Kristinn Hermannsson

Employability in programme development (EPD)

Click to enlarge...

We are pleased to announce a new project 'Employability in programme development (EPD): Establishing a labour market to higher education feedback loop drawing on local labour market intelligence', which seeks to establish a feedback loop from the labour market to HEIs in order inform programme and course design to best support the employability of future graduates.

CR&DALL Themes: 

Employability in programme development (EPD): Establishing a labour market to higher education feedback loop drawing on local labour market intelligence

The Employability in Programme Development (EPD) project seeks to establish a feedback loop from the labour market to HEIs in order inform programme and course design to best support the employability of future graduates. It is funded by the European Commission from 2021-2023 under the Erasmus+ programme with a grant of €433,771. The project consortium is made up of five participating organisations.

Changing Campus Cultures to Support Mental Health

Click to enlarge...

Rising rates of mental health problems in U.S. college students require a new response, report says.

The pandemic upended the lives of the nation’s nearly 20 million college and university students sending many away from campus, taking away usual sources of social connection, and amplifying financial stress and fears about the future.

CR&DALL Themes: 

Everybody should become a tutor in the community: CR&DALL Seminar, 29th January 2020 - Tiina Tambaum

Click to enlarge...

In the twenty-first century non-professional tutors, including teenagers, have an important role to play in the development of contemporary skills among the older population.  The aim of the seminar is to describe the instructional design for teenage tutors' instruction in order to prepare them to become a facilitator for older persons’ in e-skill learning.

CR&DALL Themes: 

Improving Teaching Quality and Effectiveness by Moving Towards a Student-Centred Learning Approach

Click to enlarge...

We are very pleased to report that CR&DALL Deputy Director Muir Houston is member of the University of Glasgow team that has been funded by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH in order to undertake a study of HE pedagogy in Algeria to improve quality and effectiveness with a focus on developing student-centred learning. The team also includes Willie McGuire and Ines Alves.

CR&DALL Themes: 

Call for papers: Non-Traditional Students in Tertiary Education - Studia Paedagogica 25:4, 2020

Click to enlarge...

The theme of the forthcoming issue of Studia paedagogica is Non-Traditional Students in Tertiary Education[1]. The number of students not reflecting the ‘standard’ profile of students in tertiary education has been steadily increasing in many countries. Often referred to as ‘non-traditional’ students, for purposes of international comparison, Schuetze and Slowey (2002) identify three distinguishing criteria: educational biography, mode of study and entry routes.

CR&DALL Themes: 

Pages

Subscribe to Pedagogy of Post-Compulsory Education