Explore the vast range of titles available.

Nowadays, a great importance is given to the compatibility between the demands of the labor market and the study programs offered by universities. It is an issue which is constantly addressed by different countries of the world. In our research, we address this issue for universities in the region, including Kosovo, Northern Macedonia, and Albania. Three universities are involved in the research, when the comparison of study programs and labor market demands is made through automated tools. This comparison is made for the technology programs which are offered by these universities, also the labor market demands which are extracted from the websites are from the field of technology. Also, at the end of our research we are be able to see the analysis which has been done between the study programs from the universities of the region and the job demands of the European market.

Background Although person-centered care (PCC) ensures high-quality care for patients, studies have shown that it is unevenly applied in clinical practice. The extent to which future health care providers are currently offered education in PCC at their universities is unclear. We aimed to clarify the PCC content offered to students as a basis for their understanding by exploring the PCC content of Swedish national study programs in medicine, nursing, occupational therapy, and physiotherapy. Methods Using a qualitative document analysis design, we sampled the steering documents from all higher education institutions ( n  = 48) with accreditation in medicine ( n  = 7), nursing ( n  = 25), occupational therapy ( n  = 8), or physiotherapy ( n  = 8) at a single time point. All national study programs ( n  = 4), local program syllabuses ( n  = 48), and local course syllabuses ( n  = 799) were reviewed using a 10-item protocol. Results We found no content related to PCC in the steering documents at the national level. At the local level, however, signs of PCC were identified in local program syllabuses and local course syllabuses. Seven of the 48 local program syllabuses (15%) included PCC in their intended learning outcomes. Eight of the 799 local course syllabuses (1%) contained course titles that included the phrase ‘person-centered care,’ and another 101 listed 142 intended learning outcomes referring to PCC. A total of 21 terms connected to PCC were found, and the term ‘person-centered care’ was most commonly used in the nursing programs and least commonly in the medical programs. Conclusions There is a broad range in how the national study programs in Sweden have incorporated PCC. The implementation has been driven by a bottom-up strategy. A deliberate and standardized strategy is needed to ensure full implementation of PCC into clinical curricula in higher education.

This article presents an analysis of the teacher-student power relationship embedded in three English for Medical Purposes (EMP) course syllabuses at a case study university. The study employs Fairclough's critical discourse analytical approach to examine the linguistic elements of the syllabuses, including verbs, modality, and quantifying adjectives. The findings reveal that the syllabuses textually represent an unequal power relationship, with the teachers holding significant authority over the students. This finding is significant as it contradicts some recommendations that ESP teaching should avoid a teacher-centred approach. By analysing the linguistic elements of the syllabuses, this study provides valuable insights into the power dynamics in EMP courses and highlights the importance of critically examining course materials for equitable and student-centred learning environments.

OBJECTIVE Several calls to action for the implementation of education for sustainable development in health profession education have been put forth during the last few years. The aim was therefore to explore and describe sustainability-focused intended learning outcomes (SD-ILOs) in curricula of undergraduate physiotherapy education in Sweden. METHODS Using a deductive, descriptive, and qualitative approach, SD-ILOs in programs (n = 8) and course syllabuses (n = 143) from eight higher education institutions providing physiotherapy undergraduate education in Sweden were analyzed. SD-ILOs were described based on the subject content or condition, level of cognitive processes, sustainability learning dimensions, and key sustainability competencies. RESULTS Six of the eight physiotherapy programs provided course syllabuses with SD-ILOs. However, only 3% (n = 36) of all ILOs were sustainability-focused. A larger part of the SD-ILOs, 78% (n = 28) was described within the cognitive dimension of learning, and 80% (n = 27) were linked to either the cognitive process ‘understanding’ or ‘analyzing’. The most frequently identified key competency in the SD-ILOs was ‘systems-thinking’ n = 10 (28%), and 30% (n = 11) lacked key competency. CONCLUSION There is an urgent need for rapid initiatives to enhance sustainable development education in Swedish undergraduate physiotherapy education. Pedagogical approaches that cover not only cognitive dimensions of learning for sustainable development but also socio-emotional and behavioral dimensions, as well as more complex cognitive learning processes must also be developed. The current lack of key sustainability competencies further emphasizes the necessity to enrich physiotherapy curricula with action-oriented learning to develop powerful future sustainability agency within healthcare and the public health arena.

The purpose of this study is to find and justify reserves for increasing the productivity of teachers on the example of the Novosibirsk State Technical University. Some of the methods presented in the paper are well-known and are of interest from a practical point of view. These include a survey, observation, experiment, and in-depth interview. Some methods are specific and are more often used by experts in the field of lean manufacturing. The key set of lean tools was the kaizen umbrella, which includes the philosophy of continuous improvement, the method of mapping the value stream, the “five why” method. Diagrams of various purposes are widely used in the article: Ishikawa, Pareto, spaghetti. The main problem solved in this paper is a large number of errors in syllabuses, a long time of their creation and excessive control. The hypothesis about the simultaneous elimination of these shortcomings by automating the process itself was tested. The experiment proved the validity of the hypothesis. The duration of the value creation process during the development of syllabuses was reduced by 15%, and the overall satisfaction of the participants in the process increased by 27.5%. The total savings of the working time fund amounted to 0.5 million man-hours across the entire university, accounting for almost 100 thousand syllabuses.

The central theme in the discussion of how education about religion can, and should, be developed in pluralistic societies concerns challenges and opportunities involving intercultural religious education (RE). One example is Robert Jackson's report Signposts, commissioned by the Council of Europe, in which various aspects of intercultural competence are captured and made visible regarding a religious didactic context. Here, different dimensions of what can be described as 'ethical competence' appear to be central. In this article, the interpretive approach, strongly connected with Jackson, is considered to be in need of a development of a theoretical framing of forceful strategies for handling ethical challenges taking place in multicultural, multireligious and multi-confessional classrooms. It is argued that such strategies will depend on a careful analysis of the concept of ethical competence. A theoretical platform for the argument is presented with reference to James Rest's analysis of ethical competence, which is shown to be relevant to an examination of how the concept of ethical competence can contribute to the development of strategies for teaching intercultural RE. As a basis for this examination, the Danish, Finnish and Norwegian syllabuses for compulsory school RE are analysed regarding how they express conceptions of ethical competence. This selection shaped the curricular arena of the investigation as being non-confessional, whilst simultaneously, more or less explicitly, resting on a shared historical Protestant anchorage. This twofold interpretation is shown to allow for an analysis of ethical competence, in relation to which an identification of certain prerequisites for developing strategies for teaching intercultural RE is possible.Contribution: In this article, the development of ethical dimensions of global competence within RE is analysed with regard to three Scandinavian syllabuses, highlighting the perspectives of Jackson's interpretive approach. Carried out with reference to Rest's four-component model of morality, the analysis contributes to research on intercultural RE, an area which fits in the scope of the journal.

Recent moves in Australia to institute a national curriculum emanated from federal governments of ostensibly different political persuasions in the period from 2003, building on developments that go back over 25 years. This article traces continuities and new developments, meditating on two questions: whether the current moves are politically likely to move along federalism in Australian education and whether the current approach to national curriculum is educationally sound. Lack of infrastructure to support teachers and schools, lack of necessary feedback loops into policy and development, and lack of appropriate evolving and specified relationships among levels of government may well undo all the important educational work on national curriculum. On the educational front, the overcrowding of specified content, its specification at age levels, and the disjuncture between content, assessment and pedagogies do not bode well for providing practicable and well-resourced support for teachers. But, given other national partnerships and work on federalising many spheres (including the two big spending areas still under states' control: health and education), it may be that national curriculum is a project whose time has come. If so-and this is still not certain-it signals major shifts in the governance of curriculum and particularly has implications for the role of teachers in the core of their work. [Author abstract]

The aim of this article is to analyse adolescents' views of Swedish history. A small number of adults were also included in the study. The analysis shows that, regardless of the age of the informants, Sweden is portrayed as an exception from the world through its legacy of a long peace (in spite of a war-torn distant history) and through its enjoyment of progress, democracy and prosperity. We interpret this as a result of a history culture in which schools as well as other institutions produce a common, conflict-free history, which may be challenged in an emerging neonationalist era.

Note-taking is one of the essential skills which is used to facilitate the process of consecutive interpreting and the different aspects of the cited skill has been investigated in the history of interpreting. But despite of this significance, very little related research could be found about note-taking in Persian-English consecutive interpreting. Due to this paucity, the present study explored and examined the translation teachers’ and students’ opinions in this respect in order to identify the weaknesses of teaching and utilizing note-taking during the process of consecutive interpreting  particularly in Iranian academic contexts. For the purpose of this research, four interpreting teachers from different Iranian universities, besides 10 male and female undergraduate translation students of quoted academic context who had passed interpreting courses, were selected meticulously and by means of phone interview, the required data were collected. The results of this investigation clearly indicate that, as well as teaching interpreting courses by the non-qualified teachers more often than not, the used syllabuses for interpreting courses do not cover all aspects of the issue and should be redesigned according to the students’ future needs in the role of the professional interpreters. Additionally, while almost all general concepts, techniques and strategies are totally unfamiliar to translation students, they entirely acknowledge the necessity of learning much more about note-taking.