Degrees for Education

The path of distance education, I learned and absorbed a few decades in Europe and the United States is presented in the end of the century for Latin America and, consequently, to Brazil. In this sense, the Universidade Castelo Branco (UCB), intended to meet this change directly affecting the foundations and principles of Brazilian education, is seeking training, involvement, adaptation to the realities and needs, recognizing the needs and implementing projects and technologies able to equip all participants of this incredible teaching-learning process of the tools appropriate to the success of distance education.

Therefore, part of the challenges of the UCB implementation of undergraduate courses and postgraduate sensu lato with methodology in EaD in different areas of knowledge.

The structure for the provision of distance education was conceived in 1995, with the primary technology (use of meetings and instructional presence) and the institution one of the pioneers in offering this type of teaching in graduate courses. It is noteworthy that the UCB was the first Brazilian institution of higher education, private, to receive the UNESCO Chair in distance education.

In Brazil, the legal basis for this method were established by the Law of Directives and Bases of National Education (Law No. 9394 of 20 December 1996), which was regulated by Decree No. 5622, published in the DOU (Diário Journal of the Union) from 20/12/05. UCB was accredited to offer degree courses in the distance throughout the national territory by Decree No 874/06 of 7/4/2006, published in the DOU on 11/4/06.

Regarding the methodology of EaD itself, UCB live an intermediate stage, because of their tradition with the graduation presence, started to act in the distance courses offered for the courses presential (as Law 4059/2004), proposing a methodology semi-presence. From this experience came to act effectively, with the advent of new ICT (Information and Communication Technologies) in graduate courses in the distance. Thus, the methodology is, gradually, adapting to the assumptions that can better meet the realities of students, is at the UCB headquarters, or in partnerships with the city or in the presence of support centers located in national territory (or capillary Local Global).

In this sense, the DL should be seen as the social, propagation of knowledge, individual and collective development. And as such, it can assist in building a more just society, egalitarian. This is the direction that the University sees in Castelo Branco EaD the possibility, in fact, make people aware of their role in socio-political, yet they live in areas where the opportunity of teaching quality is remote or that contemporary life reduces the availability to invest in education.

The Faculty of Education was established in academic year 1997/98 under the name of “Faculty of Humanities.”

The Faculty was organised in two programmes as “English Language & Literature Teaching” and “Turkish Language & Literature Teaching” designed for teacher education in language and literature to meet the demand for teachers in Turkey and the TRNC.

Since the beginning of academic year 1998/99, the Faculty has concentrated fully on teacher education and accepted the programmes designed and developed by the committees established for the National Education Development Project under the coordination of the Higher Education Council in Turkey (YÖK) the World Bank, and the Turkish Ministry of Education.

One year later, at the beginning of academic year 1999/00, the Faculty changed its name to “Faculty of Education”. Starting in the academic year 20/01, the Faculty of Education is offering teacher training programmes in its three departments (English Language Teaching, Turkish Language & Literature Teaching, and Computer and Instructional Technologies Teaching).

The overall institutional objective of the faculty is that graduates will have teaching competencies in their particular fields by being furnished with the general and specific knowledge, methods, techniques and skills of modern teaching to fit the scientific and technical development of the world in the third millennium.

General Information
Academic year 2007/2008 (4th edition).
Theme, the 2nd cycle of studies, according to the model of Bologna.
Objectives

The course is to provide a theoretical and practical training that enables leverage the capabilities of analysis of educational contexts, formal or not formal and questioning of social issues that cross, and deepen knowledge on procedures for research in education and planning and implementation of national education policies, sectoral, local and organizational.
Addressees

The population of the course consists of three different groups: † teachers and trainers, managers and technical leaders of the central, regional or local, or other organizations public or private sector, and young graduates in social sciences or business to science, although not involved in educational contexts, wish to deepen knowledge in this area, acquiring a specialization in Education.

† Course recognized by the Ministry of Education (Order of 2005-03-08) for the purposes of Article 54th of the status of the teaching profession.
Vacancies: 30
Conditions of access

Hold a degree or legal equivalent, with a minimum of 180 ECTS, or, exceptionally, in possession of a particularly relevant curriculum recognized as attesting the capacity to conduct this course.

A Bachelor’s of Science degree in Elementary Education is designed to prepare highly qualified K-6 teachers in a caring and intellectually stimulating environment. Students will have many opportunities to work with children in classroom settings and to observe master teachers at work.

Elementary Education students are encouraged to attend educational conferences and to participate in local, state and national education-based organizations.

Kappa Delta Epsilon (KDE) is our education honor society. Students who are members of KDE are encouraged to attend the local, regional and national meetings.

Elementary Education courses are designed to support state and national standards in education and to prepare students to be technologically ready.

Benefits:

· Small class size

· Service learning opportunities

· High-tech facilities

· Knowledgeable, caring faculty

· Diverse student base

Having been located a long time ago, the Faculty of Education is one of the pioneering institutions which train teachers. Respectively Darü’lmuallimin (1914), Girls Teacher Training School (1917), Bolu Boys Teacher Training School (1948) and (1965), Bolu Institute of Education (1976) and Higher School of Education (1982) constituted the today’s faculty of education. This faculty has been the pilot project of YOK ( Institute of Higher Education )/World Bank’s national education development program. It has gained reputation with its historical background and qualified teaching staff along with the support of Izzet Baysal Foundation.

Today, physical training is playing a critical role as a field of national interest to raise the quality of the public life as the whole nation is participating empowered by economic development and increase of GDP, not possessed only by the elite sport players, and is receiving light as the most prospective field of the 21st century especially along with development of scientific and medical technology. Aligned with such timely manners, Department of Physical Education at Korea University was found by engaging competent professors in the field of physical training in 1972. The initial stage for the Department of Physical Education was a part of department of science in College of Science and Technology in 1969, but after it was adopted to College of Education and contributed immensely to the development of domestic physical education by nurturing competent teachers. As for Department of Physical Education-improving wisdom·virtue·body all together in balance-a more systematic and scientific research of physical training became possible by instituting a scientific laboratory constituted of ’sports prescription lab’, ‘human sports experiment lab’, and ’sports and epidemiology lab’. Also, the team preparing for the teaching profession in the department was proud of its highest rate of passing the employment examination in 1999, and has become the foundation of national education as they advanced to schools as physical education teachers. Other than that, we expect them to stand out in diverse fields in the future as students aiming for academics are leading researches of physical education by advancing to graduate schools, and many graduates are active in the corporate world.

Improve profession of pre-teachers, and nurture teachers appropriate to achieve the fundamental goal of education through physical movements

-Nurture excellent physical education teachers: nurture excellent physical education teachers appropriate to achieve the fundamental goal of education through physical movements.
-Emphasize on raising their disposition as teachers.
-Focus on the goal of education rooting down as a department whose curriculum properties of department of physical education along with the uniqueness of college are organically related.

Dumlupınar University Faculty of Education Department of Turkish Language Education offers its students a four-year program with a wide range of courses on their field of study, Turkish language teaching methodology and teaching profession. The undergraduate Program of Turkish Language Education aims at training Turkish Language teachers who have thorough knowledge of Turkish Language and have the necessary academic and professional scientific qualifications. The graduates of this program can be employed in the public or private schools or institutions as Tukish Language teachers, in the media, educational and cultural institutions abroad, the archives and museums, World Turkology Centers, public or private schools in Turkic Republics or in the related departments of the universities as academicians. The students of The Division of Turkish Language Education have to take 59 courses with 145 credits, 33 of which are related with the field of study, 14 of which are general culture courses, 12 of which are related with the teaching profession. It is a four-year program, which is composed of 8 terms. For the students to be able to graduate from this program and get a diploma, their CumGPA must be at least 2.00.

Student practices about the related courses are carried out in the practice classes or laboratories reserved for the related course. What is more, the students of the Department have the chance to reinforce the theoretical knowledge they have thanks to the observations and practices they do in the courses ‘School Experience ’ taken in the VII’th term, of the 4th year and ‘Practice Teaching’ taken in the8’th term of the 4th year. For the practice part of these courses, it is cooperated with Kütahya Provincal Directorship of National Education and the practices are done at the elementary schools in the city center. In our department have 167 students until this year.

The Post-Graduate Program in Agroecology and Rural Development (PPGADR) of the Center for Agricultural Sciences was established in 2006.

In partnership with Embrapa Environment of Jaguariúna had the course recommended by the Scientific Technical Council (CTC) from CAPES / MEC in its meeting from 13 to 15 September 2005 and approved by the National Education Council (CNE) / MEC, by through Ordinance 679, Opinion 474/2005 of 15/03/2006, and published in DOU IN 16/03/06. PPGADR is based on the interagency agreement between the UFSCar Embrapa and approved by the University Council on 16/12/2005 of UFSCar, Opinion 363, process 1923/2004-64.

The objective of the course is to introduce another perspective on the production of food, besides the assessment of sustainable agroecosystems based on concepts and tools used by Agroecologia, which incorporates the areas of knowledge of ecology, agronomy, economics and sociology, through for issues related to alternative strategies for rural development and its political outlook.

Since the 50’s the worldwide adoption of the model of agricultural production based on monocultures of genetically improved seeds and highly demanding in agrochemical inputs has caused a number of social and environmental problems in the industry, as well as criticism on the nutritional quality of foods and its consequences for consumer health.

Currently, the labor market, have seen a growing need for professionals with interdisciplinary training to perform in public, private and third sector in activities related to the sustainability of agroecosystems, seen as resulting from the joint action of environmental factors and socio-economic, that are the basis for sustainable development. In this sense, formed by the course the student should be able to integrate these different knowledge and skills through the use of theoretical, methodological and practical.

These conditions are essential for interdisciplinary training in the goal of contributing to the development and consolidation of activities in teaching, research and extension, the issue of sustainability of agroecosystems and from interactions of environmental factors and socio-economic.

Therefore aims to train professionals committed to understanding and application of concepts and methods used by Agroecologia as fundamental dimensions of sustainable agriculture and endowed with an effective scientific and technical basis for an integrated and interdisciplinary nature in pursuit of sustainable rural development. Students should be able to produce and disseminate scientific knowledge and the development of Agroecology and skilled management to consolidate and advance the knowledge available, contributing directly to scientific level and, indirectly, both political, economic, sociocultural and environmental systems for deployment Agroecológico agricultural production.

These professionals will be able to design, planning and implementation of public policies and rural desenvolvolvimento to promote the socioeconomic development-environment, in different geographic levels - local, regional, state and local .- focused mainly agriculture-based family.

Lines of research
Daily Life and Culture School Inclusive Education and Educational Processes Children, Youth and Education  Institutions, Practices and Educational History

Target audience: People with university diploma in the full duration, awarded by the Higher Education Institution (HEI) and recognized by the National Education Council (CNE).

Students are encouraged to explore international opportunities that complement their degree program at Moravian College. The College sponsors a number of study-abroad programs for the summer or semester periods. Students interested in overseas opportunities are encouraged to discuss options with their academic advisor early in their degree program and consult with the International Studies Office on program availability. Certified teachers may continue their education at Moravian College by enrolling in the master’s program. Field placement is available in area public and private schools and community institutions. Students may be eligible for election to the national education honor society, Kappa Delta Pi.