Software Engineering Software Engineering, as demonstrated throughout this article, is aninterdisciplinary area of knowledge by its nature. In this sense, the educationalprocess of those who will act in any area of its scope of coverage must be, equally,interdisciplinary. This is most emphatically observed when it is taken into accountthe social transformations currently made possible by information andcommunication technologies.In this respect, since the products to be produced by people who work in thisarea tend to influence, or even change the ways in which social interactionshappen, attention must be paid to ethical, philosophical and social issues in theirformation. The technicist and super-specialized profile, derived from positivist prejudices, which, as says Boaventura de Souza Santos (2008), results in the formation of specialized ignoramuses, no longer meets contemporary needs.Face of this, the disciplinary paradigm of modern science, reflected in theReference Curriculum of
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Motivational Factors and Self-determination Theory Despite the consensus among experts on the field (e.g.,Meyer &Turner, 2006) that both affective and motivational factors may beclosely related, there is surprisingly little empirical research abouttheir joint impact on the educational context. However, they areessential in teaching-learning processes and in improving academicperformance (Meyer & Turner, 2006). One of the most relevanttheoretical frameworks for explaining motivational processes in theschool and sports environment is the Self-determination Theory(SDT;Deci & Ryan, 1985). The SDT proposes that motivation occurs ina continuum of self-determination that ranges from one end, intrinsiclation represents behaviors performed to avoid guiltand embarrassment or to obtain feelings of personal worth. External regulation encourages the individual to perform an activity in acontrolled manner by a system of rewards or punishments (coercion).Finally, amotivation refers to th
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Entrepreneurship Education and Employment: Entrepreneurship education thinks about in the collegeswere researched crosswise over grounds in colleges by manyresearchers. Peterman, N. E., et al(2003). proposed a directrelapse strategy and found a critical positive relationshipbetween's interest in pioneering projects and adventuremanifestations (Smith 2008). Enthusiasm forentrepreneurship and the improvement of business peoplestayed high both all through scholarly world. Thecontributing components were; initially, the predominantfinancial conditions, and besides, the ongoing nationalgovernment accentuation on independent ventureimprovement and business that offered ascend to schools and colleges perceiving, that beginning and working abusiness as feasible vocation options merits scholasticconsideration (Kuratko, D. F. 2005).The discussion in the entrepreneurship institute aboutwhether enterprise could be educated as scrutinized bymany researchers. ‘Entrepreneur’ identified with a m
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Human Capital Human Capital theory takes into account the growth of knowledge, skills and abilities of individuals and emphasizes theaugmentation of the educated population and skilled manpower. Nevertheless human capital formation is a prerequisite for the development of physical capital and serves as a key to sustainabledevelopment. In the human capital model, an individual’s earnings are the output of his own production function, where education and experien eare treated as the factors of production. Inequality in income results from the distribution of human capitalacross individuals in a non-degenerate way. Human capital formation isinfluenced by 'home-education’, imparted by the parents, as well as formalpublic and private sector schooling. However, there is dualism in schooleducation; the large majority is in the public school, and the children ofthe elite group receive education from convent type (private) schools. Theliteracy life expectancy (LLE) was 27 years and 13 for
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EDUCATION Education is one of the most important factors in human development. The data from two household surveys were used to estimate the returns to education and gender disparities in wages in Pakistan. The model, an extension of Becker and Mincer models, was used to quantify the returns to investment in education. The results revealed that income gaps attributable to education level were significant. Income gaps between educated and uneducated workers in first-time employment also tend to increase with experience. Women earn significantly less than their male counterparts. These differences may be interpreted as the maximum possible effect of discrimination against women. Women also earn less because the yacquire less cumulative work experience than men, as a result of breaks in their work histories, owning to the demand of motherhood and domestic chores. Education quality was much lower for students from poor families; the majority of these poor attended public school and did n