Distance education in Rome, Salerno. Abstract on the topic

Distance learning- this is modern integral form training, based on controlled independent activity of students studying specially designed electronic educational materials and based on the use of new and traditional information technologies providing interactive interaction all participants in the educational process.

One of the new Italian universities distance learning is ROME in the city of Salerno - the largest mega university of distance learning in Italy, focused on teaching students not only from Russia, but also from other countries - Ukraine, Belarus, Kazakhstan.

The idea of ​​creating RIM in Italy in the city of Salerno gained popularity and turned out to be so fruitful that it was immediately appreciated by almost all applicants who dreamed of getting an education abroad and a European diploma. The result exceeded expectations: today more than 27 thousand applicants and students are studying distance learning programs in ROME, Salerno, both in individual courses and in areas (specialties) in general. Their range is quite wide both in terms of the content of education and the form of conducting classes. For example, while studying in ROME, students can, if they deem it necessary, visit the campus at least once a year and take part in “indoor” classes. Others, on the contrary, conduct training exclusively on the basis of computer technology. With this organization of the educational process, the student and teacher do not communicate with each other directly, but transfer information from monitor to monitor throughout the entire training period. Even an education document confirming the qualifications acquired by the graduate is sent to him by mail.

The main points characterizing distance learning in ROME, Salerno:

• the existence of a teacher and a student and, at a minimum, the existence of an agreement between them;
• spatial separation of teacher and student;
• spatial separation of the student and the RIM educational institution in the city of Salerno;
• bidirectional interaction between student and teacher;
• selection of materials designed specifically for distance learning.

Advantages of distance learning:

• reduction of training periods;
• opportunities for parallel training in several universities: MAMARMEN and ROME in the city of Salerno;
• student independence from the geographical location of RIM in the city of Salerno;
• the ability to independently adjust and draw up a training schedule, class schedule, as well as a list of subjects studied;
• opportunity to study without interrupting work;
• lower cost of programs.

In fact, Remote education represents self-education, but organized self-education, carried out within the framework of a higher educational institution of RIM in the city of Salerno and confirming the acquired qualifications with the appropriate educational document - a European diploma, which is recognized in Russia as a state diploma.

One of the significant advantages of distance education is individual nature of learning. The learning process is determined by the student himself. He works at his own pace and rhythm, independently distributes his study time, determines the order of studying disciplines, and the need to seek advice. This allows you to optimize educational process, introduces elements into it scientific organization labor. The core of motivation and the leitmotif of the whole educational activities this involves acquiring new knowledge, mastering professional skills, and ultimately obtaining the necessary qualifications, chosen specialty, fluency in Italian, obtaining a residence permit in Italy, and subsequently dual citizenship.

Thus, distance education has a number of significant advantages compared to traditional forms of knowledge acquisition. These are advanced educational technology, comprehensive software and methodological support, individual nature of learning, democratic student-teacher contacts, flexible counseling system, wide accessibility for all segments of the population, no need to frequently visit the Alma Mater, bringing the learning process closer to the student’s place of residence and, importantly, lower tuition costs compared to similar full-time programs.

Introduction 3

Basic concepts of distance learning in Italy 6

Pros of e-learning 11

Disadvantages of e-learning 12

Conclusion 14

List of used literature 16

Introduction

European countries are leaders in the field of electronic distance education. In these countries, distance learning dates back to the 70s of the 20th century.

Almost all European countries today provide the opportunity to study remotely using modern information technologies in education.

In the field of improvement and development of electronic education, the leaders in Europe are: the Czech Republic, France, Sweden, Finland, Italy, Spain, Germany, and the UK with its training system. Each of these countries has its own cultural customs and traditions, history, which, naturally, are reflected in all areas of society, including in the educational sphere.

Despite some specific features in the field of education of the above countries, they also have quite a lot in common. This gives them advantages over Western, Asian and other European countries.

The benefits of educational distance learning programs from leading European countries The following can be highlighted:

• extensive experience in the field of electronic remote education;
• large information base;
• the presence of educational centers in other developed countries of the world;
• recognition of diplomas from these universities throughout the world;
• use of innovative multimedia technologies in education, including satellite television and computer networks;
• an established system of student certification, establishing feedback, file distribution;
• qualified personnel;
• high quality of acquired knowledge.

There are a certain number of problems that describe the field of education as one of the socio-economic sectors of the national economic system.

First of all, there is no such thing as too much education.

Secondly, you can only learn if the learner himself shows such a desire, you cannot teach; This is where leadership tasks come from. educational institutions and the academic professional community, executive authorities - to create conditions for students to receive and want the education they need. This is one of a small number of types of activities that require on the part of the consumer not only material costs, but also his intellectual active work and some costs (moral, psychological and time efforts).

Thirdly, a graduate of the most rated and prestigious college or university will not evaluate his education as “high-quality” if he: a) is not able to ensure a good level of his life, b) is not able to provide his family and himself with a decent level of well-being, c) will not be in demand in social production; b) cannot provide a decent level of well-being for himself and his family; c) cannot ensure the quality of their own life.

Fourthly, when assessing the quality of education, as in medicine, the basic principle should be “do no harm.” Like medicine, education is a fiduciary service. This raises the problem of clearly assessing the quality of these services. Therefore, methods of directly calculating the results of the activities of educational institutions according to any criteria invented indicators based on traditional approaches can lead to false results. management decisions on reforming systems and conclusions with disastrous consequences for them. And this is largely important when the evaluation results are brought to our attention. educational organizations according to monetary characteristics, which can consider it only from the point of view of any narrow area of ​​its activity on a relatively short assessment horizon in relation to the period of manifestation of these results in the activities of any educational institution.

T.A. KACHU RIN A

FORMATION AND DEVELOPMENT OF THE EDUCATION SYSTEM IN ITALY AT THE END OF THE XX CENTURY

UDC 378:001.891:378.4

Features of the system are considered higher education in Italy at the end of the 20th century. The author describes the formation and development of the three main sectors of higher education. An example is given of one of the main universities training students in the tourism sector.

Keywords: higher education in Italy, European education, education law in Italy, universities in Italy, Sapienza - Universita ’ del Turismo di Roma.

This article presents the peculiarities of the Italian system of education. The Author touches upon the history and the development of the three sectors of the secondary education. One of the leading Universities of Tourism is shown here as an example.

Key words: secondary education in Italy, European education, the education law in Italy, the Italian Universities, Sapienza-Unh’ersita" del Turismo di Roma.

Italy is a country rich in history, architecture, art, cuisine, fashion, etc. All this arouses great interest among people and annually attracts a large number of applicants. Italy is a state with an established model of European education, which has its own national characteristics. Today, the Italian higher education system consists of a university sector, a non-university sector and a vocational education sector.

In total, Italy has 52 public universities, 3 technical universities, 3 university institutes and 2 universities for foreigners. The most prestigious have always been considered the “first universities”, which have their origins in scholastic schools. The special status of the “first universities” is explained by their contribution not only to the Italian, but also in world history and traditions.

The second segment of the Italian higher education system is the non-university sector, represented by academies and high schools. Mainly the task

These educational institutions consist of training highly qualified specialists. These universities include the Academy of Arts and the National Academy of Drama. State Music Conservatory, National Academy of Dance, Higher School of Translators. Higher School of Choreography. National school cinematography. Applicants are provided with both short-term educational programs, upon completion of which certificates are issued, and long-term two-level programs (3 and 5 years), upon completion of which diplomas corresponding to university degrees are issued.

According to Art. 33 of the Italian Constitution, non-state universities have the same rights as public educational institutions. In 1991, Law No. 243 was passed, guaranteeing autonomy to private universities and higher schools and, in return, requiring them to comply educational programs and assessment systems for state standards.

Of particular interest is the third sector - the sector of higher professional

PEDAGOGY OF VOCATIONAL EDUCATION 1 25

education. Unlike many countries of the Organization for Economic Cooperation and Development, this sector was virtually absent from the Italian higher education system until the end of the 20th century. This is due to the fact that historically the Italian higher education system has been less a functional way of training personnel, and more a mechanism for the reproduction of social structure. Representatives of the middle class had access to educational programs offered by special vocational schools (Scuolc dircttc afini speciali, Sdafs). The connection between these schools and higher educational institutions was extremely weak. The only exception was the field of medicine, where classical university and applied education were always closely linked.

In the early 1990s. There were 41 public universities in Italy, 20 of which were founded before 1600. The largest universities are located in Rome, Naples, Milan, Bologna and Padua. In addition, there were polytechnic institutes in Milan and Turin, as well as a number of private universities, including the largest - the Catholic University of Milan. Many Italian cities have conservatories and art institutes. The University of Bologna, founded in the 11th century, was widely known back in the Middle Ages. Other ancient universities were founded in Parma (962), Modena (1175), Perugia (1200), Padua (1222), Naples (1224), Siena (1240), Macerats (1290), Rome (1303). Florence (1321), Camerino (1336), Pisa (1343), Pavsh1 (1361) and Ferrara (1391).

In the early 1990s. in all higher educational institutions Italy had about 1.2 million students (of which more than 1 million were in state universities) versus 75 thousand in the late 1930s. The growth in student numbers is largely due to the involvement of women in the higher education system.

nia. At the end of the 1930s, their share accounted for only 20%, and at the end of the 1970s, more than 40%. Despite these achievements, Italy continues to lag behind the leading European countries by the amount of expenses for higher education and the number of certified specialists.

The duration of study in most university faculties is four years, but in the faculties of chemistry, engineering and architecture it is five years, and in medicine it is six years. Since 1963, students with above-average grades and financial need have been awarded small scholarships. Early 1990s More than 25 thousand foreign students studied at Italian universities. Some universities offer special programs for foreigners in Italian language, literature, art and culture.

It must be noted that thanks to the great recreational potential of Italy, tourism specialties are in great demand here. However, there are not many universities that train such specialists, and there is a lot of competition among applicants. One of the most prestigious universities specializing in naturism is Sapienza-Universita’ del Turismo di Roma. The Faculty of Tourism aims to prepare tourism specialists with knowledge of history, architecture, archeology, art, etc. Duration of study - three years, for which students study first territorial features, both national and international. The curriculum of this faculty consists of the following disciplines: enterprise economics, geography of tourism, organization of tourism services, history of Greece, Rome and religion, art and archaeology, psychology and pedagogy of tourism and tourist sales, development of art different directions(cinema, television, photography, theater). Particular attention is paid to foreign languages.Students

there is a list there foreign languages, from which they must choose two. By the time they receive their diploma, students at this faculty must pass a total of 180 tests and exams. Upon completion of training, students have the opportunity to work in regional and national offices on tourism, travel agencies, museums, places of cultural recreation, etc.

Thus, the highly differentiated system of Italian skills

It simultaneously meets European standards and meets the requirements of the current economic and cultural situation in Italy, contributing to the development of both academic education and research activities, and professional, applied higher education. Italy's experience in training tourism specialists can be useful for improving the education system in our country.

LITERATURE

1. Dzhurinsky A. N. Development of education in modern world: textbook allowance. M.: VLA-DOS, 2009.

2. Maklakova E.V., Mishina E.A. Revision of the principles of the Bologna process in the normative acts of reforms of national higher education in Italy and Hungary: collection. scientific-practical international\national conf. M.: MGUTU, 2008.

3. Pedagogical Encyclopedia Dictionary / Ch. ed. B.M. Bim-Bad. M.: Big Russian enzi/supedia, 2010.

4. Formation of a pan-European higher education space. Tasks for the Russian high school. M.: Publishing house of the State University Higher School of Economics, 2009.

5. La Sapienza nella citta universitaria, 1935/1985: mostra tenutasi presso 1"Universita di Roma La Sapienza, Palazzo del Rettorato, 28 August - 15 November 1985, curatori del catalogo: Enrico Guidoni, Marina Regni Sennato, Roma, Multigrafica, 19S5 .

Guys, please help me, I asked for an essay, but I can’t find the material on the Internet (PLEASE HELP) and I received the best answer

Answer from Zakirochka[guru]
Distance learning in Italy is under development and is extremely popular.
Italy is a member of the European Association of Distance Learning Universities (EADTU), a body representing the interests of both European open and distance education universities and national consortia (associations) of higher education institutions.
Within the EADTU, distance education in Italy is developed by the consortia NETTUNO (Network per l’Universita Ovunque) and CUD (Consorzio per Universita a Distanza). Currently, NETTUNO includes 38 universities, whose students study remotely in the same programs and with the same teachers as full-time students. Each subject includes 40 hours of video lessons and 15 hours of practice with a teacher. Students of both forms of study take the same exams to obtain identical qualifications; a distance-obtained diploma is equivalent to a classical one. According to NETTUNO, more than three thousand students are currently studying there.
CUD was founded in 1984; more than twenty are now open training centers throughout Italy, but the consortium itself is part of NETTUNO. The main specialization of CUD is computer technology, economics and linguistics.
One of the Italian distance learning universities is RIM (Russian-Italian International Academy of Marketing and Management), located in the city of Salerno. An important advantage is the possibility of studying in Russian and Italian. To date, more than 27 thousand applicants and students are studying in ROME, Salerno, through distance learning programs.
The specificity of educational programs lies in an individual approach to the student, which allows everyone to work at a convenient rhythm, independently distribute their study time and optimize the educational process. A number of programs allow you not to come to the university at all and undergo training based on computer technologies; in others, students must visit the campus at least once a year and take part in full-time classes. An education document confirming the qualifications acquired by the graduate is also sent to him by mail.
An undoubted advantage is the low cost of training in distance programs, sometimes two or three times lower than in full-time programs. Additionally, the student saves money that he could have spent on living in Italy.
Something like this?

Answer from 2 answers[guru]

Hello! Here is a selection of topics with answers to your question: Guys, please help me, I was asked for an essay, but I can’t find the material on the Internet (PLEASE HELP)

The first stage of certification according to British school curriculum, equivalent to 8-9 grades of a Russian high school.

The main goal of the program is to prepare students to continue their studies in the senior program British school A-Level. At the end of the program, students take exams in 6-10 subjects and receive an international certificate of incomplete secondary education.

When entering a foreign university, the international GCSE certificate eliminates the need for Russian students to take exams to obtain an IELTS or TOEFL language certificate.

The program provides all the key knowledge in core subjects that will be necessary for successful completion of the A-Level program. For each GCSE subject, students take from one to three exams.

A-Level

A full-fledged Advanced Level British high school program, equivalent to grades 10-11 in a Russian school.

The main goal of the program is to prepare students for direct admission to an English-language undergraduate degree at a foreign university, including the best universities in the world.

At the end of the program, students take exams in 3 selected subjects. The choice of subject depends on the requirements of a particular university and the student’s future specialization. Exams are taken in person.

At RBS "Algorithm" A-level exams are possible 3 times a year: in October, January and May-June. The number of exams that must be taken depends on the subject being studied and ranges from four to six. Not only school students, but also external candidates can take the exams.