Quantitative models and software architecture, facing student Desertion and Permanence
The development of multi-tier architecture based on knowledge and model driven for the competitiveness is discussed in Higher Education; the engine are Mathematical and Computational Models for dynamic and structural analysis of the academic governance given the student high dropout. The problem is characterized by the high social and economic costs; the layers mentioned, mainly are: Institution issues, Users (3-student levels, Faculty Teachers and Parents) and the data and knowledge, enabling management of multiple piece inter-connected environments, focusing on the governance with its sustainability impact into quality, productivity and competitiveness. Data architecture gives several figures on desertion, costs (families, institutions). The period of observation, the student's retention figures were increased significantly and the desertion control was also improved.
Application of Data Mining for the Detection of Variables that Cause University Desertion
College desertion is one of the problems currently addressed by most higher education institutions throughout Latin America. From different investigations, it is known that a large percentage of students do not complete their studies, with the consequent social cost associated with this phenomenon. Some countries have begun to design deep improvement processes to increase retention in the first years of university studies. The process considered for the improvement of the desertion is through the data mining, the use of its algorithms allows discovering patterns in the students that help to explain this effect. The algorithms also identify the independent variables that influence the desertion and analyze them according to a level of depth previously established by the interested parties. The purpose of this study is to determine a model that explains the desertion of undergraduate students at the university and design actions that tend towards the decrease of the desertion.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.