The e-ROSA project seeks to build a shared vision of a future sustainable e-infrastructure for research and education in agriculture in order to promote Open Science in this field and as such contribute to addressing related societal challenges. In order to achieve this goal, e-ROSA’s first objective is to bring together the relevant scientific communities and stakeholders and engage them in the process of coelaboration of an ambitious, practical roadmap that provides the basis for the design and implementation of such an e-infrastructure in the years to come.
This website highlights the results of a bibliometric analysis conducted at a global scale in order to identify key scientists and associated research performing organisations (e.g. public research institutes, universities, Research & Development departments of private companies) that work in the field of agricultural data sources and services. If you have any comment or feedback on the bibliometric study, please use the online form.
You can access and play with the graphs:
- Evolution of the number of publications between 2005 and 2015
- Map of most publishing countries between 2005 and 2015
- Network of country collaborations
- Network of institutional collaborations (+10 publications)
- Network of keywords relating to data - Link
THEORETICAL FUNDAMENTS OF MODERNIZATION UNIVERSITY CURRICULUM FOR AGRICULTURAL DISCIPLINES. EXAMPLES OF GOOD PRACTICE FOR MANAGEMENT OF REGIONAL DEVELOPMENT
An important component of the higher education reform is represented by the university curriculum focused on competences based on the postmodern society demands. The paper render a concept operational in the university area regarding the modernization of curriculum focused on competences with explicit examples in the area of sustainable management. By continuing the older preoccupations (Stanciu M., 1999, 2003), the communication has as a hypothesis the systemic-holistic paradigm of school curriculum. It also valorizes the theoretical contributions (De Ketele J.-M., 1996; Roegiers X., 2001; Perrenoud Ph., 2002; Allal L., 2002; Tardif J., 2006; Jonnaert Ph., 2009) regarding the training for acquiring competences from a socio-constructivist perspective. The paradigm of higher education curriculum centered on competences allows the understanding of the complex process influenced by didactics (Chevallard Y., 1985; Develay M., Meirieu Ph., 1998; Perrenoud Ph., 1995); the centering of the university didactic process on student's needs and interests; the promotion of teaching strategies with high training values; the use of NTIC in didactic process (e-learning, 3 D); development of meta-cognitive competences (Stanciu M., 2009); emphasis of demarches for formative evaluation (Colet N.-R., Romainville M., 2006). Drafting a real methodological guide, the paper could be valorized by central institution and universities in order to get a quality management for the higher education process. Hence, suggestions on modernization of initial and continuous training process of university professors could be an outcome as well. These aspects can foster the development of a university pedagogical structure in Romania.
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