Academy

 

BALTIC COUNTRIES INTERNATIONAL EDUCATION FUNDATION ACADEMY

PIC 918051554
Role HO-PA
Legal Name (In National Language) Baltijas valstis starptautiska Dibinasanas Akademija
Legal Name (English) Baltic countries international education Foundation academy
Type of Institution Vocational Education School, Center and Education
Commercial Orientation Non-Profit
Area of Activity Europe
Legal Status Non-Profit
Economic Sector P-Education
Number of Employees S2
Address Kr. Valdemara iela 14-2, Daugavpils, LV-5401, Latvia
Postcode 0 0371
Country LV-Latvia
City Daugavpils
Region Latgale
Director
Phone
Prof. Livia Yankovska
+371.26289778
Fax (+371) 5437943, 5431786
e-Mail bifacademy@inbox.lv , bifacademy.lv@gmail.com
Website http://www.bifaacademy.com
DESCRIPTION OF THE INSTITUTION: By mentioning the size of the institution, activity area, special areas of the expertise and competencies; describe the experience of the institution and its employees regrading the project.
Baltic countries international education Foundation Academy

http://www.schooleducationgateway.eu/en/pub/profile.cfm?do=organisation&id=31393

Our Academy is established in Daugavpils district of the Latgale region of Latvia. It is one of the largest in the Baltic countries operating in the field. Under the framework of the Latvian State Constitution and Laws, it monitors all scientific, social, economic, humanitarian and cultural developments in the World. And it does technological researches. Strategically; it develops economic, scientific, technical and technological policies and areas. It supports the employees who wants to improve themselves and the institutions and develops productivity plans for business firms. Researching on the existing administrative system in terms of efficiency, it supports the institutions and the individuals who want to improve themselves. In education, investment advisory, organizations, agriculture and husbandry, software and project production, national and international local trainings in national and international fields, on-site local trainings in national and international levels, and developments of all professional institutions, we carry out the following studies:

 

  • Business administration
  • Educational administration and consulting
  • School training
    • Class management,
    • Techniques of successful teaching etc.
    • Harmony and adaptation
  • Language education (English, German, Russian, Latvian etc.)
  • Immigrants integration and professional orientation
  • Entrepreneurship training
    • e-Commerce entrepreneurship,
    • Creation-Management of the e-Commerce website,
    • e-Commerce virtual market,
    • e-Commerce and social media,
    • Accounting the e-Commerce and EU legislations,
    • e-Commerce software and applications,
    • e-Commerce and logistic,
    • e-Commerce EU legislations and assistance,
    • Creating new business ideas and developments,
    • EU entrepreneurship trainings,
    • EU entrepreneurship programs and assistance.
  • Vocational Education
    • Health, aging, disabled people, montessori trainings…
    • Electric and Electronic, mechanic, tourism and gastronomy,
    • Agriculture, milk and milk yield,
  • Industrial productivity
  • New ideas and new jobs
  • ‘Certification’ trainings in desired fields.
  • Education of Gifted Children

We have trainers and academicians expert in their fields. Under the management of Prof. Livia Yankovska, our academy has an agreement with scientist

  • 8 from Latvia,
  • 3 from Lithuania,
  • 2 from Germany,
  • 1 from Estonia,
  • 2 from Finland,
  • 2 from Ukraine.

General Services of Bifa

  • Hosting the projects and finding associated partners,
  • Organization of the activities,
  • Finding the places of the internships of the participants in terms of their area,
  • Preparation and implementations of study and course programs,
  • 24 hours guidance and interpretations for groups,
  • Accommodation, 3 meals according to islamic methods,
  • Organizations of the technical and cultural trips

The subjects of the training projects given by Baltic Countries International Education Academy

Education in North Europe and Latvia:

  • The reason of the success of Finland in PISA: Lessons to take,
  • Education in Scandinavian countries (Sweden, Norway, Finland),
  • Education in Baltic countries,
  • Structuring the early childhood education, basic education, secondary education, vocational education and higher education within system,
  • Basic properties of the education systems and general education policies,
  • Administrative structure of the educational systems,
  • Teacher trainings and status of the teacher,
  • The role of the family in education,
  • The basic similarities and differences between in education systems,
  • Examination systems and mobilization,
  • Comparison of these education systems with Turkish Education system,
  • General education status and problems of Turkish society in west Europe.

Early childhood or pre-school education:

  • Definition and scope of the early childhood education,
  • Main objective and principles of the early childhood education,
  • Pedagogical and didactical foundations of the early childhood education,
  • Place of the games in early childhood education,
  • The effects of early childhood education on physical, cognitive, emotional and language development of child,
  • The effects of early childhood education in school success,
  • The effectiveness of the well-appointed teachers equipment for early childhood education,
  • Main programs and methods used for early childhood education,
  • Pre-school education methods in west Europe and world,

Participation of the families in education:

  • Description of the family participation; its purposes and effects,
  • Family participation policies in European countries,
  • The styles and activities of the family participation,
  • The effects of family participation in student’s school and academic success,
  • The effects of the family participant for students, teachers, parents and school,
  • Increasing and obstructive factors of the family participation.

D. Children’s education in families:

  • Main principles and concepts in child education,
  • Main attitudes and methods in child education,
  • Growing periods and child education,
  • Family types and effects in child education,
  • The effects of the child education in school success,
  • Values education,
  • Corporation of family, school and environment,
  • Possible problems and solutions.

Communication with teenage students and school-family support:

  • General features of teenagers,
  • Physical and emotional changes appearing on teenagers,
  • School and family relations,
  • Importance of the friendship for teenagers,
  • Problems, difficulties and the methods of coping with them,
  • Pedagogical and psychological guidance,

The importance of language development and multilingualism:

  • Language development times of children,
  • Functions of language (communication, thinking, education etc.),
  • Language and thought development,
  • The importance of mother tongue education and its role in learning the second language,
  • Interaction between the native language and second language,
  • Supporting the language education and the role of family,
  • Approaching to the multilingual students in education,
  • The factors effecting the language development in school, family and environment,
  • The problems and difficulties faced in language development and their solutions,
  • Mother language and second language problems of the Turkish children in Europe.

Multi-cultural communication and multi-cultural education:

  • The place of the culture in individuals and society,
  • Cultural differences, communication and education,
  • Multi-cultural communication, the basics of the education pedagogically and nationally,
  • ‘Cultural Capital’ approach and education,
  • Migration movements and multi-culturalism,
  • ‘I’ and ‘We’-centered cultural approaches and communication,
  • ‘West’ and ‘East’ cultural attitudes,
  • Multi-culturalism in individuals and social life,
  • Efficient multi-cultural communication and education,
  • Increasing and obstructive factors in multi-cultural communication.

Social security in education:

  • Scopes and areas of the social security in education,
  • Physical, social and spiritual safety environment of education,
  • Vision of the social security and educational policies,
  • The use of the digital or social media and social security,
  • Social security problems of families, school and environment,
  • Domestic pressure and violence, child abuse, peer bullying,
  • Discrimination and racism,
  • The role of family, teacher and school providing the social security,
  • The problems of the social security and guidence.

I. Special education for physical, cognitive and mentally disabled people:

  • The scope of physical, cognitive, mental and social disabled people,
  • Historical developments and current applications of the special education for physically, cognitively, mentally and socially disabled people,
  • Orthopaedagogy of the special education for physically, cognitively, mentally and socially disabled people,
  • Types of special education schools,
  • Different approaches of special education in Europe and the world,
  • The place of the special education in general education,
  • Teorical and practical approaches for the increasing cooperation and unifying of the special and general education,

J. Teachers and their education:

  • Teacher education and their general features,
  • General social understandings and changing vision of teaching profession,
  • Innovation in education and the role of teachers,
  • Teacher education in Europe and the place of teachers,
  • Guidance and coaching for teachers,
  • Professional development of teachers and in-service training,
  • Increasing knowledge, attitudes and didactical skills of teachers in the learning process,
  • Teachers and effective classroom management and Teacher, student and parent relationships,
  • Teacher-centered or student-centered approaches to education,
  • Teachers’s professional institutions, guidance and support services,
  • The role of teachers in the formation of educational policies and participation in school management.

K. General student profiles affecting the education achievement:

  • Factors such as age, gender, family and social environment of the students,
  • General psychological factors such as cognitive (intelligence) capacity of the student,
  • Learning style of students and general mega-cognitive knowledge and learning skills
  • Learning capacity of students, features such as learning and achievement motivation or determination,
  • Features of the students such as preliminary knowledge, learning and thinking activity,
  • The learning environment of students and their view or value to the lecture,
  • Characteristics of the students and teacher attitudes,
  • The role of learning style in learning
  • Student support and guidance in learning difficulties.

L. Didactical model and teaching:

  • Meaning of the didactical approach method and its scope,
  • Learning process and didactical models,
  • Didactical education and training activities,
  • Branch education and didactical approach,
  • Preparation for lecture, giving and evaluating the lectures, and didactical approach,
  • Identifying the general and particular purposes of the lecture,
  • Didactical education and training activities,
  • Types of didactical evaluation and reporting.

M. Holistic quality and inspection in education:

  • Basic criterion of the holistic quality,
  • The relationships of the holistic quality and purposes of the education,
  • Holistic quality and education policies,
  • Increasing the holistic quality in macro, mesa and micro level,
  • The relationships between the teachers and holistic quality,
  • Inspecting the assessment, evaluation and holistic quality in center and school level,
  • The role of the legal measures and educational inspector in holistic quality,
  • New approaches in holistic quality and education.

N. Education management and leadership:

  • Management stills of the education institutions,
  • Planning and organization activities,
  • Innovation management in education and leadership,
  • Affective leadership skills and education coaching,
  • Functions of the school director,
  • School teacher’s board coordination,
  • Class management and the role of teacher,
  • Coordination of branch teachers,
  • Increasing the management of the relationships of the school, family and environment.

O. Guidance services for students in education:

  • Guidance services at the level of basic, secondary and vocational education,
  • Guidance services at class and school level,
  • Duties of the guidance counselor,
  • Guidance for individuals and groups,
  • Definition and scope of mentoring and coaching.

P. NLP in education and its role in communication:

  • Management stills of the education institutions,
  • Main features of NLP,
  • In general NLP and communication,
  • The role of NLP in communication and its effects in student guidance activities,
  • NLP, and student mentoring and coaching activities,
  • NLP and student-teacher relationship,
  • NLP and motivation,
  • NLP, effective listening and questioning techniques.

O. Theories of learning and educational practices:

  • The scope and definition of the phenomenon of learning,
  • Basic concepts of education,
  • Types and styles of learning,
  • Basic principles and practices of theories of attitudes such as behaviorism, cognitive, history-culture, constructivist and neurophysiology,
  • Learning by himself,
  • Main features of memory, memory development and learning,
  • The relationship between cognitive development and learning,

R. Project development and project management:

  • Types of project, scope and objectives of the works,
  • Types of project,
  • Project activities and human resources,
  • Organization of the project: leader, secretary and members of the project and others,
  • Planning of the project: general planning, execution or realization of the plan, timeline,
  • Financial planning and risks,
  • Evaluation and result report.

S. Vocational education and work orientation:

  • Social, economic and cultural basics of the vocational education,
  • The place of the vocational education in individual and social life,
  • The main types and levels of the vocational education,
  • Cooperation of the vocational education institutions with work institutions,
  • The main factor of selecting the job,
  • The guidance (coaching and mentoring) of the vocational education,
  • Mentor system of vocational education,
  • Obtaining a job and orientating the work life.

T. Education for adults:

  • The scope and purposes of the adult education,
  • The functions of the adult education,
  • Adults and lifelong education,
  • Formal and informal education opportunities for adults,
  • Primary education and secondary education for adults,
  • Higher education for adults,
  • Selecting the job education for adults,
  • Adult education in prison,
  • Foreign language and culture education,
  • Adults and their communication skills,
  • Adult education and mobilization.

U. Using the media in education and teaching:

  • Relationship of the education and media,
  • The main media types and their role in education,
  • Types of didactical studies and using the media,
  • Main pedagogical criterions for selecting the media in education,
  • The use of the computer in education as an important media tool,
  • Increasing the skills of teachers, students and parents in using the media,
  • The use of the media and education quality.

V. Outstanding Intelligence and Education:

  • Characteristics of Gifted Children
  • Teaching Trainers of Gifted Children
  • Parental Education of Gifted Children
  • Chronologic Progress of Gifted Children
  • Curriculum Enhancement on Education of Gifted Children
  • Materials Used in Education of Gifted Children

Some of the projects made by our education staff-academy;

  • Gümüşhacıköy Center of Vocational Training Amasya /Turkey (2012-1-TR1-LEO01-37284) “EDUCATION IN PRODUCTION”,
  • TECHNICAL ELEMENTS ASSOCIATION OF AYDIN “INCREASING THE WATER CAPACITY BY WAY OF RIVER CATCHMENT, 2012-1-TR1-LEO03-39317”
  • DISTRICT NATIONAL EDUCATION DIRECTORATE OF DİYARBAKIR BAĞLAR “Innovative and Creative Youth Internship in Europe through enhanced cooperation in vocational education and training”
  • “İSMAİL-NAZİF BAYRAKTAR GIRL TECHNICAL AND PROFESSIONAL HIGHSCHOOL – ŞANLIURFA” made by “BİT OKUR-YAZARLIĞI.” Adopted under EU Education and Youth programs.
  • “ANTALYA- KUMLUCA – PUBLIC EDUCATION CENTER, ANTALYA , TURKEY 2015-1 – TR01 – KA104-016478’’ “UNDER COVER COMMERCIAL VEGETABLES”
  • Merzifon Anatolian Health Vocational High School “Living a Step Further”
  • E-Z Tohumculuk Ltd. Şirketi, “New methods in seed “Address: Bağlık Mah. Altınyaka Caddesi No:23/A Kumluca -Antalya/ TURKEY
  • 2015-1-TR01-KA101-020108 “Creative Teacher-Creative Learner Project”, Şahidi Ortaokulu /Muğla –Menteşe/ TURKEY
  • Yahyalı Atatürk Ortaokulu /Kayseri-Yahyalı, “Digital Classroom: Using ICT in Education”

Legal Representative
Title:
Gender: M
First Name: Mr. Alex
Family Name: Krakov
Department : Education
Position : Responsible
e-mail: bifacademy@inbox.lv
alexkrakov8@gmail.com
http://www. bifaacademy.com
Telephone: +371.26289778