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Davidovitch, Nitza, e Erez Cohen. "Effective Regulation of the Israeli Higher Education System in the Global and Neoliberal Era". Higher Education Studies 11, n. 3 (8 giugno 2021): 21. http://dx.doi.org/10.5539/hes.v11n3p21.
Testo completoAbstract (sommario):
For over six decades Israel’s system of higher education has been managed by the Ministry of Education and the Council for Higher Education (CHE). During this period, significant transitions have occurred in the academic system throughout the world and in Israel, leaving their mark on research and teaching and on the related regulatory agencies. The purpose of the study is to examine the need for regulation of higher education in a capitalist world, with Israel serving as a case study.
The study examines the CHE’s management of changes that occurred in the academic world and the overall considerations utilized by the pilots of this regulatory agency, which led to shaping policy from a perspective of time and with an eye to the challenges of the future, in comparison to supervisory agencies around the world. The research method is based on research literature addressing the system of higher education in Israel and elsewhere as well as on interviews with senior academics occupying key positions in the CHE in the past and present. The research findings indicate that the CHE has a bureaucratic image, a short-sighted policy, and that it reacts to events more than leading them, as opposed to its declared goal of promoting high standard, innovative, and accessible research and teaching processes to benefit the economy and society.
The conclusion generated by the research findings is that implementation of a hybrid model suitable for the twenty first century, which combines liberalization and regulation, should be explored. This model will let institutions of higher education develop independently while reducing government supervision, and will allow the regulatory body to regulate their activity via incentives and restrictions, while identifying market failures that it will define. Such a regulatory body will include an array of academic experts from the field of higher education with proven experience in the fields of academic research and teaching, in order to separate the managing of Israel’s system of higher education from politics and bureaucracy.
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Ren, Xiaoai. "A Directory to International LIS Education Accreditation Processes: Part II". International Journal of Librarianship 2, n. 2 (15 dicembre 2017): 104. http://dx.doi.org/10.23974/ijol.2017.vol2.2.52.
Testo completoAbstract (sommario):
Let us continue to look at the LIS education accreditation processes across the world in Part II of this directory. This time, readers will find information on the accreditation processes for higher education in general, and LIS education in particular in Ireland, Germany, and South Africa. In Ireland, the Library Association of Ireland (LAI) accredits only LIS programs that meet the academic quality assurance requirements of the state agency Quality and Qualifications Ireland (QQI). In South Africa, a LIS program provider will first contact the Library and Information Association of South Africa (LIASA) for input before submitting the accreditation application to The Council on Higher Education (CHE), the statutory body in South Africa for quality assurance in higher education. In Germany, the Accreditation Council is the central decision-making body that is responsible for the accreditation of all study programs of any disciplines in Germany. There is no specialized accreditation institution for LIS accreditations, and German Library Associations is not involved in the LIS education accreditation processes.
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Bird, Alan, e Virimai Mugobo. "Branding private higher education institutions in South Africa through the evaluation of current branding models". EUREKA: Social and Humanities, n. 3 (31 maggio 2021): 15–27. http://dx.doi.org/10.21303/2504-5571.2021.001841.
Testo completoAbstract (sommario):
The current Private Higher Education Institution (PHEI) landscape in South Africa is developing at a rapid rate, with over ninety private tertiary institutions, registered with the Council for Higher Education (CHE). However, stakeholder perceptions of these PHEIs are generally negative, largely as a result of the negative perceptions of the qualification, obtained from the private institutions by both parents and students, and questions around the sustainability of the institutions in the long run. Media reports, lack of Department of Education (DHET) support and funding, as well as minimum, if any, marketing and advertising from the PHEI are factors, cited for these firmly entrenched perceptions from the general public. The article was driven by both current and emerging branding models as a benchmark for value-added branding of PHEIs in South Africa. International markets, in countries such as Singapore, Malaysia, India and Brazil are included; not as a comparative study, but more as a review of literature on how tertiary education is branded in the private sector in these countries. In addition, developing countries and emerging markets needed to be taken into consideration in the light of their experience in sustaining private education entities. The subsequent investigation of these models proved invaluable in respect of providing similarities and, in some instances, huge differences, which contributed to the establishment of a generic value-added branding model critical for sustaining PHEIs in South Africa. The knowledge of which dimensions the branding of a PHEI should focus on to nullify the negative perceptions associated with a PHEI is paramount.
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Arimoto, Akira. "Efforts to Institutionalize Active Learning in Japanese Higher Education". International Journal of Chinese Education 5, n. 2 (24 febbraio 2017): 226–49. http://dx.doi.org/10.1163/22125868-12340069.
Testo completoAbstract (sommario):
In 2012, the Central Council for Education (cce) issued a report concerning the introduction of active learning (al) and educational management into higher education. Its main object was to foster students’ ability of active learning (or active study [as]) to enable them not only to fulfill the outcome required by the dp (Diploma Policy) but also to respond to an unpredictable future in a knowledge-based society. In order to enhance students’ al, it is necessary to innovate educational methods, such as High Impact Practice (hip) and Institutional Research (ir), to establish educational management, including dp, cp (curriculum policy), and ap (admission policy), and to promote the Research-Teaching-Service (r-t-s) nexus. Based on the cce’s report, the Ministry of Education, Culture, Sports, Science and Technology (mext) started a nationwide program in 2013 to pursue active learning. As a result, the Japan Society for the Promotion of Science (jsps) selected a project of a four-university collaboration as one of the projects related to the programs in which the author of this paper conducted a national survey with a focus on the institutionalization of academic learning in academia.
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Silva, Marta Leandro da, e Geraldo Inácio Filho. "A trajetória histórico-normativa das políticas curriculares de graduação tecnológica no Brasil: cursos superiores de tecnologia (LDB 4024/61 a 9394/96)". Cadernos de História da Educação 17, n. 3 (17 novembre 2018): 821. http://dx.doi.org/10.14393/che-v17n3-2018-12.
Testo completoAbstract (sommario):
Este artigo aborda a trajetória histórico-normativa das políticas curriculares dos cursos de graduação tecnológica no contexto da legislação federal. Articula-se ao contínuo das pesquisas de doutorado; Pesquisa FAPESP (2011/0845608) concernentes às políticas de educação tecnológica no Estado de São Paulo; reportando-se também à atual Pesquisa de Pós Doutorado em Educação (História da Educação) que versa sobre as políticas públicas da educação profissional e tecnológica no Brasil. Sob bases metodológicas da pesquisa qualitativa em educação a análise abrange a pesquisa bibliográfica e a documental. Nesse espaço textual, contemplou-se, prioritariamente, a pesquisa documental. Focaliza a análise da legislação federal da: I) primeira Lei de Diretrizes e Bases da Educação Nacional (LDB) 4.024/61 e legislação complementar do extinto Conselho Federal de Educação (CFE); II) da vigente LDB 9394/96; Pareceres e Resoluções do atual Conselho Nacional de Educação (CNE).À luz de uma abordagem descritivo-analítica e de interpretação legislativa visou-se, aqui, referenciar as normatizações de Pareceres e Resoluções expedidos pelo CNE. Priorizou-se o estudo do Parecer CNE/CEB 29/2002, pois esse documento contempla o histórico da educação tecnológica no Brasil. A título de considerações preliminares, cabe enfatizar a relevância do Estado de São Paulo, prioritariamente pelas orientações normativas do CEE/SP e do Centro Paula Souza (CPS), na inovação e oferecimento de educação profissional e tecnológica pública no Brasil. Entretanto, constam ainda demandas urgentes quanto ao reconhecimento das peculiaridades dos cursos superiores de graduação tecnológica; bem ainda quanto à necessidade de um vigoroso planejamento participativo e diagnóstico a fim de identificar as especificidades do desenvolvimento nacional e a correlata formulação de políticas curriculares para a educação profissional tecnológica pública.Palavras-chave: políticas curriculares; trajetória histórico-normativa; cursos superiores de tecnologia, legislação federal.AbstractThis article discusses the historical and normative trajectory of curricular policies of technological undergraduate courses in the context of federal. Articula up legislation to continuing the doctoral research; FAPESP (2011/0845608) concerning the technological education policies in the State of São Paulo; also reporting to the current post of Research Doctorate in Education (History of Education) that deals with the public policy of vocational and technological education in Brasil. Sob methodological basis of qualitative research in education analysis covers literature and documentary. In this textual space, looked up primarily documentary research. Focuses on the analysis of federal legislation: I) First Law of Guidelines and Bases of National Education (LDB) 4,024 / 61 and supplementary legislation of the former Federal Council of Education (CFE); II) of the current LDB 9394/96; Opinions and resolutions of the current National Education Council (CNE) .A light of a descriptive-analytic approach and legislative interpretation aimed to here refer to the regulations of opinions and resolutions issued by the CNE. We prioritized the study of the CNE / CEB 29/2002, as this document includes the history of technological education in Brazil. By way of preliminary considerations, it should be emphasized the importance of the State of São Paulo, primarily by the guidelines established by the EEC / SP and the Paula Souza Center (PSC), innovation and professional education and public offering technology in Brazil. However, still appear urgent demands for recognition of the peculiarities of higher education courses in technology graduation; and also on the need for a vigorous participatory planning and diagnosis to identify the specifics of the national development and related formulation of curriculum policies for public technology professional education.Keywords: curriculum policies; historical -normative trajectory; higher education technology, federal legislation
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Gündeğer, Ceylan, Sümeyra Soysal e Esed Yağcı. "PLT (Program of Training Lecturer) research asssistants' opinions about domestic and outland language training". Pegem Eğitim ve Öğretim Dergisi 2, n. 4 (1 dicembre 2012): 55–70. http://dx.doi.org/10.14527/c2s4m5.
Testo completoAbstract (sommario):
The purpose of this study is to determine PLT (Program of Training Lecturer) research assistans' views about domestic and outland language training. Accordinglythe opinions were obtained from 10 PLT research assistants, who had domestic language training, and 11 PLT research assistants, who had outland language training, with 5 open-ended questions semi-structured interview formby having face to face interview. In data analysis the content analysis was used. The results of the study revealed that PTL research assistants had expectations of general and academic English from domestic language education. Most of research assistants noted that domestic language education didn't meet those expectations. The most important problems faced by research assistants were housing and exam-business anxiety in language education. Also research assistants stated that they had not found an effective language education. Finally PTL research assistants have made some suggestions both CHE (the Council of Higher Education) and other PTL research assistants. On the other hand it is concluded that PTL research assistants', who had outland language training, most important expectations are to improve their ability in speaking, writing an article and giving a presentation. In addition the research assistants had some problems about housing, teachers'qualifications and the Turkish students in a class and had not solved this problems. It is seen that they don't find the training program effective and further it was not satisfy their expectitons. Accordingly it is seen that, the most important things are prefering the countries, have native speakers like USA, UK, Canada, reducing the Turkish student in a class and being in the academic environment like universities instead of courses.
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Cooner, Donna, Cerissa Stevenson e Heidi Frederiksen. "Teacher Work Sample Methodology: Displaying Accountability Of U.S. Teacher Education Program Effectiveness". Journal of College Teaching & Learning (TLC) 8, n. 10 (3 ottobre 2011): 17. http://dx.doi.org/10.19030/tlc.v8i10.6108.
Testo completoAbstract (sommario):
Productive strategies for evaluating outcomes in teacher licensure programs are becoming increasingly important in the education field. Research data from 492 teacher licensure program completers from 2006-2009 in the School of Education, Colorado State University, Fort Collins, Colorado (USA) was compiled after accreditation by the Colorado Department of Higher Education (CDHE) and the Teacher Education Accreditation Council (TEAC). Three categories including subject matter knowledge, pedagogy, and caring teaching skills were acknowledged in accreditation. An important pedagogy experience for students during the licensure program was teacher work sample methodology. This article discusses teacher work sample methodology, explains the experience of building a teacher work sample (TWS) and presents data regarding students results from TWS rubrics. Findings demonstrate teacher education program effectiveness and highlight the effective use of TWSs to meet accreditation requirements.
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Aydın, Mithat, e Türkan Çelik. "Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skills". Research on Education and Media 12, n. 1 (1 dicembre 2020): 42–57. http://dx.doi.org/10.2478/rem-2020-0006.
Testo completoAbstract (sommario):
Abstract The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.
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Ershova, Olga, e Evgeny Smirnov. "Sports and ballroom dancing competitive infrastructure analysis in the context of international organizations on sports and ballroom dancing". Tambov University Review. Series: Humanities, n. 182 (2019): 123–29. http://dx.doi.org/10.20310/1810-0201-2019-24-182-123-129.
Testo completoAbstract (sommario):
We consider current problems of scientific and theoretical representations development about competitive infrastructure of Sports and ballroom dancing which are not provided with sufficient scientific comprehension. The purpose is to determine the basis of division used in the world practice of international organizations for sports and ballroom dancing for the classification of competitions, performers, their skills, etc. Interest in sports and ballroom dancing, as a form of social, cultural and leisure activities, increases every year not only abroad but also in Russia. Sports and ballroom dancing in its structure have two programs: Latin American, which includes dances – Cha-cha-cha, Rumba, Samba, Jive, Pasodoble and European, dance – slow waltz, Viennese (fast) waltz, Slow Foxtrot, Quickstep, Tango. Dance and sports clubs cover in their work all age categories from children of three years to people of retirement age. Dance associations are based in cultural institutions, cultural and leisure type, in secondary schools, and in higher educa-tion institutions in the framework of additional education or the organization of cultural and leisure activities. Each dance and sports club, as an element of the structure, is registered in any Russian official organization for ballroom dancing, which, in turn, is a regional and part of the international organization for ballroom dancing. Now, there are actively there are four: 1) WDSF – World DanceSport Federation; 2) WDC – World Dance Council; 3) IDSU – International Dance Sport Union; 4) IDSCA – International Dance Studios and Clubs Association. Each of the organizations provides, contests, competitions, tournaments, Championships of Europe, Asia, world, etc. To analyze the material, we use a comparative typological method. We discover the similarities features and differences in the international organizations activities in sports and ballroom dancing, this information is scientifically investigated for the first time. We define the importance of sports and ballroom dancing competitive and amateur infrastructure for the development of culture and strengthening of a population healthy lifestyle. Also, for the first time in scientific circulation we introduce a systematic material on the activities of international organizations in sports and ballroom dancing.
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Knust, Michaela, Olaf Zawacki-Richter e Anke Hanft. "Organisation and Management of Continuing Higher Education: Findings of a Comparative Study in Six Countries from a German Perspective". Journal of Adult and Continuing Education 14, n. 2 (novembre 2008): 132–46. http://dx.doi.org/10.7227/jace.14.2.3.
Testo completoAbstract (sommario):
An international comparison study investigated the organisation and management of continuing higher education (CHE) in Germany, Finland, France, the United Kingdom, Austria and the United States of America. CHE is compared on the system level (boundaries between traditional study programmes and CHE, linking of CHE and vocational training, accessibility openness of the HE system, and recognition of prior learning), the institutional level (type of organisation, cooperation between centralised and decentralised units, and implementation of lifelong learning), as well as on the programme level (use of ECTS-credit points, duration of courses, e-learning, and corporate programmes) in order to derive potentials for CHE and to identify decisive factors of success. The main results are reported in this article.
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Schaeper, Hilde. "Continuing Higher Education in Germany Now and in the Future – What Can We Learn from an International Comparison?" Journal of Adult and Continuing Education 14, n. 2 (novembre 2008): 112–31. http://dx.doi.org/10.7227/jace.14.2.2.
Testo completoAbstract (sommario):
Taking an international comparative perspective, the paper seeks to identify conditions that favour or impede participation in continuing higher education (CHE), and to answer the question what lessons can be learned from other countries. To this end we present selected findings of a secondary analysis of data from seven countries and systematically relate them to the country-specific institutional context. Our analysis suggests that the present situation and the future development of CHE are strongly path-dependent and context-bound. This systemic character of CHE restricts the transferability of particular features of a country's CHE system. Nonetheless, there remain several lessons to be learned from other countries.
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Gur, Bekir S. "On “the history of higher education and the council of higher education in turkey”". Journal of Higher Education and Science 1, n. 1 (2011): 47. http://dx.doi.org/10.5961/jhes.2011.007.
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Descals-Tormo, Asensi. "An Economic Characterization of the Concept of «Merit Goods»: The Case of Higher Education Service*". Journal of Public Finance and Public Choice 15, n. 1 (1 aprile 1997): 55–67. http://dx.doi.org/10.1332/251569298x15668907540660.
Testo completoAbstract (sommario):
Abstract La giustificazione dei finanziamenti pubblici per l’istruzione superiore ha dato luogo a molte discussioni. Gran parte degli studi di economia dell’istruzione ne ha messo in evidenza la giustificazione economica, basata sulla presenza di effetti esterni derivanti da una maggiore istruzione.Tuttavia, perchè queste argomentazioni possano valere, è necessario che ricorrano due condizioni: che i benefici esterni siano marginali e che non possano essere internalizzati.Peraltro, la spiegazione del massiccio ricorso al finanziamento pubblico dell’istruzione superiore richiede altre argomentazioni. Tra queste sembra interessante l’impostazione secondo cui l’istruzione superiore è soggetta a due tipi di preferenze da parte dei contribuenti: «assertive» e «strumentali». Mentre queste ultime tengono conto in modo più diretto delle implicazioni economiche della scelta per colui che la compie, le prime sono in qualche modo condizionate dalle opinioni della società, e dagli stessi slogans con cui sono trasmesse, per cui tenderanno ad essere favorite le politiche in favore dell’istruzione superiore, qualora essa sia inclusa tra i «beni di merito».Se, infatti, la società percepisce l’istruzione superiore come un «bene di merito», nelle valutazioni degli elettori prevarranno preferenze non direttamente collegate con i loro interessi, per cui sarà più facile il finanziamento mediante prelievi di carattere generale.
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Harran, Marcelle, e Howard William Theunissen. "Navigating the engineering literacy divide: design report collaboration practice realities". Journal of Engineering, Design and Technology 17, n. 1 (4 febbraio 2019): 77–101. http://dx.doi.org/10.1108/jedt-07-2018-0112.
Testo completoAbstract (sommario):
PurposeIn 2004, the Council for Higher Education (CHE) required a curriculum responsiveness to the teaching and learning of literacies at the programme level, which needed to be addressed across all disciplines. This study aims to describe a situated higher education (HE) collaboration project between mechanical engineering and the Department of Applied Language Studies (DALS) at Nelson Mandela University from 2010 to 2014. The collaboration project aimed to develop the literacies levels of engineering students, reduce the first-year attrition rate and prepare engineering students to meet the high graduate attribute expectations of a competitive workplace amid employer concerns that engineering graduate communication competencies were lacking and insufficient.Design/methodology/approachThe collaboration study used a mixed-method approach, which included student and lecturer questionnaires, as well as an interview with one engineering lecturer to determine his perceptions of the collaboration practices instituted. As the sample was purposeful, two mechanical engineer lecturers and 32 second-year mechanical engineering students from 2012 to 2013 were selected as the study’s participants, as they met the study’s specific needs. From the questionnaire responses and transcribed interview data, codes were identified to describe the themes that emerged, namely, rating the collaboration practices, attitudes to the course, report feedback provided and report template use.FindingsMost of the student participants viewed the collaboration practices positively and identified their attitude as “positive” and “enthusiastic” to the language/engineering report collaboration initiative. The report feedback practices were viewed as improving writing skills and enabling the students to relate report writing practices to workplace needs. The engineering lecturers also found that the collaboration practices were enabling and improved literacy levels, although time was identified as a constraint. During the four-year collaboration period, the language practitioner increasingly gained report content knowledge, as well as unpacking the specific rhetorical structures required to produce the report text by co-constructing knowledge with the mechanical engineering lecturers.Research limitations/implicationsStudies have shown that language practitioners and discipline lecturers need to change their conceptualisation of academic discourses as generic transferable skills and autonomous bodies of knowledge. Little benefit is derived from this model, least of all for the students who grapple with disciplinary forms of writing and the highly technical language of engineering. Discipline experts often tend to conflate understandings of language, literacy and discourse, which lead to simplistic understandings of how students may be inducted into engineering discourses. Therefore, spaces to nurture and extend language practitioner and discipline-expert collaborations are needed to embed the teaching and learning of discipline-specific literacies within disciplines.Practical implicationsFor the collaboration project, the language practitioner and mechanical engineering lecturers focused their collaboration on discussing and negotiating the rhetorical and content requirements of the Design 3 report as a genre. To achieve the goal of making tacit knowledge and discourse explicit, takes time and effort, so without the investment of time and buy-in, interaction would not be sustained, and the collaboration would have been unproductive. As a result, the collaboration project required regular meetings, class visits and negotiations, as well as a language of description so that the often tacit report discourse conventions and requirements could be mutually understood and pedagogically overt to produce “legitimate texts” (Luckett, 2012 p. 19).Social implicationsIn practice, peer collaboration is often a messy, complex and lengthy process, which requires systematic and sustained spaces to provide discourse scaffolding so that the criteria for producing legitimate design reports are not opaque, but transparent and explicit pedagogically. The study also describes the organisational circumstances that generated the collaboration, as establishing and sustaining a collaborative culture over time requires planning, on-going dialogic spaces, as well as support and buy-in at various institutional levels to maintain the feasibility of the collaboration practice.Originality/valueLiteracy and discourse collaboration tends to reduce role differentiation amongst language teachers and specialists, which results in shared expertise for problem-solving that could provide multiple solutions to literacy and discourse learning issues. This finding is important, especially as most studies focus on collaboration practices in isolation, whilst fewer studies have focused on the process of collaboration between language practitioners and disciplinary specialists as has been described in this study.
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Jones, David R., e Harold Silver. "A Higher Education: The Council for National Academic Awards and British Higher Education, 1964-1989". History of Education Quarterly 32, n. 2 (1992): 270. http://dx.doi.org/10.2307/369001.
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Marx, Johan, e Cecilia Jacoba de Swardt. "Towards a competency-based undergraduate qualification in risk management". Qualitative Research in Financial Markets 12, n. 1 (1 novembre 2019): 96–117. http://dx.doi.org/10.1108/qrfm-10-2018-0110.
Testo completoAbstract (sommario):
Purpose The purpose of this paper is first to determine the competencies required of risk managers and second to consider the implications of such competencies in determining modules for inclusion in the curriculum framework of an undergraduate qualification in risk management. Design/methodology/approach A qualitative research approach was followed, involving risk management professionals in a focus group and making use of interactive qualitative analysis (IQA). Findings The competencies identified are managerial and risk management knowledge, attributes such as assertiveness and steadfastness and ethical values, as well as people and technical skills. These are explained in greater detail in this paper. Research limitations/implications The unique contribution of the current research was the innovative use of IQA for data collection, the removal of subjectivity and the rigour in analysing and presenting the results. The results provide a starting point for designing a curriculum that will both meet the requirements of the professional body and will equip graduates with the best possible combination of knowledge, attributes, values and skills needed by the risk management profession. The implications for further research include that a comparative IQA study of the competencies of risk managers using academics from the field could be undertaken, as well as a study of the design, benchmarking and validation of a proposed curriculum for an undergraduate degree in risk management. The purpose of this study was not to compile a curriculum for a new BCom (risk management). However, this was beyond the scope of the current study. IQA uses rigour and eliminates the bias of the researcher, and the one limitation of this research lies in the use of a focus group, which resulted in the findings not being generalizable as the case would have been with a representative sample used in the positivist paradigm and using appropriate statistical analysis. However, this study was exploratory and could serve as a valuable starting point for further research in this area to perform a comprehensive curriculum development. Practical implications This study found that constituents of the focus group perceived that the following competencies are required of risk managers, namely, knowledge, skills, attributes and values. These competencies correspond closely with the competencies indicated in the Risk and Insurance Management Society (RIMS) Professional Core Competency Model, except that RIMS subdivides knowledge into three categories, namely, business, organisational and risk management knowledge. Similarly, RIMS distinguishes between management skills and technical skills. The attributes identified by the focus group of this study were similar to those identified by RIMS. However, the focus group emphasised values such as integrity, ethical conduct, respect and accountability. However, unlike RIMS, these were not perceived as one of the five core competencies, but rather as a stand-alone competency in its own right, which risk managers need to be successful. RIMS could consider reviewing its core competencies by allocating three closely related aspects, namely communication, collaboration and consultation to technical skills. Core competencies may be replaced by core values, which are literally at the centre of all the competencies required. Such core values are enhanced by the RIMS Code of Ethics (2019) and significantly contribute to the professionalization of risk management. RIMS could also consider providing guidelines to universities for those competencies that could be taught or learnt, to be included in their curricula and to accredit universities who meet such requirements. Social implications The findings of this study also serve as a starting point for the reintroduction of a BCom (risk management) degree by Unisa. Despite the requirements of the South African Qualifications Authority (SAQA) and the Council for Higher Education (CHE), this study demonstrated that a specialised degree in risk management needs to be offered to meet the need expressed by IRMSA for professional risk managers in Southern Africa, and such a degree should ideally be curriculated based on the competencies identified in this article. The implication for public policy is that SAQA and the CHE need to reconsider their rigid stance about the composition of specialised qualifications, and rather set a range of 33-50% for subjects from the field of specialisation that must be included in the curricula of specialised degrees. As indicated by this research, a combination of subjects from different disciplines is required to enhance the competencies and employability of risk management graduates. Originality/value The use of IQA is a novel way of ensuring rigour and objectivity in arriving at the required knowledge, attributes, values and skills of risk managers, and aids in the compilation of a new curriculum for an undergraduate qualification in risk management, thus ensuring the qualification will provide a competency-based qualification that will meet the needs of the profession.
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Fox, Renata, e John Fox. "Power-discourse Relationship in a Croatian Higher Education Setting". education policy analysis archives 10 (14 gennaio 2002): 5. http://dx.doi.org/10.14507/epaa.v10n5.2002.
Testo completoAbstract (sommario):
Croatian higher education system's public space is researched through a critical analysis of a Croatian faculty's discourse. Representing a typical faculty social situation, two council meetings recorded in minutesare critiqued. Both meetings' minutes provide evidence of discourse strategies of deception used by faculty power holders to create an illusion of consent. We attribute the success of the deception to council members' ideas about the Faculty's groups/individuals, relations and issues related to the Faculty's hierarchy, their rank within that hierarchy, and their position within the Faculty's social network. To support our argument, we explore how the Faculty power holders' discourse is built on a power/ideology/language formation. We conclude that, failing to critique the faculty's discourse, council members neglected their historical task of paving the way to democracy.
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Barden, Laing. "UK polytechnic higher education". Industry and Higher Education 3, n. 1 (marzo 1989): 37–42. http://dx.doi.org/10.1177/095042228900300108.
Testo completoAbstract (sommario):
Although UK polytechnic higher education has been defined in terms of the application of multidisciplinary knowledge to the solution of practical problems, and to performance in the world of work, very little has been done to provide a theoretical framework or a properly researched model to help make the educational process effective in its delivery of the agreed philosophy and its objectives. This article proposes a research-based underpinning, centred on the concept of ‘competence', to help ensure that polytechnic HE actually delivers its declared objectives. Patrick Coldstream, Director of the Council for Industry and Higher Education, adds a supporting postscript to this article, encouraging the work of those like Laing Barden who are trying to develop a language of objective setting.
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Shavlik, D. "Programs in the American Council on Education Office of Women in higher education". Journal of Dental Education 63, n. 3 (marzo 1999): 240–41. http://dx.doi.org/10.1002/j.0022-0337.1999.63.3.tb03270.x.
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Ulum, Omer Gokhan. "Neoliberal Policies and English Language Education in Turkey". English Language Teaching 13, n. 9 (13 agosto 2020): 63. http://dx.doi.org/10.5539/elt.v13n9p63.
Testo completoAbstract (sommario):
Turkey has adopted a new trend regarding English-medium education in recent decades. The development of capitalism has also affected Turkey and the Turkish education system. The Turkish Council of Higher Education has aspired to make higher education in Turkey more global and international. Therefore, the British Council has prepared a report to show the situation of English in Turkey. It has been found that Turkey needs serious ameliorations in many ways in the sphere of English-medium instruction. The report findings show that Turkey can develop economically more if it can endorse English-based education. The popularity of neoliberalism has shown its effects in Turkish higher education. Therefore, English has been prioritized as a result of neoliberalism. In the future, the situation of English can be evaluated by teachers, scholars, students, policymakers, and international organizations. The findings also show that The Turkish Council of Higher Education believes that the British Council has contributed to the development of English in Turkey following neoliberal policies.
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Prasad, Chetlal, e Sanjay Kumar. "DEVELOPMENT OF HIGHER EDUCATION IN INDIA SINCE INDEPENDENCE TO MODERN ERA". International Journal of Advanced Research 8, n. 11 (30 novembre 2020): 506–12. http://dx.doi.org/10.21474/ijar01/12033.
Testo completoAbstract (sommario):
The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2019, India has 993 universities and 39,931 colleges. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Higher Education system in the country is governed by multiple agencies with University Grant Commission (UGC) as the apex body. The rule and regulations by these agencies makes the higher education system more complex. The various stakeholders in the regulatory framework in the country are State Governments, professional councils like University Grant Commission (UGC), All India Council for Technical Education (AICTE), National Council for Teacher Education (NCTE) etc. and five professional councils at the state level like Rehabilitation Council of India (RCI), State Educational and Research Council (SCERT) etc. This regulatory arrangement of higher education in India is very complex and disfunctional. Global Initiative for Academics Network (GIAN): The programme seeks to invite distinguished academicians, entrepreneurs, scientists, experts from premier institutions from across the world, to teach in the higher educational institutions in India.UGCs Learning Outcome-based Curriculum Framework (LOCF) in HEIs.by updating curriculum fromacademic year 2019-20.and adopting learner centric teaching learning processes bysuitable improvement in the pedagogy.
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Catalanotti, Jillian, David Popiel, Patrik Johansson e Zohray Talib. "A Pilot Curriculum to Integrate Community Health Into Internal Medicine Residency Training". Journal of Graduate Medical Education 5, n. 4 (1 dicembre 2013): 674–77. http://dx.doi.org/10.4300/jgme-d-12-00354.1.
Testo completoAbstract (sommario):
Abstract Background Public health training has become an important aspect of residency education. The Institute of Medicine recommends public health training for all resident physicians, and internal medicine educational milestones include general public health skills. Objective We sought to integrate community health into internal medicine residency training by developing a community health elective (CHE) curriculum. Methods We developed a 2-week CHE curriculum for internal medicine residents, featuring facilitated discussion sessions, clinical experience at health centers targeting medically underserved populations, and a culminating presentation. We evaluated our pilot curriculum using pre-elective and postelective course surveys with Likert-type questions. Results Of 150 eligible residents, 32 (21%) enrolled in the elective. Nearly all participants (30 of 32, 94%) strongly agreed that learning about community health was an important part of their residency training. Residents' perceived competence at discharging hospital patients with follow-up at community health sites increased 13-fold after taking the elective (P < .001). There was no increase in reported likelihood to practice in an underserved community or in primary care. Conclusions The CHE addresses several Accreditation Council for Graduate Medical Education competencies and internal medicine Milestones and could be a replicable model for internal medicine residency programs that seek to provide community health training.
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Liu, Li, Xuewen Zhang, Longchao Zhao e Ningxiu Li. "Empirical Analysis of the Status and Influencing Factors of Catastrophic Health Expenditure of Migrant Workers in Western China". International Journal of Environmental Research and Public Health 16, n. 5 (1 marzo 2019): 738. http://dx.doi.org/10.3390/ijerph16050738.
Testo completoAbstract (sommario):
Objective: To understand the current situation and influencing factors of catastrophic health expenditure (CHE) of migrant workers in Western China. Method: Sample data were obtained by cluster random sampling. Data were entered and sorted using Epidata 3.1 and SPSS 21.0. The statistical analysis involved a descriptive analysis, chi-square tests, multivariate unconditional logistic regression, and multiple correspondence analysis (MCA). Results: A total of 1271 households were surveyed, and the incidence of CHE was 12.5% (159/1271). The multivariate logistic regression showed that households with elderly people over 65 years old (0R = 2.05, 95% CI = 1.42–2.97), children under five years old (0R = 2.61, 95% CI = 1.53–4.48), at least one person with no basic medical insurance (0R = 2.96, 95% CI = 2.08–4.23), chronically ill patients (0R = 1.85, 95% CI = 1.23–2.77), and hospitalized patients (0R = 3.61, 95% CI = 2.31–5.62) contributed to the risk of CHE. Compared to migrant workers in the >30,000 Yuan household per capita annual income group, the 10,001–20,000 Yuan income group (0R = 2.35, 95% CI = 1.44–3.82) and ≤10,000 Yuan income group (0R = 3.72, 95% CI = 2.09–6.62) had a higher risk of CHE occurrence. Compared to migrant workers in the university and above head-of-household education group, those in the primary level or below education group (0R = 5.90, 95% CI = 3.02–11.5) had a higher risk of CHE occurrence. MCA revealed a strong interrelationship between the following risk factors and CHE: household per capita annual income ≤10,000 Yuan, primary school education level or below for the head of the household, and having at least one person in the household with no basic medical insurance. Conclusions: CHE incidence amongst migrant workers in Western China is a serious issue, and policymakers should pay more attention to these migrant workers’ households that are more prone to CHE than others, so as to decrease the incidence of CHE in this group.
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Baltodano, Josefina Castillo, Susan Carlson, Leah Witcher Jackson e Wanda Mitchell. "Networking to Leadership in Higher Education". Advances in Developing Human Resources 14, n. 1 (16 dicembre 2011): 62–78. http://dx.doi.org/10.1177/1523422311428926.
Testo completoAbstract (sommario):
The Problem. Women continue to be underrepresented in the leadership of higher education, a particularly pressing problem given the aging of college presidents and growing numbers of women students. The Solution. The American Council on Education and its Office of Women in Higher Education (OWHE) provide leadership training and support to thousands of women interested in leadership in higher education through a state-based, volunteer network; women of color summits and training; and national and regional leadership forums. The primary purpose of this article is to highlight the structure of these OWHE-supported leadership development programs and networks. The Stakeholders. These leadership development programs provide solutions for higher education institutions seeking to provide leadership training for their women leaders. The programs, structures, and strategies highlighted offer a model for consideration by HRD and leadership development professionals charged with diversifying leadership in other professions, business, and industry.
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Milani, Lorena. "Povertà educativa e Global Education. Riflessioni per uno scenario futuro". EDUCATION SCIENCES AND SOCIETY, n. 2 (novembre 2020): 444–57. http://dx.doi.org/10.3280/ess2-2020oa9598.
Testo completoAbstract (sommario):
L'approccio che noi proponiamo alla questione della povertà educativa intreccia sia gli obiettivi dell'Agenda 2030 per lo Sviluppo Sostenibile (Onu, 2015) sia quella della Global Education (Council of Europe, 2019) e dei diritti dei minori dichiarati nella Convenzione sui diritti dell'infanzia e dell'adolescenza (Onu, 1989). In questa prospettiva, indagheremo la questione della povertà educativa in termini non solo di mancanza di opportunità, di deprivazione e di qualità della vita, ma anche come deprivazione morale, di orientamenti e prospettive di vita, di qualità della proposta educativa e dei valori insiti in essa. Partendo dalla situazione attuale generata della pandemia del coronavirus, offriamo una lettura delle ricadute sulle povertà materiali e sulla povertà educativa, considerando anche le povertà altre. La prospettiva viene costruita attorno alla centralità dell'etica e all'ipotesi di un nuovo paradigma: il PEL (Prodotto Etico Lordo) cui è associata l'educazione alla sobrietà. In questa logica, la Global Education diviene approccio pedagogico per promuovere l'educazione alla cittadinanza globale per una vita degna e una dignità educativa
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Marx, Ben. "Corporate governance practices at higher education institutions in South Africa". Journal of Economic and Financial Sciences 1, n. 2 (31 ottobre 2007): 105–22. http://dx.doi.org/10.4102/jef.v1i2.363.
Testo completoAbstract (sommario):
South Africa boasts a vibrant higher education sector, with more than a million students enrolled in its higher education institutions. These institutions constitute highly complex organisations, with many and varied stakeholders and with budgets running into hundreds of millions of rands. Sound management and strict adherence to corporate governance principles and practices are essential to the success of these institutions. This will include the establishment of a well-balanced, independent and diligent council, as well as properly constituted and effective sub-committees of council. Of these sub-committees, the audit and finance committees are sure to play a pivotal part in ensuring financial discipline and adherence to sound corporate governance principles and practices. The principal aim of this paper will be to focus on the basic governance-regulatory requirements of higher education institutions in South Africa, and to benchmark these requirements against the corporate governance principles and practices required by King II.
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Pedraja-Rejas, Liliana, Emilio Rodriguez-Ponce Rodriguez-Ponce e Carmen Araneda-Guirriman. "Doctoral Education And Government Funding In Higher Education Institutions: An Approach From Chile". Contemporary Issues in Education Research (CIER) 9, n. 2 (1 aprile 2016): 67–76. http://dx.doi.org/10.19030/cier.v9i2.9617.
Testo completoAbstract (sommario):
This research reveals the importance that government funding and the quality of faculty have on the doctoral training of universities from the Council of Chilean Universities (CRUCH), thus exploring the existing relationship inside this formative process. The results and conclusions show that government funding has a direct impact on doctoral training in Chile, along with the quality of the academic staff that these analyzed institutions have. Therefore, it is pertinent to conclude that fiscal funding and quality of faculty is important and relevant within the training of doctors in Chile.
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Mamary, Edward M., e Kathleen M. Roe. "Selecting for a Diverse Public Health Workforce". Californian Journal of Health Promotion 2, n. 1 (1 marzo 2004): 22–28. http://dx.doi.org/10.32398/cjhp.v2i1.576.
Testo completoAbstract (sommario):
The population of California continues to become more diverse; it has become increasingly important for California universities to provide graduate education to underrepresented groups and to prepare culturally competent health educators whose skills are adapted to these dynamic demographic changes. This paper describes the graduate admissions requirements of the four California-based graduate programs in Community Health Education (CHE) accredited by the Council on Education for Public Health (CEPH ) and uses the graduate admissions process at San Jose State University as a case example for selecting a cohort that reflects the cultural and linguistic diversity of the state. The use of multiple methods of assessment and the avoidance of undue emphasis on standardized tests in the admissions selection creates a more equitable graduate admissions process.
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Prendergast, Mark, e Joseph Roche. "Supporting Mathematics Teachers’ Development through Higher Education". International Journal of Higher Education 6, n. 1 (13 gennaio 2017): 209. http://dx.doi.org/10.5430/ijhe.v6n1p209.
Testo completoAbstract (sommario):
Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.
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Findik, Leyla Yilmaz. "Is Higher Education Internationalizing In Turkey?" European Scientific Journal, ESJ 12, n. 13 (30 maggio 2016): 295. http://dx.doi.org/10.19044/esj.2016.v12n13p295.
Testo completoAbstract (sommario):
European countries has undergone many reforms and strategies based on Bologna Process objectives to become key players in this global knowledge network. This internationalization phenomenon has affected various aspects of Turkish higher education system and Turkey set an agenda to benefit from this international environment and attract foreign students. The main aim of the study is to discuss internationalization in higher education and review of the present status of student mobility in higher education in Turkey after the launch of Bologna Process. The study will provide a picture of internationalizing and mobility in higher education in Turkey to address strategic questions related to the future of higher education in Turkey, and to discuss in detail with the aim of shedding light on new planning. The research was structured as a descriptive study and used secondary data received from Council of Higher Education (CoHE) published on the web site as well as international documents and reports. According to the findings of the study, it is impossible at that moment to report accurately that much progress has been made on internationalizing in higher education in Turkey.
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Crawford-Lee, Mandy Samantha, e Tony Wall. "Sustainability 2030: a policy perspective from the University Vocational Awards Council". Higher Education, Skills and Work-Based Learning 8, n. 3 (13 agosto 2018): 233–42. http://dx.doi.org/10.1108/heswbl-03-2018-0043.
Testo completoAbstract (sommario):
Purpose The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning. Design/methodology/approach This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled. Findings This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces. Practical implications This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning. Originality/value The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.
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Coleman, James A. "English-medium teaching in European higher education". Language Teaching 39, n. 1 (gennaio 2006): 1–14. http://dx.doi.org/10.1017/s026144480600320x.
Testo completoAbstract (sommario):
In the global debates on English as international lingua franca or as ‘killer language’, the adoption of English as medium of instruction in Higher Education is raising increasing concern. Plurilingualism and multilingualism are embedded in the official policies of the European Union and Council of Europe, and the Bologna Process for harmonizing Higher Education promises ‘proper provision for linguistic diversity’. But even enthusiasts acknowledge the problems of implementing such policies in the face of an inexorable increase in the use of English. This survey draws on the most recent and sometimes disparate sources in an attempt to paint a comprehensive and up-to-date picture of the spread of English-medium teaching in Europe's universities. The article sets the changes in the context of accelerating globalization and marketization, and analyses the forces which are driving the adoption of English, and some of the problems which accelerating ‘Englishization’ of European Higher Education might create.
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Kalabukhova, G. V. "NON-GOVERNMENTAL ACCREDITATION OF HIGHER EDUCATION PROGRAMS: CHALLENGES, OPPORTUNIRIES, AND PRACTICES". Современная высшая школа инновационный аспект, n. 3 (2020): 40–45. http://dx.doi.org/10.7442/2071-9620-2020-12-3-40-45.
Testo completoAbstract (sommario):
This article analyzes the procedures and systems for evaluating non-governmental forms of accreditation of educational programs on the example of professionalpublic accreditation practices. Approaches and criteria systems for professional and public accreditation of professional educational programs in the field of information technology (Council for professional qualifications in the field of information technology) was selected as sources of analysis.
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Pham, Ly Thi. "UNIVERSITY AUTONOMY AND ACCOUNTABILITY: THE RELATIONSHIPS BETWEEN STATE, HIGHER EDUCATION INSTITUTIONS AND SOCIETY". Science and Technology Development Journal 15, n. 1 (30 marzo 2012): 57–66. http://dx.doi.org/10.32508/stdj.v15i1.1783.
Testo completoAbstract (sommario):
University autonomy and accountability are central points at heart of governance reforms, which is essence of the relations between state, university and society. University autonomy must be accompanied with institution accountability as two sides of a coint. University Council and independent accreditation agencies are schemes that enable the schools to hold their accountable. University Council is representatives of all stakeholders, in other words, presents public interests in supervision of university administrations. Accreditation agencies are civil society scheme designed to help schools improving their performance and to provide public with information about the universities. University autonomy has been a bottle-neck issue which hindered innovations at institutional level. Therefore it is unavoidable matter in developing high quality higher education institutions as it is prerequisite for their success.
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Fischer‐Appelt, Peter. "ASSISTANCE IN HIGHER EDUCATION LEGISLATION: THE LEGISLATIVE REFORM PROGRAMME OF THE COUNCIL OF EUROPE". Higher Education in Europe 21, n. 2-3 (gennaio 1996): 82–89. http://dx.doi.org/10.1080/0379772960210208.
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Fomunyam, Kehdinga George. "Deconstructing quality in South African higher education". Quality Assurance in Education 26, n. 1 (5 febbraio 2018): 44–59. http://dx.doi.org/10.1108/qae-11-2016-0072.
Testo completoAbstract (sommario):
Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.
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Thorne, Colin. "University funding council research selectivity exercise, 1992: implications for higher education in geography". Journal of Geography in Higher Education 17, n. 2 (gennaio 1993): 167–70. http://dx.doi.org/10.1080/03098269308709219.
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Andrews, John. "The Dearing Rpeort : a view from the Higher Education Funding Council for Wales". Perspectives 2, n. 3 (1 settembre 1998): 89–106. http://dx.doi.org/10.1080/13603109882108.
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Chernyshev, D. O., Y. I. Khlaponin e V. M. Vyshniakov. "EXPERIENCE OF INTRODUCTION OF ELECTRONIC VOTING IN HIGHER EDUCATION INSTITUTIONS". Collection of scientific works of the Military Institute of Kyiv National Taras Shevchenko University, n. 68 (2020): 90–99. http://dx.doi.org/10.17721/2519-481x/2020/68-10.
Testo completoAbstract (sommario):
An important problem on the way to the development of e-democracy is to ensure citizens' confidence in electronic voting systems. Although there are many cases of implementation of such systems, in all cases, voters must take it on faith that the personnel serving the system will honestly and accurately perform the work. In other words, none of these systems provide voters with sufficient and understandable evidence that the secret of their votes cannot be revealed and the results of the vote count cannot be falsified. It is known that the systems in which citizens perform audits of all those procedures where fraudulent manifestations are possible, enjoy the indisputable trust of voters. Now such systems exist, but they do not use electronic voting. The purpose of this work is to prove and practical confirmation of the possibility of building a system of secret electronic voting on the public Internet with means available to voters for auditing all those processes that may cause distrust during voting. The principles of constructing e-voting systems are analyzed from the point of view of the possibility of ensuring the trust of citizens through complete openness for auditing selected software and hardware solutions. It was with the use of such solutions that the system was built, which was implemented at the Kiev National University of Construction and Architecture for the election of student representatives to the Student Self-Government Council. Also, this system is used to conduct secret voting at meetings of the Academic Council of the University online. An important practical result of this implementation is the elimination of cumbersome manual counting procedures. In the case of the meeting that took place on October 16, 2020, where the number of ballots was 53, although 53 out of 85 members of the Academic Council took part in the vote (six voted with paper ballots), the relief was tangible, because there were 2,491 fewer ballots in the ballot box. In addition, computerized counting is instant and error-free, and the presence of automated auditing eliminates the possibility for any software tampering or unauthorized personnel interference with the server. The main advantage, of course, is that conditions are created to protect against the spread of a viral infection and there is no need to stop the activities of the Scientific Councils during quarantine.
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Li, Anqi, Yeliang Shi, Xue Yang e Zhonghua Wang. "Effect of Critical Illness Insurance on Household Catastrophic Health Expenditure: The Latest Evidence from the National Health Service Survey in China". International Journal of Environmental Research and Public Health 16, n. 24 (13 dicembre 2019): 5086. http://dx.doi.org/10.3390/ijerph16245086.
Testo completoAbstract (sommario):
Background: China fully implemented the critical illness insurance (CII) program in 2016 to alleviate the economic burden of diseases and reduce catastrophic health expenditure (CHE). With an aging society, it is necessary to analyze the extent of CHE among Chinese households and explore the effect of CII and other associated factors on CHE. Methods: Data were derived from the Sixth National Health Service Survey (NHSS, 2018) in Jiangsu Province. The incidence and intensity of CHE were calculated with a sample of 3660 households in urban and rural areas in Jiangsu Province, China. Logistic regression and multiple linear regression models were used for estimating the effect of CII and related factors on CHE. Results: The proportion of households with no one insured by CII was 50.08% (1833). At each given threshold, from 20% to 60%, the incidence and intensity were higher in rural households than in urban ones. CII implementation reduced the incidence of CHE but increased the intensity of CHE. Meanwhile, the number of household members insured by CII did not affect CHE incidence but significantly decreased CHE intensity. Socioeconomic factors, such as marital status, education, employment, registered type of household head, household income and size, chronic disease status, and health service utilization, significantly affected household CHE. Conclusions: Policy effort should further focus on appropriate adjustments, such as dynamization of CII lists, medical cost control, increasing the CII coverage rate, and improving the reimbursement level to achieve the ultimate aim of using CII to protect Chinese households against financial risk caused by illness.
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Belarbi, Abdelhafid K., Ghaleb A. El Refae, John A. Ballard e Jamal Abu Rashed. "Transnational education in the Gulf Cooperation Council countries: the challenges of internationalisation and quality in higher education". International Journal of Economics and Business Research 11, n. 2 (2016): 120. http://dx.doi.org/10.1504/ijebr.2016.075304.
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Sizer, John. "Teaching Quality Assessment in Higher Education Institutions in Scotland: The Staff Development Aspects of Scottish Higher Education Funding Council Quality Assessment Framework". Higher Education Policy 7, n. 2 (giugno 1994): 50–51. http://dx.doi.org/10.1057/hep.1994.25.
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Sieniuć, Magdalena. "Granting the Academic Title of Professor. Some Reflections on the Regulations Contained in Law on Higher Education and Science". Białostockie Studia Prawnicze 25, n. 4 (1 dicembre 2020): 137–57. http://dx.doi.org/10.15290/bsp.2020.25.04.10.
Testo completoAbstract (sommario):
Abstract The Law on Higher Education and Science of 20 July 2018, entered into force on 1 October 2018, introduced changes concerning the prerequisites for the acquisition of the academic title of professor and the procedure for awarding it. The stage of proceedings before the board of an organisational unit (e.g. Faculty Council) was also abandoned, which in fact led the procedure beyond the ‘walls of the university’ and limited it to the stage of proceedings before the Council of Scientific Excellence. The author considers selected issues relating to the Professor’s academic title, concerning the premise for awarding it, the course of the proceedings in this subject and the entities taking part in them, as well as the role played by the President of the Republic of Poland in these proceedings. As a result of the considerations conducted, the author assumed that the most far-reaching change was the legislator’s resignation from the stage of proceedings before the council of the entity from which the candidate for the title of professor had come from, assuming that the role of the President of the Republic of Poland in this process had not undergone any significant changes. He remains bound by the opinions of the reviewers appointed by the Council of Scientific Excellence and its position expressed in the administrative decision issued on the application for the academic title. In accordance with the viewpoint of the author, due to the resignation of the legislator from the stage of proceedings before an individual’s council, the opinions of the reviewers expressed in the justification of the Council of Scientific Excellence decision are now, in principle, the only emanation of the assessment of the scientific community expressed in this procedure.
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Garwe, Evelyn Chiyevo. "Self-study of Innovation in Quality Assurance at the Zimbabwe Council for Higher Education". International Journal for Innovation Education and Research 6, n. 1 (31 gennaio 2018): 105–10. http://dx.doi.org/10.31686/ijier.vol6.iss1.924.
Testo completoAbstract (sommario):
This paper presents a self-study of the innovative policies, practices, methods, systems and instruments that have been used by the Zimbabwe Council for Higher Education to assure quality in the constantly changing higher education environment. The aim of the paper is to provide information to countries still developing quality assurance frameworks. The author underscore the role of motivation in creating fertile ground for innovation and creativity.
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Stone, Jason E. "Awarding college credit for MOOCs: The role of the American Council on Education". education policy analysis archives 24 (28 marzo 2016): 38. http://dx.doi.org/10.14507/epaa.24.1765.
Testo completoAbstract (sommario):
Emerging alongside the open educational resources movement of the past decade, Massive Open Online Courses (MOOCs) have been widely heralded as advancing cause of providing increased access to higher education. The article explores the implications of the recommendation by the American Council on Education (ACE) to offer college credit for a select group of MOOC offerings, with regard to benchmarks of access and affordability, in light of recent developments in credentialing. In particular, the article examines the innovative partnership between Arizona State University’s Global Freshman Academy (GFA) and MOOC provider edX, with regard to its potential to both disrupt and transform higher education by contributing to the development of accessible, affordable, alternative credentialing pathways.
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Basari, Gulsun, Zehra Altinay, Gokmen Dagli e Fahriye Altinay. "Assessment of the Quality Management Models in Higher Education". Journal of Education and Learning 5, n. 3 (10 maggio 2016): 107. http://dx.doi.org/10.5539/jel.v5n3p107.
Testo completoAbstract (sommario):
<p>This study involves the assessment of the quality management models in Higher Education by explaining the importance of quality in higher education and by examining the higher education quality assurance system practices in other countries. The qualitative study was carried out with the members of the Higher Education Planning, Evaluation, Accreditation and Coordination Council and Director of Higher Education and External Affairs Unit of the Ministry of National Education. Purposive sampling and snowball/chain sampling was done due to low number. The semi-structured interview form was designed in light of the theoretical framework as the data collection tool. The data was analysed through content analysis. The results of the study showed that higher education authorities are not able to perform their responsibilities with the current bureaucratic structure and major duties fall onto the higher education institutions in terms of quality management.</p>
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Odera-Kwach, Beatrice Achieng’, e Patrick Ngulube. "AN INVESTIGATION INTO THE USE OF STANDARDS IN UNIVERSITY LIBRARIES IN KENYA". Mousaion: South African Journal of Information Studies 32, n. 1 (4 ottobre 2016): 115–31. http://dx.doi.org/10.25159/0027-2639/1705.
Testo completoAbstract (sommario):
This article sets out to describe the usage of standards in the development of quality library services in universities in Kenya. Standards represent opportunities for librarians to add value as information providers and for the library profession to raise its visibility as an authority on information quality. The mixed research method was used for data collection. A total of 27 (87%) of the 31 respondents from private and public higher education institutions (HEIs) completed and returned the questionnaires. Based on the findings from the questionnaire survey, five heads of university libraries were interviewed. The findings revealed that the majority of the university libraries had used only five out of the ten Commission for Higher Education’s Standards and Guidelines for University Libraries in Kenya (CHE 2007), namely: vision, mission and objectives; organisation and access of information resources; information resources; ICT resources; and library building. The higher usage of these five standards could have been attributed to the eligibility requirements for licensing of the external quality assurance regulatory body, namely, the CHE. However, the least utilised standards were those that were crucial to demonstrate that students had mastered the specific objectives of education. The CHE standards used for evaluation of university libraries in Kenya only covered inputs. The article concludes with a number of recommendations for improvement. The standards should focus on outputs and outcomes of the library programmes as primary indicators of quality.
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Sterns, Harvey L. "ACCREDITATION FOR GERONTOLOGY EDUCATION COUNCIL: OVERVIEW AND EXPERIENCES TO DATE". Innovation in Aging 3, Supplement_1 (novembre 2019): S397. http://dx.doi.org/10.1093/geroni/igz038.1469.
Testo completoAbstract (sommario):
Abstract This presentation will describe the accreditation process that was developed by a special committee under the sponsorship of the Association for Gerontology in Higher Education. With support from The Russell & Josephine Kott Memorial Charitable Trust, the committee developed materials to guide the evaluation process and an operations manual, formed a Board of Governors, registered as an independent non-profit and gained approval as a 501C3 entity. This resulted in the official formation of the Accreditation for Gerontology Education Council. Three schools have gone through the accreditation process. Results of the process will be described and lessons learned will be discussed. Refinement of the process is ongoing. There is a marketing committee that has reached out to additional schools, and new applications are being accepted.
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Mathew, A. "Balancing Social and Regional Equity: Higher Education Policy Trajectory in Kerala". Higher Education for the Future 6, n. 2 (luglio 2019): 207–25. http://dx.doi.org/10.1177/2347631119857836.
Testo completoAbstract (sommario):
Kerala State higher education policy is a narrative of the government’s perpetual engagement to safeguard its regional and social equity, evolved consciously since its erstwhile princely rule. With more than three-fourths of colleges under private managements, only Kerala, in India, manages to keep at bay the pressure by the unaided private managements for a free run in education and higher education, which, with its relatively inexorable propensity to privatization and commercialization, significantly damages its equity. The Kerala State Higher Education Council, established in 2007, has been a touchstone of this policy ethos to unremittingly sustain equity, access, and excellence through state control.
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Porto, Melina. "Using the Council of Europe’s autobiographies to develop quality education in the foreign language classroom in higher education". Language and Intercultural Communication 19, n. 6 (12 ottobre 2019): 520–40. http://dx.doi.org/10.1080/14708477.2019.1673401.
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