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Quality assurance (QA) has received increasing attention in the Chinese higher education (HE) sector. This paper examines the QA system in HE in China and its influence on university governance and academic performance. It starts with an introduction into the development of the QA system, and is followed by a discussion of how QA affects accountability and autonomy from the perspective of the faculty. Given that different stakeholders have different understandings of education quality, the next section contributes to the debate on whether the current system is designed for improvement of learning experience, or as a means of effective government control. This paper concludes by highlighting the importance of involving faculty and students in the current QA system to enhance the quality of HE.

A reprint of the introductory pages (t.p., table of contents and introductions) of the 31st ed. of the Handbook of private schools. ; Mode of access: Internet.

"Prepared in the Office of Assistant Secretary for Legislation under the direction of Wilbur J. Cohen, Assistant Secretary (for Legislation)" ; Mode of access: Internet.

In a context of expanding early childhood education, this article begins by adopting a critical approach, exploring the technologies being applied to young children in a contemporary society of control, taking the case of England, a country which has seen a marked change in government's attitude towards early childhood education over the past 20 years, from indifference to high priority. England also illustrates the relationship between changing state attitudes to early childhood education and the growing influence of neoliberalism on politics and economics. The second part of the article changes tack, from a critique of a powerful discourse of control to the disruptive potential of a discourse of hope. While recognising that 'everything is dangerous', not least education and the institution of the school, and that the dangers should never be downplayed, there are alternatives, for example, a discourse of education and the school that foregrounds democracy, emancipation and potentiality, a discourse that many have sought to enact and continue to do so.

Abstract
Against the backdrop of a growing national and international accountability movement in education outcomes, this study sets up a simple model of yardstick competition with incumbent-disciplining effects through voters comparing performance measures of public education both across nations and federal states. It implies a potential strategic dilemma where a single top-performance state can block reform measures that could benefit low-performance states more than would do for itself. The linchpin predictions of the model are tested by analyzing announcement effects of student achievement tests on vote and popularity (VP) functions of German national and state government incumbents.

"Experiential learning is an evolving form of education that fundamentally involves "learning by doing" and having the students reflect on the work. The book discusses these recent developments pertaining to the use of experiential learning in engineering education. A broad readership will find value in this book, including faculty who teach undergraduate engineering courses, engineering education researchers, industry partners that provide co-op experience, and developers of training modules for practicing engineers. The book covers a range of innovations in experiential learning: development in laboratories, in-class and problem-based learning, and project work"--

"This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education. Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole"--

This book reveals the powerful patterns of social inequality in American higher education by analyzing how the social background of students shapes nearly every facet of the college experience. Interviews with students from Yale and Southern Connecticut State University highlight how American higher education reinforces the same inequalities it has been aiming to transcend. -- Book Jacket