Suchergebnisse

WORLD CONFERENCE ON HIGHER EDUCATION UNESCO July 5-8, 2009, Theme: Internationalisation, Regionalisation and Globalisation, Session: Globalisation and Higher Education in Small States: Opportunities and Threats, Sir John Daniel, Commonwealth of Learning // Small states face unique challenges in the era of globalisation. In higher education they have always been internationally oriented, because many of their citizens have traditionally gone for higher education overseas, often with state support. As progressively larger proportions of their young people seek higher education at a time when foreign exchange is in short supply because of deteriorations in terms of trade, this practice is unsustainable. Small states are now trying to provide more extensive higher education at home, which is a challenge when the population base is small. The first part of the paper explores the challenge of creating a university institution in a small state, looking particularly at those with populations of around 100,000. // Since small states make up two-thirds of the Commonwealth's 53-nation membership they are a priority in its programmes. In 2000 the Minister of Education of these 32 small states asked for the assistance of the Commonwealth of Learning in setting up a Virtual University for Small States of the Commonwealth (VUSSC). This is not a new tertiary institution but a collaborative network through which countries and institutions work together to develop skills-related courses in eLearning formats – for use both in classrooms and by distance learning – and to build capacity in ICT skills for online collaboration. The VUSSC is the focus of the second part of the paper. // Nine years on the VUSSC is developing well, with strong ownership by the states themselves. Although the member states belong to four regions (Africa, Caribbean, Indian Ocean, Pacific) the VUSSC is global in nature. To facilitate international usage of the courses it has been successful in developing a Transnational Qualifications Framework managed by the states. The presentation highlights the lessons for internationalisation, regionalisation and globalisation from the VUSSC initiative.

Nutrition education research brief: message framing, use of interactive technology to tailor messages, and intervention intensity / Mary Kay Fox ... [et al.] -- Nutrition education and the role of dosage / Carol Olander -- Message framing effects in nutrition education / Dawn K. Aldridge -- Interactive computer-tailored nutrition education / Dawn K. Aldridge

At head of title: 88th Cong., 1st sess. House Document no.159. ; Bibliography: p. 166. ; Mode of access: Internet.

Since the 1980s, nearly every state government has implemented some form of performance management. This article turns to the context of public higher education where the use of performance management has been popular but highly controversial and unstable. Using the Cox conditional gap time model for repeating events and state-level panel data, this article investigates the factors associated with the adoption and readoption of performance-based funding policies for public higher education. Results indicate that state higher education governing structures, increases in public tuition, and educational attainment are important predictors of whether a state adopts performance-based funding.

A significant amount of opposition surrounded the development of state supported public secondary and higher education in New York State throughout the eighth decade of the nineteenth century. Opposition appeared within various sectors of the social structure. However, this paper will concern itself with the opponents who occupied a political, or politically influential position. They include two governors of the State, a Regent of the State University, a president of a university, a Superintendent of Public Instruction, and the editor of a scholarly journal. ; published_or_final_version

Approved in 1984, the Education Improvement Act introduced programs to recognize and foster superior performance, identify and improve poor performance, and enhance student achievement. The Legislature supported this reform effort through an increase of one cent in the state sales tax.

"U.S. Government Printing Office: 1963-O-680347"--Colophon. ; Cover title. ; Mode of access: Internet.

This book presents a rich and important account of teachers as talking back to the contradictory and insidious nature of enforcing Prevent and FBVs in education, and as problematising power. I am heartened by teachers themselves critically and creatively encouraging inclusive and anti-racist approaches to exploring multiculturalism, identities and belongings to Britain through religious education teaching in the classroom. Farrells book is a must-read for all teachers, and especially for trainee teachers who are grappling with the influence of exclusionary and assimilatory discourses around educational policy in schools. Sadia Habib, Lecturer in Education, University of Manchester, UK. This book contributes to the small but growing critical literature on fundamental British values and the Prevent strategy in the British education system. Focusing specifically on RE, a subject concerned with multiculturalism, difference and pluralism, the book will argue that there is a tension between the aims of RE and the agenda of fundamental British values. The author argues that fundamental British values and the requirements of the Prevent duty (2015) amount to a securitization of education which fundamentally alters the relationship between teachers and learners. The book presents these developments in education policy as a radical discursive shift: drawing from in depth individual and group interviews with 52 secondary teachers of religious education, the book foregrounds the views of BAME teachers and argues for a nuanced and inclusive approach to civic and values education. Francis Farrell is Senior Lecturer in Theology and Religion at Edge Hill University, UK.

The essays in this book criticise the new positivism in education policy, whereby education is systematically reduced to those things that can be measured by so-called 'objective' tests. School curricula have been narrowed with an emphasis on measurable results in the 3 R's and the 'quality' of university departments is now assessed by managerial exercises based on commercial audit practice. As a result, the traditional notion of liberal arts education has been replaced by utilitarian produc