Suchergebnisse

In this paper the authors analyse the design and implementation of a course about learning management systems (LMS). The course was first given in Cuba and then in Guatemala and Peru, within the project USo+I: Universidad, Sociedad e Innovación, Mejora de la pertinencia de la educación en las ingenierías de Latinoamérica financed by the European Union's ALFA III program. In the course only open educational resources (OER) were used and all course material was stored on USB drives together with the needed software. All programs were executable directly from the memory to meet any problems of limited access to the Internet. Problem based learning was used, with the course divided into two weeks of on campus lectures and workshops followed by distance learning for three months, altogether corresponding to ten weeks of full time studies. The authors propose the term LiveUSB Mediated Education (LUME) for a course package, with course material and software contained on the same USB drive. The participants' opinions about the course and their perceptions about LMS and OER were investigated in order to determine the extent to which the LUME method can facilitate cost-effective computer aided education, especially in developing countries. ; Sponsorship : This work has been produced with financial assistance from the European Community, contract DCIALA/ 19.09.01/08/19189/160-922/ALFA III-9. The main founding was provided by the university of Borås.

The World Bank has been supporting the Universalization of Elementary Education (UEE)program for India through its support to the flagship program of the Government of India, theSarva Shiksha Abhiyan (SSA). The Bank's ongoing support to SSA is a little over $ 1 billion.With reducing national level budgetary allocation and scarcity of resources for publicly-fundededucation, it is important to analyse the efficiency and effectiveness of the investments in thesector. It is critical that financial investments made have been used efficiently and yield a highreturn in terms of children's access to education and learning outcomes. With this objective, the World Bank as a part of its ongoing support to SSA, undertook a Value for Money (VFM) analysis that could assess the returns from public education expenditure. This paper attempts to calculate and benchmark the economic value of any increases in children's access to schooling and in students' learning levels that may result from increases in public education spending over time.

Monterrey has more than thirty universities, at least one of which regularly ranks among the ten best in Latin America and offers joint degree programs with top U.S. institutions. Education isn't just a successful part of the economy in Nuevo Leon -- it's also a key driver behind several other dynamic and important sectors. Not only are Monterrey's universities good, and striving to get better, but they have a clear vision of their social responsibility and absolutely no compunction about working closely with government and the private sector to help boost economic growth. This contrasts sharply with the ideological standoffishness that has held back faculty-factory cooperation in some other parts of Latin America. Adapted from the source document.

The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.

Examines teaching on weapons of mass destruction (WMD) at leading institutions of higher learning, based on a survey of undergraduate programs at 78 colleges and universities.

Three years after U.S. Secretary of Education Margaret Spelling's national commission on higher education and nearly a decade after No Child Left Behind revolutionized k-12 accountability, there is little agreement on what accountability in higher education should look like or if it's even needed at all. While more students are enrolling in (and failing to complete) postsecondary education than ever before, scholars and policymakers have paid far less attention to questions of how well colleges are teaching students and helping them earn degrees while simultaneously contributing new research