Suchergebnisse

China has seen a massive higher education expansion, which the literature has dated to the 1999-2008 period with quantitative and qualitative outcomes. However, the consequences for the publication success of Chinese authors worldwide are not well studied. We review the respective Chinese higher education policies and document the dramatic rise in publication success, with a focus on the field of Economics. A substantial set of regressions and robustness checks confirm the understanding that the higher education expansion has indeed let to a substantial worldwide rise in scientific publications in refereed economics journals fueled by the general incentives of the reform, through research collaborations and other quality improving factors.

The governance of further education colleges has two main phases since the passing of the Education Act 1944 - the period when further education colleges were under local authority control and the period from 'vesting day' on 1 April 1993 when colleges became incorporated and further education corporations were formed as charities. This review is primarily concerned with the landscape of college governance since 1 April 1993 and draws upon some of the very limited number of research studies into the practice of further education governance. The experience and contribution of the key governance players - chair of the corporation, governors, the principal, the senior staff, the clerk to the corporation - are discussed. Throughout the period since 1993, college governance has operated within a policy framework provided by government and, to a greater or lesser extent, the implementation of those policies by agencies of government. In simple terms, the pattern may seem to be creativity (in the early years), compliance (following some high profile college governance collapses), micro-management (through the Learning and Skills Council years) and now the most open, imaginative phase as the current government encourages the strong colleges to play a bigger part in local education provision. Perhaps now is the time when the experience of college governance to date is able to draw upon its considerable strengths and show what the accumulation of governance capital can achieve. Adapted from the source document.

The analysis of the Croatian tuition fees in higher education system.

This study was undertaken to investigate the respondents' perceptions of Environmental
Education (EE) and participation in its teaching at Kitwe and Mansa Colleges of Education
in Zambia. The study used both qualitative and quantitative research approaches which
also included questionnaires, observations and focus group discussions as research
instruments. Content analysis was used to ascertain teacher educators' participation in
EE. A sample comprised thirty-three purposively selected college teacher educators.
The data collected was analysed both qualitatively and quantitatively.
The findings revealed that respondents' views of EE were associated with creation
of awareness about the environment and narrowly viewed EE in terms of nature
conservation. The majority (73%) of the respondents stated that EE was wrongly
included in the curriculum. The study further revealed that EE was only taught as
topics or subtopics in Science Education (SE), Social, Spiritual and Moral Education
(SSME) and Technology Studies (TS) and not as a crosscutting discipline across the
curriculum; and that teacher educators essentially adopted teacher-centred methods
in teaching EE, concentrating on imparting book-based knowledge. Moreover, no
mechanism existed to compel them to integrate EE in lessons taught making the
crosscutting approach ineffective in implementing it.
The majority of the respondents had neither received pre-service nor in-service
training in EE and if they had received such training, it was irrelevant to the work they
were doing. The study concluded that EE should not end at the creation of awareness
about the environment but should be linked to knowledge, skills and attitudes required
to demand for an action for the environment. The recommendations made were that
the curriculum should be reviewed and EE topics or content also be incorporated in all
study areas. In addition, the Ministry of Education (MoE) through Teacher Education
and Specialised Services (TESS) should formulate a policy framework to guide
EE teaching in Primary Colleges of Education. In fact, the EE should formulate or
contribute questions toward final examinations and the Ministry of Education (MoE)
should procure EE teaching resources. Additionally, teacher educators should use
extra curricular activities as learning space for EE.
Lastly, colleges should appoint EE Coordinators to spearhead the EE implementation.
There is an urgent need to train or reorient teacher educators in the two colleges on
how they could strengthen the grounding in EE. When such training is concluded
well, it should now cover all the Zambian Colleges of Education.

Bildung ist ein Menschenrecht. Sie ist der Schlu?ssel zu nachhaltiger sozialer und o?konomischer Entwicklung und damit auch ein wesentlicher Faktor in der Zusammenarbeit mit Entwicklungsla?ndern. Bildung ist die Vorraussetzung fu?r Gesundheit, Demokratie, Frieden und die Beka?mpfung von Armut. Ihre Wichtigkeit wird durch viele internationale Initiativen im Rahmen der Entwicklungszusammenarbeit betont. Qualita?t und Zugang zu Bildung, sowie die Gleichbehandlung beider Geschlechter stellen dabei große Herausforderungen in Entwicklungsla?ndern dar.Sri Lanka hat eine Alphabetisierungsrate von 91% (Jugendliche sogar 98%). Ein freier Bildungszugang fu?r alle ist in der Verfassung verankert. Dennoch weisen o?ffentliche Schulen und Lehrpersonal starke Qualita?tsma?ngel auf, regionale Disparita?ten sind enorm. Das Schulsystem basiert auf Wettbewerb. Zugang zu den qualitativ hochwertigen Schulen haben nur die Besten. Dies verursacht einen starken Trend zu (no?tigem) Nachhilfeunterricht, den jedoch nur vermo?gende Familien finanzieren ko?nnen. Bildung wird somit zu einer Frage des Wohlstandes, die sozialen Unterschiede werden versta?rkt.Die Schule der one world foundation (owf) ermo?glicht Kindern, jungen Erwachsenen und Frauen kostenlose Bildung in einer la?ndlich gepra?gten Umgebung in Sri Lanka. Finanziert wird die Schule aus Einnahmen durch Tourismus. Die vorliegende Arbeit untersucht die Nachhaltigkeit dieser privaten Bildungsinitiative. Die Analyse durch das Grazer Modell zeigt, dass der Entwicklungsprozess der owf in Richtung Nachhaltigkeit weit fortgeschritten ist. Das Projekt versucht Abhilfe fu?r ein bereits bestehendes soziales Problem zu schaffen. Es beteiligt die lokale Bevo?lkerung, die es hoch scha?tzt bzw. eigensta?ndig fu?hrt. Die owf kann als eine nachhaltige private Bildungsinitiative bezeichnet werden, die voll und ganz in das nationale System integriert ist. ; Education is a human right. It is the key to sustainable social and economical development and therewith a crucial factor in the cooperation with developing countries. Education is the base for health, democracy, peace and combating poverty. Its importance is emphasized through several international initiatives in the context of development cooperation. Quality and access to education, but also gender equality pose major challenges to developing countries.Sri Lanka has a literacy rate of 91% (for the youth even 98%). Universal and equal access to education for everybody is embodied in the Sri Lankan constitution. Nevertheless the quality of public schools and teachers is low, regional disparities are significant. The educational system is based on competition. Only best-mark students have access to high quality schools. This causes a big trend to the demand of tuition classes, which can be afforded only by wealthy families. Hence education becomes a matter of prosperity and leads to the aggravation of social inequalities.The school of one world foundation (owf) offers children, young adults and women free education in a rural area in Sri Lanka. The school is financed through the earnings of owf?s vacation resort, where guests can seek recreation and enjoy Ayurveda cures. The present work is examining the sustainability of this private educational initiative. The analysis through the Graz Model shows that owf?s development process is already far advanced towards sustainability. The project tries to provide remedy for an existing social problem and involves the local population, which highly appreciates the project resp. leads it themself. owf can be described as a sustainable, private educational initiative, which is entirely integrated into the national system. ; submitted by Katharina Helmreich ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Zsfassung in dt. und engl. Sprache ; Graz, Univ., Masterarb., 2012 ; (VLID)222494

Meine Dissertation analysiert die Bedeutung der beruflichen Bildung für die betriebliche Innovation in Deutschland. Sie leistet damit einen zweifachen Beitrag zur Innovationsliteratur: Zum einen ergänzt sie Studien zum Effekt der dualen Ausbildungstätigkeit auf die betriebliche Innovationstätigkeit. Dabei werden indirekte Moderations- und Mediationseffekte der Teilnahme an dualer Ausbildung in Kombination mit Lernfähigkeit in KMU, insbesondere Kleinstunternehmen, identifiziert. Zweitens ergänzt die Dissertation die Forschungsliteratur über die Innovationsbeteiligung von dual Aus- und Weiter...

Each institution of higher education in order to achieve their goals and to address problems that arise as obstacles to its development has a regular need for trained, an accurate and educated administrative staff. On the other hand, an individual through their knowledge, skills and experience running a particular job, faced with new requirements and new things felt need for new expertise and new knowledge and skills. Rational behavior of a particular higher education institution means the alignment of these two types of needs, mutual benefit. Systematically develop staff in the institution is essentially a long-term strategy that maximizes the institution's human capital through investment of time, money and ideas to enrich the knowledge and skills of the employees. When the very institutions of higher education (University units) will create conditions for all or at least most of the administrative staff to be involved in all administrative and technical processes, when you enable permanent education administrative staff, then they feel that that work is part of them, then creates a sense of commitment to the work and responsibility of the same sense of pride and only then success will be guaranteed. Permanent education and lifelong learning in the area of capacity development (personal skills and professional competencies) is a key factor for increasing level knowledge and skills, but also to improve the quality of life of the individual.