Suchergebnisse

The demand for higher education has been steadily rising all over the world including developing nations like India. As higher education systems are rapidly expanding, the administration and management of HEIs (Higher Educational Institutions, that is, universities and institutes offering Bachelor, Masters and Doctoral level education) are becoming a complex task. HEIs are now much more diversified in types of institutions, modes of delivery and backgrounds of students. Technology can help HEIs innovate and serve the diversified student body by providing accessible and flexible education experiences. Information and Communication Technology (ICT) also offers unprecedented opportunities for a seamless sharing of knowledge and information between university administrators, teachers, students and all stakeholders. The main objective of this study is to examine and compare the status of the use of ICT between different types of universities within India. It will further look into the challenges faced by these institutions to implement digital technologies. Besides academic literature, the present study draws upon my previous article on the use of ICT in higher education institutions in India. The study indicates that while ICT is widely used for academic purposes, its use is only limited in the management and administration of higher education. Further studies are needed to identify and suggest means to mitigate the challenges faced by the Indian HEIs towards extensive adoption of ICT. This research will involve conducting, analysing and comparing the results of the in-depth interviews with the administrative heads of concerned institutions. Assessment will also be done through a questionnaire on the integration of ICT in achieving the mission and vision of the HEIs in both private and public universities. The expected results are that private institutions have embarked on technology with greater success and benefits. The study will then recommend steps to profitably use available technologies to improve performance, to enhance the quality of their students and to facilitate all stakeholders. The outcome of the research will provide insight into the institutions themselves and the policymakers in the field of education in India on the critical success factors of ICT governance and define a course to develop technology- enabled smart universities.

The author points out that self-education is the ontological basis of the educational process. Self-education forms a specific type of personal "natural economy". In industrial society teaching technologies reduce education to objective oriented learning leaving behind subjective oriented upbringing. Various markets are emerging in educational sphere characterized by the tendency to substitute "live" labor by "embedded" one. But even the most advanced countries have not extended WTO principles to the educational area.

Purpose
Humanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.


Design/methodology/approach
This case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data collection was designed around semi-structured qualitative interviews, to investigate the barriers to and drivers for intra-personal skills and mindfulness in education for sustainable development at all institutional levels of the university.


Findings
The results indicate that education for sustainable development already includes elements of introspection, albeit informally. However, there is a lack in a fundamental understanding of intra-personal skills and how they relate to other key competences for sustainable development. To make intra-personal skills training a formal component of the education, it must receive the full support from all levels of the university.


Originality/value
The study outlines general recommendations for universities to challenge existing policies while also finding ways to work around them. In the meantime, universities should make intra-personal skills training an informal learning activity. Recognizing that the students' prior knowledge in this area is a potential asset, universities should collaborate with their students to support student-led intra-personal skills training.

"This book investigates American intervention in Islamic education in Uganda during the era of the war on terror. During this period, Muslim education moved from relative autonomy to direct state control and civil society scrutiny. During the colonial period, Muslims in Uganda were treated as lesser citizens within the Christian-dominated civil sphere. A local system of Islamic education developed with a degree of autonomy that reflected the limits of the colonial state in shaping the Muslim subject. In the subsequent postcolonial period, systems of patronage and clientalistic networks dominated, and Muslim leaders were co-opted by the state, but without much real interference in the day to day lives of Ugandan Muslims. However, during the war on terror, the US State Department sought to bring the mechanisms of Islamic truth production, especially the madrasa, under direct state control. This book argues that the separation of the Muslim domain has now come to an end as it is absorbed into civil society, unifying the state's domination of society in the postcolonial era. However, the book also analyses local Ugandan Muslim initiatives to modernise and contextualise their own education and religion and how these initiatives are shaped by and transcend the dominant power. A thorough exploration of US foreign policy and Islamic education, this book will be of interest to students and scholars in the fields of Political Studies, African Studies and Religious Studies"--

In recent years, policy makers, researchers, and educators have focused on the preparation of individuals in STEM (science, technology, engineering, and mathematics) fields. One popular policy lever is STEM-focused high schools. The purpose of this study is to identify which student populations have access to STEM secondary schools. By comparing STEM high schools to neighborhood schools and districts, this study finds access to STEM high schools to be unevenly distributed. Among the key findings is that STEM high schools tend to have fewer students from disadvantaged groups than their district averages. Furthermore, I find that African Americans are disproportionately represented in admissions-only STEM high schools. As funding for more STEM high schools is allocated and infused into the system, it is important to identify locations and groups that may benefit and currently lack access to STEM high schools. Decision makers would be wise to place future STEM high schools in areas with high percentages of Latino students who may benefit from these unique programs.

Virtually all European countries are in the midst of a massive multi-year project intended to dramatically restructure higher education in Europe. This project, which is known as the Bologna Process or Sorbonne-Bologna, began less than ten years ago when four European Union (EU) countries signed a relatively vague agreement. The Bologna Process has now grown to forty-six countries, including all of the EU Member States and nineteen non-EU countries. The Bologna Process participants have agreed to form the European Higher Education Area or EHEA by 2010; among other goals, the EHEA is intended to help Europe better compete in the higher education field. Although a number of U.S. higher education organizations are familiar with the Bologna Process and its implications for the U.S., the U.S. legal education community does not appear to have paid particularly close attention to these developments. This article provides a brief history and overview of the Bologna Process, including its ten action lines and information about its effect on European legal education. The article then explains the implications of the Bologna Process for U.S. law schools, legal educators and administrators, and the AALS. This article recommends several concrete steps that the U.S. legal education community should take in response to these developments.

Over the past decade postsecondary education has been moving increasingly from the classroom to online. During the fall 2010 term 31 percent of U.S. college students took at least one online course. The primary reasons for the growth of e-learning in the nation's colleges and universities include the desire of those institutions to generate new revenue streams, improve access, and offer students greater scheduling flexibility. Yet the growth of e-learning has been accompanied by a continuing debate about its effectiveness and by the recognition that a number of barriers impede its widespread adoption in higher education.

Through an extensive research review, Bradford Bell and Jessica Federman examine three key issues in the growing use of e-learning in postsecondary education. The first is whether e-learning is as effective as other delivery methods. The debate about the effectiveness of e-learning, the authors say, has been framed in terms of how it compares with other means of delivering instruction, most often traditional instructor-led classroom instruction. Bell and Federman review a number of meta-analyses and other studies that, taken together, show that e-learning produces outcomes equivalent to other delivery media when instructional conditions are held constant. The second issue is what particular features of e-learning influence its effectiveness. Here the authors move beyond the "does it work" question to examine how different instructional features and supports, such as immersion and interactivity, influence the effectiveness of e-learning programs. They review research that shows how these features can be configured to create e-learning programs that help different types of learners acquire different types of knowledge. In addressing the third issue—the barriers to the adoption of e-learning in postsecondary education—Bell and Federman discuss how concerns about fraud and cheating, uncertainties about the cost of e-learning, and the unique challenges faced by low-income and disadvantaged students have the potential to undermine the adoption of e-learning instruction.

Based on their research review, the authors conclude that e-learning can be an effective means of delivering postsecondary education. They also urge researchers to examine how different aspects of these programs influence their effectiveness and to address the numerous barriers to the adoption of online instruction in higher education.

The aim of this study was to diagnose the reality of the phenomenon of national employment programs in Algeria as one of the main axes of the national employment strategy .which qualifies it to be a vital and appropriate field that helps to understand the reality of these programs in all its dimensions. Especially the programs designated to the personal and professional development for graduates of the higher education.In this sense, this study attempted to answer the following main question:- What is the role of national employment programs in the personal and professional development of job seekers of graduates higher education?In order to answer this question, a number of hypotheses were formulated, analyzed and discussed. Descriptive methods were used. As for the place of study, it was determined in the secondary education institutions of wilaya of Mila. Data collection was distributed to all graduates of higher education placed in (CID) in secondary education institutions in the year of 2015.The most important findings were that the work in (CID) has contributed positively to their personal and professional development, which enabled them to settle and continue in this program.

The eighteen fifties were years of progress in Canadian education. Concrete steps were taken in each of the colonies to establish public systems for providing educational services which would supplement those already being provided by private and religious bodies. In Nova Scotia, Joseph Howe persuaded William Dawson to become the first superintendent of education in 1850 ; two years later, Prince Edward Island became the first colony to provide free schooling for all its children; Canada West had already begun to build its public system under the dynamic leadership of Egerton Ryerson; Jean Baptiste Meilleur, after a decade in office as superintendent in Canada East, was challenged because the reform had proceeded too slowly and was replaced by P.J.O. Chauveau in 1855 ; and in 1858 New Brunswick set up a system of public schools and appointed its first superintendent. Education, which had long been negleeted, was now on the move. Moreover, there was some interchange of ideas between the leaders of this movement. Dawson, after four years in office in his native province, moved to the principalship of McGill, where he became closely associated with Chauveau. Ryerson, who had made an extensive tour of European countries in the mid-forties, was appointed to serve with Dawson on a commission on higher education in New Brunswick. Since the two provinces of Canada East and West were united under a single government, there was regular collaboration between the departments of education in such activities as the publication of a bilingual journal of educational news and developments. As a further link, and one that was not insignificant, Sir Edmund Head, an enlightened governor with a genuine interest in education, served first in New Brunswick and then as Governor-General of Canada. It was he who established the commission in New Brunswick, who later recommended Dawson for the principalship of McGill and suggested to him that the establishment of a normal school within the university would be a wise and profitable move.

A dangerous accountability : neoliberalism's veer toward accountancy in higher education / Yvonna S. Lincoln -- The art of the impossible -- defining and measuring indigenous research? / Linda Tuhiwai Smith -- An interview with Dr. Norman K. Denzin on the politics of evidence, science, and research -- An interview with Dr. Noam Chomsky on neoliberalism, society, and higher education -- Accumulation and its dis'(sed) contents : the politics of evidence in the struggle for public education / Michelle Fine -- Beyond epistemicide : knowledge democracy and higher education / Budd L. Hall -- Within and beyond neoliberalism : doing qualitative research in the afterward / Patti Lather -- Reconciling indigenous knowledge in education : promises, possibilities, and imperatives / Marie Battiste -- Biting the university that feeds us / Eve Tuck -- Refusing the university / Sandy Grande -- Beyond individualism : the psychosocial life of the neoliberal university / Rosalind Gill -- Fatal distraction : audit culture and accountability in the corporate university / Joel Westheimer -- Public scholarship and faculty agency : rethinking "teaching, scholarship, and service" / Christopher Meyers -- Afterword : the defenestration of democracy / Peter McLaren