Suchergebnisse

Higher Education in Africa has made little progress in respect of fulfilling their mandates and missions to generate applied and policy-relevant knowledge as inputs to sustainable national development process. This is attributable to research output, which has lagged behind their training accomplishments. In making these claims, and considering the fact that research is a defining character of higher education and the moving force behind the socio-economic, political, scientific and technological development of any nation, the paper starts by discussing the concept of research. This is followed by an assessment of the importance of research in the overall development of the economies of nations and the global community. It then ex-rays the challenges to research in higher education in Africa. Thereafter, it discusses the management opportunities for research in African higher education for reform and sustainable development. The paper concludes by calling on leaders of African countries and the management of higher educational institutions to adopt, monitor and implement policies that will enhance research amongst other reforms for sustainable development in Africa.

Some of the pages blank for "Lesson notes," etc. ; At head of title: The Government of the Philippine Islands. Department of Public Instruction . ; Mode of access: Internet.

Intro -- Preface -- Contents -- Abbreviations -- Chapter 1: Investment Dispute Settlement and the Position of State-to-State Arbitration in Investment Law -- 1.1 Background to the Study -- 1.2 Scope of the Study -- 1.3 Dispute Settlement Through Arbitration in International Investment Agreements -- 1.3.1 Origins of Investment Protection -- 1.3.1.1 Investment Protection: Parties to the Debate -- 1.3.1.2 The IIAs as the Backbone of the Current Investment Protection Framework -- 1.3.2 Dispute Settlement Through Arbitration -- 1.3.2.1 History of Arbitration in International Dispute Settlement Among States -- 1.3.2.2 History of Arbitration in IIAs -- 1.3.2.3 Recent Developments on the Adoption and Signing of IIAs -- 1.4 State-to-State Arbitration as a Means of Dispute Settlement Under IIAs -- 1.4.1 Origins of State-to-State Arbitration in IIAs -- 1.4.2 State-to-State Arbitration Provisions in Major Model BITs -- 1.4.3 State-to-State Arbitration Under Trade and Investment Agreements -- 1.4.4 State-to-State Arbitration in Energy Charter Treaty -- 1.5 Interim Conclusions -- Chapter 2: Framework for State-to-State Arbitration Under the Compromissory Clause in an IIA -- 2.1 Understanding the Scope of the Powers from the Text of the Treaty -- 2.1.1 The Requirement of the Existence of a Dispute Between the Parties -- 2.1.2 Coverage: `Interpretation or Application of This Treaty´ -- 2.2 The Functioning of the State-to-State Arbitration Process -- 2.2.1 Arbitrability as a Key Feature for Arbitration -- 2.2.2 Principles Related to Jurisdiction of an Arbitral Tribunal -- 2.2.2.1 Separability of the Arbitration Clause -- 2.2.2.2 Competence-Competence Principle -- 2.2.2.3 Challenges to the Jurisdiction of the Tribunal -- 2.2.3 Mutual Consent of State Parties for Arbitration -- 2.2.4 Admissibility as a Key Issue for State-to-State Arbitration.

In The Shifting Border, Ayelet Shachar observes that the 'beast' of state migration policy has broken out of its cage and shifted both outward – to intercept migrants before they can 'touch base' and thereby gain rights – and inward, to restrict and subvert the rights of migrants and others in Exclusionary Zones within state territory. Shachar wants to 'tame' the beast by obligating states and their agents to uphold basic rights wherever they act. The current article first questions whether this 'beast' is necessarily monstrous, or whether it is not an admittedly excessive response to understandable challenges that arise due to the passivity of territorial states in the face of external forces. The article then suggests that the better response to this passivity is for states to embrace their legitimating function of trusteeship for the people (or moral patients) of the world as a whole.

Madhya Pradesh is fast emerging as a repository of skilled human resource. Investment on building up of human capital is showing upward trend. The State Government has focused attention on improving the quality of higher education along with its expansion by promoting public-private partnership. Legislation for encouraging establishment of private universities is expressive of state's resolve to become a hub of higher education. The 11th five year plan has set its goals as 'expansion of enrolment in higher education with inclusiveness, quality and relevant education, with necessary academic reforms in the university and college system. The goal is to set India as a nation in which all those who aspire to good quality higher education can access it, irrespective of their paying capacity'. Expansion, inclusion and quality are thus the three cornerstones of our national goals in education. The Government has set a target of 21percent Gross Enrolment Ration (GER) by the end of the twelfth plan (2017) with an interim target of 15 percent by the end of the eleventh plan 2012. This seems a highly ambitious aim considering the present GER of 12.4 percent. The Government of Madhya Pradesh convened a conference 'Higher education in Madhya Pradesh the way forward' on 3rd of October 2011 in Bhopal, Madhya Pradesh. The conference brought together key policy makers, academic faculty and stakeholders in the field of education to discuss the needs of higher education in Madhya Pradesh, and options for improvement and expansion. The Government of Madhya Pradesh is considering a reform of their higher education system, focusing first on the governance and legislative framework. In Madhya Pradesh, there are currently 15 universities, of which 9 are public. Further, there are over 300 colleges, a few of which have been awarded autonomous status and centers of excellence by the University Grants Commission (UGC), and the remaining are affiliated colleges. Governance plays an important role in the performance of any organization ...

Critical Reflections on Teaching as a Decolonial Practice / Maria Leake -- Cultural Networking, Storytelling and Zoom during the Covid-19 Pandemic: Conversations with African-Caribbeans on using a Decolonized Digital Arts-based Educational Platform / Judith Bruce-Golding & Sue Brown -- Raranga and Tikanga Pā Harakeke-An Indigenous Model of Socially Engaged Art and Education / Leon Tan & Tanya White.

Three strategic priorities of the European Union such as Open Innovation, Open Science, and Openness to the World reveal that higher education focused on training of students as prospective specialists needed by society and production orient higher education how to change. In higher education the transition from distance learning to on-line learning has started. For on-line learning in higher education, webinars are becoming an indispensable tool. However, educators' opinion on webinars in higher education has not been analyzed. The aim of the present contribution is to analyze educators' opinion on webinars in higher education underpinning elaboration of a hypothesis on use of webinars in on-line educational environment within higher education. The meaning of such key concepts as webinar, opinion, on-line learning and on-line educational environment is studied. Moreover, the study shows how the steps of the process are related: identifying webinars → defining educators' opinion → empirical study → conclusions. The empirical study was carried out in September 2015. The sample included 58 educators from the teacher training institution, namely Dr. Sivanthi Aditanar College of Education in India. The study results demonstrate that the educators' opinions on webinars in higher education are homogeneous. A hypothesis on use of webinars in on-line educational environment within higher education is elaborated. Directions of further research are proposed.

Charles Dickens lived during a time when great change was occurring for both the lower and upper classes in Great Britain. The Industrial Revolution brought on new technologies that made it possible to mass-produce products of all kinds, effectively eliminating the need for great amounts of independent workers and farmers. Children's education, too, was a controversial topic that underwent much consideration in Parliament, especially because many of the country's children were working alongside the adults in the factories. Beginning in 1833, new legislation gave government-funded grants to schools and allowed children breaks during work hours specifically for their education, and that eventually led to the "reconstruction and expansion" in the Elementary Education Act of 1870 (Altick 157, Marcham 180). Dickens wrote Hard Times before the government fully funded public education in 1870, but he could already see how having an education based on the "figures and averages" that would get the school more funding from the government was slowly eliminating the need to nurture creativity (Dickens 284). As a political activist, he had plenty to say about the controversies regarding these reforms. Speaking for himself, Dickens affirmed he had "no fear of being misunderstood" because he always communicated exactly what he wanted to say (278). For him, the "powers and purposes of Fiction" were to "stimulate and rouse the public soul to a compassionate or indignant feeling"-not confuse them (284). Author G.K. Chesterton said it best in his biography of Dickens: ".the Dickens novel was popular, not because it was an unreal world, but because it was a real world; a world in which the soul could live" (Chesterton 100). While his novel, Hard Times, does address the conditions of the working class, its most blatant attack is on the pragmatic education of both lower and middle class children. When reading Hard Times, it would be very difficult to ignore Dickens' belief that "a nation without fancy . never did, never can, never will, hold a great place under the sun," which he visibly portrays using the fictitious members of Coketown and the Gradgrind family (Dickens 277).