Suchergebnisse

This chapter provides a general overview of the mechanisms for accreditation and recognition of qualifications in higher education in the United States. It introduces the role of some main actors in this field of accreditation, such as the Council for Higher Education Accreditation (CHEA) and the United States Department of Education (USDE). Furthermore, it refers to the international activities of US accrediting organisations. Finally, it examines the role of accreditation in acceptance of degrees, transfer of credit and individual certification and licensure in the United States. (DIPF/Orig.).

The interest in developing effective multicultural education practices derives from the increasing heterogeneity of most societies... The growing worldwide relevance of cultural awareness in general and multicultural competence in particular (did not) imply a comitant growth in the appreciation for the disciplinary contributions of cultural anthropology... In fact, anthropology has benefited only mariginally from the "cultural turn" taken by the humanities and social sciences since the mid-1970s. The article characterizes the American case underlining that the contributions of scientists have been disregarded or downright misused. Than it reviews the results of the COER survey (Commission of Ethnic Relation) which was organized in preparation for the 14th ICAES (International Union of Anthropological and Ethnological Sciences) world congress which was held in 1998 in Virginia (USA). Finally there are given some basic recommendations in developing multicultural education. (DIPF/Orig./St.)

British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum

British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum

The author goes beyond the transformation debate as far as it is related to the socio-political system turn in post-communist and post-apartheid countries and the accompanying thorough modernisation of subsystems like education. With reference to Alvin Toffler and Peter F. Drucker, he puts this (limited) transformation into the broader framework of major historical transformations since the Renaissance as well as of the contemporary comprehensive transformation process, labelled as a globalising, post-capitalist, post-materialistic or late-modern process. Basic features of the current neo-liberalist transformation are, as the author sees it, indirect (market-) control, liberalisation, deregulation and participation. In this contribution, he studies the general Agreement on Trade and services (GATS [1994], extending the general Agreement on Tariffs and Trade [GATT]) in the context of the existing nationally controlled education systems. GATS bans any discrimination against foreign suppliers of services including education. The article differentiates between the positive and negative effects of liberalisation, the breaking of monopolies, overprotection and over-regulation on the one hand and unrestricted marketising and economising by which political and economic power structures use their hegemonic position on the other hand. (DIPF/Orig.).

Global & regional trade agreements have huge potential impacts on higher education around the world by promoting the commodification of higher education & its incorporation as an industry in the world trading system. Provisions for higher education in the General Agreement on Tariffs & Trade & the General Agreement on Trade in Services within the World Trade Organization are reviewed. The higher education industry has become increasingly important to the economy of the US & other countries & public higher education is increasingly subject to the rules of international trade. Trade liberalization helps other advanced countries to challenge US predominance in higher education. Among the barriers to trade in higher education are lack of student mobility, national licensing constraints, & visa & material restrictions. The emergence of new institutions (for-profit & corporate universities) & new delivery methods, eg, Internet-based learning, are discussed. Opposition to globalization may offset trade liberalization in higher education as well as in other industries. 1 Table, 61 References. M. Pflum

Global & regional trade agreements have huge potential impacts on higher education around the world by promoting the commodification of higher education & its incorporation as an industry in the world trading system. Provisions for higher education in the General Agreement on Tariffs & Trade & the General Agreement on Trade in Services within the World Trade Organization are reviewed. The higher education industry has become increasingly important to the economy of the US & other countries & public higher education is increasingly subject to the rules of international trade. Trade liberalization helps other advanced countries to challenge US predominance in higher education. Among the barriers to trade in higher education are lack of student mobility, national licensing constraints, & visa & material restrictions. The emergence of new institutions (for-profit & corporate universities) & new delivery methods, eg, Internet-based learning, are discussed. Opposition to globalization may offset trade liberalization in higher education as well as in other industries. 1 Table, 61 References. M. Pflum

Following an overview of the dimensions of the state-society perspective, it is argued that it represents a robust tradition in the study of comparative political development. Three themes are discerned: (1) Future research will benefit from genuinely comparative approaches, particularly across developing regions; further, positioning the examination of authority formation processes in ideological & economic global context is necessary. (2) The study of authority structures will have to transcend the continuing categorization of democratic & authoritarian regime types, with variations within democracies taking center stage. (3) Analysis of the state role in economic analysis will profit from a focus on political & bureaucratic needs while looking to address from where varying state capacities in pursuit of development derive. Research targeting the emergence of authority structures in the context of development, particularly revolutionary & bureaucratic authority regimes & democracies is considered. Attention turns to analyses of the effect of state structures & actions on the developing countries' societies & economies. Criticisms of the state-society perspective are addressed, highlighting the culturalist & rational choice approaches. Some prospective research avenues are offered. J. Zendejas

In this introduction to the edited volume, the authors establish the theme of examining the Asian wars of the twentieth century with attention to issues of war, state terror & the civilian, the changing face of international law, & the praxis of twentieth century warfare. A discussion of state terrorism establishes a definition & typology that seeks to overcome the obfuscation of states inherent in Weber's definition. The documentation of linkages between states & terrorism challenges the argument of "terror exceptionalism," & locates relationships between nationalism & war, twentieth century total war, & technological progress. A framework of questions for subsequent articles inquires into surrounding issues of war & terrorism, justification, hegemonic verses non-hegemonic, & resistance. Tables. J. Harwell

Examines the analysis of economics, law, & state capitalism in the work of Friedrich Pollock & Franz Neumann, who recognized that capitalism was undergoing a basic transformation, & shared a fundamentally historical approach to political & economic issues. The involvement of Critical Theory with questions related to state capitalism is traced in relation to both general historical movements & Marx's concept of labor. Basic Marxist assumptions in Pollock's analysis of the transformation of capitalism are pointed out, along with the association he draws between the transformation of capitalism & the development of the interventionist state. Although Neumann avoided addressing questions Pollock raised about the endpoint of capitalism's development, he considered whether capitalism could exist in the absence of the market & private property. The reversal related to "labor" that is implied in Pollock's analysis of the transformation of capitalist society was central to Critical Theory's later association of labor with technological rationality. A reconceptualization of labor could avoid problematic aspects of both traditional Marxist & Critical Theory's understandings of postliberal society. J. Lindroth

The objective of this paper is to draw attention to the conditions that Croatia needs to meet in the area of higher education on the route towards European Union (EU) accession. Although higher education is not one of the priority sectors Croatia should work upon in order to meet the provisions of the Stabilization and Association Agreement (SAA), it is very clear that the harmonisation of Croatian legislation with European standards in the area of higher education will be one of the mainstays of social development and then of genuine accession to the EU. The main means for the unification and reform of tertiary education in Europe is the Bologna Process. Just recently, through the nominal accession to the Bologna Process, Croatia has started to become
aware of the imperatives that the EU has set all accession countries and potential accession countries. However, Croatia also has additional problems, inherited from the tradition, which should be settled before it begins to address those related to joining the European higher education area. We shall first give a brief account of the situation in Europe and outline the requirements of the Bologna Declaration. Then we shall compare the situation in Croatia and the accession countries with respect to the parameters that are tracked in the integration process, and highlight just a few problems that derive from the tradition and that take on increasing salience in the process of harmonisation with the Bologna Declaration. Lastly, we shall put forward some recommendations.

This chapter offers a short overview of the development of quality assurance and accreditation systems in higher education in several non-member countries and how they manage cross-border provision of higher education. It gives examples of how different countries and regions in Asia, Africa and Latin America are coping with the increase in cross-border provision of higher education with respect to quality assurance and accreditation. (DIPF/Orig.).

This chapter provides a general overview of frameworks for quality assurance and recognition of academic and professional qualifications in higher education in Australia. It includes information on the Australian Qualifications Framework, the Australian Universities Quality Agency and the Code of Ethical Practice in the Provision of Education to International Students by Australian Universities developed by the Australian Vice-Chancellors Committee (AVCC). Finally, it raises some issues and challenges in relation to international quality assurance, accreditation and recognition of qualifications. (DIPF/Orig.).

This chapter introduces an overview of quality assurance systems for higher education in Japan, including the requirements for establishing new educational programmes. It also provides information on the recent introduction of third-party evaluation of higher education institutions on a continual basis. Furthermore, it refers to Japan's approach to quality assurance for cross-border higher education based on the "territorial principle" and stresses the need for increased international co-operation to protect students from degree mills. (DIPF/Orig.).

Analyzes the complexities of applying refined boundaries & definitions for public & private sector organizations & suggests areas for redefinition of public services. The purposes of government & perceptions of the state by those on the Right & Left are identified. Successful public services, delivered by public & private groups, are discussed, with commentary on sources of innovation & impact of organizational structure. The concept of disciplined pluralism is introduced; examples include the competitive market for goods & services, the evolution of health care, & universities. Problems of incentive compatibility & centralization plague state-controlled public services. Suggestions for regulation in the modern market economy are offered. L. Collins Leigh