Suchergebnisse

Intro -- Series Editors Introduction -- Foreword -- Preface and Acknowledgments -- Contents -- Contributors -- Abbreviations -- Chapter 1: Japan´s International Cooperation in Education: An Overview -- 1.1 Purpose and Scope of the Book -- 1.2 International Education Cooperation in Japan´s ODA -- 1.2.1 Features of Japan´s Educational Cooperation in Comparison to Overall ODA -- 1.2.2 Previous Literature on Japan´s International Cooperation in Education -- 1.3 Chronological Overview of Japan´s International Cooperation in Education: A 65-Year History of Cooperation -- 1.3.1 The Emergence of Educational Cooperation in Japan: Early Focus on TVET and Higher Education (1950s-1970s) -- 1.3.2 Period of Hitozukuri Cooperation Under the Rapid Expansion of ODA (1980s) -- 1.3.3 Shift to Basic Education (1990s) -- 1.3.4 Period of Global Governance of Educational Cooperation (2000s and Thereafter) -- 1.4 The Development of Japan´s International Education Cooperation Through Basic Education, TVET, and Higher Education -- 1.4.1 Basic Education Cooperation -- 1.4.2 Technical and Vocational Education and Training (TVET) Cooperation -- 1.4.3 Higher Education Cooperation -- 1.5 Analytical Perspectives on Japan´s Educational Cooperation -- References -- Part I: International Education Cooperation Policy -- Chapter 2: Japan´s International Education Cooperation Policy Before 1990: Controversy and Hesitancy Toward Interventions for ... -- 2.1 Postwar Reconstruction and the Beginnings of International Cooperation in Education -- 2.1.1 The Beginnings of International Cooperation in Education -- 2.1.2 Starting of the Karachi Plan and Japan´s Involvement -- 2.2 Activities of the Ministry of Education and Review of ODA Policy -- 2.2.1 Efforts of the Ministry of Education on Educational Cooperation Projects.

The book reflects the outcomes of a cooperation project in Higher Education in Afghanistan that was funded by the European Commission (EU-Asia Link, ASIE/2007/128434). Teaching in this Master Programme took place mostly in Afghanistan, but was internationally accredited by the European Credit Transfer System (ECTS) at the Swedish University Karlstad, which also rewarded the Master of Arts titles (with 60 or 120 ECTS). The Project was based on an international consortium of professors and lecturers in Higher Education of several European and Asian Universities, who were also responsible for this book publication. Besides an introduction and an overview of the education system of Afghanistan the book comprises extracts of course papers and master theses of the participants with an emphasis on original empirical research in schools in Afganistan. (Author) ; Das Buch spiegelt das Ergebnis eines von der Europäischen Kommission geförderten Projektes im Bereich der internationalen Hochschulkooperation mit Afghanistan (EU-Asia Link, ASIE/2007/128434). Es handelt sich um einen Masterstudiengang, dessen Lehrveranstaltungen überwiegend in Afghanistan durchgeführt wurden, der aber nach dem European Credit Transfer System international an der schwedischen Universität Karlstad akkreditiert war, die auch die Master of Arts-Titel (mit 60 bzw. 120 ECTS) vergab. Das Projekt wurde von einem internationalen Konsortium von Hochschullehrenden mehrerer europäischer und asiatischer Hochschulen durchgeführt, die auch die Veröffentlichung dieses Buches verantworten. Das Buch umfasst - neben einer Einleitung und einem Überblick über das Bildungswesen in Afghanistan - eine Auswahl von gekürzten und überarbeiteten Studien- und Masterarbeiten der Absolventen des Studienganges, wobei der Schwerpunkt auf eigener empirischer Schulforschung in Afghanistan liegt. (Autor)

Universities have long been involved in the internationalisation of education through international curricula in many disciplines, and a variety of exchange programmes facilitated by granting agencies, government bodies and international institutions. In an increasingly global knowledge space, universities are required to adapt, innovate, improve international collaboration and respond to the increased mobility of students. The aim of this brief contribution is to explore how universities in the North and in the South are responding to this new global environment, creating an international dialogue beyond the academy to include other non-academic stakeholders.