Suchergebnisse

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.

The article refers to the problems of international law implementation into the Russian education legislation, and to the perspectives of international cooperation in this sphere within the scope of enactment of new federal law 'On education'. The complicated process of Russian integration into the international education area, begun in Russia, participation in Bologna process model, require the systematic, step by step work of scientists and enforcement authorities subject to analysis of international law and judicial practice for efficiency increasing of education sphere ruling in Russia. © 2013 IEEE.

The objective of this part of the evaluation was to review alternative modes of steering organisations such as SIU. There are a number of approaches taken to delivering these types of services ranging from government executive agency through to a separate foundation. Agencies also come in many different guises, some tightly controlled by government departments and others which are more autonomous although still accountable to funders for budget and outputs.

This article deals with the social, cultural, economic, political and pedagogical problems of science education and the problems of science education and production in the XXI century, which affect and affect the methodology of teaching in the educational process. Understanding its role because it affects individual, social organizational, and social development and functions. Based on the strong practical, philosophical, pedagogical-methodological and theoretical ideas and proposals put forward by our scientists, it is essentially the answer to this extremely rich scientific development in scientific literacy. By supporting action-oriented and problem-based curricula as a key to updating and activating scientific literacy to enhance student performance and national competitiveness in the global economy, the scientific literature provides a strong foundation for updating and transforming science education not only in perspective and approach. Not only that, but the main way of teaching is to study some of his ideas on strategies for solving socio-economic-scientific problems, such as the study of science-education-production cooperation.

The article analyzes the reforms in the higher education system in recent years, the expansion of international cooperation in training and the process of reforms in this area on the example of the Fergana Valley. It is also scientifically substantiated on the importance of international cooperation in this area in the preparation of highly educated personnel in the higher education system in accordance with the requirements of a market economy. It has been proven that the establishment of bilateral cooperation with universities in economically developed countries makes it possible to train personnel who will make a significant contribution to the development of the country. In this regard, the attention paid in recent years to the establishment and expansion of foreign cooperation in the education system has become the subject of scientific research.

Since the signing of the Bologna Declaration in 1997, European (higher) education has gone through probably the most thorough and swift reform in its history. The process aims at transparency and mutual recognition leading to unlimited mobility across the European Communities' universities for students and teachers. The Lisbon declaration emphasized the role of top-quality education as a prerequisite in developing Europe as the most competitive and dynamic knowledge-based economy in the world. In the process towards these Lisbon objectives, much effort is invested in initiatives for lifelong learning (LL) as lifelong learning is considered to be a cornerstone in achieving competitiveness and employability. Lifelong learning contributes to social inclusion, active citizenship and personal development. In response to the diversity and increasing specialisation of the European fisheries and aquaculture sector, a range of higher and vocational education programmes has developed responding to this diversity. AquaTNET, a European Commission funded network, promotes harmonization of education programmes in the European Union and serves as a representative and advisor for the aquaculture and fisheries education providers.Internationalization of education is high on the agenda of the European Commission. The European Commission's ERASMUS Mundus programme features various activities that promote mobility of students and staff, and develops partnerships between European and non-European education providers. This programme eventually improves the appeal of the European education. Besides the centralised initiatives, numerous valuable cooperation projects on education exist between European and non-European states, institutes and other parties such as NGO's.

This unit was published in "International Cooperation of Competition Authorities in Europe: from Bilateral Agreements to Transgovernmental Networks" Błachucki, M., ed., (2020).

This unit was published in "International Cooperation of Competition Authorities in Europe: from Bilateral Agreements to Transgovernmental Networks" Błachucki, M., ed., (2020).

Probably in few regions of the world are the opportunities for international scientific cooperation greater than in the Far North. From west to east, the United States (Alaska), Canada, Newfoundland (Labrador), Iceland, Denmark (Greenland), Norway, Sweden, Finland, and the Soviet Union are all vitally concerned in Arctic and Subarctic problems. And many other countries have contributed significant chapters in the ever-expanding book of knowledge entitled "The North". Scientific problems are similar regardless of international boundaries, and the number of problems in the Arctic and Subarctic that can be best solved by international cooperation is legion. In fact many of them can be solved only by international cooperation. The desirability of such cooperation and of a circumpolar background is stressed by Professor V. C. Wynne-Edwards: "Parallel investigations along many lines are being made in Alaska, Scandinavia and the U.S.S.R. The importance, from the purely scientific as well as the practical and economic standpoint, of acquainting the investigators of this country at first hand with similar problems and conditions in other northern lands cannot be too strongly stressed. Understanding and insight are born of experience; and the need for a circumpolar background must be evident to many besides myself." .

The more that states depend on oil exports, the less cooperative they become: they grow less likely to join intergovernmental organizations, to accept the compulsory jurisdiction of international judicial bodies, and to agree to binding arbitration for investment disputes. This pattern is robust to the use of country and year fixed effects, to alternative measures of the key variables, and to the exclusion of all countries in the Middle East. To explain this pattern, we consider the economic incentives that foster participation in international institutions: the desire to attract foreign investment and to gain access to foreign markets. Oil-exporting states, we argue, find it relatively easy to achieve these aims without making costly commitments to international institutions. In other words, natural resource wealth liberates states from the economic pressures that would otherwise drive them toward cooperation.

Modern states have created a society based on freedom, security and justice, respecting relevant international legal texts drawn up for this purpose, such as the European Convention on the Protection of Human Rights and on Fundamental Freedoms. The current-modern society is characterized by an elation of criminal activities and particularly of organized crime as also and of terrorism which international character, proves that for illegal activities there are no borders. Modern criminals' businessmen trivialize and corrupt legitimate economies, societies and the state law through transnational criminal markets and by forming international illegal trade alliances. It is responsibility of all governments for their citizens' benefit, to undertake effective measures in order to combat crime and its causes, with full respect on individuals' fundamental rights, including personal data protection. Recognizing the important role that effective information exchange and close cooperation between the law enforcement agencies play in order to prevent and combat all forms of crime and serious crime, including terrorism, has been promoted the international law enforcement cooperation with the establishment of International and European organizations.

The purpose of this document is to provide background information, a framework and recommendations to shape the international dimension of Food 2030. Food 2030 is the EU research and innovation policy response to international policy developments including the Sustainable Development Goals (United Nations, 2015) and COP21commitmens (United Nations, 2015).

This paper analyzes cooperation between sovereign national authorities in the supervision and regulation of a multinational bank. We take a political economy approach to regulation and assume that supervisors maximize the welfare of their own country. The communication between the supervisors is modeled as a 'cheap talk' game. We show that: (1) unless the interests of the countries are perfectly aligned, Þrst best closure regulation cannot be implemented; (2) the more aligned the interests are, the higher is welfare; (3) the bank can allocate its investments strategically across countries to escape closure.

The following article is directed to summarise different types of cooperation between Germany and African institutions in respect of higher education (HE), especially focusing on the main German organisations operating as (co-)financed by state budgets. Suggesting the relevance of HE for African middle classes the position of African universities in international rankings are discussed. The author then suggests reflecting the specific traits and differences between 'Aid', 'Exchange', 'Cultural Diplomacy' and 'Trade' in education transfers across borders before presenting German government-backed institutions and their programmes towards HE in Africa according to these types of what is mostly called 'cooperation' or 'partnerships'. The article closes with some conclusions and the contextualisation of German HE policies into the broader scene of the HE transfer. (DIPF/Orig.) ; Im folgenden Aufsatz wird die Zusammenarbeit Deutschlands mit afrikanischen Ländern im Hochschulbereich, mit Blick auf die wichtigsten deutschen staatlichen oder wesentlich mit staatlichen Mitteln agierenden Organisationen, thematisiert. Vor dem Hintergrund der gewachsenen Bedeutung von Hochschulbildung für die afrikanischen Mittelklassen werden internationale Rankings hinsichtlich der Position afrikanischer Universitäten ausgewertet. Im weiteren Fortgang wird zunächst vorgeschlagen, sich der Spezifika und Unterschiede verschiedener Typen grenzüberschreitender Bildungstransfers gewahr zu werden, namentlich, Hilfe', Austausch', Kulturelle Diplomatie' und, Handel'. Anschließend werden die wichtigen deutschen Akteure und ihre Programme, die meist unter Etiketten wie, Zusammenarbeit' oder, Partnerschaft' firmieren, anhand dieser Typen vorgestellt und eingeordnet. In den abschließenden Folgerungen wird die deutsche Hochschulkooperation in größere Zusammenhänge des hochschulischen Bildungstransfers eingeordnet. (DIPF/Orig.)