Suchergebnisse

Intro -- Foreword -- Contents -- Abbreviations and Acronyms -- Section I: Background and Review of Related Literature -- 1 Introduction -- 1.1 General Background -- 1.2 Background to the Ethiopian Higher Education System -- 1.3 The Need for Diversifying the Higher Education System of Ethiopia -- 2 Objectives -- 2.1 General Objective -- 2.2 Specific Objectives -- 3 Expected Outcomes -- 4 Review of Literature -- 4.1 Conceptualizing Differentiation -- 4.2 Importance of Differentiation -- 4.3 National Experience -- 4.4 International Experience -- 4.5 Experience from Selected Countries -- 4.5.1 Africa -- 4.5.1.1 Egypt -- 4.5.1.2 South Africa -- 4.5.1.3 Ghana -- 4.5.1.4 Tanzania -- 4.5.1.5 Pan Africa University (PAU) -- 4.5.2 Asia -- 4.5.2.1 China -- 4.5.2.2 South Korea -- 4.5.2.3 Uzbekistan -- 4.5.3 South America -- 4.5.3.1 Chile -- 4.5.4 Europe -- 4.5.4.1 Germany -- 4.5.4.2 France -- 4.5.4.3 The United Kingdom -- 4.5.5 North American -- 4.5.5.1 The USA -- 4.5.5.2 Canada -- 4.5.6 Summary of Lessons Learnt from the Case Countries -- 4.5.7 International Classification Systems -- 4.5.8 Types of Differentiation -- 4.5.9 Pre-differentiation Actions -- 4.5.10 Enabling Factors and Challenges for Differentiation -- 4.5.10.1 Enabling Factors -- 4.5.10.2 Challenges -- 4.5.11 Key Lessons -- 4.5.11.1 Lessons From National Experience -- 4.5.11.2 Lessons From International Experience -- 5 Developing a Differentiation Model and Standards for Ethiopia -- 5.1 Characteristics of the Ethiopian Higher Education System: A conceptual model for differentiation -- 5.2 Setting Standard for Differentiating HEIs in Ethiopia -- 5.2.1 Suggested Differentiation for the Higher Learning System of Ethiopia -- 5.2.1.1 Research University -- 5.2.1.2 University of Applied Sciences -- 5.2.1.3 Comprehensive University -- 5.2.1.4 TVET Colleges.

Session 3 Concepts or conditions of success for networked VET learning and teaching, especially for Further Education. Participants presented their concepts and conditions of success for a competence-based and networked VET Education and Further Education.

Following the theoretical approaches of sessions 1 and 2, session 3 presents ideas and models for Further Education concepts that were tested in practice. They come from nine African universities and one German university. The authors provide supportive and obstructive factors for competence-oriented Further Education in VET.