Suchergebnisse

There have been recent steps toward the integration of tertiary education in the EU and Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree and two-year postgraduate degree as a European standard. Course credits are to be common and transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established and run schemes to promote the mobility of students, teachers, and workers in their education. These schemes, and the integration of tertiary education, are being extended to Central and Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history and definitions of an appropriate research process as well as perspectives on the development of culture and identity. Specific regional challenges await the extension of the process to Southeastern Europe.

There have been recent steps toward the integration of tertiary education in the EU & Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree & two-year postgraduate degree as a European standard. Course credits are to be common & transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established & run schemes to promote the mobility of students, teachers, & workers in their education. These schemes, & the integration of tertiary education, are being extended to Central & Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history & definitions of an appropriate research process as well as perspectives on the development of culture & identity. Specific regional challenges await the extension of the process to Southeastern Europe. 44 References. [Copyright 2003 Sage Publications, Inc.]

Between 1960 and 1981 there was a very substantial increase in female enrolment and a move towards a much lessened degree of gender inequality in tertiary education in most advanced industrial societies. Seeks to locate the main determinants of cross-national variance in gender inequality at both time points and of change across time. (Abstract amended)

Die hohe Zahl der südafrikanischen Studenten - unter ihnen besonders viele Schwarze -, die ihr Studium an Universitäten und Fachhochschulen (Technikons) nicht erfolgreich beenden konnten, wird für das Land in den letzten Jahren zu einem ernsthaften Problem. Allein die volkswirtschaftlichen Folgekosten dieser Bildungsfehlinvestition sind gewichtig. Zudem fehlen diese potentiellen Akademiker der wachsenden Wirtschaft in einigen Jahren vermutlich auf dem Arbeitsmarkt. Der mit viel Zahlenmaterial und Statistiken versehene Bericht präsentiert im ersten Teil einen Überblick über die Entwicklung der Zahl der eingeschriebenen Studenten - aufgeschlüsselt nach Rasse/Hautfarbe - an den verschiedenen Fachhochschulen und Universitäten, der Verteilung der Studienfächer, der angestrebten und erreichten Abschlüsse usw. Der zweite Teil beschäftigt sich mit den Gründen für das häufige Scheitern beim Studienabschluß. Im Zentrum steht dabei die Untersuchung der mangelhaften Bildungsvoraussetzungen der jungen schwarzen Studenten, die auf erhebliche Defizite des Schulwesens zurückzuführen sind (schlecht ausgebildete und wenig motivierte Lehrer, zu große Klassen, Mangel an Unterrichtsmitteln, längere Phasen politisch motivierter Unruhen an den Schulen usw.). (DÜI-Ply)

Using UNESCO data on female & male tertiary educational enrollment in 20 countries from 1960-1981, the primary structural determinants of gender inequality in tertiary education during this time period are examined. Multivariate analysis suggests that the demand for education as a consumption good, factors influencing the demand for education as an economic investment, & factors affecting the differential supply of education to both sexes are responsible for cross-national variance in gender inequality. It is also argued that shifts in cultural attitudes influences the gradual decrease in gender inequality in tertiary education across the time period. 2 Tables, 1 Figure, 13 References. L. Baker

ABSTRACTBetween 1960 and 1981 there was a very substantial increase in female enrolment and a move towards a much lessened degree of gender inequality in tertiary education in most advanced industrial societies. The article seeks to locate the main determinants of cross-national variance in gender inequality at both time points and of change across time. The hypotheses examined suggest the influence of a variety of economic, social structural, political, demographic and attitudinal variables and a multivariate analysis demonstrates that all are implicated in the transformation of educational policy outcomes during the period.

Much has been reported in the press [The Straits Times, "Emphasis On Examination Results May Curb Entrepreneurship, ENDEC Survey Report", 16 July 1993] about the lack of entrepreneurial spirit among young Singaporeans today. There appears to be a shortage of industrial, export-oriented and outward-looking entrepreneurs. It is noted that Singapore tertiary students are generally not interested or are not willing to be self-employed or to start their own business. Many prefer to be wage-earners in the public and private sectors. This is particularly true for university graduates who can command relatively high earnings and job security. Therefore they would prefer not to start out on their own which may entail higher risks. This study seeks to explore whether entrepreneurial spirit exists among Singapore tertiary students or there is really a dearth of budding entrepreneurs among the tertiary students. The objective therefore is to verify the extent of truth in the press reports. A prior study (Poon et al, 1993) was carried out but it was only limited to the students of the School of Accountancy and Business (SAB). The underlying motivation behind this present research is to assess the risk-seeking aptitude and innovative nature (creativity) prevalent among the tertiary students who represent the bulk of the young population and future leaders of Singapore. With the findings so gathered, suggestions and recommendations can then be put forward as to how to nurture or enhance the entrepreneurial spirit that is so vital to Singapore, at present and in the future.

Mit der zunehmenden Öffnung des Bildungsmarktes im Tertiärbereich und der fortschreitenden Reduzierung der öffentlichen Aufwendungen für tertiäre Bildungsinstitutionen wird das strategische Vermögensmanagement für Universitäten und andere Bildungseinrichtungen immer wichtiger. Welche Auswirkungen haben neue Informationstechnologien auf den Platz- und Raumbedarf von Hochschulen? Wie kann die Effizienz des Risikomanagements in dem sich rasch wandelnden Umfeld verbessert werden? Inwiefern ändert sich die Rolle der mit der Verwaltung von Universitätsgebäuden und -anlagen betrauten Manager? Welche Qualifikationen sind erforderlich, damit sie diese Managementaufgabe in der Zukunft effektiver ausüben können? Die Studie zeigt, wie die in Gebäuden und Anlagen investierten Ressourcen effizienter genutzt werden können. Gliederung: 1. Adapting to a Changing Environment 2. Asset Management Today 3. Planning for the Future - Working Group Outcomes (HoF/Text übernommen)