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higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
higher education relevancy.safwat reda shoaib
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higher education relevancy.safwat reda shoaib

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higher education relevancy.safwat reda shoaib. …

higher education relevancy.safwat reda shoaib.
quick guide to the factors that affect relevancy of higher education,
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  • 1. Higher Education relevancy. BY SAFWAT REDA SHOAIB 2009 Relevancy of higher education to the requirements of development. Safwat reda Shoaib.
  • 2. Responding to changes <ul><li>Need for </li></ul><ul><ul><li>Better trained and educated work force – mass universities </li></ul></ul><ul><ul><li>Competition for scarcer public resources – steering by economics </li></ul></ul><ul><ul><li>More transparency and comparability – mobility </li></ul></ul><ul><ul><li>Competitive research results – knowledge society </li></ul></ul><ul><ul><li>Stronger position in the international context – internationalisation and income generation </li></ul></ul><ul><ul><li>Social cohesion in socially, culturally and linguistically diverse societies </li></ul></ul><ul><ul><li>Peaceful and stable democratic societies … </li></ul></ul><ul><li>While respecting and promoting the multiple mission of higher education </li></ul><ul><ul><li>preparation for the labour market </li></ul></ul><ul><ul><li>preparation for life as active citizens in democratic societies </li></ul></ul><ul><ul><li>personal development </li></ul></ul><ul><ul><li>development and maintenance of an advanced knowledge base in a broad area of academic disciplines </li></ul></ul>
  • 3. Higher education policy platform <ul><li>In the framework of the European Cultural Convention </li></ul><ul><ul><li>Steering Committee (CDESR) – Public authorities (ministries responsible for higher education), higher education institutions and their associations, students’ and other professional associations </li></ul></ul><ul><li>Work in cooperation </li></ul><ul><ul><li>To better understand each others’ situation and identify (common) answers to the challenges </li></ul></ul><ul><ul><li>Resulting in publications, guidelines, recommendations, conventions </li></ul></ul><ul><li>Beneficiaries – youth and society in general </li></ul>
  • 4. Main current areas of activities <ul><li>The European Higher Education Area (EHEA)/ Bologna Process </li></ul><ul><li>Recognition of qualifications </li></ul><ul><li>Public responsibility for higher education and research </li></ul><ul><li>Higher Education Governance </li></ul><ul><li>Bilateral and regional cooperation and assistance </li></ul>
  • 5. EHEA 2010/ Bologna Process <ul><li>Adapting Higher Education and Research to changes in society and new needs </li></ul><ul><li>Cooperation of 45 countries (ministries, professional associations, international organisations and NGOs) </li></ul><ul><ul><li>increase mobility, transparency, attractiveness, competitiveness </li></ul></ul><ul><ul><li>facilitate recognition </li></ul></ul><ul><ul><li>reform structures (degree structure, governance, diversity of learning paths…) </li></ul></ul><ul><ul><li>quality assurance </li></ul></ul><ul><ul><li>qualifications frameworks </li></ul></ul><ul><li>Future concerns </li></ul><ul><ul><li>Implementation </li></ul></ul><ul><ul><li>Sustainability </li></ul></ul><ul><ul><li>External dimension </li></ul></ul>
  • 6. The Council of Europe’s contribution <ul><li>The Council of Europe is </li></ul><ul><ul><li>Consultative member in steering bodies and active in working groups, contributions to seminars and conferences </li></ul></ul><ul><ul><li>One of the most important providers of input to the process and policy discussions in it </li></ul></ul><ul><li>Focus on </li></ul><ul><ul><li>Recognition </li></ul></ul><ul><ul><li>Bilateral and regional support </li></ul></ul><ul><ul><li>Public responsibility </li></ul></ul><ul><ul><li>Governance </li></ul></ul><ul><ul><li>Social dimension </li></ul></ul><ul><ul><li>Multiple mission of Higher Education and Research </li></ul></ul>
  • 7. Recognition of qualifications <ul><li>Lisbon Recognition Convention of the Council of Europe/ UNESCO, 1997 (ETS 165) </li></ul><ul><ul><li>Enable people to move between countries without loss of value of own qualification </li></ul></ul><ul><ul><li>Offer right to fair assessment </li></ul></ul><ul><ul><li>Recognition unless substantial difference (partial recognition) </li></ul></ul><ul><ul><li>Diploma supplement and ECTS </li></ul></ul><ul><li>Only accepted legal text in the framework of the EHEA </li></ul><ul><li>Essentials and future concerns: Political will, mutual trust in quality, description of learning outcomes </li></ul><ul><li>42 countries, network of national information centres, adoption of subsidiary texts </li></ul>
  • 8. Public responsibility for Higher Education and Research <ul><li>A cornerstone of European university heritage </li></ul><ul><li>Adaptation to today’s society </li></ul><ul><ul><li>Levels of public responsibility </li></ul></ul><ul><ul><ul><li>Exclusive </li></ul></ul></ul><ul><ul><ul><li>Leading </li></ul></ul></ul><ul><ul><ul><li>Substantial </li></ul></ul></ul><ul><li>The Public Responsibility for Higher Education and Research (published spring 2005) </li></ul><ul><li>Recommendation under discussion </li></ul>
  • 9. Higher education governance <ul><li>Successful implementation of change needs adapted governance structures, procedures and culture </li></ul><ul><li>Good governance in higher education </li></ul><ul><ul><li>a method </li></ul></ul><ul><ul><ul><li>to reach agreement on objectives and orientations (fitness of purpose) </li></ul></ul></ul><ul><ul><ul><li>to develop strategies and instruments to implement them in practice (fitness for purpose) </li></ul></ul></ul><ul><ul><li>a space of negotiation of interests respecting the multiple mission of higher education in the best interest of the whole society </li></ul></ul><ul><ul><li>a participative process and model of/ preparation for life as an active citizen in a democratic society; inclusive, cohesive </li></ul></ul><ul><ul><li>transparent in procedures and tasks </li></ul></ul><ul><ul><li>able to reach, win acceptance for and implement decisions (legitimacy and efficiency) </li></ul></ul><ul><ul><li>flexible to adapt to diverse contexts on the basis of common principles </li></ul></ul><ul><li>Legal provisions for and redefinition of autonomy </li></ul><ul><ul><li>Who is autonomous with regard to whom? </li></ul></ul><ul><ul><li>Autonomy for what? </li></ul></ul><ul><ul><li>Autonomy to which extent? </li></ul></ul>
  • 10. Bilateral and regional cooperation <ul><li>Assistance in higher education legislation and reform </li></ul><ul><li>Support integration in European Higher Education Area </li></ul><ul><li>Focus: South East Europe, Eastern Europe. </li></ul><ul><li>Through </li></ul><ul><ul><li>Expert advice and support </li></ul></ul><ul><ul><li>National seminars and conferences </li></ul></ul><ul><ul><li>Regional seminars </li></ul></ul><ul><li>2006, among others: </li></ul><ul><ul><li>Albania </li></ul></ul><ul><ul><li>Bosnia and Herzegovina </li></ul></ul><ul><ul><li>The Former Yugoslav Republic of Macedonia </li></ul></ul><ul><ul><li>Serbia </li></ul></ul><ul><ul><li>Russia </li></ul></ul>
  • 11. 2006 and beyond <ul><li>Forum June 2006 </li></ul><ul><ul><li>The Responsibility of Higher Education for Democratic Culture </li></ul></ul><ul><ul><li>Building on and further developing the work on public responsibility and governance </li></ul></ul><ul><li>Forum September 2006 </li></ul><ul><ul><li>The Legitimacy of Quality Assurance in Higher Education: the role of public authorities and institutions </li></ul></ul><ul><li>New projects in preparation </li></ul><ul><ul><li>The University between Humanism and Market: redefining its values and functions for the 21st century </li></ul></ul><ul><ul><li>University network on intercultural dialogue </li></ul></ul>
  • 12. Recent publications <ul><li>Higher education governance between democratic culture, academic aspirations and market forces ( Council of Europe higher education series No.5 ) 92-871-5957-2 Jürgen Kohler, Josef Huber and Sjur Bergan (eds) </li></ul><ul><li>Recognition in the Bologna Process: policy development and the road to good practice ( Council of Europe higher education series No.4) 92-871-6007-4 Sjur Bergan and Andrejs Rauhvargers (eds) </li></ul><ul><li>Standards for recognition: the Lisbon Recognition Convention and its subsidiary texts (Council of Europe higher education series No. 3) </li></ul><ul><li>92-871-5903-3 Sjur Bergan and Andrejs Rauhvargers (eds) </li></ul>For more information: http://www.coe.int/T/DG4/HigherEducation/Resources/HEseries_en.asp
  • 13. Key links <ul><li>Council of Europe Higher Education and Research </li></ul><ul><ul><li>http://www.coe.int/higher-education </li></ul></ul><ul><li>The Lisbon Recognition Convention </li></ul><ul><ul><li>http://conventions.coe.int/Treaty/Commun/QueVoulezVous.asp?NT=165&CM=1&DF=16/11/2005&CL=ENG </li></ul></ul><ul><li>UK Bologna Secretariat web site </li></ul><ul><ul><li>http://www.dfes.gov.uk/bologna/ </li></ul></ul><ul><li>Bologna-Bergen web site </li></ul><ul><ul><li>http://www.bologna-bergen2005.no/ </li></ul></ul>
  • 14. Summary <ul><li>CDESR – double representation: ministry officials and representatives of higher education institutions – policy debate and orientation </li></ul><ul><li>Forum Series - platform for high-level policy debate </li></ul><ul><li>Publication Series - to reflect and contribute to the debate </li></ul><ul><li>Web site - a service and reference point for information </li></ul><ul><li>http://www.coe.int/higher-education </li></ul>

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