Chiang mai pres howard newby
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The document discusses the changing landscape of higher education and the tensions universities face in expanding participation rates, maintaining quality, and reducing costs per student. It outlines how universities are becoming more market-oriented and must identify their strengths to focus on in order to meet rising global standards and satisfy more demanding stakeholders. Universities now focus on lifelong learning, research, knowledge transfer, and engagement with society and the economy rather than separation from them.
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The document discusses the role and initiatives of the Association of African Universities (AAU) in supporting education goals in Africa. The AAU is working to strengthen higher education institutions to help countries achieve Millennium Development Goals like universal primary education and promoting gender equity. Key initiatives include a regional capacity program funded by DFID, quality assurance studies looking at increased enrollment impacts, and supporting research on improving access and equity in African higher education.
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UNESCO's Teacher Training Initiative in Sub-Saharan Africa (TTISSA) aims to address the acute shortage of qualified teachers in the region, which has been identified as one of the biggest challenges to achieving Education for All goals by 2015. TTISSA works with countries to improve teacher education policies and quality, increase teacher recruitment and retention, and integrate issues like HIV/AIDS prevention into teacher curricula. The initiative is implemented in partnership with countries and other organizations over 10 years, starting with an initial group of 17 countries from 2006-2009.
Maputo w1 mubanga
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
Maputo w1 macfarlane
The document discusses the role of Vrije Universiteit Amsterdam (VUA) in supporting Education for All. VUA has centers focused on international cooperation and education that implement projects in areas like teacher education, curriculum development, and science education research. However, pressures to link this work more closely to the university's faculties and priorities have increased its vulnerability. The document also notes that while higher education institutions have an important role to play in achieving Education for All, including by providing teachers and research, their relationship with ministries of education is often weak due to cultural and priority differences. Strengthening dialogue through advisory groups and supporting educational research are discussed as opportunities.
Maputo w1 greenlaw
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Maputo w1 chao
This document summarizes the experience of Alejandro Chao Barona with the UAEM-UNICEDES program over 10 years. It outlines the principles of the university and UNICEDES program, including being an interdisciplinary center for educational and social development with international links. It describes the facilities in Temixco and Tetela del Volcan and programs involving knowledge interchange, identity/health feasts, books, radio programs, and working with older community members. Opportunities and challenges are discussed, and conclusions call for defining the university's role, increasing resources for research training, and preparing teams for respectful community interaction.
Maputo w1 béland
The document provides an overview of the University Partnerships in Cooperation and Development (UPCD) Program and presents findings from a basic education study. Some key points:
1) The UPCD Program is funded by CIDA and involves partnerships between Canadian and international universities to support sustainable development through education, training, research, and community outreach.
2) A study of 100 UPCD projects found contributions to basic education goals through both education-specific and cross-sectoral results, including support for national education policies, strengthening the education sector, and developing basic skills.
3) Projects also reported indirect results like building the capacity of groups like health workers that can support developing basic skills in communities.
Maputo pres goolam
The document summarizes the welcome speech given by Goolam Mohamedbhai, President of the International Association of Universities (IAU), at an experts seminar on higher education and education for all.
The speech provides background on IAU, its role in promoting higher education, and its work linking higher education to achieving Education for All goals. It also highlights three major obstacles to achieving Education for All goals: lack of information and communication technologies in developing countries, the ongoing HIV/AIDS pandemic in Africa, and inadequate funding for education.
Maputo report ve
This document provides a summary of the IAU Experts' Seminar on the role of higher education in achieving Education For All goals, held in Maputo, Mozambique in January 2007.
The seminar brought together experts from higher education institutions in developing and developed countries, as well as representatives from international organizations. It was organized by the International Association of Universities to discuss how to strengthen the involvement of higher education in meeting EFA objectives.
Over the two-day seminar, participants shared experiences of projects supporting EFA, identified challenges around teacher training, the gap between higher education and ministries of education, and inadequate research dissemination. They also discussed the need to better define higher education's role
Maputo recommendations ve
The document summarizes discussions from workshops at an IAU experts' seminar on higher education and education for all in Mozambique. Key issues raised included the unknown and unclear role of higher education in achieving education for all goals, focus on teacher training, obstacles like poor teacher motivation and communications between higher education institutions and ministries. Recommendations focused on sharing information, research collaboration, advocacy, and student involvement to strengthen contributions of higher education and research to meeting education for all targets.
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Chiang mai pres howard newby
- 1. Universities in a global context: Institutional positioning in the emerging HE market Sir Howard Newby
- 2. Dilemmas in HE policy Governments all over the world wish to : • Expand participation rates in HE (‘massification’) • Sustain and enhance quality • Reduce expenditure per student
- 3. Changing Faces Attempts to resolve these tensions involve a mix of: • Audit • Accountability • Regulation • Planning
- 4. Global Excellence • Globalisation means that quality and standards are rising • Benchmarks are international and not local or national • Global issues provide global solutions • To be ‘good’ is no longer ‘good enough’ -expectations are rising even faster
- 5. Market Forces • A more market-oriented HE sector will lead to: – greater mission diversity – greater segmentation in the hierarchy of institutions • Identifying your strengths and focusing on them is critical • HEI’s cannot do everything they would wish at the level of quality now expected of them by external stakeholders
- 6. Focus In the past: Universities did Teaching and Research Now, universities are involved in: Lifelong Learning Research Knowledge Transfer Social Inclusion Local and regional regeneration Civil and cultural engagement
- 7. Engagement • The 19th C university involved separation from society and the economy – the ivory tower • The 21st C university involves engagement with society and the economy • Hence knowledge transfer (exchange) is a crucial function
- 8. Knowledge exchange • Iterative process, not linear • Partnership and networking, not just IPR management • CPD is central • Involves L&T not just R • Stakeholder management, a key process
- 9. Stakeholders • Fee-payers will be more demanding • Greater transparency • Client-focus
- 10. New wine in old bottles • Engagement requires different mix of leadership, management and administrative skills • Demand-led v Supply-driven • Market analysis more important • Building a brand • Customer focus
- 11. Institutional positioning • What is your distinctive brand? • Where are you competitive? • What are your key markets?
- 12. Adaptation to demand How focused, flexible and agile are you?