A presentation from Flore-Anne Messy, Principal Administrator, Financial Education and Consumer Protection Unit OECD Financial Affairs Division. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
A presentation from Flore-Anne Messy, Principal Administrator, Financial Education and Consumer Protection Unit OECD Financial Affairs Division. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
Access or excess? - The participation rate in higher education is (still) increasing, which seems to fit with the growing demands from the knowledge economy. But, are there limits to the growth, in that skills and knowledge of highly-educated graduates may be underused or that highly-educated graduates out-crowd those with low(er) qualifications? Moreover, research has shown that participation is unequal (in terms of both horizontal and vertical segregation) across gender, social class, and ethnic background. What is the state of the art re (in)equalities in access and participation? What kind of access and excess policies are in place and what are the effects?
Talk held at the invitation of the Ghent University Higher Education Governance research group for the seminar series “Higher Education: Global challenges and multi-disciplinary perspectives.”
When Mauritius became independent in 1968, there was one national university: The University of Mauritius. After nearly fifty years of independence, the higher education landscape has expanded significantly to include some 65 tertiary education institutions (TEIs), 10 of which are publicly-funded. This expansion in the tertiary education sector reveals the impressive progress achieved in the young independent state that Mauritius is, but in a globalised and competitive world, this expansion has started to face challenges and will continue to do so.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : HIGHER EDUCATION CONTEXT IN SPAIN
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : ENGR. ARMAN M. GIRON
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
SPAIN HIGHER EDUCATION SYSTEM
TYPES OF HIGHER EDUCATION INSTITUTIONS
• UNIVERSITY EDUCATION
•HIGHER NON-UNIVERSITY EDUCATION
CYCLES OF HIGHER EDUCATION IN SPAIN
• FIRST CYCLE PROGRAMMES
• SECOND CYCLE PROGRAMMES
• THIRD CYCLE (PHD) PROGRAMMES
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
Credential Attainment at Minority-Serving Institutions Based on Labor Markets...richlandcollegetx
Credential Attainment at Minority-Serving Institutions Based on Labor Markets and Career Field - Diana Cruz, Community College Research Center, Teacher's College at Columbia University, 2018 MSI Convening
Successful models of technical and vocational education and training in Fiji.University of Limerick
This presentation outlines the changing landscape of technical and vocational education and training (TVET) in Fiji, a small, upper-middle income island state in the South Pacific. It outlines the key priorities of the largest provider of TVET, Fiji National University: 1) the professionalisation and parity of esteem of TVET teachers in a dual sector university; 2) the development of industry-relevant TVET programmes; 3) the international accreditation of TVET programmes; and 4) matching the supply of, and demand for, TVET programmes. It considers some of the main challenges in achieving these objectives and sets out some recommendations for strengthening the position of TVET, based on Fiji National University’s experience.
Handout to accompany a presentation for Sheffield Hallam's Learning & Teaching Exchange conference January 2015, available here: http://www.slideshare.net/SHULT/back-to-the-future-jan-2015
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : VICTORIA M. SISON, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD
Access or excess? - The participation rate in higher education is (still) increasing, which seems to fit with the growing demands from the knowledge economy. But, are there limits to the growth, in that skills and knowledge of highly-educated graduates may be underused or that highly-educated graduates out-crowd those with low(er) qualifications? Moreover, research has shown that participation is unequal (in terms of both horizontal and vertical segregation) across gender, social class, and ethnic background. What is the state of the art re (in)equalities in access and participation? What kind of access and excess policies are in place and what are the effects?
Talk held at the invitation of the Ghent University Higher Education Governance research group for the seminar series “Higher Education: Global challenges and multi-disciplinary perspectives.”
When Mauritius became independent in 1968, there was one national university: The University of Mauritius. After nearly fifty years of independence, the higher education landscape has expanded significantly to include some 65 tertiary education institutions (TEIs), 10 of which are publicly-funded. This expansion in the tertiary education sector reveals the impressive progress achieved in the young independent state that Mauritius is, but in a globalised and competitive world, this expansion has started to face challenges and will continue to do so.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : HIGHER EDUCATION CONTEXT IN SPAIN
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : ENGR. ARMAN M. GIRON
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
SPAIN HIGHER EDUCATION SYSTEM
TYPES OF HIGHER EDUCATION INSTITUTIONS
• UNIVERSITY EDUCATION
•HIGHER NON-UNIVERSITY EDUCATION
CYCLES OF HIGHER EDUCATION IN SPAIN
• FIRST CYCLE PROGRAMMES
• SECOND CYCLE PROGRAMMES
• THIRD CYCLE (PHD) PROGRAMMES
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
Credential Attainment at Minority-Serving Institutions Based on Labor Markets...richlandcollegetx
Credential Attainment at Minority-Serving Institutions Based on Labor Markets and Career Field - Diana Cruz, Community College Research Center, Teacher's College at Columbia University, 2018 MSI Convening
Successful models of technical and vocational education and training in Fiji.University of Limerick
This presentation outlines the changing landscape of technical and vocational education and training (TVET) in Fiji, a small, upper-middle income island state in the South Pacific. It outlines the key priorities of the largest provider of TVET, Fiji National University: 1) the professionalisation and parity of esteem of TVET teachers in a dual sector university; 2) the development of industry-relevant TVET programmes; 3) the international accreditation of TVET programmes; and 4) matching the supply of, and demand for, TVET programmes. It considers some of the main challenges in achieving these objectives and sets out some recommendations for strengthening the position of TVET, based on Fiji National University’s experience.
Handout to accompany a presentation for Sheffield Hallam's Learning & Teaching Exchange conference January 2015, available here: http://www.slideshare.net/SHULT/back-to-the-future-jan-2015
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : VICTORIA M. SISON, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
Japanese higher education has been highly appreciated. Excellent and diverse education and research activities have been promoted under the well-balanced coordination with the establishment approval system and the quality assurance and accreditation system, which is continually reviewed for more efficient system.
Indonesian Higher Education by Fadlil Munawar Manshur. Source: https://www.eastwestcenter.org/fileadmin/resources/education/ed2020_docs/Indonesia_01.ppt
Presentation 1
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
TOLENTINO, Lhoraine C. - Education Theories, Practices, Issues and Concerns i...Lhoraine Tolentino
Comparison of Singapore and Philippines Educational System
Since becoming an independent republic in 1965, it has transformed from an impoverished island with no natural resources and a mostly illiterate population to a country of 5.8 million people whose living standards match those of the most highly-developed industrial nations.
Singapore hopes to encourage lifelong learning for all Singaporeans, in ways that bring them satisfaction and meaning.
Heading into an election and change in administrations, the Every Student Succeeds Act, and the Workforce Innovation and Opportunities Act? Where do things stand on comprehensive immigration reform? What other issues, such as the Common Core State Standards, are impacting ELLs and the TESOL field? This session will present an overview of the current state of affairs in Washington, DC, and provide an update on national education policy.
3. 3
General Education System
•Nine-year compulsory education system
•Upper secondary education is non-compulsory
and lasts three years, with students generally
graduating when they are 18 years old.
•National Entrance Exam - Students with high
school graduation certificates who wish to
enroll in higher education must first pass a
strict enrollment exam.
•Kindergarten, primary school, junior and
senior middle (secondary) school, and
institutions of higher education.
4. 4
Chinese Education System
The Chinese education system is composed of
• Kindergarten
• 3-6 age
• not compulsory, can do JV
• Primary school
• begins at 6, continues for six years
• compulsory, can not do JV
•Junior and senior middle (secondary) school
• begins at 12, continues for six years
• junior is compulsory, senior is not
• Institutions of higher education.
5. 5
Higher Education
•Higher education is provided by universities and
colleges, specialized colleges and vocational
colleges.
•Colleges and universities offer four-year
undergraduate programs, as well as graduate
programs, which lead to Master’s and Doctoral
degrees.
•Vocational colleges and some specialized
colleges offer two or three-year diploma
programs.
6. 6
Higher Education Figures
2000 figures
Higher Education 11 million in school 11% E.R.
Master-School students 301,000
Plan by 2005
Higher Education 16 million in school 15% E.R.
Master-School students 600,000
Plan by 2010
Higher Education 23 million in school 20% E.R.
Master-School students 1,000,000
7. 7
Opportunities
•ESL, English training programs
•Corporate and group training
•Distance education, IT and other technologies
training
•MBA Programs
•EMBA Programs
•MPA Programs
•Financial Program Training
•Exchange of students
•Exchange of teachers
•Olympic English
8. 8
Market Entry Challenges
• VISAs: If your business plan depends on visas, plan
on failing
• Finding a suitable local partner can be hard
• Regulatory constraints
• Lack of transparency
• Unfamiliar government procedures and policies
(Central versus provincial)
• The Chinese market must be viewed as a number of
large markets with unique characteristics and
opportunities, requirements vary by program and
geographic area.
9. 9
Joint Degree Programs
China's educational institutions are not only seeking
opportunities to cooperate in business management,
but also in disciplines such as health care,
engineering, accounting, language, and advanced
technologies. Even China's State Council and
various Chinese ministries are eager to cooperate
with foreign institutions wishing to share curricula
and deliver joint degree or certificate programs.
MOE issued a new list of 97 approved degree
programs (Chinese universities with with foreign and
Hong Kong universities) as by December 24, 2003.
10. 10
Approval Process for JV
Degree Programs
•Find a reputable Chinese partner university
•Chinese university submits the following material to the
Academic Degrees Committee of State Council (ADCSC) by
the end of May or end of October every year.
•A request to establish a joint degree program;
•A cooperation memorandum of understanding and draft
agreement signed by both sides;
•A feasibility report which should at least include:the
necessity, feasibility and background of the program;
academic introduction of the degree issued by its
American partner university;information of its American
partner.
•Plan of joint program which should include:.work
plan;administration and management;student resources,
enrollment scale and method;teaching
courses;teachers; .finance and budget.
11. 11
MBA & Business
Education Market
•Beijing International MBA was the first U.S.
MBA program approved by MOE to deliver
U.S. degree in China (26 U.S. University
consortiums)
• Main competitor is China-Europe
International Business School
• For a degree program must have JV can’t
do WOFE
•Approval procedures are the same as JV
program
12. 12
Educational Software
• Most common forms are EFL training and
examination preparation software.
• A supplementary for regular education. May
educational websites offer supplementary material to
the middle school curriculum.
• Piracy is a very serious problem. Estimated
piracy rate is as high as 96% , resulting in an annual
loss of $14.7 billion.
• Encryption- if used to protect IPR content does not
need to be registered. Will also allow company to seek
criminal damages rather then civil if you end up in
court.
13. 13
Non Degree Programs
• Can be a WOFE in some training
areas, i.e., financial training for
Bank of China
• More of a gray area- no real regs
• Just need local MOE or relevant
local ministry approval
14. 14
Long Distance Education
•China invested $12 million to develop its web
based long distance education.
• 62 million Internet users
• Go West Project
• near 1/4 of China’s 1.3 billion people live
there
• geographic restrictions and poor infrastructure
• lack of qualified teaching staff and modern
curriculum
• Government is relaxing regulations in order to
attract foreign capital
15. 15
Olympic Need
• Beijing won the bid for 2008 Olympics
• Need at least 100,000 volunteers to have English
ability by 2008
• $ 500 million English & EFL training market
• 600,000 people attend English training courses
every year
• Beijing Municipal Government has “Beijing Citizens
Speak English” Campaign
• Beijing has 3.12 million English-speaking-
population
•By 2008, Beijing will have 5 million English-
speaking-population
16. 16
Special Needs Education
• China has a total of 20 million children who need
special education.
•China has 1,535 special schools in which 358,400
youngsters and adults who have physical or mental
problems are enrolled.
•The schools have pre-school, fundamental,
vocational and higher education programs.
• Training a physically disabled or mentally retarded
teenager costs an average of 4,000 yuan (US$482)
a year; while training a non-disabled teenager costs
1,200 yuan (US$145) annually.
17. 17
How to approach market
Do due diligence twice before entering
market-- then do it again.
Locate good & reputable partner
Attend educational & industry fairs
Hold presentations and seminars
Local representative office
Sandwich programs
Visit as often as possible
18. 18
VISAS- HUGE PROBLEM
• Get free, accurate information on applying for a
student visa. Visit the U.S. Embassy web site
(www.usembassy-china.org.cn).
•Law status guilty until proven innocent
•Student must be thoroughly prepared.
• Answer that questions asked. Don't give a prepared
speech.
• Tell the truth.
• Ties to China
• FE Database
19. 19
Summary
China is a difficult market
Visas are huge issue
Lots of competition
Not everyone is making money-
need long term outlook
DO DUE DILLIGENCE