the ppt is about National Education Policy 2020
EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMUAND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THEBASIS OF RESPONSES OF EXPERTSMohd Arif Hussain Bhat1 , Bilal Ahmad Shah
(PDF) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU AND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS PJAEE, 18(8) (2021) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU ANKASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS Evaluation Of Science Textbook Of Class Viii Of Jammu And Kashmir State Board Of School Education On The Basis Of Responses Of Experts , Palarch's Journal Of Archaeology Of Egypt/Egyptology 18(8). ISSN 1567-214x. Available from: https://www.researchgate.net/publication/360754972_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JAMMU_AND_KASHMIR_STATE_BOARD_OF_SCHOOL_EDUCATION_ON_THE_BASIS_OF_RESPONSES_OF_EXPERTS_PJAEE_188_2021_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JA [accessed Oct 31 2022].
the ppt is about National Education Policy 2020
EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMUAND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THEBASIS OF RESPONSES OF EXPERTSMohd Arif Hussain Bhat1 , Bilal Ahmad Shah
(PDF) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU AND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS PJAEE, 18(8) (2021) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU ANKASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS Evaluation Of Science Textbook Of Class Viii Of Jammu And Kashmir State Board Of School Education On The Basis Of Responses Of Experts , Palarch's Journal Of Archaeology Of Egypt/Egyptology 18(8). ISSN 1567-214x. Available from: https://www.researchgate.net/publication/360754972_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JAMMU_AND_KASHMIR_STATE_BOARD_OF_SCHOOL_EDUCATION_ON_THE_BASIS_OF_RESPONSES_OF_EXPERTS_PJAEE_188_2021_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JA [accessed Oct 31 2022].
AGENCIES OF EDUCATION,FORMAL AGENCIES OF EDUCATION, INFORMAL AGENCIES OF EDUCATION,INFORMAL AGENCIES OF EDUCATION , FAMILY, AND EDUCATIONAL FUNCTIONS OF FAMILY,PEER GROUP , AND ROLE OF PEER GROUPS, EDUCATIONAL ROLE OF COMMUNITY, THE MASS MEDIA ,E, AND EDUCATIONAL FUNCTIONS OF MASS MEDIA.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
AGENCIES OF EDUCATION,FORMAL AGENCIES OF EDUCATION, INFORMAL AGENCIES OF EDUCATION,INFORMAL AGENCIES OF EDUCATION , FAMILY, AND EDUCATIONAL FUNCTIONS OF FAMILY,PEER GROUP , AND ROLE OF PEER GROUPS, EDUCATIONAL ROLE OF COMMUNITY, THE MASS MEDIA ,E, AND EDUCATIONAL FUNCTIONS OF MASS MEDIA.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
A presentation about how to reduce the sense of distance in distance learning by using approaches such as e-collaboration and enhancement of one's social presence.
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
This presentation introduce you to the concept of Distance Education.It includes the definition of distance education term ,a clarification of the difference between the two terms Distance Education and Distance Learning and finally it qives a quick overview of the history of Distance Education.
Internationalisation and student voices: a disruption of business-as-usual?Richard Hall
A presentation for DMU staff. Notes are available at: http://www.richard-hall.org/2011/12/07/internationalisation-student-voices-and-the-shock-doctrine-disrupting-business-as-usual/
International students and the internationalisation of UK universities University of Limerick
UK universities have a long history of educating students from around the world. But in an era of globalisation, it has become increasingly recognised that the role of universities is to prepare all its students to succeed in a world where goods, services, labour and capital move freely across borders. This presentation explores the ways that UK universities are increasingly placing internationalisation at the heart of their curriculum and the importance of having an internationally diverse student body to achieving this goal.
Higher Education in the Age of GlobalizationShigeharu Kato
Special Lecture at the 20th Tri-University International Joint Seminar and Symposium on October 29 at Mie University, Japan
- The Role of Asia for Innovative Globalization -
http://www.cc.mie-u.ac.jp/~lq20106/eg5005/Tri-U%202013/index.html
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
This topic presented in the 1st GCC (Council for Gulf Countries) for Education Standardization at Doha, 8-9 December 2015. Presented by Dewi Odjar Ratna Komala, Deputy Chairman for Information and Promotion of Standardization, National Standardization Agency of Indonesia
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
The Future of Tertiary Education in the Digital Era by Jamil SalmiEduSkills OECD
This presentation was given by Jamil Salmi at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
African Perspective on The Global Trends in Open, Distance and Online Learnin...icdeslides
This presentation is about trends in ODL in an African perspective. Education and learning is probably that single thing that has the greatest impact on humans and societies, in particular in a long term perspective.
Higher education is increasing more rapid than ever, and Africa is a hot spot for future HE. Africa is lagging compared with richer parts of the world, but is catching up faster than many would have believed. However, better integration between education and economic value chains has to be more in focus.
For the post 2015 education agenda Quality Open Education Resources and ODL can make dreams come through. In fact, without OER and ODL, dreams about quality education for all might end up as wishful thinking.
Not all that shines is gold, and the MOOC hype has been replaced by a good portion scepticism in particular regarding target groups, lack of student success and learning outcomes. However, the driving forces for open knowledge are so strong that we again and again will se waves of innovations riding on online learning and mobile broadband, where Africa will through time will catch up and close the digital gap.
Teachers and teachers trainers is the key to educational success for Africa, and competencies and capability to provide quality ODL will be in the core. "If you want to go quickly, go alone. If you want to go far, go together”, an old African proverb says. And ICDE is prepared to go far together with ACDE.
From GETideas.org - A Conversation on Global Education - a new vision for education transformation, Education 3.0. To view accompanying video go to www.getideas.org/coge
This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024.
HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management.
This lecture addresses the following questions:
1. What are the drivers of the internationalisation of higher education?
2. What are the benefits of internationalisation?
3. How has internationalisation led to the commercialisation of higher education in Anglophone countries?
4. How are the factors shaping the internationalisation of higher education changing?
It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Cross Border Higher Education
“ What Asia Can Do ??? ”
Prof. Dr. Laode M. Kamaluddin, M Sc, M Eng
International Conference Go Global
Changes and Challenges in
Education, Employment, Enterpreneurship (INDIA, 19-21 July)
2. Brief about speaker
Laode is the President of Sultan Agung Islamic University
(UNISSULA), a reputable university in Indonesia which has
positioning as World Class Islamic University.
He gained his degrees both Master and Doctor of Philosphy (Ph
D) in Iowa State University, USA. Due to his involvement in
many academic activities and organisation , Laode is often
invited as a speaker to share any ideas, progammes and projects. With his
international experience and global acknowledgement Laode becoming an experts in
Digital Multimedia Broadcasting (DMB) from Indonesia, and also concern on
International Economics especially in Maritime Economics.
His long term commitment is shown by his contribution to higher education in
Indonesia is established and pointed in Rule and Regulation about Higher Education,
i.e distance education.
3.
4. • The growing phenomenon of human mobility has forced people
to do multiple activities at different locations at the same time.
ASIAN as a continent with their heterogenity understands this new
challenge and put some great effort to make it happen. Asian
nowadays no longer become follower only but already shifting as
the hot spot of global economy growth, social n culture.
• Collaboration and enggagement among Asian countries is always
needed in every single path, that’s why to maintain the future of
Asian, we need new generation to understand the best way to
enhance and improve what Asia got.
• Forward the resignation of a state is not affected by western,
eastern or any nations, but by talented society with creativity. To
build all of them, it’s a must to have weapon. And the main
weapon is CROSS BORDER HIGHER EDUCATION.
5. WHAT IS
Cross Border Higher Education ??
Cross Border Higher education means to the movement of
people, programs, providers, knowledge, ideas, projects and
services across national boundaries or we can say higher
education that takes place in situations where the teacher,
student, program, institution/provider or course materials
cross national jurisdictional borders (UNESCO & OECD)
7. Economy Growth
2007 2008 2009 2010 2011 2012
Whole World 5,4 2,9 -0,5 5,0 4,4 4,5
Developed Countries 2,7 0,2 -3,4 3,0 2,4 2,6
Europe 2,9 0,4 -4,1 1,7 1,6 1,8
Developing Countries 8,8 6,1 2,7 7,3 6,5 6,5
Asia 11,4 7,7 7,2 9,5 8,4 8,4
ASEN – 5 6,4 4,7 1,7 6,9 5,4 5,7
UK 3,0 0,7 -2,6 2,9 2,8 2,9
France 2,4 0,2 -6,3 4,0 1,4 2,1
Germany 2,7 1,0 0,2 6,1 4,5 4,2
USA 1,9 0,0 -2,6 2,9 2,8 2,9
Japan 2,4 -1,2 -6,3 4,0 1,4 2,1
South Korea 5,1 2,3 0,2 6,1 4,5 4,2
China 14,2 9,6 9,2 10,3 9,6 9,5
India 9,9 6,2 6,8 10,4 8,2 7,8
Malaysia 6,5 4,7 -1,7 7,2 5,5 5,2
Philipines 7,1 3,9 1,0 7,4 5,0 5,0
Singapore 8,0 1,9 -0,8 14,6 5,3 4,4
Thailand 5,0 2,5 -2,3 7,8 4,0 4,5
Indonesia 6,3 6,0 4,6 6,1 6,2 6,5
economy growth in many countries (% year by year)
Source : WEO, April 2011
8. WHY
Traditional terms (last 40
years)
Generic terms
• International education
• International development
cooperation
• Comparative education
• Correspondence education
Specific elements
• Foreign students
• Student exchange
• Development projects
• Cultural agreements
• Language study
New terms (last 15 years)
Generic terms
• Globalisation
• Borderless education
• Cross-border education
• Transnational education
• Virtual education
• Internationalisation ‘abroad’
• Internationalisation ‘at home’
Specific elements
• Education providers
• Corporate universities
• Liberalisation of educational
services
• Networks
• Virtual universities
• Branch campus
• Twinning and franchise
programmes
• Global Education Index (GEI)
Existing terms (last 25
years)
Generic terms
• Internationalisation
• Multicultural education
• Intercultural education
• Global education
• Distance education
• Offshore or overseas
• Education
Specific elements
• International students
• Study abroad
• Institution agreements
• Partnership projects
• Area studies
• Double/joint degrees
Evolution of international education terminology (Knight, updated 2008)
Source : Internationalisation of European Higher Education, an EAIE Handbook
9. Why Go Abroad & What For ?
(viewed from European Education)
Mobility is
a
dynami
c
process
It carries with everything that will change a human being’s
experience and hence their identity.
10. Why Go Abroad & What For ?
(viewed from European Education)
• Experiencing studying abroad offers more opportunity for
thinking through what one is or is not able to achieve away
from the unthinkable
• Since any international experiences will impact immensely
upon the self, it is fundamental that two simple questions
above be asked and answered by the students for in due
time, depending on their thinking and their subsequent
answers, crucial choice will be made. These choice wil affect
the individual’s life
forever, for better
or for worse.
12. Forecasts of global demand for international higher education
Top 5 source countries
Countries 2000 2005 2010 2020 2025 Annual
growth rate
China 218,437 437,109 760,103 1,937,129 2,973,287 11.0%
Korea 81,370 96,681 114,269 155,737 172,671 3.1%
India 76,908 141,691 271,193 502,237 629,080 8.8%
Japan 66,097 65,872 68,544 71,974 73,665 0.4%
Greece 60,486 68,285 75,339 84,608 89,903 1.6%
Source : Internationalisation of European Higher Education, an EAIE Handbook
13. Top 20 supplying the largest
number of international students, 1995-2005
1995 2005
Country Numbers Country Numbers
1. China 115,871 1. China 343,126
2. South Korea 69,736 2. India 123,559
3. Japan 62,324 3. South Korea 95,885
4. Germany 45,432 4. Japan 60,424
5. Greece 43,941 5. Germany 56,410
6. Malaysia 41,159 6. France 53,350
7. India 39,626 7. Turkey 52,048
8. Turkey 37,629 8. Morocco 51,503
9. Italy 36,515 9. Greece 49,631
10.Hong Kong 35,141 10.U.S.A. 41,181
11.Morocco 34,908 11.Malaysia 40,884
12.France 32,411 12.Canada 38,847
13.Canada 28,280 13.Italy 38,544
14.U.S.A. 27,749 14.Russia 34,473
15.Iran 26,786 15.Hong Kong 34,199
16.U.K. 24,034 16.Indonesia 31,687
17.Indonesia 22,235 17.Poland 28,786
18.Algeria 22,104 18.Kazakhstan 27,356
19.Ukraine 20,930 19.Spain 25,691
20.Spain 20,865 20.Ukraine 25,188
Sources: based on UNESCO 1996 and UNESCO 2006
14. Top 10 countries receiving the largest numbers of
overseas students in 1999/2000 and 2004
1999 / 2000 2004
Country Numbers % Country Numbers %
1.U.S.A. 485,500 27.7% 1.U.S.A. 572,509 23.3%
2.U.K. 222,936 12.8% 2.U.K. 300,056 12.2%
3.Germany 187,033 10.7% 3.Germany 260,314 10.6%
4.France 137,085 7.8% 4.France 237,587 9.7%
5.Australia 117,485 6.7% 5.Australia 166,954 6.8%
6.Russia7
66,500 3.8% 6.Japan 117,903 4.8%
7.Japan 59,691 3.4% 7.Russia 75,786 3.1%
8.Spain 40,689 2.3% 8.South
Africa 49,979 2.0%
9.Canada 40,033 2.3% 9.Italy 40,641 1.7%
10.
Belgium 38,799 2.2% 10.
Canada 40,033 1.7%
The 10 countries receiving the largest numbers of overseas students in 1999/2000 and 2004
15. Top 20 sending developing countries, absolute
numbers, 5 main countries of destination, and position
on the Human Development Index
Country Numbers Five main destinations Human Development Index
(HDI)
1. China 343,126 U.S.A., Japan, U.K., Australia, Germany 85. 0.755
2. India 123,559 U.S.A., Australia, U.K., Germany, N.Z. 127. 0.602
3. Morocco 51,503 France, Germany, Belgium, U.S.A. Netherlands 124. 0.631
4. Malaysia 40,884 Australia, U.K., U.S.A., Japan, New Zealand 61. 0.796
5. Hong Kong 34,199 Australia, U.K., U.S.A., Canada, Macao 22. 0.916
6. Indonesia 31,687 Australia, U.S.A., Malaysia, Germany, Japan 110. 0.697
7. Kazakhstan 27,356 Russia, Kyrgyzstan, Germany, turkey, U.S.A. 80. 0.761
8. Algeria 24,356 France, U.K., Germany, Switzerland, Belgium 103. 0.722
9. Thailand 23,727 U.S.A., Australia, U.K., Japan, Germany 73. 0.778
10.Mexico 21,661 U.S.A., U.K., France, Germany, Spain 53. 0.814
11.Singapore 20,725 Australia, U.S.A., U.K., Malaysia, Canada 25. 0.907
12.Brazil 19,619 U.S.A., Germany, Portugal, France, U.K. 63. 0.792
13.Pakistan 18,639 U.S.A., U.K., Germany, Australia, Malaysia 135. 0.527
14.Iran 17,254 Germany, U.S.A., France, U.K., Italy 99. 0.736
15.Uzbekistan 17,163 Kyrgyzstan, Russia, Kazakhstan, Tajikistan, Germany 111. 0.694
16.Zimbabwe 16,669 South Africa, U.K., U.S.A., Australia, Namibia 145. 0.505
17.Colombia 16,090 U.S.A., France, Venezuela, Germany, Spain 69. 0.785
18.Vietnam 15,817 U.S.A., France, Australia, Germany, Japan 108. 0.704
19.Nigeria 15,138 U.S.A., U.K., Germany, Saudi Arabia, Belgium 158. 0.453
20.Cameroon 15,129 Germany, France, U.S.A., Italy, Belgium 148. 0.497
Top 20 sending developing countries, absolute numbers, 5 main countries
of destination, and position on the Human Development Index
16. HOW
Category Forms and conditions of mobility
Development Educational Commercial
Cooperation Linkages Trade
People
Students
Professor/scholar
Researchers/experts/consultants
Semester/year abroad
Full degrees
Internships
Sabbaticals
Consulting
Programmes
Course, programme
Sub-degree, degree
post graduate
Twinning
Franchised
Articulated/validated
Joint/double award
Online/distance
Providers
Institutions
Organisations
Companies
Branch campus
Virtual university
Merger/acquisition
Independent institutions
Projects
Academic projects
Services
Research
Curriculum
Capacity building
Educational services
19. WHO
Government, is represented by Ministry of Education
(national, regional and local authorities )
1.Introducing CBHE
2.Promoting CBHE
3.Enlarging Networkings & Communities Enggagement
4.Establishing rule, regulations and policy
5.Monitoring CBHE implementation
6.Evaluating CBHE
21. WHO
• Potential Companies whose CSR in education
field, it’s related to covering financial support
to University or People (student, Proffesor,
Experts, Researchers) due to in certain time
CBHE it’s not only for “the have”, for for all
people.
22. WHO
• Educational NGO
It’s related to provide volunteers to help
Government in promoting , fasilitating and
monitoring indepently in CBHE
implementation
23. WHO
Media : it can be potential area as information source
of CBHE that can be explored as much as.
