The document discusses intra-regional and inter-regional cooperation in African higher education. It defines the different levels of cooperation, from national collaborations between institutions in a country to inter-regional partnerships between continental bodies. Examples are provided of existing cooperative networks and programs, including the Association of African Universities and organizations in Ghana and West Africa. Challenges and opportunities for African higher education are outlined. The conclusion emphasizes strengthening advocacy and leadership to further cooperation across borders.
The document summarizes details about the Conference of the Americas on International Education (CAIE). CAIE is an event that promotes international cooperation and best practices in higher education across the Americas. The summary discusses past CAIE events in Canada and Brazil, upcoming events in Mexico, and memorandums of understanding to formalize partnerships between higher education organizations across the Americas through CAIE.
OER in Africa – A Sea Change (OpenEd Conference in Vancouver, Canada) August ...PiLNAfrica
The Key Note covers a brief history of higher education in Africa; the impact of funding on the purpose of education; the debates about the purpose of higher education within the global knowledge economy; and the possible role within all of this of OER Africa and of Open Educational Resources.
Guadal bd associations’ networks’ responses to iau questionnaireIAU_Past_Conferences
The document provides information about various higher education associations and networks around the world. It includes responses from associations like the Association of Arab Universities, Association of African Universities, American Council on Education, and others to a questionnaire about important issues, diversity among members, collaboration, and services valued from IAU. The associations highlighted issues like quality assurance, networking, and rankings as areas where collective action is needed globally.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through continued pursuit of respectful dialogue. Key recommendations included assessing how universities can better educate students to be globally-minded citizens who recognize differences without prejudice. Next steps proposed continuing this work through publications, online resources, and future conferences on related themes like ethics in globalized higher education.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through dialogue. Key points included recognizing differences between cultures, empowering marginalized groups, and preparing graduates who can build understanding. Next steps discussed were making conference materials available online and continuing this focus in future IAU work on internationalization and values in higher education.
The document discusses the rationale for teaching international development in community colleges. It argues that such a course would complement existing programs, engage the diverse student population, and prepare students for global career opportunities. It also provides background on the origins of international development as a field, from agreements like the Atlantic Charter and Bretton Woods Conference to institutions like the World Bank and IMF. Key players in the development arena are identified.
Canada-Caribbean-Central America Partnership Forummaymayli
The document summarizes a presentation given by the Association of Canadian Community Colleges (ACCC) to a Canada-Caribbean-Central America partnership forum. The ACCC represents over 150 post-secondary institutions across Canada. It discusses opportunities for collaboration between Canadian colleges and institutions in the Caribbean and Central America, including partnerships in areas like distance education, applied research, and helping international institutions better meet labor market needs through competency-based training and employer partnerships.
This document summarizes the Code for the Caribbean Fellowship program, which partners technologists with government agencies to address social issues using technology and design. The fellowship was launched in Jamaica in 2013 through a partnership between SlashRoots Foundation and the Rural Agricultural Development Authority (RADA). Six fellows were selected and embedded at RADA to develop solutions for praedial larceny (agricultural theft), a major problem costing Jamaica's agriculture industry over $5 million annually. The fellows underwent training in design thinking, ethnographic research, and technical skills to understand the problem and develop appropriate technology-based interventions. The goal was to pilot an innovative model for civic technology fellowships that could be replicated in other Caribbean countries.
The document summarizes details about the Conference of the Americas on International Education (CAIE). CAIE is an event that promotes international cooperation and best practices in higher education across the Americas. The summary discusses past CAIE events in Canada and Brazil, upcoming events in Mexico, and memorandums of understanding to formalize partnerships between higher education organizations across the Americas through CAIE.
OER in Africa – A Sea Change (OpenEd Conference in Vancouver, Canada) August ...PiLNAfrica
The Key Note covers a brief history of higher education in Africa; the impact of funding on the purpose of education; the debates about the purpose of higher education within the global knowledge economy; and the possible role within all of this of OER Africa and of Open Educational Resources.
Guadal bd associations’ networks’ responses to iau questionnaireIAU_Past_Conferences
The document provides information about various higher education associations and networks around the world. It includes responses from associations like the Association of Arab Universities, Association of African Universities, American Council on Education, and others to a questionnaire about important issues, diversity among members, collaboration, and services valued from IAU. The associations highlighted issues like quality assurance, networking, and rankings as areas where collective action is needed globally.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through continued pursuit of respectful dialogue. Key recommendations included assessing how universities can better educate students to be globally-minded citizens who recognize differences without prejudice. Next steps proposed continuing this work through publications, online resources, and future conferences on related themes like ethics in globalized higher education.
The document summarizes the proceedings of the 2009 IAU International Conference on fostering inter-cultural dialogue and understanding, held in Lebanon. It discusses the importance of the topic for overcoming conflicts and crises through dialogue. Key points included recognizing differences between cultures, empowering marginalized groups, and preparing graduates who can build understanding. Next steps discussed were making conference materials available online and continuing this focus in future IAU work on internationalization and values in higher education.
The document discusses the rationale for teaching international development in community colleges. It argues that such a course would complement existing programs, engage the diverse student population, and prepare students for global career opportunities. It also provides background on the origins of international development as a field, from agreements like the Atlantic Charter and Bretton Woods Conference to institutions like the World Bank and IMF. Key players in the development arena are identified.
Canada-Caribbean-Central America Partnership Forummaymayli
The document summarizes a presentation given by the Association of Canadian Community Colleges (ACCC) to a Canada-Caribbean-Central America partnership forum. The ACCC represents over 150 post-secondary institutions across Canada. It discusses opportunities for collaboration between Canadian colleges and institutions in the Caribbean and Central America, including partnerships in areas like distance education, applied research, and helping international institutions better meet labor market needs through competency-based training and employer partnerships.
This document summarizes the Code for the Caribbean Fellowship program, which partners technologists with government agencies to address social issues using technology and design. The fellowship was launched in Jamaica in 2013 through a partnership between SlashRoots Foundation and the Rural Agricultural Development Authority (RADA). Six fellows were selected and embedded at RADA to develop solutions for praedial larceny (agricultural theft), a major problem costing Jamaica's agriculture industry over $5 million annually. The fellows underwent training in design thinking, ethnographic research, and technical skills to understand the problem and develop appropriate technology-based interventions. The goal was to pilot an innovative model for civic technology fellowships that could be replicated in other Caribbean countries.
The regional development plan was designed to maximize socioeconomic development in the Cuttack-Bhubaneswar-Puri region of India. The region covers 3810 square kilometers and has a population of over 2.5 million people, making it the most densely populated part of Orissa state. Agriculture is the most important economic sector. The plan aims to define an appropriate path for regional development, sustainably develop Cuttack and Bhubaneswar as cities, specialize economic roles with a focus on small and medium towns, and integrate with neighboring regions.
Population pyramids show the number of males and females within different age groups in a population. They consist of two back-to-back bar graphs with population on the x-axis and age on the y-axis, with males shown on the left and females on the right. The shape of the pyramid reveals aspects of a country's demography such as birth and death rates, life expectancy, and level of development.
Chapter 8: Intraregional and Interregional RelationsDISPAR
This document discusses intraregional and interregional relations and input-output analysis. It covers input-output tables, agro-clusters in the Netherlands and how they are defined using value added from agriculture and agribusiness sectors. Interregional input-output models are discussed along with how they can be used to calculate regional multipliers. Methods for deriving regional input-output tables from national tables using location quotients are also presented. The document concludes by providing an application example of analyzing tourism in Slovenia.
AS Level Human Geography - Migration of Population Arm Punyathorn
This chapter has very recently been expanded from being a mere part of the population dynamic topic. A good call since migration has become a pretty big issue in the world today as population mobility has greatly increased in the 21st century.
This document discusses various factors to consider when making location decisions for facilities. It identifies the strategic importance of location decisions and objectives like profit potential. Key factors include availability of infrastructure, resources, labor, transportation and costs. Methods for evaluating locations are described, such as cost-volume analysis to determine the location with the lowest total costs based on fixed and variable costs. The factor-rating method scores locations based on weights assigned to relevant factors. Location decisions require analyzing regional, community, site and multiple plant strategies. Manufacturing and service facilities have different location considerations.
This document provides an introduction to the 4th Global Meeting of Associations of Universities on internationalization of higher education. It discusses that internationalization is a dynamic process involving many actors. The meeting will address key findings from a survey on internationalization including the importance of student mobility but low actual mobility levels. It will also discuss new approaches like branch campuses and examine the role associations can play in advancing the internationalization agenda and identifying trends. The goal is for participants to work together on common challenges and solutions regarding internationalization.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
OER in Africa – A Sea Change (OpenEd Conference in Vancouver, Canada) August ...Saide OER Africa
The Key Note covers a brief history of higher education in Africa; the impact of funding on the purpose of education; the debates about the purpose of higher education within the global knowledge economy; and the possible role within all of this of OER Africa and of Open Educational Resources.
Publishing Development Research and Adding ValueEve Gray
A presentation made at the UNESCO workshop on Open Access in Africa, Pretoria, 22-23 November 2010, co-sponsored by the Academy of Science of South Africa and EiFL
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.
This document discusses intra and inter-regional cooperation in higher education. It describes cooperation within Europe through programs like Erasmus that promote student mobility. It also discusses inter-regional projects between Europe and Latin America like NetACTIVE and between Europe, Central Asia, and China called ACTIVE Asia that aim to increase virtual student mobility. Finally, it mentions several other international university networks and organizations that facilitate cooperation across regions.
The document discusses open educational resources (OER) in quality assurance for higher education. It notes that accessing quality and up-to-date educational resources is challenging for Fiji and other countries in the region. OER offers an opportunity to share knowledge through open licensing frameworks and quality assurance processes. This allows for affordable, freely accessible repositories of high-quality information. Ensuring quality in OER is important and following reliable global standards can help sustain developments in quality assurance, which will be the focus of the paper.
This document summarizes a presentation on internationalization of higher education given at the IAU 2006 International Conference in Beijing. It discusses global trends in higher education including increasing enrollment worldwide, growing student mobility, and the diversification of higher education provision. It also outlines UNESCO initiatives to support internationalization such as guidelines for quality assurance in cross-border education, the UNESCO Chairs Programme, and partnerships to address issues like brain drain. Key challenges mentioned include meeting increasing demand while strengthening links to employment and managing commercialization pressures in the context of globalization.
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
Global Faculty Development for Online Language Education Steve McCarty
This presentation discusses opportunities for online and global faculty development brought about by the COVID-19 pandemic. It suggests using technologies like Zoom, Flipgrid, podcasts and social media for remote teaching. Low-cost and easy-to-use tools are recommended along with mobile apps and online resources for language learning. Strategies are presented for universities and individuals to improve internationalization, research visibility, and global rankings.
The report summarizes the 1st Ghana Tertiary Debating Championships held from January 30th to March 9th, 2012. [1] Sixteen universities underwent training in the British Parliamentary debate format. [2] Eight universities then qualified and competed in the championships hosted at the University of Ghana, with Kwame Nkrumah University of Science and Technology winning first and third place. [3] While largely successful, challenges included delays, funding issues, and last-minute withdrawals. Lessons centered on strengthening partnerships, incorporating television production, and better planning accommodation and transportation.
Introduction to UNESCO Chairs at the University of Guadalajara presented by Carlos Ivan Moreno Arellano during the UNESCO Chair Working Group Meeting held in Barcelona last 29 of September.
RECOUP Ghana:Work in Progress and Policy implicationsRECOUP
The document summarizes the work of RECOUP Ghana, a research project studying the impact of education on poverty. It discusses RECOUP's goals of understanding how education affects social, economic, and health outcomes, and informing policies to benefit disadvantaged groups. It then overviews RECOUP's research strands on youth, gender, disability, skills training, and partnerships. It concludes by discussing RECOUP's capacity building activities and dissemination of findings to influence education policymaking.
Objeto de conferencia
World Engineering Education Forum (WEEF 2012) "Educación en Ingeniería para el Desarrollo Sostenible y la inclusión social"
The aim of this paper is to present an historical compendium of ISTEC’s activities in the region, highlighting its core ideas and principles, and how these have been successfully applied for the benefit of many higher education institutions. These aim at dynamically improving the quality of quant coveraand access to of education in Latin America. They reflect ISTEC’s multidisciplinary approach, based on entrepreneurial activities, not only to educate engineers but to produce the next generation of leaders the region needs. Latin America must be placed in the
world map of education, innovation, generation of wealth and intellectual property with a strong sense of social responsibility. Due to the nature of ISTEC’s members and strategic partners, the consortium can leverage and balance the influence of academia, industrial partners and government bodies to make the “Triple Helix” work for the benefit of our peoples in general, across geographical, cultural and social borders.; El objetivo de este artículo es presentar una descripción histórica de las actividades del ISTEC en la región, haciendo hincapié en sus ideas y principios fundamentales, y describir cómo éstos han sido aplicados con éxito en beneficio de muchas instituciones de educación superior. Éstas tienen el objetivo de mejorar dinámicamente la calidad y cantidad de la cobertura y acceso a la educación en América Latina. Reflejan el enfoque multidisciplinario del ISTEC, basado en actividades emprendedoras, no sólo para educar ingenieros pero también para producir la siguiente generación de líderes que la región requiere. América Latina debe de estar en el mapa mundial de educación, innovación, generación de riqueza y propiedad intelectual con un fuerte compromiso de responsabilidad social, Dada la naturaleza de los miembros de ISTEC y sus alianzas estratégicas, el Consorcio puede ser la palanca para lograr el balance entre la academia, los gobiernos y la industria para hacer que la “Triple Hélice” trabaje en beneficio de nuestros pueblos en general, traspasando fronteras geográficas, culturales y sociales.
Ver registro completo en: http://sedici.unlp.edu.ar/handle/10915/22944
The regional development plan was designed to maximize socioeconomic development in the Cuttack-Bhubaneswar-Puri region of India. The region covers 3810 square kilometers and has a population of over 2.5 million people, making it the most densely populated part of Orissa state. Agriculture is the most important economic sector. The plan aims to define an appropriate path for regional development, sustainably develop Cuttack and Bhubaneswar as cities, specialize economic roles with a focus on small and medium towns, and integrate with neighboring regions.
Population pyramids show the number of males and females within different age groups in a population. They consist of two back-to-back bar graphs with population on the x-axis and age on the y-axis, with males shown on the left and females on the right. The shape of the pyramid reveals aspects of a country's demography such as birth and death rates, life expectancy, and level of development.
Chapter 8: Intraregional and Interregional RelationsDISPAR
This document discusses intraregional and interregional relations and input-output analysis. It covers input-output tables, agro-clusters in the Netherlands and how they are defined using value added from agriculture and agribusiness sectors. Interregional input-output models are discussed along with how they can be used to calculate regional multipliers. Methods for deriving regional input-output tables from national tables using location quotients are also presented. The document concludes by providing an application example of analyzing tourism in Slovenia.
AS Level Human Geography - Migration of Population Arm Punyathorn
This chapter has very recently been expanded from being a mere part of the population dynamic topic. A good call since migration has become a pretty big issue in the world today as population mobility has greatly increased in the 21st century.
This document discusses various factors to consider when making location decisions for facilities. It identifies the strategic importance of location decisions and objectives like profit potential. Key factors include availability of infrastructure, resources, labor, transportation and costs. Methods for evaluating locations are described, such as cost-volume analysis to determine the location with the lowest total costs based on fixed and variable costs. The factor-rating method scores locations based on weights assigned to relevant factors. Location decisions require analyzing regional, community, site and multiple plant strategies. Manufacturing and service facilities have different location considerations.
This document provides an introduction to the 4th Global Meeting of Associations of Universities on internationalization of higher education. It discusses that internationalization is a dynamic process involving many actors. The meeting will address key findings from a survey on internationalization including the importance of student mobility but low actual mobility levels. It will also discuss new approaches like branch campuses and examine the role associations can play in advancing the internationalization agenda and identifying trends. The goal is for participants to work together on common challenges and solutions regarding internationalization.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
OER in Africa – A Sea Change (OpenEd Conference in Vancouver, Canada) August ...Saide OER Africa
The Key Note covers a brief history of higher education in Africa; the impact of funding on the purpose of education; the debates about the purpose of higher education within the global knowledge economy; and the possible role within all of this of OER Africa and of Open Educational Resources.
Publishing Development Research and Adding ValueEve Gray
A presentation made at the UNESCO workshop on Open Access in Africa, Pretoria, 22-23 November 2010, co-sponsored by the Academy of Science of South Africa and EiFL
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.
This document discusses intra and inter-regional cooperation in higher education. It describes cooperation within Europe through programs like Erasmus that promote student mobility. It also discusses inter-regional projects between Europe and Latin America like NetACTIVE and between Europe, Central Asia, and China called ACTIVE Asia that aim to increase virtual student mobility. Finally, it mentions several other international university networks and organizations that facilitate cooperation across regions.
The document discusses open educational resources (OER) in quality assurance for higher education. It notes that accessing quality and up-to-date educational resources is challenging for Fiji and other countries in the region. OER offers an opportunity to share knowledge through open licensing frameworks and quality assurance processes. This allows for affordable, freely accessible repositories of high-quality information. Ensuring quality in OER is important and following reliable global standards can help sustain developments in quality assurance, which will be the focus of the paper.
This document summarizes a presentation on internationalization of higher education given at the IAU 2006 International Conference in Beijing. It discusses global trends in higher education including increasing enrollment worldwide, growing student mobility, and the diversification of higher education provision. It also outlines UNESCO initiatives to support internationalization such as guidelines for quality assurance in cross-border education, the UNESCO Chairs Programme, and partnerships to address issues like brain drain. Key challenges mentioned include meeting increasing demand while strengthening links to employment and managing commercialization pressures in the context of globalization.
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
Global Faculty Development for Online Language Education Steve McCarty
This presentation discusses opportunities for online and global faculty development brought about by the COVID-19 pandemic. It suggests using technologies like Zoom, Flipgrid, podcasts and social media for remote teaching. Low-cost and easy-to-use tools are recommended along with mobile apps and online resources for language learning. Strategies are presented for universities and individuals to improve internationalization, research visibility, and global rankings.
The report summarizes the 1st Ghana Tertiary Debating Championships held from January 30th to March 9th, 2012. [1] Sixteen universities underwent training in the British Parliamentary debate format. [2] Eight universities then qualified and competed in the championships hosted at the University of Ghana, with Kwame Nkrumah University of Science and Technology winning first and third place. [3] While largely successful, challenges included delays, funding issues, and last-minute withdrawals. Lessons centered on strengthening partnerships, incorporating television production, and better planning accommodation and transportation.
Introduction to UNESCO Chairs at the University of Guadalajara presented by Carlos Ivan Moreno Arellano during the UNESCO Chair Working Group Meeting held in Barcelona last 29 of September.
RECOUP Ghana:Work in Progress and Policy implicationsRECOUP
The document summarizes the work of RECOUP Ghana, a research project studying the impact of education on poverty. It discusses RECOUP's goals of understanding how education affects social, economic, and health outcomes, and informing policies to benefit disadvantaged groups. It then overviews RECOUP's research strands on youth, gender, disability, skills training, and partnerships. It concludes by discussing RECOUP's capacity building activities and dissemination of findings to influence education policymaking.
Objeto de conferencia
World Engineering Education Forum (WEEF 2012) "Educación en Ingeniería para el Desarrollo Sostenible y la inclusión social"
The aim of this paper is to present an historical compendium of ISTEC’s activities in the region, highlighting its core ideas and principles, and how these have been successfully applied for the benefit of many higher education institutions. These aim at dynamically improving the quality of quant coveraand access to of education in Latin America. They reflect ISTEC’s multidisciplinary approach, based on entrepreneurial activities, not only to educate engineers but to produce the next generation of leaders the region needs. Latin America must be placed in the
world map of education, innovation, generation of wealth and intellectual property with a strong sense of social responsibility. Due to the nature of ISTEC’s members and strategic partners, the consortium can leverage and balance the influence of academia, industrial partners and government bodies to make the “Triple Helix” work for the benefit of our peoples in general, across geographical, cultural and social borders.; El objetivo de este artículo es presentar una descripción histórica de las actividades del ISTEC en la región, haciendo hincapié en sus ideas y principios fundamentales, y describir cómo éstos han sido aplicados con éxito en beneficio de muchas instituciones de educación superior. Éstas tienen el objetivo de mejorar dinámicamente la calidad y cantidad de la cobertura y acceso a la educación en América Latina. Reflejan el enfoque multidisciplinario del ISTEC, basado en actividades emprendedoras, no sólo para educar ingenieros pero también para producir la siguiente generación de líderes que la región requiere. América Latina debe de estar en el mapa mundial de educación, innovación, generación de riqueza y propiedad intelectual con un fuerte compromiso de responsabilidad social, Dada la naturaleza de los miembros de ISTEC y sus alianzas estratégicas, el Consorcio puede ser la palanca para lograr el balance entre la academia, los gobiernos y la industria para hacer que la “Triple Hélice” trabaje en beneficio de nuestros pueblos en general, traspasando fronteras geográficas, culturales y sociales.
Ver registro completo en: http://sedici.unlp.edu.ar/handle/10915/22944
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
This document summarizes a presentation on the internationalization of higher education in Africa given by Akilagpa Sawyerr. It discusses [1] the historical roots of internationalization through student/teacher movement and sharing of ideas; [2] contemporary challenges including global asymmetries of power/knowledge and commercialization of education; and [3] specific challenges for African higher education like resource shortfalls and dependence on foreign support.
Role of learning routes in knowledge managementamulabu
The document discusses a conference presentation on learning routes and knowledge management at international organizations. Specifically, it focuses on the role of learning routes at the International Fund for Agricultural Development (IFAD) in enhancing knowledge management and technological innovations for sustainable development. Learning routes are a training process that shares best practices and experiences between organizations, communities, and families to expand access to rural services for poor populations. The presentation will examine how learning routes increase an organization's human and social capital, facilitate knowledge sharing between regions, and add value to accumulated institutional knowledge.
Cross-border higher education in East Africa faces both opportunities and challenges. It provides increased access to education and skills development, but also faces issues around differences in educational systems, credential evaluation, cultural values, and the risk of certain subjects being deemed unprofitable. A new approach is needed that focuses on accessibility, affordability, availability, and addressing policy issues. Universities within East Africa should collaborate more to build on their individual strengths, rather than competing with each other or institutions outside the region.
Similar to Guadal pp prof. clifford nii boi tagoe (20)
This document contains a single word - "GMA6PhotoAlbum" - which appears to be the title of an album or collection. In a very concise form, it relates to photos organized into an album potentially related to GMA6.
The Secretary General concludes the meeting by thanking the participants for their rich and productive conversation. She notes they focused on challenges and solutions for higher education to increase social innovation, including recognition in academia and interdisciplinarity. While some viewed universities negatively, discussions highlighted positive examples like supportive research funders in Canada and universities creating innovation labs. The diversity of participants enriched the discussions by providing contextual insights. All agreed new problems require new solutions and a paradigm shift is needed in learning, research and community engagement to better address social issues through social innovation. The Secretary General thanks all involved in organizing the successful meeting.
This document summarizes the findings of a global study on organizational structures that support community-university research partnerships (CURPs). The study included a global survey of 336 respondents from 53 countries as well as 12 case studies. Key findings include that most higher education institutions have created structures to support CURPs in the last 10 years, but there is still a large variation in how CURPs are conceptualized and practiced globally. National policies that explicitly include community engagement and research in higher education tend to encourage the institutionalization of CURPs. Specific funding programs and knowledge-sharing platforms at the national level also help strengthen CURPs. While many countries have made progress, true co-creation of knowledge and accountability to communities is still lacking in most partnerships.
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
Rémi Quirion, Chief Scientist of Québec, discusses social innovation and the future of higher education. As Chief Scientist, he advises the government on research strategy and chairs boards that fund intersectoral research on major societal challenges. The three Fonds de recherche du Québec support research, training, and knowledge mobilization. Examples of knowledge mobilization centers focus on social issues. The FRQ also supports innovative social practices through strategic clusters, research teams, and Actions concertées programs that foster co-creation with partners. Looking ahead, Quirion suggests increasing social innovation training and focusing research on challenges like demographic changes, the labor market, sustainability, and measuring social impact. Key will be
This document discusses measuring the impact of higher education on social innovation. It notes that while impact has become a popular concept, universities have always aimed to serve society. Measuring impact is challenging as it involves both qualitative and quantitative factors. The workshop will discuss how higher education contributes to social innovation and how this is currently being measured and monitored within universities and their effects on society. The impact of universities is complex and involves things like research, teaching, culture, projects and generating trust.
The document summarizes a citizens' agenda for science, technology and innovation organized by UDUAL and various Mexican universities and government institutions. It describes a national consultation process held in Mexico from 2012-2013 that allowed citizens to vote on and discuss 10 proposed challenges. The top 3 voted challenges were to modernize education, ensure clean drinking water, and improve environmental protection. Over 70 organizations participated in the initiative. Following the consultation, 10 volumes of analysis and solutions were published. A university contest was also held asking students to propose innovative projects addressing the 10 challenges. The overall goals were to increase citizen participation in science policy and promote social innovation.
The document discusses social innovation at Kenyatta University in Kenya. It defines social innovation as novel solutions to socio-economic challenges. The benefits of social innovation include social outcomes like inclusion, education, and health, as well as workplace benefits like productivity and improved services. Universities can promote social innovation through programs, labs, and developing leaders to solve challenges. Kenyatta University engages in several social innovation initiatives including a business incubation center, funeral home, legal aid clinic, supporting orphans, student work programs, and building a teaching hospital. It emphasizes the importance of partnerships, leadership, and institutionalizing creativity to promote social innovation.
The document discusses social innovation and transformative change in higher education. It argues that social innovation often ignores power imbalances and fails to build community capacity for change. True social change requires higher education to challenge injustice, environmental degradation, and inequality through transformative knowledge that values multiple ways of knowing. It calls for universities to form equal partnerships with communities and social movements to co-create knowledge aimed at sustainable, inclusive development. The document recommends that higher education educate citizens committed to ethical values and social responsibility by linking teaching, research, and engagement to real-world problems through participatory learning.
The document discusses the establishment of the Inter-American Network of Co-Laboratories in Social Innovation (REDICIS) by the Inter-American Organization for Higher Education (IOHE). REDICIS aims to encourage knowledge sharing and partnerships between higher education institutions working in social innovation. It currently includes 14 universities and 5 organizations across 9 countries in the Americas. The network seeks to consolidate reference centers for social innovation, develop training in the field, and support decision-making around measuring, evaluating, and funding social innovation initiatives.
The document discusses social innovation at the University of Gothenburg. It notes that global challenges require new solutions and universities are well-positioned partners. The University of Gothenburg has strong interdisciplinary research and education, a focus on sustainable development, and a history of stakeholder collaboration. It provides support for social innovation projects that address societal problems through knowledge and are sustainable over time. An example success story is the University of Gothenburg Centre for Person-centred Care, which improved patient care while reducing costs through interdisciplinary research. Challenges include understanding societal problems and increasing investment in certain fields of study.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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1. Some Aspects of Intra and Inter-
Regional Cooperation in Africa
Prof Clifford Nii Boi Tagoe,
Vice-Chancellor, University of Ghana
Chairman, Vice Chancellors Ghana (VCG)
3rd GMA, Guadalajara, Mexico,
1 April 20-22, 2009
2. Intra and inter-regional cooperation:
What it is - I
We can have Collaboration and networking in many
contexts:-
1. National - among HE institutions in a country, (UUK,
CVC –Nigeria, VCG-Ghana, ANUIES, SAUVCA);
2. Intra-regional - among national groupings within
countries in a sub-region (SARUA, E.A. HE Council,
C.A. Mins of Edu Council, Assoc of W.A. Univs -
new);
3. Intra-regional - among individual institutions within a
region, (say Africa, AAU);
4. Inter-regional or among sub-regional setups (eg.
AWAU and SARUA;
3rd GMA, Guadalajara, Mexico,
2 April 20-22, 2009
3. Intra and inter-regional cooperation:
What it is - II
5.Inter-regional - among similar regional bodies, e.g.,
AAU-A. Ar. U (Arab);
6.Inter-regional between regional body like the AAU
and a world or global body e.g., UNESCO, IAU,
ACU.
These collaborations and networks, may ultimately
result in cooperation.
In the context of this conference I believe we are
initiating an inter-regional discourse.
3rd GMA, Guadalajara, Mexico,
3 April 20-22, 2009
4. Intra and inter-regional cooperation:
for What?
Collaboration and networking promote:-
– the exchange and comparing of ideas,
– sharing information and testing solutions by
deliberating upon what works, where and how,
– sharing of resources (both human and material).
The end results will elicit new ways of thinking
and new insights towards:
– viable solutions that will assist policy makers and
practitioners in improving equity and access to higher
education across the African continent.
3rd GMA, Guadalajara, Mexico,
4 April 20-22, 2009
5. Intra and inter-regional cooperation for
What? Cont…
Viable and practical solution to problem of barriers to equity
and access to HE vital. This requires:-
– research and scholarly exchange about the causes of
inequality and limited access;
– sound financial mechanisms and funding options to improve
access;
– Measures for ensuring the readiness and success potential of
learners and education systems; and
– strategies to improve delivery systems responsive to the
needs of diverse groups in the system.
3rd GMA, Guadalajara, Mexico,
5 April 20-22, 2009
6. Some problems requiring intra- and
inter-regional cooperation. M.D17
These can be summarized under three headings
dealing with:-
– Key threats
– Key opportunities
– Strategic challenges
3rd GMA, Guadalajara, Mexico,
6 April 20-22, 2009
8. AAU COOPERATIONS
NATIONAL
REGIONAL FOUNDATIONS
AAU
INTERNATIONAL AU
9. Key Threats to African Higher
Education System
Wide scale poverty across continent;
HIV/AIDS, Malaria, and TB;
Corruption;
Unresolved intra-state conflicts;
Impact of weak economies on Africa’s ability to retain skilled
human resources – brain drain;
High expectations for HE without matching resources;
Colonial language barriers still strong (??).
3rd GMA, Guadalajara, Mexico,
8 April 20-22, 2009
10. Key Opportunities
Strong trends toward state consolidation through democracy
and market economies;
Decreasing inter-state conflicts;
Increasing international confidence in the possibilities of
contemporary Africa;
AAU’s role as a diverse continental HE body uncontested;
HE revival increasingly an accepted feature of state revival;
The global challenge of the knowledge economy.
3rd GMA, Guadalajara, Mexico,
9 April 20-22, 2009
11. Strategic Challenges M.D18
To enhance the relevance of African Universities;
To enhance the visibility of continental higher education
institutions such as the AAU within the African Union.
3rd GMA, Guadalajara, Mexico,
10 April 20-22, 2009
12. Slide 10
M.D18 I suggest individual Universities come before the AAU!
Mumuni Dakubu, 13/04/2009
13. Service to (AAU) Membership through
intra-regional cooperation
Continental HE leadership development;
ICT infrastructure and bandwidth capacity;
African HE curriculum review;
Strengthened capacity for knowledge generation;
Sustainable student and staff mobility;
Management information database on HE in Africa;
Bridging the language divide;
Networks for teaching and research.
3rd GMA, Guadalajara, Mexico,
11 April 20-22, 2009
14. AAU Programmes and activities through
intra-regional cooperation - I
Leadership Development (LEDEV);
Management Development (MADEV);
Mainstreaming Gender in Higher Education in Africa;
Research and Education Networking;
Study Programme on Higher Education Management in
Africa;
Database of African Theses and Dissertations (DATAD);
Academic Staff Exchange.
3rd GMA, Guadalajara, Mexico,
12 April 20-22, 2009
15. AAU’s Programmes and activities
through intra-regional cooperation - II
Small Grants for Dissertations and Theses Programme;
Working Group on Higher Education in Africa;
Quality Assurance Support Programme for African Higher
Education;
African Universities Responding to HIV/AIDS;
Mobilisation for Regional Capacity Initiative.
3rd GMA, Guadalajara, Mexico,
13 April 20-22, 2009
16. Intra-National Cooperation For African
Higher Education in Ghana (VCG) - I
Vice Chancellors Ghana (VCG) – started in 1965 as an
informal consultative forum, later the Committee of Vice-
Chancellors and Principal (CVCP) with UG, KNUST &
UCSE to:
– Consider common problems;
– Agree on fundamental policies;
– Act in concert in execution of duties (where possible);
– Promote understanding, trust, and cooperation among the
institutions; and
3rd GMA, Guadalajara, Mexico,
14 April 20-22, 2009
17. Intra-National Cooperation For African
M.D19
Higher Education in Ghana (VCG) - II
– Dialogue with government over issues affecting the
universities.
Established permanent secretariat in 1978 and now has 6
(public) members, and serves:
– As Think-Tank for Ministry of Education on matters
relating to public universities;
– A forum for consensus building on issues of common
interest to member institutions as well as other HE
institutions in Ghana;
3rd GMA, Guadalajara, Mexico,
15 April 20-22, 2009
18. Slide 15
M.D19 Sp Thank to Tank
Mumuni Dakubu, 13/04/2009
19. Intra-National Cooperation For African
Higher Education in Ghana (VCG) - III
– As consultative forum through which numerous and
complex challenges facing HE can be tackled together;
– Harness the unique attributes of all the public universities
towards the realization of the development aspirations of
Ghana;
– As the unifying voice for HE, advocating for increased
understanding and support for HE sector from
stakeholders;
3rd GMA, Guadalajara, Mexico,
16 April 20-22, 2009
20. Intra-National Cooperation For African
Higher Education in Ghana (VCG) - IV
– To collaborate with international bodies with interests in
HE e.g., AAU, ACU, World Bank & Foundations –
Carnegie, McArthur, Rockefeller, Ford, Fulbright,
Leventis.
Represented on NCTE, NAB & GETFund
Other forms of collaboration under VCG are:
– Committee of Registrars and Finance Officers;
– Consortium of Academic and Research Libraries in Ghana
(CARLIGH);
3rd GMA, Guadalajara, Mexico,
17 April 20-22, 2009
21. Intra-National Cooperation For African
Higher Education in Ghana (VCG) - V
– National Research and Education Network (NREN).
In Ghana, the NREN is The Ghana Academic
Research Network (GARNET) which has just been
set up; for
Capacity development, resource acquisition and
sharing through ICT.
Consultation with other tertiary institutions in Ghana eg.
Private universities - CHPUG (18), other public
professional institutes (3), polytechnics – CHP (10).
22. Inter Regional Cooperation For African
Higher Education in West Africa
Regional Research Education Networks (RRENs) These link
NRENs. Currently are in formation in West and Central
African region as WACREN. Already established in East
Africa region as UbuntuNet Alliance;
West African Postgraduate Medical College for specialist
medical training under the Colleges of Physicians and
Surgeons (WACP and WACS);
Maritime University.
3rd GMA, Guadalajara, Mexico,
19 April 20-22, 2009
23. Inter Regional Cooperation Goals For
African Higher Education - I
Achieve greater communication and collaboration between
the AAU as well as African higher educations institutions
and African Governments;
Strengthen the role of higher education as an essential aspect
of Africa’s development;
“Academic freedom” and “accountable autonomy” drive HE-
State relationships.
3rd GMA, Guadalajara, Mexico,
20 April 20-22, 2009
24. Inter Regional Cooperation Goals For
African Higher Education - II
Mobilize significant support for African HE Research
Capacity;
Build leadership capacity
High AAU leverage for strategic leadership and
intervention in HE across the continent.
25. M.D20
Example from the University of Ghana
Host of the Universities Leaders Forum;
Academics across borders – with UNESCO.
Other initiatives:
– Kofi Annan Peace Keeping Centre
– University of Ghana International Students’ office
3rd GMA, Guadalajara, Mexico,
22 April 20-22, 2009
26. Slide 22
M.D20 May be add three othe
1)Kofi Annan Centre
2)Naval College
3)University of Ghana International ...
Mumuni Dakubu, 13/04/2009
27. Inter-Regional Cooperation
Examples
Pan African approach
International approach
AAU/UNESCO
AAU/IAU
AAU/ADEA
AAU/ Arab Universities
AAU/EUA: (European university association)
AAU/NASULGC: (National association of State universities
and land grant colleges).
3rd GMA, Guadalajara, Mexico,
23 April 20-22, 2009
28. Conclusion
Greater AAU advocacy and lobbying capacity within AU and
a strong global reach
Achieve a strong regional presence through AAU sub-
structures
A strong voice for good governance and social empowerment
(sustainable peace, security, and stability)
3rd GMA, Guadalajara, Mexico,
24 April 20-22, 2009
29. Conclusion cont’
Work with AU and Donor partners
Secure AU commitment to African HE
Mobilize and consolidate African HE leadership
Play a role in the re-thinking of African HE
Develop programme of action
3rd GMA, Guadalajara, Mexico,
25 April 20-22, 2009
30. END
THANK YOU
3rd GMA, Guadalajara, Mexico,
26 April 20-22, 2009