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
This workshop will discuss the impact and future of the Bologna Process beyond 2010 and Europe. Participants from European and non-European higher education institutions will discuss how the Bologna Process has changed higher education systems inside and outside of Europe. They will consider whether the Bologna Process can be "exported" as a brand and examine initiatives in other regions to integrate higher education. The impact on student and faculty mobility, internationalization policies, and the research front will also be addressed.
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
This article discusses a study that provided teacher candidates opportunities to see technology modeled by university faculty and to use technology in their course assignments. The study found that this increased the teacher candidates' confidence in integrating technology into teaching. Specifically:
1) Teacher candidates observed faculty modeling technologies like WebCT, PowerPoint, and digital cameras. They then used these technologies in assignments.
2) A survey found that seeing technologies modeled and using them increased teacher candidates' confidence in integrating technologies for tasks like providing class notes, communicating, and enhancing instruction.
3) The modeling and assignments gave teacher candidates hands-on experience using technologies for tasks they would do as teachers, like finding online resources and designing lesson plans.
This document provides background information on Al-Quds Open University (QOU) in Palestine and discusses its efforts to modernize its distance learning model. QOU previously used a print-based correspondence model but underwent a course redesign project in 2008 to transition to a blended learning model integrating more technology and online learning. This posed challenges for faculty who had to redesign courses, but was seen as necessary for QOU to remain current and credible. The document describes QOU's history and previous model, the evaluation that prompted changes, challenges faced in the redesign process, and may provide insights for other universities undergoing similar transitions to distance learning.
This document evaluates Al-Quds Open University's (QOU) management of effective distance learning programs through blended learning. It finds that QOU has generally applied factors like vision/planning, quality assurance, curriculum development, staff training/support, and student training/support effectively. However, participants felt instructor skill/competency courses could be improved. The document provides background on QOU's establishment, blended learning approach which combines online and in-person learning, and systems used like the academic portal, Avicenna virtual campus, and multimedia content production. It outlines the role of the Open Distance Learning Center in achieving goals like training over 1,600 staff and developing 128 blended courses.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This workshop will discuss the impact and future of the Bologna Process beyond 2010 and Europe. Participants from European and non-European higher education institutions will discuss how the Bologna Process has changed higher education systems inside and outside of Europe. They will consider whether the Bologna Process can be "exported" as a brand and examine initiatives in other regions to integrate higher education. The impact on student and faculty mobility, internationalization policies, and the research front will also be addressed.
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
This article discusses a study that provided teacher candidates opportunities to see technology modeled by university faculty and to use technology in their course assignments. The study found that this increased the teacher candidates' confidence in integrating technology into teaching. Specifically:
1) Teacher candidates observed faculty modeling technologies like WebCT, PowerPoint, and digital cameras. They then used these technologies in assignments.
2) A survey found that seeing technologies modeled and using them increased teacher candidates' confidence in integrating technologies for tasks like providing class notes, communicating, and enhancing instruction.
3) The modeling and assignments gave teacher candidates hands-on experience using technologies for tasks they would do as teachers, like finding online resources and designing lesson plans.
This document provides background information on Al-Quds Open University (QOU) in Palestine and discusses its efforts to modernize its distance learning model. QOU previously used a print-based correspondence model but underwent a course redesign project in 2008 to transition to a blended learning model integrating more technology and online learning. This posed challenges for faculty who had to redesign courses, but was seen as necessary for QOU to remain current and credible. The document describes QOU's history and previous model, the evaluation that prompted changes, challenges faced in the redesign process, and may provide insights for other universities undergoing similar transitions to distance learning.
This document evaluates Al-Quds Open University's (QOU) management of effective distance learning programs through blended learning. It finds that QOU has generally applied factors like vision/planning, quality assurance, curriculum development, staff training/support, and student training/support effectively. However, participants felt instructor skill/competency courses could be improved. The document provides background on QOU's establishment, blended learning approach which combines online and in-person learning, and systems used like the academic portal, Avicenna virtual campus, and multimedia content production. It outlines the role of the Open Distance Learning Center in achieving goals like training over 1,600 staff and developing 128 blended courses.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
A Schematic Presentation Of Ernwaca Colloqium ProgrammeROCARE / ERNWACA
Overview of the Colloquium’s Presentations & Introduction to the workshop
Therese M.S. Tchombe, President of the Regional Scientific Committee of ERNWACA 20th Anniversary International Colloquium Theme: Educational Research on Policy and Practice in Africa Bamako, Mali 15-16-17
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Learning in Desktop Video-Conferencing EnvironmentsVideoguy
The document discusses challenges with using desktop video-conferencing tools for learning. It finds that non-robust technology and poor pedagogical approaches can limit communication and interaction between students. Specifically, network issues and incorrectly configured hardware often prevented students from effectively using synchronous tools. Additionally, simply distributing lectures via these tools did not enhance learning as much as facilitating discussion and collaboration. The study suggests integrating both synchronous and asynchronous tools to better support communicative learning across distances.
This article provides an overview of the development of tertiary online education in China since 1998. It discusses the scale of development, including the number of accredited online institutions growing from 4 pioneers in 1998 to over 100 by 2005. Infrastructure development including a national online education network and regional online education centers are also summarized. The challenges facing Chinese online education are identified as achieving high quality resources and improving faculty development for online teaching.
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This document discusses strategies for mentoring faculty on using MERLOT Learning Objects to improve teaching. It outlines a mentoring program between more experienced "mentor" faculty and less experienced "mentee" faculty. The goals are to encourage mentees to use online learning resources and address the needs of "Web 2.0 students." Steps included introducing faculty to MERLOT, assessing needs, and providing one-on-one support. The ultimate aims are to enhance student learning and help faculty accommodate digital native students.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
11.management of distance learning programmes for effective achievement of ob...Alexander Decker
This document summarizes a journal article about managing distance learning programs in Nigeria to effectively achieve objectives. It discusses:
1) The concept of distance education and its role in Nigeria's National Policy on Education.
2) Key areas that must be managed in any distance education system including course development, student support services, and educators' roles.
3) Ways to improve distance education administration with a focus on course development and production, student support services, and defining educators' roles.
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.
This document outlines the chapters of a thesis on internationalizing web-based distance education at the post-secondary level. Chapter 1 introduces the study and discusses the impetuses, statement of the problem, purpose, and research questions. Chapter 2 reviews the relevant literature. Chapter 3 describes the methodology used in the study. Chapter 4 presents the results of interviewing distance education administrators on barriers, strategies, and best practices. Chapter 5 provides a conclusion. The document discusses proposed edits to various chapters.
1. The document compares a massive open online course (MOOC) to a massive online course from The Open University UK called T171 that had up to 12,000 students annually.
2. It finds several similarities between the two, including comparable age demographics of students and interest driven by the new technology medium. However, completion rates were much higher for the credit-bearing T171 course which had more support.
3. The document also analyzes the environmental impacts and finds that online courses like T171 have lower carbon emissions than face-to-face models due to reduced travel. This suggests MOOCs may offer more sustainable teaching.
4. Several open questions are posed about how to maximize MOOCs
This document provides a report from the Global Citizenship Project Task Force to the Webster University Faculty Senate regarding recommendations for a new Global Citizenship Program (GCP) to replace the existing general education program.
The Task Force conducted extensive research and consultation over 18 months to develop the GCP. They identified core competencies of global citizenship based on the AAC&U Essential Learning Outcomes and considered different general education models.
The final recommendations include goals, requirements, and implementation strategies for the GCP. It will focus on developing skills through high-impact practices, include a practical learning experience, and allow some flexibility for transfer students and adult learners. Assessment will provide feedback to improve teaching and learning.
Carl Holmberg, International Trends and Perspectivesicdeslides
This document summarizes international trends in open and distance education based on a report by Dr. Carl Holmberg of the International Council for Open and Distance Education (ICDE). It finds that open and distance education is growing rapidly due to increasing demand for access to education. While open universities have expanded opportunities, quality assurance and accountability are increasingly important. Information and communication technologies are also changing education but digital divides remain. The document outlines trends like massification, diversification of providers, and changing learner demographics. It discusses challenges and calls to action to better integrate technologies, widen access, and strengthen teacher education through open and distance learning.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document summarizes the concluding remarks from a symposium on institutional autonomy. Some key points include:
- The symposium provided a forum for comparing policies and practices around institutional autonomy, which is an important concept that changes over time.
- Presentations at the symposium reinforced statements by IAU on topics like academic freedom and the responsibilities of universities.
- Autonomy must be continuously defined and balanced with various needs, as complete autonomy is not a "sacred cow." Universities need frameworks for accountability.
- Perspectives on autonomy differ in various contexts based on history, traditions, and impacts of globalization on education systems.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
A Schematic Presentation Of Ernwaca Colloqium ProgrammeROCARE / ERNWACA
Overview of the Colloquium’s Presentations & Introduction to the workshop
Therese M.S. Tchombe, President of the Regional Scientific Committee of ERNWACA 20th Anniversary International Colloquium Theme: Educational Research on Policy and Practice in Africa Bamako, Mali 15-16-17
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Learning in Desktop Video-Conferencing EnvironmentsVideoguy
The document discusses challenges with using desktop video-conferencing tools for learning. It finds that non-robust technology and poor pedagogical approaches can limit communication and interaction between students. Specifically, network issues and incorrectly configured hardware often prevented students from effectively using synchronous tools. Additionally, simply distributing lectures via these tools did not enhance learning as much as facilitating discussion and collaboration. The study suggests integrating both synchronous and asynchronous tools to better support communicative learning across distances.
This article provides an overview of the development of tertiary online education in China since 1998. It discusses the scale of development, including the number of accredited online institutions growing from 4 pioneers in 1998 to over 100 by 2005. Infrastructure development including a national online education network and regional online education centers are also summarized. The challenges facing Chinese online education are identified as achieving high quality resources and improving faculty development for online teaching.
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
This document discusses strategies for mentoring faculty on using MERLOT Learning Objects to improve teaching. It outlines a mentoring program between more experienced "mentor" faculty and less experienced "mentee" faculty. The goals are to encourage mentees to use online learning resources and address the needs of "Web 2.0 students." Steps included introducing faculty to MERLOT, assessing needs, and providing one-on-one support. The ultimate aims are to enhance student learning and help faculty accommodate digital native students.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
11.management of distance learning programmes for effective achievement of ob...Alexander Decker
This document summarizes a journal article about managing distance learning programs in Nigeria to effectively achieve objectives. It discusses:
1) The concept of distance education and its role in Nigeria's National Policy on Education.
2) Key areas that must be managed in any distance education system including course development, student support services, and educators' roles.
3) Ways to improve distance education administration with a focus on course development and production, student support services, and defining educators' roles.
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.
This document outlines the chapters of a thesis on internationalizing web-based distance education at the post-secondary level. Chapter 1 introduces the study and discusses the impetuses, statement of the problem, purpose, and research questions. Chapter 2 reviews the relevant literature. Chapter 3 describes the methodology used in the study. Chapter 4 presents the results of interviewing distance education administrators on barriers, strategies, and best practices. Chapter 5 provides a conclusion. The document discusses proposed edits to various chapters.
1. The document compares a massive open online course (MOOC) to a massive online course from The Open University UK called T171 that had up to 12,000 students annually.
2. It finds several similarities between the two, including comparable age demographics of students and interest driven by the new technology medium. However, completion rates were much higher for the credit-bearing T171 course which had more support.
3. The document also analyzes the environmental impacts and finds that online courses like T171 have lower carbon emissions than face-to-face models due to reduced travel. This suggests MOOCs may offer more sustainable teaching.
4. Several open questions are posed about how to maximize MOOCs
This document provides a report from the Global Citizenship Project Task Force to the Webster University Faculty Senate regarding recommendations for a new Global Citizenship Program (GCP) to replace the existing general education program.
The Task Force conducted extensive research and consultation over 18 months to develop the GCP. They identified core competencies of global citizenship based on the AAC&U Essential Learning Outcomes and considered different general education models.
The final recommendations include goals, requirements, and implementation strategies for the GCP. It will focus on developing skills through high-impact practices, include a practical learning experience, and allow some flexibility for transfer students and adult learners. Assessment will provide feedback to improve teaching and learning.
Carl Holmberg, International Trends and Perspectivesicdeslides
This document summarizes international trends in open and distance education based on a report by Dr. Carl Holmberg of the International Council for Open and Distance Education (ICDE). It finds that open and distance education is growing rapidly due to increasing demand for access to education. While open universities have expanded opportunities, quality assurance and accountability are increasingly important. Information and communication technologies are also changing education but digital divides remain. The document outlines trends like massification, diversification of providers, and changing learner demographics. It discusses challenges and calls to action to better integrate technologies, widen access, and strengthen teacher education through open and distance learning.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document summarizes the concluding remarks from a symposium on institutional autonomy. Some key points include:
- The symposium provided a forum for comparing policies and practices around institutional autonomy, which is an important concept that changes over time.
- Presentations at the symposium reinforced statements by IAU on topics like academic freedom and the responsibilities of universities.
- Autonomy must be continuously defined and balanced with various needs, as complete autonomy is not a "sacred cow." Universities need frameworks for accountability.
- Perspectives on autonomy differ in various contexts based on history, traditions, and impacts of globalization on education systems.
This document summarizes the experience of Alejandro Chao Barona with the UAEM-UNICEDES program over 10 years. It outlines the principles of the university and UNICEDES program, including being an interdisciplinary center for educational and social development with international links. It describes the facilities in Temixco and Tetela del Volcan and programs involving knowledge interchange, identity/health feasts, books, radio programs, and working with older community members. Opportunities and challenges are discussed, and conclusions call for defining the university's role, increasing resources for research training, and preparing teams for respectful community interaction.
UNESCO's Teacher Training Initiative in Sub-Saharan Africa (TTISSA) aims to address the acute shortage of qualified teachers in the region, which has been identified as one of the biggest challenges to achieving Education for All goals by 2015. TTISSA works with countries to improve teacher education policies and quality, increase teacher recruitment and retention, and integrate issues like HIV/AIDS prevention into teacher curricula. The initiative is implemented in partnership with countries and other organizations over 10 years, starting with an initial group of 17 countries from 2006-2009.
The document provides an overview of the University Partnerships in Cooperation and Development (UPCD) Program and presents findings from a basic education study. Some key points:
1) The UPCD Program is funded by CIDA and involves partnerships between Canadian and international universities to support sustainable development through education, training, research, and community outreach.
2) A study of 100 UPCD projects found contributions to basic education goals through both education-specific and cross-sectoral results, including support for national education policies, strengthening the education sector, and developing basic skills.
3) Projects also reported indirect results like building the capacity of groups like health workers that can support developing basic skills in communities.
- Matter is composed of particles called atoms and molecules. Atoms are the smallest particles of elements, while molecules contain two or more bonded atoms.
- The kinetic theory of matter describes the states of matter based on particle motion. Solids have fixed shapes, liquids have mobile particles that follow container shapes, and gases have freely moving particles.
- The atomic structure has been discovered through the work of scientists like Dalton, Thomson, Rutherford, Bohr, and Chadwick. Modern atomic theory includes electrons orbiting a nucleus of protons and neutrons.
- Isotopes are atoms of the same element with different numbers of neutrons. Isotopes have identical chemical properties but different physical properties and masses
The document discusses the changing landscape of higher education and the tensions universities face in expanding participation rates, maintaining quality, and reducing costs per student. It outlines how universities are becoming more market-oriented and must identify their strengths to focus on in order to meet rising global standards and satisfy more demanding stakeholders. Universities now focus on lifelong learning, research, knowledge transfer, and engagement with society and the economy rather than separation from them.
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 provides a summary of Lesson 1 from an organic chemistry textbook chapter on carbon compounds. It covers 10 learning objectives related to the unique properties of carbon, isomers, functional groups, saturated vs unsaturated compounds, and IUPAC naming conventions. Key topics include how carbon can form multiple bonds and chains/rings, the importance of functional groups for classifying compounds, and systematic naming of organic molecules.
- Matter is composed of particles called atoms and molecules. Atoms are the smallest particles that make up elements, and molecules are made of two or more bonded atoms.
- The structure of the atom has been discovered over time by scientists like Dalton, Thomson, Rutherford, Bohr, and Chadwick. We now know atoms have a tiny, dense nucleus containing protons and neutrons, surrounded by electrons.
- Isotopes are atoms of the same element with different numbers of neutrons. Some isotopes are unstable and radioactive, while others are stable. Radioactive isotopes have important applications in medicine, agriculture, and industry.
Sovereignty is over-rated, society is under-rated - Ronan Lyons Parnell Summe...Ronan Lyons
Lecture by economist Ronan Lyons, at the 2012 Parnell Summer School, outlining the limits to the importance of economic sovereignty - and the greater need to calculate a social return on public resources spent.
Chromosomes and interphase are parts of the cell cycle where DNA is copied. Prophase is also part of the cell cycle where chromosomes expand and DNA is copied in preparation for cell division during mitosis. The document discusses stages of the cell cycle including interphase and prophase where DNA replication occurs before cell division.
This document provides 13 multi-part geometry problems involving concepts like congruence, similarity, angles, parallelograms, rectangles, and trapezoids. Each problem includes one or more figures with labeled points and geometric shapes, given information, and questions to prove properties or calculate missing angle or length values. Solutions are to be shown deductively by stating givens and using prior results to arrive at the conclusion.
Ronan Lyons, EU Conference Galway March 2012 - Ireland's property market, pas...Ronan Lyons
Presentation outlining the past, present and future of Ireland's property market, including an analysis of the Irish real estate bubble and how far prices must fall from the peak.
Leonardo of Pisa, also known as Fibonacci, was an Italian mathematician born in 1182 who is famous for introducing the Fibonacci sequence to Western European mathematics. The Fibonacci sequence appears frequently in nature, such as the spiral arrangement of leaves and petals in plants and the patterns of seed heads like pinecones and sunflowers. Many parts of the human body also exhibit proportions related to the Fibonacci sequence and the golden ratio.
Este documento presenta una amplia variedad de muebles y accesorios para dormitorios, incluyendo camas, somieres, barandillas, patas, colchones, almohadas y más. Se proporcionan detalles técnicos de cada producto junto con imágenes y opciones de acabados. El catálogo también incluye sistemas de elevación para camas y detalles sobre materiales, colores y fabricación.
Este documento presenta a Marcelo Alvarez Bravo, un consultor en diseño de identidad, productos y marketing con 17 años de experiencia trabajando con pymes. Explica brevemente que el diseño va más allá de lo estético y agrega valor a las empresas al diferenciar sus productos y mejorar la experiencia del cliente. También resalta la importancia de las tecnologías de la información y la comunicación para las pymes.
The Commitment of Higher Education to EFAamandasudic
Presentation by Djeneba Traore, Director General, West Africa Institute (WAI), Cape Verde, at International Association of Universities Conference 'From HEEFA to SDG4: Building on Achievements',
Sant Pau Art Nouveau Site
8 - 9 October 2015 - Barcelona, Spain
This document provides information on 6 parallel workshops being held on July 17th from 11:00 to 12:30 as part of Series B.
1. The first workshop will discuss lessons learned from an OECD study on how higher education institutions contribute to regional development, focusing on rapidly developing economies and city regions.
2. The second workshop will analyze how existing or new institutional governance structures and management practices respond to accountability and risk management requirements in the context of increased institutional autonomy.
3. The third workshop will introduce the newly launched UNESCO-World Bank Initiative for Quality Assurance Capacity and allow participants to discuss its objectives and achievements.
4. The fourth workshop will examine key characteristics of universities
This document provides information about 8 parallel workshops that will take place on Thursday July 17 from 11:00 to 12:30 as part of a series.
The workshops will cover the following topics:
1) The role of universities in regional development.
2) Accountability and risk management with increased institutional autonomy.
3) International cooperation for quality assurance capacity building.
4) Emerging opportunities and challenges in cross-border higher education.
5) The impact of open education resources based on research.
6) Teaching and learning for cultural diversity locally and globally.
7) National strategies and international trends in global student mobility.
8) The future of research in higher education.
The document summarizes discussions from workshops at an IAU experts' seminar on higher education and education for all in Mozambique. Key issues raised included the unknown and unclear role of higher education in achieving education for all goals, focus on teacher training, obstacles like poor teacher motivation and communications between higher education institutions and ministries. Recommendations focused on sharing information, research collaboration, advocacy, and student involvement to strengthen contributions of higher education and research to meeting education for all targets.
The UNESCO-UNEVOC Regional Forum brought together over 100 TVET practitioners, policymakers, and representatives from international organizations in Moscow, Russia. The forum focused on sharing promising practices for improving youth employment outcomes and integrating green skills into TVET programs. Participants discussed challenges such as high youth unemployment globally and the need to promote sustainable development. Examples of innovative projects from countries on vocational training, work-based learning, reducing dropout rates, and developing green jobs were presented. The forum aimed to strengthen international cooperation on harmonizing TVET policies and practices to help address these important issues.
The document discusses the evolution of universities over four phases from medieval times to present. It then examines various partnership models between universities internationally and regionally to promote capacity building. Specific examples of successful partnerships that helped development are provided, such as between Sri Lankan and Dutch/UK universities. Overall, the document argues that partnerships are vital for capacity development at universities in developing countries as they stand to benefit greatly through collaborative arrangements that facilitate staff training, curriculum development, and student/staff mobility.
This document summarizes the activities of the International Association of Universities (IAU) from 2004 to 2008. Some key accomplishments include:
1. Implementing a new membership fee structure and revising membership criteria.
2. Launching the LEADHER program and focusing on themes like equitable access to higher education.
3. Completing the 2nd Global Survey on Internationalization of Higher Education and consolidating scholarly publications.
4. Organizing conferences on topics like intercultural learning, quality in cross-border education, and the role of higher education in sustainable development.
This editorial provides an overview of papers presented at the DEANZ2016 conference on flexible learning. It introduces three think pieces from keynote speakers on how digital technologies have influenced teaching and learning. It also summarizes five conference papers that have been expanded into full articles on topics like a blended learning program, developing online course quality, and using mobile devices in classrooms. The editorial aims to showcase insights into open, flexible, and distance education from both New Zealand and international contexts.
The document summarizes eight parallel workshops that will take place on July 16th. Workshop 1 will discuss the role of higher education institutions in sustainable development. Workshop 2 will focus on strategies for internationalization that maximize benefits and minimize risks. Workshop 3 will examine policies and practices that promote equitable access and student retention. Workshop 4 will discuss public-private partnerships to increase higher education capacity. Workshop 5 will address changing models of institutional governance. Workshop 6 will look at the impact and future of the Bologna Process in Europe and beyond. Workshop 7 will explore the involvement of higher education in initiatives like Education for All and the Millennium Development Goals. Workshop 8 will debate how to create a higher education area built on solidarity between institutions globally
Increasing Access to and Quality of Open and Distance Learning Programmes thr...iosrjce
This study sought to explore how technology-driven pedagogy can be utilised in order to increase
access to and quality of Open and Distance Learning (ODL) programmes at Zimbabwe Open University (ZOU).
The study adopted the qualitative research methodology and utilised the case study design. The population of
the study comprised all Regional Programme Coordinators (RPCs) in the 10 regional centres of ZOU. A sample
of 30 (N=30) RPCs from all the Regional Centres was used while Convenience sampling was adopted in coming
up with the sample. The researchers were the primary research instruments and they utilised Questerviews and
Focus Group Discussions (FGDs) in gathering data. Thematic content analysis (TCA) was used to discuss and
analyse research findings. The study found out that ZOU’s Regional Centres have functional computer
laboratories and that students accessed e-resources including e-books and journals from regional libraries.
Face-to-face tutorials and use of print modules are still dominant and in instances where students do not have
hard copy modules, RPCs emailed them soft copies for use. The study also revealed that RPCs encourage
students to utilise technology for research and communication and ZOU has since introduced Students Chatgroup
and the use of Turnitin originality check as well as My-Vista which are both platforms for ODL through
ICT use. The study concluded that technology-driven pedagogy has the potential to increase access to and
improve the quality of ODL programmes. It further concluded that despite the perceived challenges, ZOU is on
course to embrace technology-driven pedagogy as evidenced by its current level of ICT utilisation. The study
recommended that there is need for a University policy to guide the implementation of technology-driven
pedagogy and that ZOU as well as other similar institutions should maximally utilize technology in teaching
and learning in order to increase access to and quality of ODL. Future research on technology driven-driven
pedagogy should be university wide instead of focusing on a single area as in the current study.
The document discusses trends in instructional technology both globally and within Swaziland. Some key trends mentioned for general instructional technology include mobile devices, open educational resources, online learning communities, virtual learning environments, social media, and MOOCs. Specific trends seen in Swaziland include a growing use of mobile devices, open educational resources, and online learning communities, though the adoption of technology is still slower than in other countries. The University of Swaziland's Institute of Distance Education is working to promote open educational resources and online learning through initiatives like Open Education Week.
Kenneth Edwards discusses the expectations placed on universities in the knowledge society and how universities are adapting to meet these expectations. He outlines four main conclusions from a study conducted by the Association of European Universities (AEU). First, there is a great deal of experimentation with new technologies but efforts are often underfunded and face hostility from professors and staff. Second, developing high quality online content is very expensive. Third, universities must be proactive to meet rising student expectations and potential competition. Fourth, education networks should be integrated with other university systems like administration. Edwards also stresses the importance of preparing students for changing careers and teaching them lifelong learning skills.
International symposium ict_education_reportStergios
The first plenary session of the International Symposium on ICT in Education included:
1) A welcome from Mariastella Gelmini, the Italian Minister of Education, University and Research.
2) A keynote address from Dr. Sugata Mitra on experiments conducted in India and elsewhere to bring new technologies to disadvantaged young people, such as the "Hole in the Wall" experiment which involved setting up an unattended computer in a poor area.
3) Presentations were made available online through the conference blog.
This document provides an overview of open educational resources (OER) and discusses who is using and producing them. It notes that OER includes open courseware and smaller learning objects that are freely available online. While comprehensive statistics are lacking, the number of OER projects and resources is growing rapidly. English-speaking countries currently dominate production, but translation is increasing global use. Reasons for individuals and institutions to share resources include technological, economic, social and legal drivers, while barriers include lack of infrastructure, resources and skills. Governments support OER for expanding access to education and promoting lifelong learning.
“Young learners, between the age of 14 and 16, find themselves at transition points in their lives at which they have to choose between going into upper secondary education or entering vocational training. It is a time when they have to make decisions and need to be supported in making the best choices for their future careers...
Universities face challenges from virtual universities, but established universities can develop their own online courses to blunt this threat. Universities provide an important social function where students interact with faculty and each other, which virtual learning cannot replace. For universities to successfully integrate information and communication technologies into teaching, staff require training to move beyond traditional teaching methods. These technologies can change how students learn by emphasizing learning how to learn and shifting the focus from teaching to tutoring. They also allow for more interactive group communication versus one-way lectures. However, developing countries may face greater disparities if these technologies are not adopted accessibly. Partnerships should help developing universities adopt such technologies.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
This evaluation assessed UNESCO's Associated Schools Project Network (ASPnet), which aims to improve education quality by developing innovative teaching content and connecting schools globally. Key findings include:
1) ASPnet has effectively piloted innovative practices in some areas like Education for Sustainable Development, but lacks coordination and faces resource constraints.
2) Governance is uneven with inconsistent membership practices lacking quality oversight.
3) The network functions more as separate national networks than a global one due to decreased coordination and varying activity levels in different countries.
4) ASPnet remains relevant for UNESCO's priorities but could better support gender equality, Africa, and influence education policy if given more visibility and resources. The evaluation recommends strengthening governance,
This document provides an overview of the Tawasol project, which aimed to develop service learning and civic engagement programs in universities in Jordan and Lebanon. It discusses the establishment of service learning centers at participating universities, including the American University of Beirut and Hashemite University. Case studies describe how the universities have integrated service learning into their curriculum through community-based projects and courses. The Tawasol website is highlighted as a resource for sharing information and connecting students involved in the international service learning programs.
The Pacific Open, Distance and Flexible Learning Framework(PODFLF) was formulated in response to the endorsement by the Pacific Heads of Education System (PHES) in address precipitating social and economic challenges, due to the lack of successful, inclusive and equitable access to quality education throughout the Pacific Region.
The document is an order form for a publication by the International Association of Universities (IAU) titled "Internationalization of Higher Education: New Directions, New Challenges" which reports the findings of IAU's 2005 survey on internationalization in higher education. The survey analyzed responses from higher education institutions in 95 countries, making it the largest study of its kind. The order form provides pricing and payment details for purchasing the publication.
The International Association of Universities (IAU) will release a report on the internationalization of higher education at their annual conference in Beijing, China. The report is based on a 2005 survey of higher education leaders from 95 countries. It finds that internationalization is very important but also sees risks like growing commercialization and brain drain. The conference will examine trends, challenges, and opportunities in internationalization and discuss how to address key issues. IAU is committed to promoting internationalization and bringing together universities from over 120 countries to discuss higher education issues.
The document summarizes the methodology and key findings of a study examining higher education institutions' involvement in Education for All (EFA).
It collected responses from 13 development agencies and 33 higher education institutions through questionnaires. The responses showed that while most agencies see university involvement in EFA as important, over half said it is currently insufficient. Universities also reported involvement as inadequate due to lack of support, opportunities, and funding.
The workshops discussed ways to increase higher education's contribution to achieving EFA goals through education, research, and community services, such as improving governmental policies and international agency funding of related programs.
The document discusses strategies for greater collaboration in education for all, including:
1) Creating a large community of researchers from higher education institutions, NGOs, and religious organizations to conduct large-scale collaborative research on issues related to education and human rights.
2) Networking researchers through technologies like radio, telephone and internet to share, coordinate and develop collective expertise.
3) Selecting one country per continent to serve as "research laboratories" where researchers, governments, and donors address all interrelated problems together and share successful collaborative experiments with other countries.
The document discusses the role of tertiary education research in achieving Education For All goals in Africa. It outlines work done by the Association for the Development of Education in Africa's Working Group on Higher Education, including a case study of the Center for Improving Quality of Primary Education in Ghana. The document concludes by proposing ways to strengthen tertiary education's research and contributions to education policy development.
The document discusses the role and initiatives of the Association of African Universities (AAU) in supporting education goals in Africa. The AAU is working to strengthen higher education institutions to help countries achieve Millennium Development Goals like universal primary education and promoting gender equity. Key initiatives include a regional capacity program funded by DFID, quality assurance studies looking at increased enrollment impacts, and supporting research on improving access and equity in African higher education.
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
The document discusses the role of Vrije Universiteit Amsterdam (VUA) in supporting Education for All. VUA has centers focused on international cooperation and education that implement projects in areas like teacher education, curriculum development, and science education research. However, pressures to link this work more closely to the university's faculties and priorities have increased its vulnerability. The document also notes that while higher education institutions have an important role to play in achieving Education for All, including by providing teachers and research, their relationship with ministries of education is often weak due to cultural and priority differences. Strengthening dialogue through advisory groups and supporting educational research are discussed as opportunities.
University autonomy is a necessary but not sufficient condition for excellence. While autonomy allows universities to be proactive and innovative, they must also demonstrate accountability. Universities have public responsibilities to provide opportunities for citizens and serve societal needs. However, over-regulation can limit initiatives. Universities need strategic planning and leadership to adapt quickly to changes like globalization and technology. Academic freedom is important but institutions can prioritize research areas and coordinate teaching. Overall, autonomy requires accountability through good governance, leadership, and management for universities to truly achieve excellence.
The document discusses university autonomy from the state and market. It notes that while autonomy from the state allows for academic freedom, public funding is decreasing, forcing universities to rely more on the market. Too much reliance on the market risks losing autonomy and prioritizing market demands over academic excellence. Universities desire autonomy from both the state and market to maintain academic freedom, but achieving both is difficult without sufficient public funding to ensure financial independence from market forces.
This document discusses institutional autonomy in higher education. It notes that while governments are legally allowed to interfere in areas like staffing, students, curriculum, and funding, autonomy allows for efficiency and effectiveness. The document then provides data on the level of government authority and influence in different countries. It outlines the purposes of Australian higher education and desired characteristics of institutions, including being learner-centered, innovative, and accountable. Assessment of institutions considers organizational sustainability, educational achievements, quality outcomes, and compliance.
This document discusses aspects of and threats to academic autonomy at universities. It outlines three aspects of autonomy: academic, administrative, and financial. It also identifies two main threats to autonomy: the state, including government, legislature, judiciary, and polity; and the market, in terms of teaching, research, administration, admissions, and university milieu. Specific threats from the state include finances, appointments, governance, and regulation from the government and legislature. Threats from the market include a short-term focus on teaching and research, unequal research finances, inappropriate administration criteria, and admissions based on endowments rather than abilities.
UCAD operates with a significant degree of autonomy despite receiving 95% of its funding from the government. It has deliberative assemblies that manage the university and elect leadership positions. The rector is chosen from among full professors and combines an elected and appointed role. UCAD has taken initiatives to diversify funding and reduce reliance on government support. While it reports annually to the government, UCAD controls its own vision, operations, and accountability.
The document discusses universities responding to market demands while maintaining autonomy. It explores how universities can compete for students in traditional and non-traditional ways, meet the needs of the labor market through relevant curriculum and flexible delivery, and generate income through entrepreneurial activities like partnerships without compromising ethics. Effective strategies require a vision, feedback mechanisms, flexibility, institutional capacity, and consideration of ethical dimensions.
The document discusses the incorporation of national universities in Japan and the experiences of Kyushu University. It summarizes that national universities were incorporated in 2004 to gain more autonomy and management flexibility in response to social changes. Kyushu University developed 4+2+4 action plans to reform education, research, social contributions, and international cooperation. It has achieved successes in these areas, including new education programs, expanded research centers, increased social programs, and growing international exchange opportunities. It is relocating facilities to a new large campus designed around urban, technological, and natural concepts.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. IAU Experts’ Seminar
Higher Education and Education For All: The Case of Two
Solitudes?
Maputo, Mozambique, January 25-26, 2007
Seminar Final Report
Foreword
The International Association of Universities (IAU) convened a two-day Experts’ Seminar on
the role of higher education in the pursuit of Education For All (EFA) goals. It was held on
January 25-26, in Maputo, Mozambique. On an invitation-only basis, the Seminar brought
together several experts - 5 coming from higher education institutions located in developing
countries (Ghana, Mexico, Mozambique, Tanzania, Zambia) and 4 from higher education
institutions in industrialised countries (Canada, Netherlands, UK). An invited and renown
expert in this field from the USA had planned to attend but was unable to come at the last
minute. As well, invited representatives from international cooperation and donor agencies -
UNESCO Harare Cluster Office, the Association of African Universities (AAU), the Working
Group on Higher Education (WGHE) of the Association for the Development of Education in
Africa (ADEA), the Association of Universities and Colleges of Canada (AUCC) and the
Agence universitaire de la Francophonie (AUF) took an active part in the discussions.
SAREC of the Swedish International Development Agency (Sida), and the Netherlands
International Cooperation Agency (Nuffic) were also among the development agencies that
had been invited. Conveying their regrets for not being able to attend, both organizations
reiterated their on-going support and interest in the outcome and future developments.
The Experts’ Seminar was conceived within the context of a larger pilot project, Higher
Education and Research contribution to meeting EFA goals, which was launched in 2005 and
continues to be undertaken by IAU. This pilot project, which has enjoyed partial financial
support from Sida, aims to identify current practices and activities engaged by higher
education and research institutions in the pursuit of EFA goals, and to examine, if needed, the
ways to strengthen their role in this field. The pilot project focuses uniquely on North-South
inter-university partnerships in order to limit the scope of the activity, at least in this initial
stage. As part of the project, two questionnaires were developed to gather data from:
1) Development donor agencies and organizations managing inter-institutional
programs;
2) Project leaders in both lead and partner HEIs
IAU Final Report Page 1 27/02/2007
2. The Seminar was organized around the results of these two separate, yet complementary
questionnaires. The Seminar participants had been identified and selected from among the list
of project leaders and cooperation agencies who had completed a questionnaire and expressed
interest in the project. IAU has been asked to highlight that agencies and experts alike found
these questionnaires to have had a direct impact on their own reflections and stimulated new
thinking about the work they had been undertaking in EFA related areas.
The Seminar was organised in collaboration with, and hosted by the Eduardo Mondlane
University (EMU) of Maputo, Mozambique. This location was chosen for a variety of
reasons, including the university’s involvement in inter-university partnerships in EFA and
related fields; the fact that it is an IAU Member of long standing, and in recognition of the
fact that Mozambique is one of the countries targeted by the EFA Fast Track Initiative.
The Seminar was designed to be highly interactive, limiting the time of project presentations
to provide more opportunity for discussions and reflection on steps forward. Project
descriptions were included and circulated to all participants as part of the Working
Documents.
Seminar Opening
Opening address by Brazao Mazula, Rector of Eduardo Mondlane University
Goolam Mohamedbhai, President, IAU
Juma Shabani, Director, UNESCO Harare Cluster Office
Special address by Vernâncio Massingue, the Honourable Minister of Science and
Technology, Mozambique
The Rector Mazula’s opening address set the tone for the Seminar, stressing the need to
strengthen international cooperation in education development. By focusing on the current
state of education in Mozambique, he both illustrated the challenges that still lie ahead to
deliver quality universal education as well as the achievements that have already been made.
Launching an appeal to deepen international cooperation to overcome obstacles facing EFA,
he evoked the success of EMU has enjoyed due to such international linkages and the high
level of regional cooperation EMU has consequently cultivated. The Rector then went on to
introduce the Vice Rectors, Deans, Directors and top Administrative officers from EMU who
all were present for the Seminar Opening.
Reminding participants and attendees alike that higher education does have a critical
contribution to make in resolving major issues facing humanity, including providing universal
education, the President of IAU, Goolam Mohamedbhai presented the background and
rationale for the development of this project to be among priority activities for IAU. Situating
the work on EFA within the broader thematic cluster IAU has adopted under the heading
‘Higher Education and Society’, the president expressed a sincere hope that the Seminar will
assist in the development of a large activity to engage IAU membership in this area. Intending
to stimulate further reflection by the Seminar participants, he identified three main obstacles,
which, in his view, prevent the achievement of the EFA goals: insufficient availability and
use of ICTs, the ravages of HIV/AIDS, and conflicts and disasters.
Taking up the theme of ICTs, Juma Shabani of UNESCO cited examples of both the
opportunities and ongoing challenges posed by new technologies specifically in Africa, and
abroad. He also pointed out the importance that UNESCO attached to EFA in its role as the
coordinating UN agency in the pursuit of the Dakar goals.
In his address, the Honourable Minister set the stakes high for the Seminar, conveying the
wishes of both the Ministries of Science and of Education, to see that concrete
recommendations come out of the Seminar on how best to facilitate the interaction between
IAU Final Report Page 2 27/02/2007
3. higher education and primary education, but also other levels including secondary education.
Repeatedly using the metaphor of walls, he emphasised the necessity to go beyond one’s
physical and mental walls in order to capture a real and holistic understanding of the current
state of education, to develop practical solutions to real situations, and to build solid local,
regional and international partnerships. This metaphor was frequently alluded to later during
the ensuing presentations, discussions, and recommendations.
The morning session was chaired by the IAU Secretary General, Eva Egron-Polak.
The first presentation of the Seminar, by Isabelle Turmaine, Director of the IAU Information
Centre and Services, began with an overview of the IAU pilot project, the methodology
employed and some preliminary findings from the surveys. (To access the IAU presentation,
IAU Project Methodology and Results, and all presentations made during the Seminar, please
visit the IAU website at: http://www.unesco.org/iau/). In anticipation of the ensuing
discussions, and to better anchor them, Isabelle Turmaine recalled the Seminar’s three key
expected outcomes:
• Learn more about why and how higher education and research should contribute
more to achieving EFA goals
• Suggest what can be done to strengthen their involvement
• Identify what effective tools are required to allow this to happen
In the discussion that followed, it was generally agreed that generally, there is limited
awareness in the higher education sector about EFA. Several participants, coming from both
development agencies and institutions, revealed their unfamiliarity with the EFA terminology
and it was only thanks to and as a direct result of having received the questionnaire that they
examined and considered their own involvement in EFA-related activities.
This generated several urgent calls for the development of an awareness raising strategy in
order to address this lack within both the donor community and universities.
It was also felt that a second survey should be conducted because the first survey was limited
in scope – only looking at inter-university linkage projects, and had raised even more
questions. It also demonstrated that little is known or understood about what is currently
taking place at the intersection of HE and Research and EFA-related work. To complete the
existing data, the second survey would need to widen its scope, perhaps even being
undertaken in a decentralised manner to solicit the use of established networks, incorporate a
more qualitative approach, and to allow for more comprehensive responses. Participants were
called upon to provide feedback on the questionnaire so as to better formulate the second
questionnaire.
The morning session then continued with an informal and brief introduction of participants.
For further details on participants and their projects, please see Working Documents.
Reiterating one of the participants’ call for ‘unpacking’ EFA, the Chair ended the morning
plenary session by inviting participants to break down the EFA program and activities into its
different components, such as teacher training, ICT, non-formal education, literacy, etc. It
was suggested that perhaps only when the current terminology used in EFA is ‘translated’
into the language of education and development experts and researchers, would it be well
understood. This in turn will make it easier for the higher education sector to find ways in
which to be more fully engaged in EFA.
IAU Final Report Page 3 27/02/2007
4. Workshop 1
State of the art: Experience in Supporting EFA: Opportunities and Challenges
The first Workshop was chaired by Alice Sena Lamptey Coordinator of the ADEAWorking
Group on Higher Education (WGHE). Focusing on the challenges and opportunities
experienced in working on EFA-related projects, the afternoon series of presentations was
organised into two sections. In the first series four development agencies presented their
perspective, working at international, regional and national levels.
Juma Shabani, UNESCO Harare Cluster Office, briefly described the UNESCO Teacher
Training in sub-Saharan Africa (TTISSA Programme). The goal of this relatively new
programme is to address the chronic shortage of quality teachers in Sub-Sahara Africa. The
programme is country-driven and helps countries to integrate teacher education fully, and in a
lasting manner, into national education plans.
Thierry Karsenti, President of the Réseau international francophone des établissements de
formation de formateurs (RIFEFF) established by the Agence universitaire de la
Francophonie (AUF) spoke about this international network. The work of this network
addresses principally Goals 2 and 3 as defined in the Dakar Framework. The AUF felt that it
could have the greatest impact by focusing on teacher communities and quality education
delivery by training teacher trainers rather than attempting to increase directly the number of
teachers. The network also offers certification for teacher trainers.
John Ssebuwufu, Director of Research and Programmes at the African Association of
Universities (AAU) noted that even though AAU has not developed a specific programme
directly geared to supporting EFA, indirectly, it has been involved nonetheless. The
Association too addresses Goals 2 and 3, and more broadly the Millennium Development
Goals (MDGs), primarily by promoting dialogue and cooperation within the African HE
community, financing, collecting and disseminating research, and focusing on capacity
building.
Margaux Béland, Director, Partnership Programmes, Association of Universities and Colleges
of Canada (AUCC), spoke mostly about the University Partnerships in Cooperation and
Development Program Overview and Basic Education Study. The AUCC employs an
institution-driven partnership approach, supporting projects in three principal areas: education
and training, action-orientated research, and community outreach. It recently conducted a
study to assess the projects’ overall contribution to basic education. The study found that the
majority of projects made indirect or cross-sectoral contributions to skills and capacity
development while directly addressing Goals 2, 3 and 6 in the Dakar Framework.
The second series of presentations was devoted to institutional experiences by four project
leaders – two experts coming from HEIs in industrialized countries and two from Southern
HEIs. Each was asked to share their experiences in the setting-up and implementation of their
projects, as well as to discuss how various institutions provided or did not provide support to
their endeavours.
Ian G. Macfarlane, Vrije Universiteit Amsterdam, The Netherlands, spoke about VUA: Its
role in supporting education for all. Starting with an overview of how VUA has been
involved in development cooperation in the past and describing some of the current trends at
the institutional level, Prof. Macfarlane expressed his concern with a gap that needed to be
bridged between HEIs and Ministries of Education in most countries. He presented a
successful example of how this obstacle could be overcome and turned into a positive
working relationship through the creation of a Joint Advisory Group, bringing together
representatives from both sectors at the national or even more local level.
IAU Final Report Page 4 27/02/2007
5. Jim Greenlaw, St Francis Xavier University, Canada, presented findings and experiences
from the Education for all in Bhutan project. It was revealed that this project, linking St.
Francis Xavier University and the Royal University of Bhutan, has enjoyed considerable
success due in part to the fact that all administrative levels of education in Bhutan were
involved. He also underlined the benefits of an ongoing, two way exchange, of faculty
members and students of both partner institutions.
Ruth Mwale Mubanga, from Nkrumah College of Education in Zambia, spoke about the
project entitled Management, financing and administration: Nkrumah College of Education’s
contribution to meeting education for all goals. With the integration of EFA goals into the
national education plan in Zambia, the College has witnessed considerable changes, both
positive and negative, including an evolution of its own function within the education system.
Alejandro Chao Barona, from the Universidad Autonoma del Estado de Morelos, in Mexico
presented a community development project entitled UAEM-UNICEDES: Ten years
community work experience. Abiding by the principal that universities have a very real social
responsibility, in this university-community outreach centre, the university strives to work
with local communities to validate and recognize indigenous knowledge through research and
the integration of traditional practices into the HE curriculum.
These presentations, stimulated lively discussions, largely dominated by four themes:
• ICTs - opportunities in delivering education at all levels and the ongoing obstacles
• Teachers: their recruitment, retention and overall status
• Gap/distance between Ministries of Education and HEIs and research institutes – the
real case of two solitudes?
• Inadequate collection, dissemination and management of research and information
In the discussion about ICTs, success stories highlighted how technology could increase
opportunities for improved Universal Primary Education (UPE) delivery and for reaching an
ever-growing student population in higher education.
The participants stressed the critical importance of supporting teachers and the chronic and
crippling problem of teacher retention due to poor working conditions and teachers’ salaries.
It was further discussed that cooperation programmes seldom treat this fundamental issue and
end up dealing with the symptoms, while the problem is far more systemic – teachers being
trained on the one hand but not staying in the profession due to other work opportunities or
because of HIV/Aids on the other hand.
The idea that the Ministries of Education did not see HEIs as actors in EFA related activities
was underlined throughout the seminar. Participants felt that by working together more
closely, HEIs should be more actively involved in finding solutions to these systemic
problems. Furthermore, even when research is being done by HEIs it seems little known by
the Ministries or done outside the framework of policy needs. This was found to be an
unfortunate failure to bring efforts and resources to bear on this important and critical area.
The walls that separate Ministries of Education and HEIs need to break down by both sides in
order to establish better working relations of mutual support.
The emergence of a Knowledge Society, it was stressed, makes it imperative for a research
culture to be strengthened and reinforced in developing countries in general, but as it pertains
to examining EFA- related issues.
In summarizing the day’s deliberations, Eva Egron Polak presented a list of topics that had
been addressed and urged participants to consider the need to make recommendations for
IAU Final Report Page 5 27/02/2007
6. moving forward and for finding innovative ways to strengthen higher education and research
engagement in EFA.
Workshop 2
Held on the second day of the seminar and focusing on The Way Forward: Towards a
greater implication in EFA: Perspectives and Priorities, Workshop 2 was chaired by Juma
Shabani, of the UNESCO Harare Cluster Office. It was organized in two parts: first looking
more specifically at the area of Research and EFA, with presentations and discussion on
research needs and obstacles. The second part was devoted to setting out recommendations
and paths for moving forward.
There were three presentations that discussed various aspects of research related and/or in
support of the EFA effort.
Alice Sena Lamptey, from the ADEA Working group on Higher Education, Accra (Ghana),
based on a specific project case study from South Africa, highlighted the missing areas of
research such as: pre-, in service- and post-teacher training; assessment and evaluation of
EFA; community participation; policy and planning; donor contribution and impact; etc.
Terry Russell, from the University of Liverpool (UK), explained the research and work done
to enhance pupils’ comprehension of educational material and parents’ involvement in
education by focusing on appropriate instructional material. He underlined the problems
linked to poor dissemination of research results and the difficulty of logistics in the field. He
concluded by evoking the possibility of using ICTs to deal with many of these problems.
Inocente Mutimucuio, from Eduardo Mondlane University, Maputo (Mozambique), noted the
need for collaborative research in order to achieve such monumental goals as those of EFA by
2015. He called for much more networking to share resources and expertise and to coordinate
and develop collective actions. He proposed to select countries to serve as research
laboratories to better reach the EFA goals.
The discussion that followed was very animated and engaged, clearly underlining the fact that
research is a unique feature of universities and an important and yet unexploited contribution
that HEIs can make to the EFA efforts.
The two main obstacles standing in the way of more effective mobilization of research
capacities were identified by the participants. Both were directly or indirectly linked to
information. The first major issue area was linked to problem identification, the second to
questions of implementation, as follows:
- Problem Identification:
o What topics should be on the research agenda; who defines it; where are the
gaps?
o For whom should research be undertaken: only Ministries, or schools, NGOs
and others?
o Who should undertake research on EFA: researchers in Faculties of
Education, in departments of Sociology, Economics, Psychology, elsewhere?
- Implementation:
o What type of research should be made available and disseminated to whom?
o Lack of dialogue/coordination between the various stakeholders
o Lack of research culture, little value/recognition of certain kind of research
o Poor dissemination of research results
IAU Final Report Page 6 27/02/2007
7. o Major divide between researchers and implementers.
Overwhelmingly, there was consensus that to overcome these and related problems would
require better management of existing information and more dialogue and networking for
sharing knowledge.
To end the second Workshop, the Chair invited Eva Egron-Polak to summarize the main
conclusions of these discussions. She noted the following points:
- Higher education has a major role to play in EFA;
- There are many possible areas of research which could be developed in relation to
EFA and its implementation;
- There is a need for more dissemination of research results; good practices, etc…
- The research agenda should be set in dialogue with all the stakeholders
- Donors should be mobilized around existing and identified research gaps;
- Ways should be developed to better disseminate; inform and mobilize;
- EFA should be made more understandable in the academic research community.
Recalling the Expected Outcomes outlined by IAU at the beginning of the Seminar (working
document pg. 12), the Chair invited participants to focus their comments and suggestions
accordingly.
Most of the discussions addressed the need for an information tool, its possible format and
desirable content. It was noted that despite the vast amount of information made available by
UNESCO, regular assessment reports of the EFA programme achievements (website;
BREDA Assessment report in 2004; Annual Global Monitoring Reports, etc) and many
others, information more specifically designed for HE and especially documenting the HE
and R and EFA intersection was needed. All agreed that such information would have to be
concise and most specifically relevant to the academic and research community allowing or
facilitating coordination and networking among various efforts.
Others possible ways forward included: raising awareness through all possible channels,
within and outside the higher education community; encouraging and providing incentives for
students to undertake research related to EFA; using students in related community outreach
programmes and to increase involvement with the community in EFA; increasing south-south
and triangular cooperation; creating a network/consortium with regional nodes on the topic;
preparing a leaflet on the topic; working with specialized groups to identify one or two issues
of importance on which to undertake a major initiative in collaborative research; capacity
building in the production of local materials; enhancing community involvement.
In order to ensure that the final list of recommendations could be discussed by all participants,
the Chair invited the IAU Secretary General to prepare a first draft for approval prior to the
end of the Seminar.
Closing Session
The closing session was chaired by John Ssebuwufu, Director of Research of the Association
of African Universities (AAU). Participants were asked to review and comment upon the
draft recommendations presented by Eva Egron Polak. In general, they were endorsed by all
with requests that they be regrouped, re-organized, and if possible, prioritized. Several
additional topics were mentioned with the suggestion that these should be integrated into the
recommendations. Such topics included HIV/AIDS; ICTs and distance education; science and
innovation; adult education; languages. Participants wished to see a stronger mention of
UNESCO and, for Africa, the African Union as key stakeholders. It was also suggested that
linking the HE and EFA to sustainable development and the Millennium Development Goals
IAU Final Report Page 7 27/02/2007
8. might also be useful. Finally, a more forceful way of pressing for the enhancement of a
research culture in developing country HEIs was also suggested.
It was agreed that IAU would complete and finalize the Seminar report, circulate a draft to all
participants for specific input and translate the final version into French. No ‘task
distribution’ was done at this stage, though each participant was encouraged to undertake
whatever activity they could pursue. IAU expressed its commitment to elaborate a proposal
for a second phase of this project and the development of the framework for an information
resource tool. The final list of recommendations would also highlight those to which IAU
would devote its efforts.
Participants accepted to serve as an electronic reference group for the project. They would be
invited to comment on IAU documents and asked to send to IAU any additional information
they may have on EFA-related projects, theirs or those of others, so that such information can
be featured in the future information tool.
Finally, participants were informed that IAU was to present the results of the survey and the
outcome of this Seminar at the upcoming UNESCO-AAU Workshop to be held in Accra
(Ghana) on March 24-26, 2007.
The Seminar ended with IAU’s President, Dr. Goolam Mohamedbhai thanking Eduardo
Mondlane University for the warm welcome and efficient and professional support the Rector
and university staff had provided IAU. He also thanked the participants, expressing his
appreciation for their expertise and interest and commended IAU’s Secretariat staff for their
work. The last comments were presented by the Vice-Rector of Eduardo Mondlane
University, Dr. Orlando Quilambo, who closed the Seminar congratulating all for the overall
success of the proceedings, thanking IAU for choosing to partner with EMU in this project
and was looking forward for the variety of follow-up activities to which it will give rise.
Background documents, conclusions and revised recommendations, have been circulated to
all participants and form an integral part of this report. All such supporting documents are
attached in the following annexes:
IAU, Paris, February 2007
IAU Final Report Page 8 27/02/2007