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.
The document outlines the International Association of Universities' (IAU) proposed action plan for 2008-2012. The plan aims to address important higher education challenges by focusing on key themes, strengthening partnerships, and balancing ongoing and new activities. It discusses maintaining membership services, convening conferences on priority issues, conducting research like a global survey on internationalization, and advocating on statements regarding equitable access and quality in higher education. The plan is meant to be flexible while serving IAU members and remaining engaged on important issues.
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 document summarizes IAU's activities from 2008 to 2012 under Secretary General Pier Ugo Calzolari's leadership. It outlines IAU's role as a unique global convening power for higher education discussions and highlights of various conferences, research initiatives, and publications during this period. These included global surveys, advisory services, task forces on access and equity, and programs supporting leadership and doctoral education in Africa. The summary also recognizes IAU members, partnerships, and three influential figures who passed away.
Arab Research Potential and Promises: The Abu Dhabi Experiment - Daniel Krato...EduSkills OECD
The document summarizes higher education and research strategies in the United Arab Emirates and Abu Dhabi. It outlines the UAE government's priorities of improving higher education quality and promoting innovation. It also discusses higher education institutions in Abu Dhabi, including NYU Abu Dhabi, Masdar Institute, and Khalifa University, and Abu Dhabi's goals of attracting top academics and building world-class research through investments in universities and facilities. The document concludes with recommendations such as aligning education, research, and industry and limiting subsidies to fill gaps rather than prestige.
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
The Global Gateway secondary school curriculum provides teachers and students with the skills, knowledge, and attitudes needed for global citizenship. It addresses global themes like society, geography, environment, education, and economy through units that incorporate global concepts into classroom lessons. The curriculum is available through VIF's online learning center and is supported by professional development modules and an educator community.
The Bali message: Equity – Access - Quality: Learner Successicdeslides
“Ensure Equitable Quality Education and Lifelong Learning for All by 2030: The Contribution of Open, Online and Flexible Higher Education to the Post-2015 Global Education Agenda”
The ICDE - UNESCO Policy Forum brought together decision-makers in government and senior management in higher education institutions. The objectives of the Forum were twofold: (i) to inform participants about the ongoing consultation process regarding the post-2015 global education agenda; and (ii) to discuss the contribution of technology-enhanced Higher Education to the future education agenda and to the development of 21st century sustainable societies.
The document discusses 5 changing trends in higher education:
1) Moving from content-based to skill-based curriculums to develop 21st century skills.
2) Shifting from centralized to decentralized programs through distance learning and online courses to increase accessibility.
3) Increasing privatization of higher education institutions and programs.
4) Emphasis on developing lifelong learning partnerships between institutions and students.
5) Leveraging information and communication technologies (ICT) for more flexible learning models.
The document outlines the International Association of Universities' (IAU) proposed action plan for 2008-2012. The plan aims to address important higher education challenges by focusing on key themes, strengthening partnerships, and balancing ongoing and new activities. It discusses maintaining membership services, convening conferences on priority issues, conducting research like a global survey on internationalization, and advocating on statements regarding equitable access and quality in higher education. The plan is meant to be flexible while serving IAU members and remaining engaged on important issues.
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 document summarizes IAU's activities from 2008 to 2012 under Secretary General Pier Ugo Calzolari's leadership. It outlines IAU's role as a unique global convening power for higher education discussions and highlights of various conferences, research initiatives, and publications during this period. These included global surveys, advisory services, task forces on access and equity, and programs supporting leadership and doctoral education in Africa. The summary also recognizes IAU members, partnerships, and three influential figures who passed away.
Arab Research Potential and Promises: The Abu Dhabi Experiment - Daniel Krato...EduSkills OECD
The document summarizes higher education and research strategies in the United Arab Emirates and Abu Dhabi. It outlines the UAE government's priorities of improving higher education quality and promoting innovation. It also discusses higher education institutions in Abu Dhabi, including NYU Abu Dhabi, Masdar Institute, and Khalifa University, and Abu Dhabi's goals of attracting top academics and building world-class research through investments in universities and facilities. The document concludes with recommendations such as aligning education, research, and industry and limiting subsidies to fill gaps rather than prestige.
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
The Global Gateway secondary school curriculum provides teachers and students with the skills, knowledge, and attitudes needed for global citizenship. It addresses global themes like society, geography, environment, education, and economy through units that incorporate global concepts into classroom lessons. The curriculum is available through VIF's online learning center and is supported by professional development modules and an educator community.
The Bali message: Equity – Access - Quality: Learner Successicdeslides
“Ensure Equitable Quality Education and Lifelong Learning for All by 2030: The Contribution of Open, Online and Flexible Higher Education to the Post-2015 Global Education Agenda”
The ICDE - UNESCO Policy Forum brought together decision-makers in government and senior management in higher education institutions. The objectives of the Forum were twofold: (i) to inform participants about the ongoing consultation process regarding the post-2015 global education agenda; and (ii) to discuss the contribution of technology-enhanced Higher Education to the future education agenda and to the development of 21st century sustainable societies.
The document discusses 5 changing trends in higher education:
1) Moving from content-based to skill-based curriculums to develop 21st century skills.
2) Shifting from centralized to decentralized programs through distance learning and online courses to increase accessibility.
3) Increasing privatization of higher education institutions and programs.
4) Emphasis on developing lifelong learning partnerships between institutions and students.
5) Leveraging information and communication technologies (ICT) for more flexible learning models.
Comparing international student and institutional objectives at Canadian coll...EduSkills OECD
This document summarizes a study comparing the objectives of international students and institutions in Canada.
The study found that while both international students and institutions see benefits to international education, there is a gap between their priorities. International students ranked academic reputation and quality of faculty as very important factors, while institutions prioritized financial benefits from higher tuition.
The study also found challenges for institutions in providing sufficient student services and meeting enrollment targets, as international student populations grow faster than support levels. Differences exist between university and college internationalization strategies and priorities.
The document summarizes key findings from evaluations of 26 human rights training programs for adults. It identifies common challenges in the design, implementation, follow-up, and evaluation of these programs. Regarding design, the analysis notes that programs often struggled with collaboration between organizations, north-south coordination, funding issues, and conducting in-depth contextual analyses. Effective design elements included forming local partnerships, flexible funding, and researching the political and cultural environment. Overall, the document provides recommendations to help human rights training programs for adults overcome frequent challenges and improve their effectiveness.
The document discusses capacity development (CD) efforts in education that sometimes fail to have long-term impact. An expert meeting was held to debate reasons for failure and ways to overcome common constraints. While context is important, common constraints were identified, such as individual strategies focusing only on training. Organizational constraints are often linked to poor leadership and legitimacy issues. Successful CD strategies also often remain isolated, making broader change difficult. Experts proposed strategies like using organizational tools and monitoring/incentive systems to improve ministry performance, and strengthening accountability both internally and externally. Longer timeframes and new evaluations are needed to properly measure CD efforts. For organizational change to occur, commitments like internal support and leadership are required. Experts agreed CD
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
What can higher education contribute to developing skills for the knowledge e...EduSkills OECD
Higher education can develop skills for the knowledge economy by embracing open and distance learning strategies in this more digital world. Demands from students and system failures like high dropout rates show a need for more flexible options. Open distance learning has seen rapid growth through disruptive online initiatives and can now be facilitated through new technologies. This impacts education through the "knowledge triangle" of open access, research-based teaching, and innovation. However, governments, universities, and other institutions must address challenges like optimal policies, building competencies, and partnerships to fully harvest the benefits.
Providing Quality Mass Higher Education: the Egyptian Experience - Mostafa Ra...EduSkills OECD
Egypt faces the challenge of expanding higher education to meet growing demand while ensuring quality. Its strategic plan includes increasing access through open/distance learning, quality assurance measures, developing technical/vocational education, and human resource training. Innovative approaches address massification at the national level through policies like qualification frameworks and geographical enrollment distribution, and at the institutional level through diversified funding, non-traditional programs, and continuing education. Egypt is at a crossroads and must evaluate policies to resolve unemployment through higher education opportunities and curb brain drain.
Alex. bd iau aucc-ace-chea statement on sharing quality higher education acro...IAU_Past_Conferences
This document outlines principles to guide cross-border higher education. It was created by several international higher education associations to address the challenges of increasing cross-border education. It lays out principles such as contributing to economic/social/cultural well-being, strengthening developing countries' education, being accountable and transparent, and expanding faculty/student mobility. It recommends higher education institutions and providers implement these principles and work with governments and organizations on related policies and research.
This document provides background on the development of a standards framework for teachers and school leaders in Commonwealth countries. It discusses key issues around professional standards, including their purpose of improving teaching quality and recognizing it as a profession. It outlines debates around professional standards at the international level and in Commonwealth countries. The framework aims to guide career progression, support teacher development, and improve education quality. It is based on extensive consultation workshops between 2011-2013 involving multiple Commonwealth countries.
Education, communication and public awareness for green growth CARECOECD Environment
The document discusses strategies for promoting education for sustainable development (ESD) in Central Asia, including leadership programs, integrating sustainable development principles into education systems, and initiatives like "Green Packs" to educate teachers and students. It outlines the three stages and approaches of the CAREC ESD Programme and several flagship initiatives, including the Central Asian Leadership Program and projects on water education.
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
This document provides information about the Key Action 2 framework of the Erasmus+ program, which supports strategic partnerships, knowledge alliances, sector skills alliances, and capacity building in education and training. It outlines the intended outcomes of projects supported under this Key Action, including innovative approaches, skills development, and internationalization for participating organizations and individuals. Specific priorities are identified for higher education and vocational education and training. An example project evaluation scores the relevance, quality, team/arrangements, impact, and overall proposal. Rules for transfers between expense categories in the project budget are also noted.
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 12 slide presentation Renewing Policy is Module 8 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
National Higher Education Reform at the Crossroads of Global and European Ch...EduSkills OECD
National higher education reform in Lithuania faces challenges from global and European developments. Since independence in 1990, Lithuania has implemented various higher education policies, moving from non-intervention to an economy-driven approach to a more liberal-conservative reform. Most recently, new policy paradigms call for a smart, open and creative society and economy based on knowledge and innovation. However, achieving sustainability in higher education reform remains an ongoing quest, balancing priorities like efficiency, excellence and entrepreneurship with effective implementation and developing a holistic approach considering economic and social goals.
University of Liverpool case study Developing Inclusive CulturesSarra_Saffron_Powell
The University of Liverpool is committed to ensuring that all students have access to a high quality, world-class education and remains determined to further develop an inclusive culture that is of benefit to all staff and students. Inclusive practice is institutionally defined as “acknowledging people with differing approaches to life, work and study as members of diverse communities. The evolution of an inclusive approach is underpinned by change processes that impact strategic and day to day activities across local, national and international contexts. The University of Liverpool aims to establish a culture where diversity is considered a distinct strength and viewed as a valuable resource for all, thus promoting education as a transformative process” (adapted from Booth and Ainscow, 2000).
The document discusses the internationalization of higher education in Europe. It begins with definitions of internationalization, including its emergence in the 1980s as a strategy and process. It then covers features like internationalization abroad through student and faculty mobility programs, and internationalization at home through curriculum changes. Recent trends are mentioned like a focus on employability and global citizenship. The future may bring more virtual exchanges, internationalized curricula, and partnerships between institutions. Institutional strategies are discussed as the main driver of internationalization activities and their goals of improved education quality and cooperation.
This document summarizes North Carolina's report on competency-based assessments and teaching models as required by Session Law 2019-212. It defines competency-based teaching and assessments, outlines North Carolina's standard course of study, and reviews state policies and practices that support competency-based learning at the local level. While competency-based learning is implemented locally, the state provides scaffolding through policies, standards, and collaboration to enable widespread transformation so students can succeed.
The Open Society Foundations is seeking proposals to evaluate their Network Debate Program from the past 15 years and develop an evaluation framework for the next 3-5 years. Specifically, the evaluation will (1) assess the outcomes and impact of the debate programs, (2) review the strategy of the International Debate Education Association, and (3) make recommendations to strengthen the debate programs and develop learning, monitoring, and evaluation tools for the future. The scope will cover debates in over 70 countries and engage stakeholders from OSF, IDEA, debate participants, and external experts.
Utr. the statement on equitable access, success and quality in higherIAU_Past_Conferences
This document outlines key principles and recommendations for promoting equitable access to and success in higher education globally. It discusses the importance of increasing participation in higher education, especially among underrepresented groups. The document was adopted by the International Association of Universities and calls for higher education institutions and governments to work towards the twin goals of equitable access and academic excellence through policies that recognize students' potential and provide academic and financial support.
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
Comparing international student and institutional objectives at Canadian coll...EduSkills OECD
This document summarizes a study comparing the objectives of international students and institutions in Canada.
The study found that while both international students and institutions see benefits to international education, there is a gap between their priorities. International students ranked academic reputation and quality of faculty as very important factors, while institutions prioritized financial benefits from higher tuition.
The study also found challenges for institutions in providing sufficient student services and meeting enrollment targets, as international student populations grow faster than support levels. Differences exist between university and college internationalization strategies and priorities.
The document summarizes key findings from evaluations of 26 human rights training programs for adults. It identifies common challenges in the design, implementation, follow-up, and evaluation of these programs. Regarding design, the analysis notes that programs often struggled with collaboration between organizations, north-south coordination, funding issues, and conducting in-depth contextual analyses. Effective design elements included forming local partnerships, flexible funding, and researching the political and cultural environment. Overall, the document provides recommendations to help human rights training programs for adults overcome frequent challenges and improve their effectiveness.
The document discusses capacity development (CD) efforts in education that sometimes fail to have long-term impact. An expert meeting was held to debate reasons for failure and ways to overcome common constraints. While context is important, common constraints were identified, such as individual strategies focusing only on training. Organizational constraints are often linked to poor leadership and legitimacy issues. Successful CD strategies also often remain isolated, making broader change difficult. Experts proposed strategies like using organizational tools and monitoring/incentive systems to improve ministry performance, and strengthening accountability both internally and externally. Longer timeframes and new evaluations are needed to properly measure CD efforts. For organizational change to occur, commitments like internal support and leadership are required. Experts agreed CD
Curriculum harmonization in ethiopian public universities is it a stepBayissaBekele
This document discusses curriculum harmonization in Ethiopian public universities and whether it is a step towards harmonizing the higher education system. It provides context on the concept of harmonization, including that it is a systematic effort by stakeholders to establish common frameworks without creating uniform systems. The document examines experiences with harmonization in other regions like the Bologna Process in Europe. It also analyzes Ethiopia's harmonization efforts and identifies challenges like overcoming language barriers and promoting student mobility. Overall, the document evaluates progress on harmonizing higher education systems and curriculum in Ethiopia.
What can higher education contribute to developing skills for the knowledge e...EduSkills OECD
Higher education can develop skills for the knowledge economy by embracing open and distance learning strategies in this more digital world. Demands from students and system failures like high dropout rates show a need for more flexible options. Open distance learning has seen rapid growth through disruptive online initiatives and can now be facilitated through new technologies. This impacts education through the "knowledge triangle" of open access, research-based teaching, and innovation. However, governments, universities, and other institutions must address challenges like optimal policies, building competencies, and partnerships to fully harvest the benefits.
Providing Quality Mass Higher Education: the Egyptian Experience - Mostafa Ra...EduSkills OECD
Egypt faces the challenge of expanding higher education to meet growing demand while ensuring quality. Its strategic plan includes increasing access through open/distance learning, quality assurance measures, developing technical/vocational education, and human resource training. Innovative approaches address massification at the national level through policies like qualification frameworks and geographical enrollment distribution, and at the institutional level through diversified funding, non-traditional programs, and continuing education. Egypt is at a crossroads and must evaluate policies to resolve unemployment through higher education opportunities and curb brain drain.
Alex. bd iau aucc-ace-chea statement on sharing quality higher education acro...IAU_Past_Conferences
This document outlines principles to guide cross-border higher education. It was created by several international higher education associations to address the challenges of increasing cross-border education. It lays out principles such as contributing to economic/social/cultural well-being, strengthening developing countries' education, being accountable and transparent, and expanding faculty/student mobility. It recommends higher education institutions and providers implement these principles and work with governments and organizations on related policies and research.
This document provides background on the development of a standards framework for teachers and school leaders in Commonwealth countries. It discusses key issues around professional standards, including their purpose of improving teaching quality and recognizing it as a profession. It outlines debates around professional standards at the international level and in Commonwealth countries. The framework aims to guide career progression, support teacher development, and improve education quality. It is based on extensive consultation workshops between 2011-2013 involving multiple Commonwealth countries.
Education, communication and public awareness for green growth CARECOECD Environment
The document discusses strategies for promoting education for sustainable development (ESD) in Central Asia, including leadership programs, integrating sustainable development principles into education systems, and initiatives like "Green Packs" to educate teachers and students. It outlines the three stages and approaches of the CAREC ESD Programme and several flagship initiatives, including the Central Asian Leadership Program and projects on water education.
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
This document provides information about the Key Action 2 framework of the Erasmus+ program, which supports strategic partnerships, knowledge alliances, sector skills alliances, and capacity building in education and training. It outlines the intended outcomes of projects supported under this Key Action, including innovative approaches, skills development, and internationalization for participating organizations and individuals. Specific priorities are identified for higher education and vocational education and training. An example project evaluation scores the relevance, quality, team/arrangements, impact, and overall proposal. Rules for transfers between expense categories in the project budget are also noted.
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 12 slide presentation Renewing Policy is Module 8 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
National Higher Education Reform at the Crossroads of Global and European Ch...EduSkills OECD
National higher education reform in Lithuania faces challenges from global and European developments. Since independence in 1990, Lithuania has implemented various higher education policies, moving from non-intervention to an economy-driven approach to a more liberal-conservative reform. Most recently, new policy paradigms call for a smart, open and creative society and economy based on knowledge and innovation. However, achieving sustainability in higher education reform remains an ongoing quest, balancing priorities like efficiency, excellence and entrepreneurship with effective implementation and developing a holistic approach considering economic and social goals.
University of Liverpool case study Developing Inclusive CulturesSarra_Saffron_Powell
The University of Liverpool is committed to ensuring that all students have access to a high quality, world-class education and remains determined to further develop an inclusive culture that is of benefit to all staff and students. Inclusive practice is institutionally defined as “acknowledging people with differing approaches to life, work and study as members of diverse communities. The evolution of an inclusive approach is underpinned by change processes that impact strategic and day to day activities across local, national and international contexts. The University of Liverpool aims to establish a culture where diversity is considered a distinct strength and viewed as a valuable resource for all, thus promoting education as a transformative process” (adapted from Booth and Ainscow, 2000).
The document discusses the internationalization of higher education in Europe. It begins with definitions of internationalization, including its emergence in the 1980s as a strategy and process. It then covers features like internationalization abroad through student and faculty mobility programs, and internationalization at home through curriculum changes. Recent trends are mentioned like a focus on employability and global citizenship. The future may bring more virtual exchanges, internationalized curricula, and partnerships between institutions. Institutional strategies are discussed as the main driver of internationalization activities and their goals of improved education quality and cooperation.
This document summarizes North Carolina's report on competency-based assessments and teaching models as required by Session Law 2019-212. It defines competency-based teaching and assessments, outlines North Carolina's standard course of study, and reviews state policies and practices that support competency-based learning at the local level. While competency-based learning is implemented locally, the state provides scaffolding through policies, standards, and collaboration to enable widespread transformation so students can succeed.
The Open Society Foundations is seeking proposals to evaluate their Network Debate Program from the past 15 years and develop an evaluation framework for the next 3-5 years. Specifically, the evaluation will (1) assess the outcomes and impact of the debate programs, (2) review the strategy of the International Debate Education Association, and (3) make recommendations to strengthen the debate programs and develop learning, monitoring, and evaluation tools for the future. The scope will cover debates in over 70 countries and engage stakeholders from OSF, IDEA, debate participants, and external experts.
Utr. the statement on equitable access, success and quality in higherIAU_Past_Conferences
This document outlines key principles and recommendations for promoting equitable access to and success in higher education globally. It discusses the importance of increasing participation in higher education, especially among underrepresented groups. The document was adopted by the International Association of Universities and calls for higher education institutions and governments to work towards the twin goals of equitable access and academic excellence through policies that recognize students' potential and provide academic and financial support.
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
This document summarizes the findings of a global study on organizational structures that support community-university research partnerships (CURPs). The study included a global survey of 336 respondents from 53 countries as well as 12 case studies. Key findings include that most higher education institutions have created structures to support CURPs in the last 10 years, but there is still a large variation in how CURPs are conceptualized and practiced globally. National policies that explicitly include community engagement and research in higher education tend to encourage the institutionalization of CURPs. Specific funding programs and knowledge-sharing platforms at the national level also help strengthen CURPs. While many countries have made progress, true co-creation of knowledge and accountability to communities is still lacking in most partnerships.
The Secretary General concludes the meeting by thanking the participants for their rich and productive conversation. She notes they focused on challenges and solutions for higher education to increase social innovation, including recognition in academia and interdisciplinarity. While some viewed universities negatively, discussions highlighted positive examples like supportive research funders in Canada and universities creating innovation labs. The diversity of participants enriched the discussions by providing contextual insights. All agreed new problems require new solutions and a paradigm shift is needed in learning, research and community engagement to better address social issues through social innovation. The Secretary General thanks all involved in organizing the successful meeting.
This document contains a single word - "GMA6PhotoAlbum" - which appears to be the title of an album or collection. In a very concise form, it relates to photos organized into an album potentially related to GMA6.
Rémi Quirion, Chief Scientist of Québec, discusses social innovation and the future of higher education. As Chief Scientist, he advises the government on research strategy and chairs boards that fund intersectoral research on major societal challenges. The three Fonds de recherche du Québec support research, training, and knowledge mobilization. Examples of knowledge mobilization centers focus on social issues. The FRQ also supports innovative social practices through strategic clusters, research teams, and Actions concertées programs that foster co-creation with partners. Looking ahead, Quirion suggests increasing social innovation training and focusing research on challenges like demographic changes, the labor market, sustainability, and measuring social impact. Key will be
The document outlines the International Association of Universities' (IAU) action plan for 2008-2012. The IAU's overall goal is to offer quality services to members and the wider higher education community by focusing on important global issues. Specific objectives include expanding membership, focusing on emerging themes, increasing member involvement, and strengthening global cooperation in higher education. The IAU will address these objectives through convening forums, advocacy, research, information sharing, and capacity building activities to support members. The future of both higher education institutions and the IAU itself remains challenging but promising if the IAU continues collaborating with its membership.
Presentation titled "Innovation in the Teaching of Sustainable Development in Europe: The Case of ISLE Erasmus Network". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
General Education Revision at Webster University: Process and Lessonsbumbaugh
Presentation for the Harris-Stowe State University Faculty Symposium, Retooling the General Education Curriculum for the Twenty-First Century, May 6, 2011
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.
This document discusses the social engagement and promotion of values by universities. It defines social engagement as a university's responsibility to teach and practice principles like fairness, equity, diversity and human rights. The International Association of Universities (IAU) contributes to social engagement through declarations on issues like sustainability and internationalization that provide guidance to universities. IAU also offers tools and workshops to help universities implement these principles in their teaching, research and policies. The document calls on universities to go beyond adopting statements by ensuring their own behaviors model social engagement and responsibility.
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCeciliaTsui42
The report summarizes a conference held by the OECD and IMHE in Paris on outcomes of higher education. Over 65 countries were represented at the conference. Sessions discussed topics like quality assurance measures, rankings, learning outcomes, societal needs, efficiency, and policy responses. The conference achieved its goals of information sharing, identifying best practices, and facilitating international cooperation. It provided a platform for reflection on issues in higher education. The changing global context is driving greater accountability and transparency in higher education outcomes. Globalization, technology, the knowledge economy, and massification of higher education have increased demands for outcome measures and quality assurance.
This document discusses cross-border higher education and an upcoming conference on the topic. [1] The conference aims to examine trends in cross-border education, discuss challenges it poses for universities and students, and determine concrete steps to maximize benefits and minimize risks. [2] It will focus on how cross-border education impacts university associations' work and raises new expectations. [3] The conference will also consider under what conditions cross-border education can optimally offer solutions while reconciling academic excellence, cost, and competition between stakeholders.
The document discusses cross-border higher education and an upcoming conference on the topic. The conference aims to: 1) examine trends in cross-border education; 2) discuss challenges it poses for universities and associations; and 3) determine concrete steps stakeholders can take to maximize benefits and minimize risks. The conference will explore how cross-border education impacts universities' work and raises new expectations, and what policies, strategies or actions are needed to manage it.
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.
The document provides an overview of the National Higher Education Research Agenda 2 (NHERA-2) for 2009-2018 in the Philippines. It outlines the following key points:
1. NHERA-2 aims to improve research capabilities and productivity in higher education institutions to generate knowledge needed for national development and advance learning.
2. It identifies three goals - improving research capabilities, enhancing research productivity, and generating new knowledge for higher education advancement and national development.
3. Strategies include strengthening graduate programs, providing research funding, recognizing outstanding researchers, establishing a journal accreditation service, and networking higher education institutions.
The International Association of Universities (IAU) achieved several goals between 2004-2008, including engaging higher education leaders, expanding membership, fostering partnerships, and providing research and information to the higher education community. Major accomplishments included adopting a new focus on equitable access and success, increasing communications tools, and hosting international conferences on important themes. IAU membership grew to over 600 institutions from 124 countries, and the association partnered with other organizations while maintaining a balanced budget through diversified funding sources.
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.
This document discusses internationalization of higher education institutions. It begins with an agenda that covers the drivers and tools used for internationalization. The theoretical framework identifies four main rationales for internationalization - academic, economic, socio-cultural and political. Common tools used are international curriculum, international students, offshore campuses, research consortia, and student/staff mobility programs. The connection between rationales and tools is explored, with examples from internationalization models in Australia and China. The conclusion is that there is no single approach and tools must be tailored to each institution's specific rationales and resources.
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
This document discusses policy imperatives driving open educational resources (OER). It provides context on the growth of the OER movement over 10 years but lack of uptake. The POERUP project aims to stimulate OER uptake through policy by building on previous initiatives and producing country reports and case studies. It discusses the policy pyramid in Europe from UNESCO declarations to institutional policies. Key areas addressed include enabling environments, strategies and policies, open licensing, capacity building, partnerships, languages/cultures, research, and finding/sharing resources. The presentation argues for considering evidence and existing policies to develop feasible national and regional OER policies.
RIDLs presentation at M25 / CILIP conference - London, 31/01/2014InformAll
A presentation on the current work programme for the Research Information and Digital Literacies Coalition (RIDLs), and initiative aimed at developing awareness of information literacy across different communities of interest in the realm of higher education and beyond. The presentation is at the conference entitled 'From the road less travelled to the information super highway: information literacy in the 21st Century', organised by the M25 consortium of London academic libraries and CILIP.
Why competency based curriculum reform is needed in kenya by ibeJoseph Mwanzo
The document discusses curriculum reforms in Kenya that aim to adopt a competency-based approach. It provides context for why curriculum change was deemed necessary, including findings from a national needs assessment study. The goals of the reforms are outlined, including empowering citizens with 21st century skills and aligning with sustainable development goals. The key changes that will occur under a competency-based approach are that the curriculum will emphasize what learners can do rather than just knowledge acquisition and will promote applying learning. A Basic Education Curriculum Framework was developed to guide the reforms process based on international best practices and stakeholder input.
The why, what and how of competency based curriculum 2018 by david nyengere k...Joseph Mwanzo
The document discusses curriculum reforms in Kenya that led to a competency-based approach. It notes that curriculum should meet individual and national needs. Kenya underwent reforms due to findings that the education system was not fit for purpose. A needs assessment found the curriculum needed change to align with sustainable development goals. This led Kenya to adopt a competency-based approach focusing on what learners can do, not just know. The process of curriculum reforms and developing this new approach are described.
This document discusses measuring the impact of higher education on social innovation. It notes that while impact has become a popular concept, universities have always aimed to serve society. Measuring impact is challenging as it involves both qualitative and quantitative factors. The workshop will discuss how higher education contributes to social innovation and how this is currently being measured and monitored within universities and their effects on society. The impact of universities is complex and involves things like research, teaching, culture, projects and generating trust.
The document summarizes a citizens' agenda for science, technology and innovation organized by UDUAL and various Mexican universities and government institutions. It describes a national consultation process held in Mexico from 2012-2013 that allowed citizens to vote on and discuss 10 proposed challenges. The top 3 voted challenges were to modernize education, ensure clean drinking water, and improve environmental protection. Over 70 organizations participated in the initiative. Following the consultation, 10 volumes of analysis and solutions were published. A university contest was also held asking students to propose innovative projects addressing the 10 challenges. The overall goals were to increase citizen participation in science policy and promote social innovation.
The document discusses social innovation at Kenyatta University in Kenya. It defines social innovation as novel solutions to socio-economic challenges. The benefits of social innovation include social outcomes like inclusion, education, and health, as well as workplace benefits like productivity and improved services. Universities can promote social innovation through programs, labs, and developing leaders to solve challenges. Kenyatta University engages in several social innovation initiatives including a business incubation center, funeral home, legal aid clinic, supporting orphans, student work programs, and building a teaching hospital. It emphasizes the importance of partnerships, leadership, and institutionalizing creativity to promote social innovation.
The document discusses social innovation and transformative change in higher education. It argues that social innovation often ignores power imbalances and fails to build community capacity for change. True social change requires higher education to challenge injustice, environmental degradation, and inequality through transformative knowledge that values multiple ways of knowing. It calls for universities to form equal partnerships with communities and social movements to co-create knowledge aimed at sustainable, inclusive development. The document recommends that higher education educate citizens committed to ethical values and social responsibility by linking teaching, research, and engagement to real-world problems through participatory learning.
The document discusses the establishment of the Inter-American Network of Co-Laboratories in Social Innovation (REDICIS) by the Inter-American Organization for Higher Education (IOHE). REDICIS aims to encourage knowledge sharing and partnerships between higher education institutions working in social innovation. It currently includes 14 universities and 5 organizations across 9 countries in the Americas. The network seeks to consolidate reference centers for social innovation, develop training in the field, and support decision-making around measuring, evaluating, and funding social innovation initiatives.
The document discusses social innovation at the University of Gothenburg. It notes that global challenges require new solutions and universities are well-positioned partners. The University of Gothenburg has strong interdisciplinary research and education, a focus on sustainable development, and a history of stakeholder collaboration. It provides support for social innovation projects that address societal problems through knowledge and are sustainable over time. An example success story is the University of Gothenburg Centre for Person-centred Care, which improved patient care while reducing costs through interdisciplinary research. Challenges include understanding societal problems and increasing investment in certain fields of study.
This document discusses social innovation and its relationship to social impact. It explores how social innovation can drive systemic change through four elements: being purpose driven, viewed as a new phenomenon, led by communities, and through developing equipped ecosystems. The document also examines challenges and perspectives for social innovation in higher education, including the need for theoretical and practical knowledge, motivation, transdisciplinary work, and strategic development. Finally, it poses questions about how institutions can transition towards new collaborations and whether they are currently part of the problem or solution regarding social innovation.
The document discusses measuring the impact of social innovation. It makes three key points:
1. Measuring the impact of social innovation is challenging due to its complex, long-term nature and dependence on social contexts.
2. Universities should better support the evaluation of social innovation through monitoring inputs/outputs, using relevant indicators, and developing new evaluation models like developmental evaluation.
3. Networks like OLTIS, CLT, and RQIS in Quebec help catalyze social innovation and support its evaluation through knowledge transfer between researchers and communities.
The document summarizes the 6th Global Meeting of Associations held in Montreal from 6-8 May 2015. It discusses GUNi's membership network and projects focusing on analyzing the dual responsibilities of universities at local and global scales. Key areas of focus include identifying best practices for universities to improve social, cultural, and economic impact locally and globally while addressing conflicts between local/global demands. International expert working groups will be formed among UNESCO chairs and city-university partnerships to test frameworks in Catalonia and make recommendations.
The document discusses social innovation, specifically regarding drone technology. It notes that drones have promising economic and social applications, and their use could create significant economic opportunities. However, several challenges around regulation, safety, privacy, and public acceptance must be overcome to realize the benefits of drone technology. Social innovation requires collaboration between government, academia, the private sector, and communities. Government can play various roles in supporting social innovation from regulating to enabling to endorsing.
The document discusses social innovation and its place in higher education for sustainability. It defines sustainability as meeting present needs without compromising future generations' ability to meet their own needs. Social innovation moves from an unsustainable model of separate disciplines to a transdisciplinary approach that provides a more comprehensive understanding. Higher education needs to become more future-oriented, challenge existing approaches, and focus on community through practices like social innovation to work toward a more balanced and sustainable model.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses higher education's commitment to sustainable development. It outlines various international frameworks related to sustainability like the UNFCCC, Kyoto Protocol, and UN Millennium Development Goals. These frameworks establish goals around reducing environmental degradation, protecting biodiversity, addressing needs of developing nations, and achieving global partnerships for development through education. The document also highlights commitments by higher education institutions to teach sustainability concepts, green their campuses, support community sustainability efforts, and engage in international cooperation through frameworks like the IAU and Rio+20.
This document outlines a framework for advancing education for sustainable development (ESD) after 2015. It discusses how ESD can help update educational purposes and outcomes, strengthen curriculum, and guide students to solve future sustainability issues. The document also proposes priority action areas for ESD, including advancing policy, transforming learning environments, building educator capacity, empowering youth, and accelerating local solutions. It recommends establishing a global coordination mechanism to oversee ESD implementation through regional forums, UN agency coordination, and periodic reporting.
This document discusses the incorporation of human rights and African Indigenous Knowledge Systems (AIKS) into higher education in Africa. It provides an overview of the Ubuntu philosophy of human interconnectedness and how AIKS are traditionally transmitted orally. Some universities in South Africa have integrated AIKS into their curriculum to varying degrees of success and challenges, such as a lack of qualified staff and resources. The document concludes that incorporating human rights and AIKS can promote social responsibility and make higher education more relevant to sustainable development in Africa.
The document discusses higher education and sustainable development in Europe. It describes the Copernicus Alliance, a network of over 60 European institutions working to support the transformation of higher education towards sustainability. This includes conferences, projects, research and capacity building. It also discusses the University Educators for Sustainable Development program, a network of 55 partners from 30 countries working to develop sustainability competencies among educators. Additionally, it summarizes regional centers of expertise and initiatives in individual European countries to promote education for sustainable development at universities.
Higher education in the Caribbean needs reform to promote sustainable development in the region. The document outlines several challenges facing the Caribbean, including natural disasters, economic hardship, and cultural and environmental degradation. It argues for a new higher education curriculum focused on sustainable agriculture, alternative energy, cultural preservation, integrated healthcare, and using technology responsibly. The goal is to equip students to solve issues in the region and improve quality of life while valuing local traditions, culture, and environmental stewardship.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
1. IAU ACTIVITIES AND FINANCIAL REPORT 2004-2008
IAU Report on activities 2004-2008
1. Introduction
The 2004-2008 IAU Programme of Activities was presented under the title “New Landscapes, New
Actors: Strategy for Setting Priorities and Achieving Goals. Tabled four years ago in Sao Paolo, Brazil
and approved by the 12th General Conference, it presented the Association’s role in historical and
current contexts and outlined the general direction for its future development.
Organized around seven general goals with expected or proposed outcomes identified under each
goal, the document reaffirmed the need for the elected leadership of the Association, namely the
President, the Executive Committee and the Administrative Board to play a major role in determining
the specific priorities and actions the Association was to develop and undertake. This recommendation
was taken up by the IAU leadership and starting in 2005, the Executive Committee engaged in a
structured reflection on the mission, objectives, unique characteristics and possible growth strategies
for the Association. As a result of this process, a renewed Mission Statement was finalized and a
number of major decisions were taken. Among these, the most important accomplishments of the
past four years include:
- Implementation of a new, more differentiated membership fee structure;
- Revision of membership criteria and streamlining of the admission process;
- Agreement on a new motto expressing a more inclusive membership philosophy – IAU: For
a Worldwide Higher Education Community;
- Launch of the LEADHER Programme;
- Introduction of a new thematic focus – Equitable Access and Success in Higher Education;
- Completion of the 2nd Global Survey on Internationalization of Higher Education;
- Consolidation of the IAU scholarly publications programme;
- Initiating biennial Global Meetings of Associations of Universities and other Higher Education
Institutions;
- Major upgrading and revamping of the World Higher Education Database (WHED) and the
reference publications that are produced from it;
- More frequent organization of a variety of international events;
- Maintaining a stable institutional and organizational membership;
- Operating with a balanced budget and annually increasing the IAU reserve account.
2. Goals, Activities and Outcomes
This report, highlighting IAU’s activities from 2004 to the present, provides a synopsis of what has
been achieved in line with the seven goals proposed and adopted in Brazil.
Full details of the Association’s work are regularly disseminated by various communication tools that
include Annual Reports, semi-annual letters by the Secretary General to all Members, a quarterly
newsletter entitled IAU Horizons and the monthly E-Bulletin which includes a section on IAU’s work.
The IAU goals adopted in 2004 are listed below and used as a way to structure the report on the more
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IAU 13th General Conference, Business Meetings, July 2008
2. important activities undertaken, though the work accomplished and noted in each section, most often
contributed to the achievement of several of these goals, rather than just one.
I. To Strengthen and Improve the Contribution of Higher Education to Society
The IAU choice of thematic priorities was made keeping in mind the responsibility of higher education
and research institutions to serve their societies.
The following three priority clusters were retained following a strategic planning exercise and in-depth
discussion of the IAU Executive Committee and Administrative Board:
o Internationalization, globalization, cross-border higher education and intercultural
learning and dialogue;
o Access to Higher Education, including through use of ICTs and Open Educational
Resources (OERs);
o Higher education and society, including higher education and sustainable
development, the role of higher education in meeting the UN Education for All
programme goals.
IAU monitoring of developments and advocacy focused on issues related to these themes and topics
and on the key values of higher education, such as academic freedom, university autonomy, social
responsibility, quality and solidarity. As well IAU activities – information dissemination, research and
analysis, advocacy and offering a forum for debate for the higher education community - were
refocused on these topics and are described in more detail below.
II. To Engage Higher Education Leaders in Debate on Issues of Global Impact
The IAU Administrative Board determined that a narrower focus was needed given the resources
available at IAU. Board members chose to give priority to issues that had resonance in all regions of
the world and on which an international dialogue may have a global impact.
The IAU’s capacity as a unique convener, able to bring together representatives from every world
region and type of higher education institution was strengthened to encourage dialogue and debate
and offer a forum to seek answers, find solutions or learn about alternative approaches to the
numerous global and local challenges affecting higher education.
For this reason, the IAU significantly increased the frequency of conferences, seminars and meetings it
organized alone or in partnership with others. These are listed below:
• Intercultural Learning and Dialogue, Central European University, Budapest, Hungary,
November, 2004
• Sharing Quality Higher Education Across Borders: The Role of Associations and Institutions,
Bibliotheca Alexandrina, Alexandria, Egypt, November, 2005
• Internationalization of Higher Education: New Directions, New Challenges Beijing, China,
October, 2006
• Institutional Autonomy Revisited: National Dimensions, Cross-regional Experiences, Chiang
Mai, Thailand, December, 2006
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IAU 13th General Conference, Business Meetings, July 2008
3. • Higher Education and Education For All: The Case of Two Solitudes? Maputo, Mozambique,
January, 2007
• The Role of associations in Enhancing Quality of Higher Education at Home and Abroad, in
collaboration with Conference des Presidents d’Universites (CPU), Paris, France, May/June,
2007
• Higher Education in the 21st Century, Dublin Institute of Technology, June 2007
• Knowledge and Relevant Human Resource Development , Global Higher Education Forum
Malaysia 2007, Kuala Lumpur, Malaysia, November 2007
Background papers and reports from these activities were widely disseminated using the IAU website,
IAU Horizons and the E-Bulletin. Other papers were peer-reviewed and/or published in the Higher
Education Policy journal.
III. To Respond to Membership Needs in Policy and Practice
In many ways, the IAU serves as a global reference point for the development of positions on policy
issues related to higher education. The very open and broad-based consultation process that IAU has
traditionally adopted when elaborating statements of principles offers a measure of guarantee that IAU
statements are reflective of a variety of contexts and institutional interests.
a) Adding to other IAU policy statements (e. g. Academic Freedom and Autonomy (1998), Sustainable
Development (1993), Internationalization of higher education (1998)), the IAU completed and
disseminated the following Policy Statements, which had been approved by the 12th General
Conference:
o Sharing Quality Higher Education across Borders: A Statement on Behalf of Higher
Education Institutions Worldwide
o Universities and Information and Communication Technologies
The work related to the drafting and dissemination of the Sharing Quality Higher Education Across
Borders statement, in particular, made maximum use of the IAU’s capacity for networking and
partnership. This is clear from the fact that as of 2008, more than 35 university associations from
around the world have endorsed the Statement, including the four Associations that initially drafted it.
Encouraging institutions and policy makers to move beyond the rhetoric of policy statements to
specific activities or actions has been an IAU objective in many areas, though not always easy to
achieve. It was with this in mind that the four associations which had elaborated the related
statement – IAU, AUCC, ACE and CHEA, prepared the following documents as a companion to the
Policy Statement:
o Checklist for Good Practice in Cross Border Higher Education
IAU collaborated in the creation of this checklist to offer a practical instrument for Higher Education
Institutions to self-assess their actions in cross border education activities. It was elaborated upon the
recommendations made during the international conference on the same topic, held in Egypt and
mentioned above.
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IAU 13th General Conference, Business Meetings, July 2008
4. b) Having adopted Access and Successful Participation in Higher Education as a new thematic focus at
the 69th IAU Administrative Board meeting in Alexandria, Egypt, 2005, the IAU agreed to form a Task
Force of international experts to assist the Association develop its workplan in this area. The Task
Force, Chaired by Jose Ferreira Gomes, began its work with a selective survey of policies and practices
at both institutional and governmental levels. Its objective was to obtain a snapshot view of trends and
issues on the topic. Noting the diversity and specificity of conditions that impact on policies and
programmes designed to increase or improve access, the Task Force next agreed to prepare a policy
statement of principles and recommendations to guide an action agenda at the institutional and
governmental levels.
o Equitable Access, Success, and Quality in Higher Education: A policy Statement by the
International Association of Universities
This statement, which was circulated widely to all IAU members and a number of experts in the
academic community, is to be approved by the 13th General Conference when it meets in Utrecht in
July 2008.
c) As important as policy statements may be, a more direct way of assisting IAU Members is to offer
them opportunities to learn from each other, to explore new approaches and find innovative practices
through international collaboration. It is with this in mind that IAU accepted an invitation from Addis
Ababa University (AdAU) to provide advice and support in their Strategic Planning exercise designed to
strengthen in a major way, the university’s research capacity. This was an exciting new project for
IAU which the Secretariat accepted with enthusiasm. Support was provided by SIDA and the approach
chosen by AdAU and IAU was to organize a two-day workshop with on the reform process involving all
of the key senior personnel at AdAU and several IAU-identified experts in higher education from Africa,
Europe and Asia. The University was thus able to present their work to the external experts but also
determine how best to utilize their experiences and expertise in the process of refom already well
under way.
In keeping with this more direct approach to offering new supports for Members, IAU also proposed
and developed a new initiative entitled:
o LEADHER Programme
The Leadership Development for Higher Education Reform pilot project was proposed in 2006 and
implemented starting in 2007. In addition to offering an important new benefit to IAU Members, it
also enables the Association to learn more about members’ needs and strategies for institutional
reform. The programme allows for institutional partners in different countries to come together for
Learning and Professional Development Visits in a number of eligible reform areas. IAU expects to
‘exploit’ the results of the LEADHER projects in a variety of ways by sharing the highlights of some of
the reports with other IAU Members and in general to make the most of the Learning Visit outcomes.
IV. To Consolidate and Expand IAU Membership
Membership remains the bedrock of IAU and 2004-2008 was marked by a concerted and continuous
reflection on how best to consolidate and grow IAU membership. This reflection led to the following
major decisions:
- The simplification of membership eligibility criteria for institutions;
- The streamlining of the application process;
- The adoption of a new IAU slogan to reflect the more inclusive nature of the Association;
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IAU 13th General Conference, Business Meetings, July 2008
5. - The introduction of a Letter of Commitment to the key academic values that underpin the IAU
to be signed by all new Members;
- Demonstration of global solidarity by the adoption of a new membership fee structure which
reflects the diversity of economic development levels;
- A concerted effort to create more reasons for joining the IAU with creative/new initiatives
offered exclusively to IAU Members.
Special efforts were made to encourage institutions to join or re-join the Association by a variety of
activities. These included written campaigns by one or two Board Members, regular communications
and a personalized follow-up by the secretariat, the acceptance by the President and Secretary General
to attend international conferences as opportunities to promote the IAU, offering additional benefits to
Members (LEADHER and the Research Prize for example) and developing new services – ‘News from
Members’ section in all IAU communications instruments, possibilities to get directly involved in IAU
work etc.
The evolution of institutional membership, since the IAU 12th General Conference of 2004 is presented
in Table 1.
Table 1. IAU Institutional Membership
20041 2005 2006 2007 2008
New or
rejoining 9 29 29 30 26
Members
Resignations 7 10 21 20 7
Lapsed 27 23 32 17 262
As of 20 June 2008, the International Association of Universities brings together 597 Member
Institutions, 31 Member Organisations, 12 Affiliates and 9 Associates. The Total number of Higher
Education Institutions as of July 2004 was: 615
The table indicates that so far, in 2008, only 26 Institutions joined or rejoined the Association. It is
however to be noted that a total of 26 additional Higher Education Institutions have indicated their
wish to rejoin the Association and 51 Institutions have been newly admitted to membership. Table 1
only includes those new IAU members that have settled their Membership (26 out of 77). The
payments of membership dues from an additional 51 institutions are pending. Should all payments be
settled before the General Conference takes place in July 2008, the number of Member Institutions
would rise to a total of 648.
The distribution per region is as follows: 61 Member Institutions in Africa, 141 in Asia and the Pacific,
240 in Europe, 47 in Latin America, 74 in the Middle East, 34 in North America (see distribution in
chart below):
1
Numbers for 2004 reflect membership changes as of July 2004, after the IAU General Conference that was held
in Sao Paolo, Brazil
2
This figure represents the total amount of Members that may lapse due to non payment of fees, unless they pay
at least 1 year of their 3 years of arrears before September 30, 2008.
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IAU 13th General Conference, Business Meetings, July 2008
6. Membership as of 20 June 2008
North America
6% Africa
Middle East
12% 10%
Asia & Pacific
Latin America 24%
8%
Europe
40%
IAU also pushed to increase the number of Member Organizations by organizing events specifically for
this category of Members and most especially by continuously liaising and cooperating with the
leadership of such organizations.
The 12th General Conference also approved the development of two new types of partnerships in 2004
- the IAU Affiliates (for a variety of groups and networks) and the IAU Associates (for individuals who
wish to support IAU). This move has been beneficial for the IAU which has moved to strengthen its
networking capacity, remain informed about institutional activities regarding important topics and
themes, thereby emphasizing its ability to serve as a true reference point for higher education. The
IAU Affiliates such as the Magna Charta Observatory, the Institute of International Education and
several others are partnering with the Association in workshops organized during the 13th General
Conference.
V. To Foster and Broaden Partnerships and Networks beyond IAU Membership
The landscape of the higher education community is populated by a continuously expanding number of
associations, organizations and networks. Higher education and research have also gained in
importance for policy makers. Taken together, these two trends have meant that internationally, the
number of actors and actions, projects and events focusing on HE&R have multiplied exponentially. In
order to enhance the Association’s reputation and visibility as well as offer support to its various
partners and Members, the IAU pursued and developed numerous activities in partnership or
collaboratively with others. Its President and senior Secretariat staff have joined various committees
and advisory groups and the Association is a partner in several on-going organization of projects. A
few examples are presented below:
• Global Scientific Committee, Steering Committee and Scientific Committee for Africa of
UNESCO’s Forum for Higher Education, Research and Knowledge
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7. • Steering Committee, ASEM Education Portal of the Asia Europe foundation
• Global Initiative for Quality Assurance Capacity (GIQAC) of the World Bank and UNESCO
• Expert Group for Realizing a Single Labour Market for Researchers, EU
• People Advisory Group, Mobility of Researchers, EU
• Reference Group, UN Decade for Education for Sustainable Development
• Steering Committee, European Classification/Typology Project
• Conference Follow-Up and Planning Committee for the WCHE+10, UNESCO
• Global Advisory Council, Observatory of Borderless Higher Education, UK
• The Atlas of Student Mobility Project, Institute of International Education (IIE)
• Sustainable Development CD development, UNEP and UNESCO
• Partnership with AUF for translation of system directory
• Regular participation at the ENIC/NARIC Networks Meetings and in UNESCO’s project to
develop a portal of recognized higher education institutions
Such networking and partnerships, with other organizations as well including CONAHEC in North
America, the Magna Charta Observatory in Europe or IMHE programme of OECD among others,
leverage the IAU’s global presence and allow the Association to multiply the opportunities for IAU
Members to participate or become involved in new initiatives. The IAU has increasingly been invited to
make presentations, offer commentary or get involved in projects with groups engaged in higher
education. This brings both new opportunities but also presents real challenges to the Association’s
capacity.
VI. To Providing Research, Analysis and Information to the Higher Education Community
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IAU 13th General Conference, Business Meetings, July 2008
8. Based on its historical links with UNESCO and the close collaboration developed over several decades,
the IAU fulfills this goal by acting as an information clearinghouse on higher education. This activity is
most often available to the wider international higher education community, and serves interests well
beyond the membership of the Association. Continuously IAU builds synergies between the
communications and information dissemination services it provides for Members on the one hand, and
the more general and broader role that it plays as a global reference and a comprehensive source for
information and knowledge about higher education on the other hand.
The IAU has maintained the quality, depth and improvements to an already comprehensive set of
publication and communication activities. In the past four years it has also added new information
resources. The highlights of these efforts are set out below.
Information, communications and reference works
- The IAU website and its numerous pages were restructured and streamlined. With monthly
updates to several sections at a time, the site presents the work of the IAU on the thematic
clusters mentioned above, but also on other topics likely to be of interest to Members (for
example on the developments in the Bologna Process in Europe, on the discussions with
regard to GATS and higher education, etc.). The site offers a space for Members’
announcements, access to several IAU databases of information on higher education
worldwide, links to other sites of interest and access to those IAU publications that are
available free of charge.
- A new monthly IAU E-Bulletin reports on IAU work while offering a worldwide overview of
recent and important web-based information on higher education and research developments.
- Renamed and redesigned the information newsletter, IAU Horizons, is now a quarterly,
thematic circular offering in addition to topical articles, reports on IAU activities and a space
for news from IAU Members. In light of the strong interest sparked by some of the topics
among the readers, the IAU now uses the IAU website to post related articles as they come to
the attention of staff. In this way, readers can follow the debate on a given topic as it
continues to evolve. Examples include the issue focusing on the Bologna Process, on Rankings
and Comparisons of Higher Education Institutions among others.
- Starting with 2003, IAU has been publishing an attractive Annual Report to share with the
membership and other partners information about our work. Despite all the efforts to
communicate more and more efficiently, it is continuously brought to our attention how little
our work is known. Together with the Annual report, brief Information Sheets on the various
priorities being pursued by IAU are now part of the Association’s regular information toolkit.
- The World Higher Education Database (WHED), remains the most comprehensive and
up-to-date resources on the worlds’ systems, institutions and credentials in higher education.
It continues to represent a major IAU achievement and a commitment to offer a centralized
source of accurate data. The WHED continues to grow in volume as higher education
expands. The growth of information and progress in technology has led the IAU and its
publisher Palgrave MacMillan Ltd to undertake a major overhaul of the database which serves
as the source for all IAU reference publications: the WHED CD-Rom, the International
Handbook of Universities which will soon mark the 20th edition and will be available online as
of 2008, the Guide to African Higher Education which now is in its 4th edition.
- During this period and thanks to a partnership with the Association of Francophone
Universities (AUF), IAU was able to secure and disseminate a French language version of the
descriptions of higher education systems in the 183 countries included in the WHED.
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IAU 13th General Conference, Business Meetings, July 2008
9. - IAU also participated in the development of the Database on Education Exchange Programmes
(DEEP) in partnership with the Asia Europe Foundation and the Academic Cooperation
Association.
Scholarly works and Higher Education Policy journal
In mid-term of this reporting period, the journal Higher Education Policy changed Editors with Prof.
Jeroen Huisman of Bath University, UK, succeeding the founding editor Prof. Guy Neave. The Editorial
Board for this peer-reviewed journal was renewed as well during this period with several members
remaining and a number of new scholars joining the group. Under the stewardship of the new editor,
HEP continues to offer articles from a variety of international and comparative perspectives. Recent
themes have included:
• Higher Education in the 21st Century — Diversity of Missions;
• World-Class Universities;
• Sustaining Diversity: Differentiating Higher Education Systems in a Knowledge Society
Together with Palgrave MacMillan, IAU pursued the biennial Policy Research Essay Prize and invited
contributions in 2006 and 2008 on different themes.
The 2006 Prize was on Higher Education and Intercultural Learning and Dialogue and the winning
essay, entitled “Two Cultures of Science: on Language-Culture and Incommensurability Concerning
‘Nature’ and ‘Observation’” was submitted by Dr Seng Piew Loo of the School of Educational Studies,
Universiti Sains Malaysia. It was published in HEP.
The theme of the 2008 Prize was the “Contribution of Higher Education – Teaching, Research and
Service - towards Achieving the UN Millennium Development Goals”. As the Jury determined that none
of the submissions merited the Prize, it was not awarded.
Several monographs were published in the series Issues in Higher Education. With Prof. Guy Neave’s
retirement, the Administrative Board decided to cease publication of this series at IAU. Though
discussions were initiated to transfer the Series to another institution, this has not materialized yet.
Titles that were published in the Series in the past four years include:
• Knowledge Society vs Knowledge Economy: knowledge, Power and Politics (2007), eds.
Sverker Sörlin and Hebe Vessuri
• Women, Universities and Change: Gender Equality in the European Union and the United
States (2007), ed. Mary Ann Danowitz Sagaria
• Private Higher Education in Post-Communist Europe: In Search of Legitimacy (2007), eds.
Snejana Slantcheva and Daniel C. Levy
• Higher Education, Research and Knowledge in the Asia-Pacific Region (2006), eds. V Lynn
Meek and Charas Suwanwela
The IAU’s keen interest in the process of internationalization of higher education – a natural
preoccupation for this international association - continued during the past four years. Committed to
monitoring trends, IAU developed and undertook a 2nd global survey of higher education institutions
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IAU 13th General Conference, Business Meetings, July 2008
10. and associations to learn more about internationalization trends. This major initiative mobilized many
institutions and associations and was published in two parts: a rapid overview of the Preliminary
Findings was disseminated and made available on-line in January 2006 and the full report was
published and disseminated by the IAU starting in October of the same year. The 2005 Survey was
entitled: Internationalisation of Higher Education: New Directions, New Challenges, and was authored
by Dr. Jane Knight. The publishing and dissemination were a new experiment for IAU, as both were
handled by the Secretariat and the report was sold in order to recover costs of production.
The findings of the 2nd Global Survey have been of high interest as the survey is still a unique
gathering of viewpoints and information from the most international sample of higher education
institutions ever undertaken. The 3rd survey is being actively prepared for 2008-09.
VII. To Secure Sound and Perennial Financial Resources for the Associations and its Activities
- The IAU Administrative Board and, in particular, the Treasurer whose function was created as
part of the constitutional revisions adopted in 2004, urged the Secretary General to manage
IAU’s finances very carefully so as to allow for the continuous building of a reserve. A detailed
and annotated Financial Report for 2004-2008 is presented in Annex 1.
- The emphasis on membership satisfaction and its growth was reaffirmed as part of the
financial planning strategy since IAU remains highly dependent on membership fees.
- During the four year period, the IAU applied for and secured a first 3-year grant from SAREC
of the Swedish International Development Agency (Sida). After its successful completion,
another 3-year grant proposal was submitted and approved to cover the period 2008-2010. A
substantial expansion of activities was proposed by the Secretariat and was approved by
SAREC with a corresponding rise in support as well.
- Other smaller grants and contracts for specific IAU activities were provided by Asia-Europe
Foundation (ASEF) and UNESCO.
- As resources remain the most important constraint on the scope and number of initiatives that
the IAU can develop, the Administrative Board established an IAU Task Force on Fundraising.
It confirmed that the development of projects in the service of IAU Members was the most
likely way to secure additional resources for the Association; such ‘project or activity based
funding was seen as more likely than a more broad-based philanthropic support for an
international association of higher education.
- The IAU’s staff complement has undergone several changes during this period with three long-
term employees reaching retirement age and leaving the Secretariat. Some restructuring was
required to secure an English-language editor for HEP and a small expansion in the overall
number of Person Years did take place. This expansion however was not commensurate with
the growth of activities and the Secretariat has needed to adjust and find new ways of working
in order to accomplish the activities described in this report.
- IAU has been able to maintain slow, but constant growth while simultaneously increasing its
reserve by modest annual increments. Much of this progress has been due to very careful
cost controls rather than major increases of revenues.
Conclusion
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IAU 13th General Conference, Business Meetings, July 2008
11. The past four years have been an exciting and challenging period for the Association. Since the
Association places major emphasis on remaining in contact with its membership, most of the above
should be known to the participants at the 13th General Conference. Yet, information overload is a
reality and IAU actions or activities can easily be either overlooked or set aside for later, when urgent
day-to-day matters have been addressed. IAU will continuously seek input from the members with
regard to being more useful and effective and hope that advice will be provided.
The Association is a key, respected actor in the global higher education arena; it is one of the oldest
and certainly the most global forum where higher education leaders can come together and voice their
viewpoints on all matters of topics. The President, the Administrative Board including the Secretary-
General and the Secretariat staff are committed and devoted to responding to membership needs and
interests, while at the same time making the most of the unique vantage point of the Association to
observe and comment on higher education and research trends and developments.
The diversity of the IAU membership serves to enrich the Association’s knowledge base and sensitivity;
it also increases the complexity of our work and requires strong and active interaction with Members.
Almost every topic that the Association addresses presents vastly different challenges to the different
institutions and organizations that make up this global association. IAU is careful, in all its
interventions and projects, to seek a balanced view on each issue, one that integrates perspectives
from vastly different contexts. This goal can only be accomplished through interaction and good
communications with experts all over the world. IAU wishes to express its gratitude to those Members
who have provided input and support for our work and urge those that have not yet had the
opportunity to do so, to become actively engaged in the future.
Summary Financial Report 2004-2008
Finance and Administration
The financial year of the International Association of Universities begins on 1 October and ends on 30
September each year. The accounts are kept and submitted in Euros.
As shown in Table 1, over the past four-year period, IAU's financial health has seen stability and
steady improvement. As requested by the Administrative Board, each year this positive outcome has
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IAU 13th General Conference, Business Meetings, July 2008
12. translated into regular contributions to the IAU reserve account which was started in 2003. The
reserve stood at Euros 170.000 at the end of IAU’s fiscal year 2007.
For the first time in several decades, the membership fee structure was changed in 2006 and applied
for the first time in IAU fiscal year 2007. The annual fees were reduced by 20% for all HEIs in
countries with a low GNP and increased by 5% and by 10% respectively for institutions in middle and
high-income countries. Prior to this change, IAU fees had not been increased since 2002. The impact
on overall revenue was more or less as expected, a modest overall increase, though several IAU
members from industrialized countries resigned immediately after this change.
In general, IAU has not seen a major increase in revenues from fees. On the other hand, the income
from contracts and grants has increased, mostly due to renewed and increased support from the
Swedish International Development Cooperation Agency - SAREC/ Sida - and some other but smaller
contracts for services rendered to UNESCO. This increase in grants and contracts was, of course,
offset by additional expenditures on specific and additional activities.
IAU continues to benefit from a major in-kind contribution from UNESCO which continues to house the
Secretariat in Paris and host the IAU website on its server. Technical support, as well as heating and
lights, are also part of this generous assistance IAU receives from UNESCO.
Another first for IAU was introduced during the past four-year term. In 2007, IAU launched a pilot
project entitled LEADHER (Leadership Development for Higher Education Reform) that enabled the
Association to provide direct support for partnership activities to its members. The first competition
was held in 2007 and the programme has been renewed in 2008. While still modest in terms of the
total amount of programme funds as well as in value of the individual grants made available to the
members, the LEADHER programme has been welcomed by IAU membership. It has also had a
beneficial effect on membership as several institutions joined or rejoined the Association in order to be
eligible to apply for grants.
For the pilot year, IAU received seed funding from SAREC/Sida, King Saud University, Saudi Arabia and
UNESCO. Fundraising efforts beyond these organizations were undertaken but so far without success
beyond Sida.
Another experiment undertaken during this period was the publication and direct sales of the 2005 IAU
Global Survey Report - Internationalization of Higher Education: New Directions, New Challenges, in an
effort to recover costs of preparation and production. Approximately half of the expenses were
recovered (exclusive of staff costs).
Personnel
Overall, the size of the IAU secretariat personnel has been quite stable, increasing in full-time staff but
decreasing in part-time personnel. In light of the rather significant increase and diversification of
activities, it must be underlined that the staff of IAU has shown tremendous dedication and a non-
negligible increase in productivity.
The number of full-time employees in 2004 stood at 13 and stands at 14 in 2008.
The number of part time staff members was 5 in 2004 and it is 2 in 2008.
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13. In 2004 IAU employed a single, specific-task oriented consultant; in 2008, we include in this category
the Editor of the journal Higher Education Policy and a steady consultant who works for IAU 2 days a
week.
While the overall team size is more or less the same, there have been some changes in personnel, due
mostly to the retirement of several long-standing employees of IAU. In order to respond to new
demands and requirements, several positions were restructured and redefined. This process is likely
to continue as IAU strives to be more flexible in its response to member needs and new opportunities.
Finally, IAU has also benefited from hosting several young professional interns, some funded by the
Canadian Governments, others, working with us as part of their graduate study. Such internships
have been enriching, useful and most enjoyable due to the enthusiasm and energy that each of the
interns brought to the secretariat. While the Canadian program no longer exists, IAU will continue to
accept interns from elsewhere.
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IAU 13th General Conference, Business Meetings, July 2008