El documento propone un plan de trabajo para el tema 5 que incluye crear un álbum de fotos en Picasa y enlazarlo al blog, incrustar una presentación de SlideShare y un JClic en el blog, y enlazar un PowerPoint. También incluye mantener el blog actualizado, escribir las actividades realizadas en la tarea 5, y comentar entradas en el blog del grupo.
The document is an order form for a publication by the International Association of Universities (IAU) titled "Internationalization of Higher Education: New Directions, New Challenges" which reports the findings of IAU's 2005 survey on internationalization in higher education. The survey analyzed responses from higher education institutions in 95 countries, making it the largest study of its kind. The order form provides pricing and payment details for purchasing the publication.
The International Association of Universities (IAU) will release a report on the internationalization of higher education at their annual conference in Beijing, China. The report is based on a 2005 survey of higher education leaders from 95 countries. It finds that internationalization is very important but also sees risks like growing commercialization and brain drain. The conference will examine trends, challenges, and opportunities in internationalization and discuss how to address key issues. IAU is committed to promoting internationalization and bringing together universities from over 120 countries to discuss higher education issues.
El documento propone un plan de trabajo para el tema 5 que incluye crear un álbum de fotos en Picasa y enlazarlo al blog, incrustar una presentación de SlideShare y un JClic en el blog, y enlazar un PowerPoint. También incluye mantener el blog actualizado, escribir las actividades realizadas en la tarea 5, y comentar entradas en el blog del grupo.
The document is an order form for a publication by the International Association of Universities (IAU) titled "Internationalization of Higher Education: New Directions, New Challenges" which reports the findings of IAU's 2005 survey on internationalization in higher education. The survey analyzed responses from higher education institutions in 95 countries, making it the largest study of its kind. The order form provides pricing and payment details for purchasing the publication.
The International Association of Universities (IAU) will release a report on the internationalization of higher education at their annual conference in Beijing, China. The report is based on a 2005 survey of higher education leaders from 95 countries. It finds that internationalization is very important but also sees risks like growing commercialization and brain drain. The conference will examine trends, challenges, and opportunities in internationalization and discuss how to address key issues. IAU is committed to promoting internationalization and bringing together universities from over 120 countries to discuss higher education issues.
The document summarizes the methodology and key findings of a study examining higher education institutions' involvement in Education for All (EFA).
It collected responses from 13 development agencies and 33 higher education institutions through questionnaires. The responses showed that while most agencies see university involvement in EFA as important, over half said it is currently insufficient. Universities also reported involvement as inadequate due to lack of support, opportunities, and funding.
The workshops discussed ways to increase higher education's contribution to achieving EFA goals through education, research, and community services, such as improving governmental policies and international agency funding of related programs.
The document discusses strategies for greater collaboration in education for all, including:
1) Creating a large community of researchers from higher education institutions, NGOs, and religious organizations to conduct large-scale collaborative research on issues related to education and human rights.
2) Networking researchers through technologies like radio, telephone and internet to share, coordinate and develop collective expertise.
3) Selecting one country per continent to serve as "research laboratories" where researchers, governments, and donors address all interrelated problems together and share successful collaborative experiments with other countries.
The document discusses the role of tertiary education research in achieving Education For All goals in Africa. It outlines work done by the Association for the Development of Education in Africa's Working Group on Higher Education, including a case study of the Center for Improving Quality of Primary Education in Ghana. The document concludes by proposing ways to strengthen tertiary education's research and contributions to education policy development.
The document discusses the role and initiatives of the Association of African Universities (AAU) in supporting education goals in Africa. The AAU is working to strengthen higher education institutions to help countries achieve Millennium Development Goals like universal primary education and promoting gender equity. Key initiatives include a regional capacity program funded by DFID, quality assurance studies looking at increased enrollment impacts, and supporting research on improving access and equity in African higher education.
UNESCO's Teacher Training Initiative in Sub-Saharan Africa (TTISSA) aims to address the acute shortage of qualified teachers in the region, which has been identified as one of the biggest challenges to achieving Education for All goals by 2015. TTISSA works with countries to improve teacher education policies and quality, increase teacher recruitment and retention, and integrate issues like HIV/AIDS prevention into teacher curricula. The initiative is implemented in partnership with countries and other organizations over 10 years, starting with an initial group of 17 countries from 2006-2009.
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
The document discusses the role of Vrije Universiteit Amsterdam (VUA) in supporting Education for All. VUA has centers focused on international cooperation and education that implement projects in areas like teacher education, curriculum development, and science education research. However, pressures to link this work more closely to the university's faculties and priorities have increased its vulnerability. The document also notes that while higher education institutions have an important role to play in achieving Education for All, including by providing teachers and research, their relationship with ministries of education is often weak due to cultural and priority differences. Strengthening dialogue through advisory groups and supporting educational research are discussed as opportunities.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document summarizes the experience of Alejandro Chao Barona with the UAEM-UNICEDES program over 10 years. It outlines the principles of the university and UNICEDES program, including being an interdisciplinary center for educational and social development with international links. It describes the facilities in Temixco and Tetela del Volcan and programs involving knowledge interchange, identity/health feasts, books, radio programs, and working with older community members. Opportunities and challenges are discussed, and conclusions call for defining the university's role, increasing resources for research training, and preparing teams for respectful community interaction.
The document provides an overview of the University Partnerships in Cooperation and Development (UPCD) Program and presents findings from a basic education study. Some key points:
1) The UPCD Program is funded by CIDA and involves partnerships between Canadian and international universities to support sustainable development through education, training, research, and community outreach.
2) A study of 100 UPCD projects found contributions to basic education goals through both education-specific and cross-sectoral results, including support for national education policies, strengthening the education sector, and developing basic skills.
3) Projects also reported indirect results like building the capacity of groups like health workers that can support developing basic skills in communities.
The document summarizes the welcome speech given by Goolam Mohamedbhai, President of the International Association of Universities (IAU), at an experts seminar on higher education and education for all.
The speech provides background on IAU, its role in promoting higher education, and its work linking higher education to achieving Education for All goals. It also highlights three major obstacles to achieving Education for All goals: lack of information and communication technologies in developing countries, the ongoing HIV/AIDS pandemic in Africa, and inadequate funding for education.
This document provides a summary of the IAU Experts' Seminar on the role of higher education in achieving Education For All goals, held in Maputo, Mozambique in January 2007.
The seminar brought together experts from higher education institutions in developing and developed countries, as well as representatives from international organizations. It was organized by the International Association of Universities to discuss how to strengthen the involvement of higher education in meeting EFA objectives.
Over the two-day seminar, participants shared experiences of projects supporting EFA, identified challenges around teacher training, the gap between higher education and ministries of education, and inadequate research dissemination. They also discussed the need to better define higher education's role
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.
University autonomy is a necessary but not sufficient condition for excellence. While autonomy allows universities to be proactive and innovative, they must also demonstrate accountability. Universities have public responsibilities to provide opportunities for citizens and serve societal needs. However, over-regulation can limit initiatives. Universities need strategic planning and leadership to adapt quickly to changes like globalization and technology. Academic freedom is important but institutions can prioritize research areas and coordinate teaching. Overall, autonomy requires accountability through good governance, leadership, and management for universities to truly achieve excellence.
The document discusses university autonomy from the state and market. It notes that while autonomy from the state allows for academic freedom, public funding is decreasing, forcing universities to rely more on the market. Too much reliance on the market risks losing autonomy and prioritizing market demands over academic excellence. Universities desire autonomy from both the state and market to maintain academic freedom, but achieving both is difficult without sufficient public funding to ensure financial independence from market forces.
This document discusses institutional autonomy in higher education. It notes that while governments are legally allowed to interfere in areas like staffing, students, curriculum, and funding, autonomy allows for efficiency and effectiveness. The document then provides data on the level of government authority and influence in different countries. It outlines the purposes of Australian higher education and desired characteristics of institutions, including being learner-centered, innovative, and accountable. Assessment of institutions considers organizational sustainability, educational achievements, quality outcomes, and compliance.
The document discusses the changing landscape of higher education and the tensions universities face in expanding participation rates, maintaining quality, and reducing costs per student. It outlines how universities are becoming more market-oriented and must identify their strengths to focus on in order to meet rising global standards and satisfy more demanding stakeholders. Universities now focus on lifelong learning, research, knowledge transfer, and engagement with society and the economy rather than separation from them.
The document summarizes the methodology and key findings of a study examining higher education institutions' involvement in Education for All (EFA).
It collected responses from 13 development agencies and 33 higher education institutions through questionnaires. The responses showed that while most agencies see university involvement in EFA as important, over half said it is currently insufficient. Universities also reported involvement as inadequate due to lack of support, opportunities, and funding.
The workshops discussed ways to increase higher education's contribution to achieving EFA goals through education, research, and community services, such as improving governmental policies and international agency funding of related programs.
The document discusses strategies for greater collaboration in education for all, including:
1) Creating a large community of researchers from higher education institutions, NGOs, and religious organizations to conduct large-scale collaborative research on issues related to education and human rights.
2) Networking researchers through technologies like radio, telephone and internet to share, coordinate and develop collective expertise.
3) Selecting one country per continent to serve as "research laboratories" where researchers, governments, and donors address all interrelated problems together and share successful collaborative experiments with other countries.
The document discusses the role of tertiary education research in achieving Education For All goals in Africa. It outlines work done by the Association for the Development of Education in Africa's Working Group on Higher Education, including a case study of the Center for Improving Quality of Primary Education in Ghana. The document concludes by proposing ways to strengthen tertiary education's research and contributions to education policy development.
The document discusses the role and initiatives of the Association of African Universities (AAU) in supporting education goals in Africa. The AAU is working to strengthen higher education institutions to help countries achieve Millennium Development Goals like universal primary education and promoting gender equity. Key initiatives include a regional capacity program funded by DFID, quality assurance studies looking at increased enrollment impacts, and supporting research on improving access and equity in African higher education.
UNESCO's Teacher Training Initiative in Sub-Saharan Africa (TTISSA) aims to address the acute shortage of qualified teachers in the region, which has been identified as one of the biggest challenges to achieving Education for All goals by 2015. TTISSA works with countries to improve teacher education policies and quality, increase teacher recruitment and retention, and integrate issues like HIV/AIDS prevention into teacher curricula. The initiative is implemented in partnership with countries and other organizations over 10 years, starting with an initial group of 17 countries from 2006-2009.
Nkrumah College of Education in Zambia trains teachers for upper basic grades. It is transitioning to become a high school teacher training college. To help meet Education For All goals, the college is working to strengthen management, financing, administration and its contribution through a partnership with NUFFIC. Key efforts include developing strategic plans, curriculum reviews, distance learning programs, staff training, and improving systems like admissions, accounting and ICT through task teams and capacity building. Challenges remain around funding, resources, infrastructure, staff development and utilizing research.
The document discusses the role of Vrije Universiteit Amsterdam (VUA) in supporting Education for All. VUA has centers focused on international cooperation and education that implement projects in areas like teacher education, curriculum development, and science education research. However, pressures to link this work more closely to the university's faculties and priorities have increased its vulnerability. The document also notes that while higher education institutions have an important role to play in achieving Education for All, including by providing teachers and research, their relationship with ministries of education is often weak due to cultural and priority differences. Strengthening dialogue through advisory groups and supporting educational research are discussed as opportunities.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document summarizes the experience of Alejandro Chao Barona with the UAEM-UNICEDES program over 10 years. It outlines the principles of the university and UNICEDES program, including being an interdisciplinary center for educational and social development with international links. It describes the facilities in Temixco and Tetela del Volcan and programs involving knowledge interchange, identity/health feasts, books, radio programs, and working with older community members. Opportunities and challenges are discussed, and conclusions call for defining the university's role, increasing resources for research training, and preparing teams for respectful community interaction.
The document provides an overview of the University Partnerships in Cooperation and Development (UPCD) Program and presents findings from a basic education study. Some key points:
1) The UPCD Program is funded by CIDA and involves partnerships between Canadian and international universities to support sustainable development through education, training, research, and community outreach.
2) A study of 100 UPCD projects found contributions to basic education goals through both education-specific and cross-sectoral results, including support for national education policies, strengthening the education sector, and developing basic skills.
3) Projects also reported indirect results like building the capacity of groups like health workers that can support developing basic skills in communities.
The document summarizes the welcome speech given by Goolam Mohamedbhai, President of the International Association of Universities (IAU), at an experts seminar on higher education and education for all.
The speech provides background on IAU, its role in promoting higher education, and its work linking higher education to achieving Education for All goals. It also highlights three major obstacles to achieving Education for All goals: lack of information and communication technologies in developing countries, the ongoing HIV/AIDS pandemic in Africa, and inadequate funding for education.
This document provides a summary of the IAU Experts' Seminar on the role of higher education in achieving Education For All goals, held in Maputo, Mozambique in January 2007.
The seminar brought together experts from higher education institutions in developing and developed countries, as well as representatives from international organizations. It was organized by the International Association of Universities to discuss how to strengthen the involvement of higher education in meeting EFA objectives.
Over the two-day seminar, participants shared experiences of projects supporting EFA, identified challenges around teacher training, the gap between higher education and ministries of education, and inadequate research dissemination. They also discussed the need to better define higher education's role
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.
University autonomy is a necessary but not sufficient condition for excellence. While autonomy allows universities to be proactive and innovative, they must also demonstrate accountability. Universities have public responsibilities to provide opportunities for citizens and serve societal needs. However, over-regulation can limit initiatives. Universities need strategic planning and leadership to adapt quickly to changes like globalization and technology. Academic freedom is important but institutions can prioritize research areas and coordinate teaching. Overall, autonomy requires accountability through good governance, leadership, and management for universities to truly achieve excellence.
The document discusses university autonomy from the state and market. It notes that while autonomy from the state allows for academic freedom, public funding is decreasing, forcing universities to rely more on the market. Too much reliance on the market risks losing autonomy and prioritizing market demands over academic excellence. Universities desire autonomy from both the state and market to maintain academic freedom, but achieving both is difficult without sufficient public funding to ensure financial independence from market forces.
This document discusses institutional autonomy in higher education. It notes that while governments are legally allowed to interfere in areas like staffing, students, curriculum, and funding, autonomy allows for efficiency and effectiveness. The document then provides data on the level of government authority and influence in different countries. It outlines the purposes of Australian higher education and desired characteristics of institutions, including being learner-centered, innovative, and accountable. Assessment of institutions considers organizational sustainability, educational achievements, quality outcomes, and compliance.
The document discusses the changing landscape of higher education and the tensions universities face in expanding participation rates, maintaining quality, and reducing costs per student. It outlines how universities are becoming more market-oriented and must identify their strengths to focus on in order to meet rising global standards and satisfy more demanding stakeholders. Universities now focus on lifelong learning, research, knowledge transfer, and engagement with society and the economy rather than separation from them.