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These proceedings contain a selection of papers presented at the 3rd International Conference on Educational Sciences, organized on 16 November 2019. It covers themes such as philosophy and policy of teacher education; curriculum, teaching and learning approaches; learner’s characteristics in the digital era; global citizenship education; vocational education; teacher education qualification framework; management, supervision and assessment; lifelong learning for all; diversity in education; equality of educational opportunity; vocational and entrepreneurship education; and education in the industry 4.0 era.
These proceedings contain a selection of papers presented at the 3rd International Conference on Educational Sciences, organized on 16 November 2019. It covers themes such as philosophy and policy of teacher education; curriculum, teaching and learning approaches; learner's characteristics in the digital era; global citizenship education; vocational education; teacher education qualification framework; management, supervision and assessment; lifelong learning for all; diversity in education; equality of educational opportunity; vocational and entrepreneurship education; and education in the industry 4.0 era.
Quality, Access and Social Justice in Higher Education highlights the need to address the ground realities of educational policies and practices in India and is useful for scholars and practitioners in the fields of sociology and education, and policymaker. It discusses quality of education, the ease of access to education, and its spread across diverse social groups and possible resolutions to help shape effective educational policies.
University ethics is everyone's business, and big business is what the university is all about whether in the US, Europe or the rest of the world. How this has come about is less important than that it has, and is being taken very seriously by global and national forces. The important issue confronting higher education is its assumed role in guaranteeing economic prosperity. Governments are no longer content to let research leak out serendipitously into the economy. The Post-Industrial Society, Information Society, Knowledge Economy and Smart Economy require nothing less than commercially directed research producing innovatory products. The public interest is reduced to economic measures. The political, social and moral implications of changing practices in the university are rarely acknowledged in the rise of the New Alchemy. This book examines the resulting ambiguities and questionable evidence in favour of current polices.
Economic and social change is accelerating under the twin impact of globalisation and the new information technologies. But how are these processes interrelated? Are they impelling us towards a common socio-economic future? What can governments do if they want to manage and steer the direction of development? This book addresses these questions with particular reference to the European Union, which has made the development of a socially cohesive, knowledge-based economy its central task for the present decade. It assesses both the challenges and the policy instruments that are being deployed, focussing in particular on the dynamics of the 'new economy'; the new organisational architectures associated with rapid innovation; the transformation of education and training; the implications for social cohesion and exclusion and the role of policy benchmarking in promoting policy learning and enhancing national performance. The European Challenge presents the most up-to-date research on the development of the knowledge-based economy and its social and policy implications. Its accessible and integrated treatment of the processes of economic, social and technological change make it an invaluable resource for those studying and researching in the fields of public and social policy, organisational and technological change and innovation. It is also highly relevant to policy-makers who need to understand and manage this change.
This book provides an international investigation of tertiary education policy across its many facets -- governance, funding, quality assurance, equity, research and innovation, academic career, links to the labor market and internationalization. It presents an analysis of the trends and developments in tertiary education; a synthesis of research-based evidence on the impact of tertiary-education policies; innovative and successful policies and practices that countries have implemented; and tertiary-education policy options. The report draws on the results of a major OECD review of tertiary education policy -- the OECD Thematic Review of Tertiary Education -- conducted over the 2004-08 period in collaboration with 24 countries around the world.--Publisher's description.
For more than three decades, Gerard A. Postiglione has witnessed the globalization of education and society in Hong Kong, China and the wider Asian region. His research emphasizes the diversity and complexity of the region, from studies of education and the academic profession during Hong Kong’s retrocession, to reform of ethnic minority education and the rise of world class universities in the Chinese mainland, as well as the complexity of mass higher education in an increasingly dynamic Asia. This selection of 12 of his most representative papers and chapters documents his scholarship in comparative higher education in China, Hong Kong and Asia.
Discussions on globalization now routinely focus on the economic impact of developing countries in Asia, Africa, the Middle East, the former Soviet Union and Latin America. Only twenty-five years ago, many developing countries were largely closed societies. Today, the growing power of “emerging markets” is reordering the geopolitical landscape. On a purchasing power parity basis, emerging economies now constitute half of the world’s economic activity. Financial markets too are seeing growing integration: Asia now accounts for 1/3 of world stock markets, more than double that of just 15 years ago. Given current trajectories, most economists predict that China and India alone will account for half of global output by 2050 (almost a complete return to their positions prior to the Industrial Revolution). How is higher education shaping and being shaped by these massive tectonic shifts? As education rises as a geopolitical priority, it has converged with discussions on economic policy and a global labor market. As part of the Routledge Studies in Emerging Societies series, this edited collection focuses on the globalization of higher education, particularly the increasing symbiosis between advanced and developing countries. Bringing together senior scholars, journalists, and practitioners from around the world, this collection explores the relatively new and changing higher education landscape.
Tertiary-education policy is increasingly important on national agendas. The widespread recognition that tertiary education is a major driver of economic competitiveness in an increasingly knowledge-driven global economy has made high-quality tertiary education more important than ever. The imperative for countries is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society. Tertiary Education for the Knowledge Society provides a thorough international investigation of tertiary education policy across its many facets – governance, funding, quality assurance, equity, research and innovation, academic career, links to the labour market and internationalisation. The report presents: · an analysis of the trends and developments in tertiary education; · a synthesis of research-based evidence on the impact of tertiary-education policies; · innovative and successful policies and practices that countries have implemented; and · tertiary-education policy options. The report draws on the results of a major OECD review of tertiary education policy – the OECD Thematic Review of Tertiary Education -- conducted over the 2004-08 period in collaboration with 24 countries around the world. FURTHER READING A companion series - OECD Reviews of Tertiary Education - offers an in-depth analysis of tertiary education policies in each of the 14 countries which opted for a country review: China, Croatia, Czech Republic, Estonia, Finland, Iceland, Japan, Korea, Mexico, the Netherlands, New Zealand, Norway, Poland and Spain. www.oecd.org/edu/tertiary/review.