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Format: 1 Online-Ressource

Series Statement: Systems Approach for Better Education Results (SABER)

Content: The main objective of this paper is to outline what policies matter most for an effective tertiary education (TE) system. It is crucial to ask not simply whether a system is working, but whether it is working to cope with current and expected demand in nations across the world. The paper presents the conceptual background and operational tools of the Systems Approach for Better Education Results (SABER)-TE domain. These tools are intended to be used by government education policy makers to assess policy areas of relevance to a country's tertiary education system, benchmarking national policies against international best practices. The instruments are designed to be sensitive not only to the aggregation and benchmarking of best practices, but also to the disaggregation of the often-unintended effects of traditional tertiary education policies and practices. SABER-TE is intended to collect, synthesize, and disseminate comprehensive information on tertiary education to enable policy makers, the World Bank Group (WBG) staff, and development partners to learn how countries address similar policy challenges. The paper first provides a historical perspective on the World Bank's involvement in tertiary education. Next, it discusses the importance that tertiary education has in today's society and presents a brief review of the most significant issues and trends in tertiary education worldwide. In the second part of the document, the SABER-TE guiding principles are discussed, as well as the policy areas that the framework assesses. The document then describes instruments for data collection; a rubric for scoring, benchmarking, and analyzing the data; and methodological approaches for collecting and disseminating the findings of a SABER-TE assessment

Language: English

DOI: 10.1596/26516

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (Deutschlandweit zugänglich)

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Format: 1 Online-Ressource (vii, 357 Seiten) , Illustrationen, Diagramme, Karten

ISBN: 9783030821593

Series Statement: Knowledge studies in higher education volume 8

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-82158-6

Language: English

Keywords: COVID-19 ; Pandemie ; Hochschulorganisation ; Kooperation ; Aufsatzsammlung

DOI: 10.1007/978-3-030-82159-3

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

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Format: 1 Online-Ressource (357 p.)

ISBN: 9783030821593

Series Statement: Knowledge Studies in Higher Education

Content: Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach

Note: English

Language: English

URL: kostenfrei

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Format: 1 Online-Ressource (15 Seiten) , 21 x 29.7cm

Series Statement: PEB Échanges, Programme pour la construction et l'équipement de l'éducation

Content: Les enjeux qui détermineront l'avenir des établissements d'enseignement supérieur et les nouvelles tendances dans l'architecture des campus ont fait l'objet d'un récent séminaire international. Francisco Marmolejo, ancien consultant auprès de l'Organisation de Coopération et de Développement Économiques (OCDE), dresse ici une vue d'ensemble du séminaire, faisant état des changements survenus dans le domaine de l'équipement de l'enseignement supérieur et exposant les opinions des divers participants. Des présentations de trois pays fi gurent également ci-après, avec pour thèmes : Monterrey, Cité internationale du savoir au Mexique ; l'environnement d'apprentissage dans l'enseignement supérieur et le carrefour de technologie d'Otaniemi, en Finlande ; et enfi n, le bâtiment de R&D&I de l'Université de Salamanque, en Espagne

Language: French

DOI: 10.1787/255846875368

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource

Series Statement: Systems Approach for Better Education Results (SABER)

Content: The main objective of this paper is to outline what policies matter most for an effective tertiary education (TE) system. It is crucial to ask not simply whether a system is working, but whether it is working to cope with current and expected demand in nations across the world. The paper presents the conceptual background and operational tools of the Systems Approach for Better Education Results (SABER)-TE domain. These tools are intended to be used by government education policy makers to assess policy areas of relevance to a country's tertiary education system, benchmarking national policies against international best practices. The instruments are designed to be sensitive not only to the aggregation and benchmarking of best practices, but also to the disaggregation of the often-unintended effects of traditional tertiary education policies and practices. SABER-TE is intended to collect, synthesize, and disseminate comprehensive information on tertiary education to enable policy makers, the World Bank Group (WBG) staff, and development partners to learn how countries address similar policy challenges. The paper first provides a historical perspective on the World Bank's involvement in tertiary education. Next, it discusses the importance that tertiary education has in today's society and presents a brief review of the most significant issues and trends in tertiary education worldwide. In the second part of the document, the SABER-TE guiding principles are discussed, as well as the policy areas that the framework assesses. The document then describes instruments for data collection; a rubric for scoring, benchmarking, and analyzing the data; and methodological approaches for collecting and disseminating the findings of a SABER-TE assessment

Language: English

DOI: 10.1596/26516

URL: Volltext  (Deutschlandweit zugänglich)

UID:

Format: 1 online resource (352 pages)

ISBN: 9783030821593

Series Statement: Knowledge Studies in Higher Education Ser. ; v.8

Note: Intro -- Contents -- Chapter 1: Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020 -- 1.1 A High-Impact Global Event -- 1.2 Impact of the Pandemic on Educational Opportunity -- 1.3 Response of Educational Institutions to the Pandemic and Why Universities Would Want to Help -- 1.4 Why Study How Universities Collaborated with Schools During the Pandemic -- 1.5 The Current Study -- 1.6 Summary of the Cases -- 1.6.1 Brazil: Fundação Getulio Vargas -- 1.6.2 Chile: Pontifical Catholic University of Chile (PUC) -- 1.6.3 Chile: University of Chile (UCh) -- 1.6.4 China: Tsinghua University (TU) -- 1.6.5 Colombia: EAFIT University -- 1.6.6 India: Symbiosis International University -- 1.6.7 Japan: Keio University -- 1.6.8 Mexico: Autonomous University of Puebla (BUAP) -- 1.6.9 Mexico: Tecnológico de Monterrey University -- 1.6.10 Mexico: University of Guadalajara (UdeG) -- 1.6.11 Morocco: Al Akhawayn University -- 1.6.12 New Zealand: Massey University -- 1.6.13 Portugal: University of Lisbon -- 1.6.14 Qatar: Qatar Foundation (QF) -- 1.6.15 Russia: HSE-National Research University Higher School of Economics -- 1.6.16 Spain: Universidad José Camilo Cela -- 1.6.17 Turkey: Bahçeşehir University (BAU) -- 1.6.18 USA: Arizona State University -- 1.6.19 USA: Massachusetts Institute of Technology -- 1.6.20 Vietnam: University of Education (UEd) -- 1.7 The Results from the Survey -- 1.8 Conclusion -- Appendix A: Survey Administered to an Intentional Sample of Universities in June 2020 -- GEII_HigherEducation_K12 -- References -- Chapter 2: Fundação Getulio Vargas' Efforts to Improve Basic Education Before, During, and After the Pandemic -- 2.1 Introduction -- 2.2 About FGV -- 2.3 FGV High School -- 2.4 FGV High School's Response to the Pandemic -- 2.5 FGV Free Online Program. , 2.6 FGV Free Online Program's Response to the Pandemic -- 2.7 FGV's Policy Centers -- 2.8 Webinar Series -- 2.9 Publications in the Context of Covid-19 -- 2.10 Conclusion: What Is Next? -- References -- Chapter 3: Pontificia Universidad Católica Support for the School System During the Covid-19 Pandemic in Chile -- 3.1 Introduction -- 3.2 Chilean Context During Covid-19 -- 3.3 PUC's Mission and Role in Society -- 3.4 Collaboration Venue: Joint Venture of Leading Universities -- 3.5 PUC's Efforts to Support the School System: A Timeline -- 3.6 Concepts that Frame Efforts to Support School Continuity at PUC -- 3.7 Conclusion -- References -- Chapter 4: Desafío TEP - Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic -- 4.1 The Universidad of Chile and Its Support to Schooling System in the COVID-19 Context -- 4.2 Desafío TEP. A Public-Private Alliance to Reduce Exclusion in Public Schools -- 4.2.1 An Initiative in the Context of a New Public Education System -- 4.3 Desafío TEP Proposal -- 4.4 The Desafío TEP Design and Its Modifications in the COVID-19 Context -- 4.5 Learnings from the COVID-19 Context -- 4.5.1 Making Students Feel Competent and Secure -- 4.5.2 Socio-emotional Bond with Families and Students -- 4.5.3 Making Teachers Feel Competent, Safe, and Learning from Each Other -- 4.5.4 Workplans in Social Distancing Must Be Based on Existing and Currently Used Technological Resources -- 4.5.5 Make Visible the Achievements of Students and Schools with a Focus on Comprehensive Care and Learning -- 4.6 Sustainability and Projection -- References -- Chapter 5: Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University -- 5.1 Introduction -- 5.2 Connecting Online, Bridging the Gap -- 5.3 Rationale and Motivation -- 5.4 Case 1: ITC Open Forum -- 5.4.1 Participants. , 5.4.2 Method -- 5.4.3 Data and Results -- 5.4.4 Next Steps -- 5.5 Case 2: Minds of Youth, an Inclusive Blended Learning Community -- 5.5.1 Participants -- 5.5.2 Method -- 5.5.3 Data and Results -- 5.5.4 Feedback from Participants -- 5.5.5 Feedback from Parents and Teachers -- 5.5.6 Future Plan -- 5.6 Discussion of this Chapter -- References -- Chapter 6: A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic -- 6.1 About EAFIT -- 6.2 Background: 30 Years Working for the Consolidation of a National Ecosystem of Educational Innovation in Colombia -- 6.3 The Covid-19 Pandemic: An Opportunity for the UbiTAG Model to Evolve -- 6.4 A Sense of Possibility: The Challenge for Education in Colombia -- References -- Chapter 7: Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic -- 7.1 Introduction -- 7.2 The Journey of Symbiosis -- 7.3 SIU's Support for K-12 Schools during the Pandemic -- 7.4 Key Methodology during the Pandemic -- 7.4.1 Addressing Emerging Concerns -- 7.4.2 Change Management -- 7.4.3 Inspire Peer Learning -- 7.4.4 Nurture Innovation in Policy and Practice -- 7.5 The Hits and Misses -- 7.6 Beyond Imagination: What Did Not Work -- 7.7 A Revolution that Is Not -- References -- Chapter 8: Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model -- 8.1 Introduction -- 8.2 Universities: The Pioneers of Distance Learning in Japan -- 8.3 Distance Learning: A System Used in Daily Education Becomes a Solution to Disrupted Learning in the Disaster Situation -- 8.4 K-12 Education System and Reform in Japan -- 8.4.1 The Principles of K-12 Education -- 8.5 Reform of the High School and University Articulation System -- 8.6 Pressing Needs for Distance Learning in K-12 Education. , 8.7 Emergence of a New ICT Policy in Education -- 8.8 Distance Learning for Education Continuity during the Covid-19 Pandemic -- 8.9 The "Nagasaki-Takaoka Model": A Prototype of Distance Learning in K-12 Education -- 8.9.1 Requirements of the "Nagasaki-Takaoka Model" -- 8.9.2 Implementation of the "Nagasaki-Takaoka Model" -- 8.10 Conclusion -- References -- Chapter 9: Benemérita Universidad Autónoma de Puebla (BUAP). A Transversal Model to Support Educational Continuity Fostering Resilience, Innovation, and Entrepreneurship -- 9.1 Introduction -- 9.2 The Benemérita Universidad Autónoma de Puebla -- 9.3 Support to K-12 Systems -- 9.4 Actions During the Pandemic -- 9.5 Evaluation and Learning -- 9.6 Future Plans -- References -- Chapter 10: Academic Continuity During the  Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education -- 10.1 Introduction -- 10.2 The Education 4.0 Concept Applied for Academic Continuity -- 10.3 The Flexible-Digital Model for Academic Continuity During the Covid-19 Global Health Emergency -- 10.4 The Implementation Process of the Flexible and Digital Model -- 10.5 Case Studies: The Flexible-Digital Model Applied in the Secondary Education Level -- 10.5.1 The Experience of the Bilingual Secondary School, Carlos Darwin, Irapuato, Guanajuato, Mexico -- 10.5.2 The Experience of the Bilingual Secondary School, Tec de Monterrey, Ciudad Juárez, Chihuahua, Mexico -- 10.6 Discussion -- 10.7 Conclusions -- References -- Chapter 11: University of Guadalajara: Transforming and Innovating Through Stronger Collaboration Between Higher and Upper-Secondary Education During the Pandemic -- 11.1 National Context of Mexican Upper-Secondary and Higher Education -- 11.2 Challenges for Higher Education Institutions. , 11.3 The University of Guadalajara's Context -- 11.4 Internal Governance and Collaboration Within UdeG -- 11.5 The Impacts of Covid-19: Online Transition in a Macro University -- 11.6 SEMS's Academic Response to Online Transition -- 11.7 Academic Innovation Through Collaborative Teacher Training Between Higher Education and SEMS: Rethinking Our Educational Model in the Face of the Pandemic -- 11.8 What Does Our Faculty Think? The Emerging Discussion Over an Innovative Educational Model and the Articulation Between Systems -- 11.9 Conclusions -- References -- Chapter 12: University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility -- 12.1 Introduction -- 12.2 Al Akhawayn University -- 12.3 University Social Responsibility (USR) -- 12.4 Digital Science Materials for Middle Schools -- 12.5 A Center for Community Development -- 12.6 Crowdsourced Production of Children's Stories -- 12.7 PING Project: One Million Tablets - The Digital Leapfrog of the Moroccan Public Education System -- 12.8 Conclusion -- Chapter 13: Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic -- 13.1 Introduction -- 13.2 Culturally Sustaining Mathematics Pedagogy -- 13.3 Massey University -- 13.4 Developing Mathematical Inquiry Communities -- 13.5 Methodology -- 13.6 Findings and Discussion -- 13.6.1 A Well-Being Orientation to Building Relationships -- 13.6.2 Opening Spaces for Mathematics Learning -- 13.6.3 Taking Mathematics into Homes Through Digital Means -- 13.6.4 Growing Relationships Through Changing the Boundaries -- 13.7 Conclusions and Implications -- References -- Chapter 14: Supporting Schools in Times of Crisis: A Case of Partnerships and Networking with Schools by the Institute of Education at the University of Lisbon -- 14.1 Introduction -- 14.2 An Overview on School/University Partnerships. , 14.3 The Policy Context: Supporting Portuguese Schools' Efforts to Innovate and Improve.

Additional Edition: Print version: Reimers, Fernando M. University and School Collaborations During a Pandemic Cham : Springer International Publishing AG,c2021 ISBN 9783030821586

Language: English

Keywords: Electronic books.

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Format: 1 Online-Ressource (xvii, 560 pages) , illustrations

Edition: Second edition

ISBN: 9781642671155 , 1642671150 , 9781642671148 , 1642671142

Uniform Title: SAGE handbook of international higher education

Content: Trends in global higher education and the future of internationalization beyond 2020 / Laura E. Rumbley, Philip G. Altbach, Liz Reisberg, and Betty Leask -- The history of the internationalization of higher education / Hans de Wit and Gilbert Merkx -- The evolving definitions of internationalization : a question of values / Fiona Hunter, Bryan McAllister-Grande, Douglas Proctor, and Hans de Wit -- Internationalization of higher education : regional approaches / Eva Egron-Polak and Giorgio Marinoni -- National policies for higher education internationalization : what does research tell us? / Daniela Craciun -- Leadership in international higher education / Harvey Charles and John D. Heyl -- Institutional strategies and international programs : learning from experiences of change / Fiona Hunter, Cheryl Matherly, Neil Sparnon, and Riall Nolan -- Assessing internationalization outcomes / Darla K. Deardorff and Adinda van Gaalen -- Resources for higher education internationalization in an era of opportunity and challenge / John K. Hudzik, Penelope Pynes, and Nico Jooste -- Managing risks : improving the health, safety, and well-being of mobile students / John Lucas and Melissa Banks -- Partnering for a global future : expanding the impact of international linkages / Susan Buck Sutton and Uwe Brandenburg -- Intercultural competence as a core focus in international higher education / Darla K. Deardorff and Elspeth Jones -- Internationalizing the curriculum, teaching and learning / Elizabeth Brewer and Betty Leask -- Internationalization at home through virtual exchange / Francesca Helm and Sarah Guth -- The student affairs profession : international perspectives / Darbi L. Roberts, Ravi Ammigan, Dennis C. Roberts, and Betty Leask -- Engaging students as partners in international education / Wendy Green and Aryn Baxter

Content: Engaging faculty and staff in the internationalization of higher education / Craig Whitsed, Jeanine Gregersen-Hermans, Marina Casals, and Betty Leask -- Internationalization of research / Ayenachew A. Woldegiyorgis, Douglas Proctor, and Hans de Wit -- Serving communities through internationalization / Richard Kiely and Carol Ma Hok Ka -- International mobility and migration of degree-seeking students : trends and issues / Rahul Choudaha and Christof Van Mol -- International student recruitment : issues, approaches, and outcomes / Pia Wood, Stephen Connelly, and Dennis Murray -- International joint, double, and consecutive degree programs : new developments, issues, and challenges / Jane Knight and Jack Lee -- Credit mobility / Julia M. González and Brian Whalen with contributions by Pablo Beneitone, Melanie Gottlieb, Davina Potts, and Maria Yarosh -- The growth of international joint universities around the world / Jane Knight and Diane Simpson -- Toward a future agenda for the internationalization of (higher) education / Hans de Wit, Darla Deardorff, Betty Leask, and Harvey Charles.

Content: "This edition reflects today's concerns around inclusion, diversity and equity, and how international education is being changed by issues such as decolonization, the focus on learning outcomes, the impact of digital tools to enhance access and learning and collaboration such a virtual exchange, competition for resources, risk, new patterns of mobility, and new models such as joint programs and qualifications"--Provided by publisher

Note: Revised edition of: The SAGE handbook of international higher education. Thousand Oaks, Calif. : SAGE Pulbications, 2012 , Includes bibliographical references and index

Additional Edition: ISBN 9781642671124

Additional Edition: ISBN 9781642671131

Additional Edition: ISBN 9781642671124

Additional Edition: Erscheint auch als Druck-Ausgabe SAGE handbook of international higher education Handbook of international higher education Sterling, Virginia : Stylus Publishing, LLC, 2022

Language: English

URL: lizenzpflichtig

URL: Inhaltsverzeichnis

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URL: Inhaltsverzeichnis

Author information: Wit, Hans de 1950-

Author information: Leask, Betty

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Format: 1 Online-Ressource (14 Seiten) , 21 x 29.7cm

Series Statement: PEB Exchange, Programme on Educational Building

Content: Issues that will shape the future of higher education institutions and new trends in campus architecture were the themes of a recent international seminar. Francisco Marmolejo, former consultant to the Organisation for Economic Co-operation and Development (OECD), presents here an overview of the seminar, explaining changes taking place in the area of higher education facilities and providing participants' views. Presentations from three countries are also described below: Mexico's Monterrey International Knowledge City; the higher education learning environment and the Finnish technology hub of Otaniemi; and, in Spain, the University of Salamanca's R&D&I Building

Language: English

DOI: 10.1787/260546082436

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 16 p. , 21 x 29.7cm

Series Statement: PEB Échanges, Programme pour la construction et l'équipement de l'éducation no.2007/01

Content: Les enjeux qui détermineront l’avenir des établissements d’enseignement supérieur et les nouvelles tendances dans l’architecture des campus ont fait l’objet d’un récent séminaire international. Francisco Marmolejo, ancien consultant auprès de l’Organisation de Coopération et de Développement Économiques (OCDE), dresse ici une vue d’ensemble du séminaire, faisant état des changements survenus dans le domaine de l’équipement de l’enseignement supérieur et exposant les opinions des divers participants. Des présentations de trois pays fi gurent également ci-après, avec pour thèmes : Monterrey, Cité internationale du savoir au Mexique ; l’environnement d’apprentissage dans l’enseignement supérieur et le carrefour de technologie d’Otaniemi, en Finlande ; et enfi n, le bâtiment de R&D&I de l’Université de Salamanque, en Espagne.

Additional Edition: Parallelausg. Higher Education Facilities: Issues and Trends

Language: French

DOI: 10.1787/255846875368

URL: Volltext

URL: lizenzpflichtig

UID:

Format: 15 p. , 21 x 29.7cm

Series Statement: PEB Exchange, Programme on Educational Building no.2007/01

Content: Issues that will shape the future of higher education institutions and new trends in campus architecture were the themes of a recent international seminar. Francisco Marmolejo, former consultant to the Organisation for Economic Co-operation and Development (OECD), presents here an overview of the seminar, explaining changes taking place in the area of higher education facilities and providing participants’ views. Presentations from three countries are also described below: Mexico’s Monterrey International Knowledge City; the higher education learning environment and the Finnish technology hub of Otaniemi; and, in Spain, the University of Salamanca’s R&D&I Building.

Additional Edition: Parallelausg. Les équipements de l'enseignement supérieur : Enjeux et tendances

Language: English

DOI: 10.1787/260546082436

URL: Volltext

URL: lizenzpflichtig