Learning, Education and Active Ageing: A Key Policy Agenda for Higher Education

2020 ◽  
pp. 299-311
Author(s):  
David Istance
Keyword(s):  
Higher Education ◽  
Active Ageing ◽  
Policy Agenda ◽  
Key Policy

scholarly journals Normative controversies in the assessment of faculty in Mexican public Universities.

2016 ◽  
Author(s):  
Pedro Antonio Sánchez-Escobedo ◽  
Pedro Canto-Herrera
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Assessment System ◽  
State University ◽  
Faculty Assessment ◽  
Mexican State ◽  
Assessment Policies ◽  
Key Policy ◽  
Quality In Higher Education

This paper analyzes recent changes in teacher assessment policies in higher education institutions in Mexico. Procedures for faculty assessment in a typical Mexican state University are analyzed with the purpose of generating insights helpful to construct a fair, pertinent and expedite assessment system. We review guidelines to assess teachers, specifically those with the purpose of keeping or firing the teacher even after tenure is achieved.  These new regulations are seen as a key policy to improve quality in higher education.  However, implications to faculty moral, organization climate and conflict with existing labor laws have not been fully considered. It is argued that excessive federal and local regulations are, in fact, unable to ponder the complexities of academic life. We conclude that instead of more regulations and complicated normative, focus on qualitative peer assessment should be considered as means of effective faculty assessment.

Statement by the Managing Director on the Work Program of the Executive Board Executive Board Meeting

Policy Papers ◽  
2017 ◽  
Vol 2017 (59) ◽  
Author(s):  
Keyword(s):  
Global Economy ◽  
Policy Agenda ◽  
Policy Uncertainty ◽  
Board Meeting ◽  
Executive Board ◽  
Global Policy ◽  
Work Program ◽  
Key Policy ◽  
Increase Productivity ◽  
Governance Reforms

This Work Program (WP) translates the strategic directions and policy priorities laid out in the Fall 2017 Global Policy Agenda (GPA) and the International Monetary and Financial Committee (IMFC) Communiqué into an Executive Board agenda for the next twelve months, with a focus on the next six months. The Managing Director’s GPA, fully supported by the IMFC, called on members to take advantage of the window of opportunity from the more favorable conjuncture to tackle key policy challenges by undertaking well-sequenced reforms to increase productivity, reduce policy uncertainty and future risks, and improve governance. Reforms should also aim to harness the benefits of technology and economic integration and ensure that their benefits are widely shared. Tackling challenges to the global economy continues to require cooperation and joint action across the membership.

Technological Innovation, Entrepreneurship, Higher Education and Economic Regeneration in Wales

2006 ◽  
Vol 20 (6) ◽  
pp. 433-440 ◽  
Author(s):  
Brychan Thomas ◽  
Gary Packham ◽  
Christopher Miller
Keyword(s):  
Higher Education ◽  
Policy Implications ◽  
Literature Analysis ◽  
Policy Makers ◽  
Key Points ◽  
Interview Survey ◽  
Key Policy ◽  
The Impact ◽  
Innovation And Entrepreneurship

This paper presents the views of key policy makers concerning innovation and entrepreneurship in Wales. The development of innovation in SMEs and the policy implications for economic regeneration are also analysed. The role of a variety of actors (including users and suppliers) is considered, as is the impact of networks of SMEs linked together in patterns of cooperation and affiliation. Qualitative research methods include policy literature analysis, an interview survey and a discussion of the policy implications for the economic regeneration of Wales. In light of the results of the study, the authors set out the key points of significance for innovation, entrepreneurship, higher education and economic regeneration policy making in Wales.

scholarly journals A Policy Agenda for Legal Education and Training and the Fourth Industrial Revolution: The Case of England and Wales

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Andra Le Roux-Kemp
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Industrial Revolution ◽  
Legal Education ◽  
Education And Training ◽  
Policy Agenda ◽  
England And Wales ◽  
Fourth Industrial Revolution ◽  
And Training

While the full impact of the Fourth Industrial Revolution remains uncertain, it is by now generally accepted that highly intelligent technologies and their applications – such as robotics, artificial intelligence (AI), machine learning, digitialisation, and big Data – will continue to fundamentally transform all aspects of our occupational and personal lives. Yet, in the realm of higher education policy and specifically with regard to non-STEM disciplines like law, thorough-going engagement with this most recent wave of technological development remains lacking. It is the aim of this article to set a policy agenda for legal education and training that is sensitive to the opportunities and potential negative outfall of the Fourth Industrial Revolution (now exacerbated by COVID-19), while also taking into consideration the distinctive nature of legal education and training in England and Wales. Set against the higher education policy landscape of England and Wales, a number of concrete recommendations are made for bringing legal education and training into the age of the Fourth Industrial Revolution. These include, for example, a call for the radical transformation of the traditional, linear, and monodisciplinary LLB degree, addressing current and projected skills gaps and skills shortages by way of, inter alia, curriculum reform, and working towards greater mobility of law graduates between different legal jurisdictions and also within one jurisdiction but amongst different roles. These changes are necessary as legal education and training in England and Wales currently leave law graduates ill-equipped for the future labour market and do not adequately value and build on the job-tasks that legal professionals uniquely supply.

scholarly journals Autonomy vs. control: Quality assurance and governmental policy in Flanders

2004 ◽  
Vol 12 ◽  
pp. 71
Author(s):  
Kurt De Wit ◽  
Jef C. Verhoeven
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Assessment System ◽  
Quality Of Higher Education ◽  
Market State ◽  
Key Policy ◽  
The Government ◽  
Quality In Higher Education ◽  
Governmental Control

Higher education in Flanders has seen some major changes in the 1990s. One of the key elements of the new higher education regulations was the quality assessment system. This exemplified best the government's policy of granting all institutions of higher education autonomy, making them responsible for their policies, while still keeping the quality of higher education somewhat under governmental control. In this article, we focus on the tension between the government's aim of improving and controlling the quality of higher education and universities ' concern for their autonomy. We describe the Flemish government's view on issues of quality in higher education and confront these with an account on the basis of case studies of how the quality assurance system was actually implemented in universities. We conclude that the model of the "market state" or the "evaluative state" is only realised partially in Flanders. The government is still interventionist when it comes to key policy issues

The Higher Educational and Industrial Challenges Facing South Africa

1995 ◽  
Vol 9 (2) ◽  
pp. 105-114
Author(s):  
Thomas G. Whiston
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
South Africa ◽  
South African ◽  
National Policy ◽  
Policy Agenda ◽  
The South ◽  
African Higher Education ◽  
Global North ◽  
South African Higher Education

South Africa, following the dismantling of Apartheid, now faces enormous educational, industrial and economic challenges. Simultaneously it must address gargantuan social and infrastructural problems, attend to the most urgent basic needs while also encouraging significant economic growth. The author has recently completed an extensive survey and analysis of the South African higher education challenge within the context of the critical, social, industrial and environmental dilemmas which must be ameliorated. In this article, he provides an overview of the problems to be faced and suggests a national policy agenda to address those challenges and dilemmas. In one sense the South African ‘dilemma’ is a microcosm of the global ‘North–South’ divide.

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