Capacity building at mid-programme: an international education development programme in Malawi

2016 ◽  
Vol 26 (3) ◽  
pp. 272-284 ◽  
Author(s):  
Joellen Coryell ◽  
Misty Sailors ◽  
Roxanna Nelson ◽  
Oleksandra Sehin
Keyword(s):  
International Education ◽  
Capacity Building ◽  
Development Programme ◽  
Education Development ◽  
International Education Development

scholarly journals Development of International Education Industry in the Guangdong–Hong Kong–Macao Greater Bay Area

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Zhuolun Yang ◽  
Yuxin Cao
Keyword(s):  
Hong Kong ◽  
International Education ◽  
Development Strategy ◽  
Technological Innovation ◽  
National Development ◽  
Education Development ◽  
Bay Area ◽  
Starting Point ◽  
World Class ◽  
City Cluster

Building the Greater Bay Area city cluster is a crucial national development strategy for China. As a vital hub of the Belt and Road Initiative, the Greater Bay Area cannot cultivate into an “international first-class bay area and world-class city cluster” without technological innovation and rapid economic progress, and technological innovation and economic development cannot be attained without the training of high-end talents through international education. Thus, the development of an international education demonstration zone is essential in the formation and development of the Greater Bay Area and making it a highland for education and talent, as well as giving full play to the social function of education. As the core of the accumulation of educational resources in Guangdong, Hong Kong, and Macao, the current situation, future opportunities, and development path of international education development in the Greater Bay Area while building a world-class international education center have become the starting point of this study.

CAN NORWAY LEARN FROM CHINA?

2017 ◽  
Author(s):  
Arild Tjeldvoll
Keyword(s):  
International Education ◽  
Soft Power ◽  
Basic Education ◽  
School Quality ◽  
Education Development ◽  
Ww Ii ◽  
Norwegian Education ◽  
Education Culture ◽  
Global World ◽  
Historical Sketch

Two particular experiences of my life as an international education researcher are behind this travelogue. During my seventy years’ participation in and observations of Norwegian education, I have seen a sad decline of school quality. It started when Norway switched to a US American curriculum tradition after WWII. The positive experience is my familiarizing with the education culture of East Asia over the last twenty-five years. In this culture, there is an enormous respect for learning, knowledge and the teacher. Willingness to learn and respect for knowledge is now the super soft power of economically successful East Asian countries. My two opposite experiences resulted in the following question: What can Norway learn from China in terms of school quality? Internationally, we see parents and grandparents who sacrifice everything to ensure their loved ones this best possible life insurance in a challenging global world - solid basic education making it easier to continue to learn new knowledge and skills when the environment is changing. I start the book by explaining the Chinese setting. Following, I present the meaning of ‘school quality’. In the China section, I first present Hong Kong’s education as a successful synthesis of English, American and Chinese/Confucian ideas about effective learning. The rest of this section is a historical sketch of education development in China, as well a series of individual pictures illustrating Chinese education culture in practice. In the second section – on Norway – I give a historical sketch of educational decline from its golden age, right after WW II, until present. In the last (third) section, I sum up what Norway (and many other countries) can learn not only from China, but also from Finland and England. In the final chapter, I envisage a rather radical market-oriented model for how Norway could regain a learning culture needed to provide quality education for all its citizens.

scholarly journals FOREIGN EXPERIENCE AND UKRAINIAN REALITIES OF MASS OPEN ONLINE COURSES USE IN INTERNATIONAL EDUCATION AREA

2018 ◽  
Vol 68 (6) ◽  
pp. 262
Author(s):  
Nataliia M. Avshenyuk ◽  
Valentyna I. Berezan ◽  
Natalya M. Bidyuk ◽  
Maria P. Leshchenko
Keyword(s):  
International Education ◽  
Information And Communication Technologies ◽  
Graphical Representation ◽  
Online Courses ◽  
Statistical Processing ◽  
Educational Practices ◽  
Pedagogical Issues ◽  
Education Development ◽  
Study Results ◽  
Information And Communication

The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.

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