‘FROM POINT TO SURFACE’: THE ROLE OF POLICY EXPERIMENTATION IN CHINESE HIGHER EDUCATION REFORMS

2020 ◽  
pp. 1-20
Author(s):  
Shuangmiao Han ◽  
David Mills
Keyword(s):  
Higher Education ◽  
Chinese Higher Education ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
Policy Experimentation

scholarly journals The Lithuanian Case of Higher Education Reforms in Europe

2015 ◽  
Author(s):  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Radical Change ◽  
The State ◽  
European Countries ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
The Bologna Process

The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.

scholarly journals A look at university dropout in Moroccan higher education

2017 ◽  
Vol 7 (9) ◽  
Author(s):  
Zoulal MANSOURI ◽  
Mohamed El Amine MOUMINE
Keyword(s):  
Higher Education ◽  
Action Plan ◽  
Dropping Out ◽  
Education Reforms ◽  
Review Of The Literature ◽  
Higher Education Reforms ◽  
Strategic Vision ◽  
University Dropout ◽  
And Training ◽  
Made In

This article takes stock of the aspects of higher education provision invested in the fight against the phenomenon of dropping out of university. These aspects are exposed from a review of the literature on higher education reforms in Morocco since 1999. Chronologically, they are reviewed in the National Charter for Education and Training 1999, in the Plan of Emergency 2009-2012, in the Action Plan 2013-2016, and finally, in the Strategic Vision of the Reform 2015-2030. It is concluded that despite the efforts made in quantitative retention étudiantsà university until graduation, progress still to make qualitatively.

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