The Role of Language in the Internationalisation of Higher Education: an example from Portugal

2008 ◽  
Vol 43 (2) ◽  
pp. 241-255 ◽  
Author(s):  
VINCENT KERKLAAN ◽  
GILLIAN MOREIRA ◽  
KEES BOERSMA
2021 ◽  
pp. 107-112
Author(s):  
Jo Beall

AbstractUniversities are not only the anchors, shapers and innovators of nations but they galvanise the building and rebuilding of nations. They are a source of knowledge, an arena to develop understanding and provide the vehicles for interpreting and addressing the key challenges of our time. Nations need universities to develop home-grown solutions for the problems and opportunities with which they are presented, and so they can participate with value and confidence in international scientific eco-systems. Yet, national universities do not and should not act alone. Agenda 2030 and the Sustainable Development Goals constitute the principal international convention of our time and offer a positive step in recognising the importance of tertiary education to individual and social advancement. However, they do not go far enough, particularly from the vantage point of nations with ambitions to grow prosperous economies and engaged societies. This chapter explores the national and international role of universities and the benefits or otherwise of the internationalisation of higher education and global conventions such as Agenda 2030.


Author(s):  
Marek Butrym

International declarations emphasise the role of higher education in building the knowledge society and underline its importance for the economic, social and cultural development of individual countries. The article shows how the internationalisation of higher education transforms universities, cities and countries that welcome international students. At the same time, it is stressed that the internationalisation of higher education and the employment of well-educated foreign students in the destination country is one of the forms of brain drain and competition for gifted young people. The example of Poland, where Ukrainian students dominate among international students, is used to demonstrate the benefits enjoyed by the destination country and losses suffered by the country of origin. The situation is presented against the backdrop of the current political instability in Ukraine, which may additionally encourage young people to study and settle abroad.


2020 ◽  
Vol 3 (1) ◽  
pp. 456-466
Author(s):  
Kateryna Kolesnikova ◽  
Dmytro Lukianov ◽  
Tatyana Olekh

2016 ◽  
Vol 1 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Christina Landman

A majority of the black community of Dullstroom-Emnotweni in the Mpumalanga highveld in the east of South Africa trace their descent back to the southern Ndebele of the so-called ‘Mapoch Gronden’, who lost their land in the 1880s to become farm workers on their own land. A hundred years later, in 1980, descendants of the ‘Mapoggers’ settled in the newly built ‘township’ of Dullstroom, called Sakhelwe, finding jobs on the railways or as domestic workers. Oral interviews with the inhabitants of Sakhelwe – a name eventually abandoned in favour of Dullstroom- Emnotweni – testify to histories of transition from landowner to farmworker to unskilled labourer. The stories also highlight cultural conflicts between people of Ndebele, Pedi and Swazi descent and the influence of decades of subordination on local identities. Research projects conducted in this and the wider area of the eMakhazeni Local Municipality reveal the struggle to maintain religious, gender and youth identities in the face of competing political interests. Service delivery, higher education, space for women and the role of faith-based organisations in particular seem to be sites of contestation. Churches and their role in development and transformation, where they compete with political parties and state institutions, are the special focus of this study. They attempt to remain free from party politics, but are nevertheless co-opted into contra-culturing the lack of service delivery, poor standards of higher education and inadequate space for women, which are outside their traditional role of sustaining an oppressed community.


Author(s):  
Nina Batechko

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.


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