Tertiary Education in Mauritius: Increasing Access Through International Program and Provider Mobility

2020 ◽  
pp. 102831532093232
Author(s):  
Jane Knight ◽  
Shaheen Motala-Timol
Keyword(s):  
International Education ◽  
Tertiary Education ◽  
Lessons Learned ◽  
Access To Higher Education ◽  
Public And Private ◽  
International Program ◽  
Branch Campuses ◽  
Education Hub ◽  
Policy Analysts ◽  
Local Students

Mauritius is an informative and interesting success story for increasing access of local students to tertiary education through international program and provider mobility (IPPM). This article provides a brief background on the public and private tertiary education system in Mauritius and highlights the national plans, policies, and incentives used to promote and regulate the growth of IPPM during the last two decades. IPPM enrollments doubled from 2005 to 2017 while the number of students going abroad for degrees decreased. In 2017, 35% of all students enrolled in tertiary education in Mauritius did so through IPPM. This is among the highest in the world. Favored IPPM modes include branch campuses, franchise arrangements, and distance education. The article discusses the benefits, risks, and challenges facing Mauritius in its attempt to optimize access to higher education through IPPM and to establish itself as a regional education hub. International education scholars, planners, leaders, and policy analysts will benefit from the lessons learned by Mauritius.

scholarly journals Embracing Internationalization in Gearing Malaysian Higher Education Towards Global Education

2021 ◽  
Vol 17 (4) ◽  
pp. 132
Author(s):  
Siti Maziha Mustapha ◽  
Nabilah Abdullah ◽  
Karthiyaini Devarajoo ◽  
Faridah Ibrahim ◽  
Suhida Hani Suid ◽  
...  
Keyword(s):  
Higher Education ◽  
International Students ◽  
Global Education ◽  
Tertiary Education ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Public And Private ◽  
Education Hub ◽  
Local Students ◽  
Challenges And Strategies

Abstract: Embracing internationalization is the reality in Malaysian tertiary education in this century. Various endeavors and research collaborations have been and are still carried out to achieve the government’s vision to position Malaysia as a tertiary education hub in the region. Using phenomenological approach, this study attempts to highlight challenges and strategies towards achieving internationalization of Malaysian higher education. Twelve lecturers from public and private universities were purposively sampled to discuss issues on internationalization of Malaysian tertiary education. Focus Group Discussions using semi structured interview protocol were undertaken. Data analysis and interpretation were carried out through thematic development. The findings revealed all participants are aware of the pedagogical approaches to be in practice to embrace the dynamics of global cultures convening in Malaysian lecture rooms. They highlighted the advantages of having international students from academic and social perspectives. Also included are ways how local students benefit with the presence of international students. These benefits emerged as participants discussed the consequences of Malaysian campus bereft of international students. In-class challenges and strategies to overcome them were deliberated. The findings also informed lecturers, administrators, and policy makers of relevant aspects to consider when dealing with international students at the tertiary level in Malaysia.   Keywords: global education, internationalization, international students, tertiary education, phenomenology

International and Commercial Higher Education in Ras Al Khaimah: Policies, Problem Areas, and Promise

2015 ◽  
Author(s):  
Lee Rensimer
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Tertiary Education ◽  
Low Cost ◽  
Public Investment ◽  
Education Sector ◽  
Public And Private ◽  
Branch Campuses ◽  
Policy Paper ◽  
Education Market

"The United Arab Emirates (UAE) is rapidly growing as an international hub for higher education, with a wide array of international branch campuses, as well as national public and private institutions. While a majority of this growth in international students and institutions is concentrated in the emirates of Dubai and Abu Dhabi, the tertiary education sector of Ras Al Khaimah has also expanded through a combination of public investment and educational zoning policies designed to attract foreign providers who are offering affordable higher education opportunities to the UAE’s expatriate residents. The increase in commercialized international providers, however, introduces a range of regulatory issues, including the need for quality assurance, data reporting, accountability, and sustainability. In the absence of robust monitoring and regulation of institutions operating within economic free zones,1 students must navigate a commercial higher education market without access to impartial information. As a result, students are vulnerable to misinformation and misleading claims by institutions and may unwittingly pursue low-quality degrees that may not meet the needs of potential employers. Drawing on survey data from students studying in the educational free zones of Ras Al Khaimah, this policy paper provides insight into who these students are, why they choose to study there, and what factors influence their decisions. It finds that students attending international institutions in Ras Al Khaimah make choices based on educational cost, convenience, and location over institutional quality and reputation and that a large majority of these students are Ras Al Khaimah residents who have few educational alternatives. It argues that Ras Al Khaimah’s higher education sector is being populated by a number of low-cost commercial institutions, which may not aid the emirate or its students in their development. The paper makes several policy recommendations concerning data collection and dissemination in order to increase institutional transparency and accountability."

scholarly journals The Role of the Public-Private Partnerships in Widening Access to Tertiary Education in Rwanda: Evidences and Challenges

2018 ◽  
Vol 1 (1) ◽  
pp. 87-100
Author(s):  
Philothere Ntawiha ◽  
Stephen O. Odebero ◽  
Justin Nshimiyimana ◽  
Joseph Ndikumana ◽  
Beth Nasiforo Mukarwego
Keyword(s):  
Private Sector ◽  
Critical Review ◽  
Tertiary Education ◽  
Public Private Partnerships ◽  
Educational Institutions ◽  
Access To Higher Education ◽  
Public And Private ◽  
The Public ◽  
Widening Access

Education is a key instrument for any nations’ economic, political, and social development. This is because education increases productivity of workers, reduces criminal activities, reduces mortality rates, and controls birth rates among many others. To these ends, governments assume the responsibility for providing and financing education. However, due to limited resources, governments, particularly in low and middle income countries are not able to respond to the high need and demand for education. It is in this perspective that governments have to explore diverse ways of financing and providing education. They therefore involve the private sector in financing and management of educational institutions. The purpose of this study was therefore to examine the role of Public-Private Partnerships (PPPs) in widening access to higher education in Rwanda. Specifically, it tried to find out the extent to which PPPs has widened access to tertiary education in Rwanda, to highlight different forms of PPPs in Rwandan tertiary education and finally to explore different challenges to PPPs in Rwandan tertiary education. The study was a critical review critical review of different educational documents about the role of the public-private partnership in education. The study revealed that PPPs has considerably widened access to tertiary education. It was also revealed that PPPs take the form privately managed educational institutions, public and private organizations offering scholarships to students and the purchase of educational services from private sector by the government. It was finally revealed that lack of qualified staff, limited financing, and lack of policy and framework are key challenges to PPPs in tertiary education. Hence, government was recommended to develop clear PPPs policy and framework governing PPPs and both public and private sectors to strengthen PPPs to widen access to tertiary education for country sustainable development.

Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

scholarly journals Wastewater Surveillance for SARS-CoV-2 on College Campuses: Initial Efforts, Lessons Learned, and Research Needs

2021 ◽  
Vol 18 (9) ◽  
pp. 4455
Author(s):  
Sasha Harris-Lovett ◽  
Kara L. Nelson ◽  
Paloma Beamer ◽  
Heather N. Bischel ◽  
Aaron Bivins ◽  
...  
Keyword(s):  
Information Needs ◽  
Community Dynamics ◽  
The United States ◽  
Lessons Learned ◽  
Future Research ◽  
Private Institutions ◽  
Community Members ◽  
Public And Private ◽  
College And University ◽  
University Systems

Wastewater surveillance for the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is an emerging approach to help identify the risk of a coronavirus disease (COVID-19) outbreak. This tool can contribute to public health surveillance at both community (wastewater treatment system) and institutional (e.g., colleges, prisons, and nursing homes) scales. This paper explores the successes, challenges, and lessons learned from initial wastewater surveillance efforts at colleges and university systems to inform future research, development and implementation. We present the experiences of 25 college and university systems in the United States that monitored campus wastewater for SARS-CoV-2 during the fall 2020 academic period. We describe the broad range of approaches, findings, resources, and impacts from these initial efforts. These institutions range in size, social and political geographies, and include both public and private institutions. Our analysis suggests that wastewater monitoring at colleges requires consideration of local information needs, sewage infrastructure, resources for sampling and analysis, college and community dynamics, approaches to interpretation and communication of results, and follow-up actions. Most colleges reported that a learning process of experimentation, evaluation, and adaptation was key to progress. This process requires ongoing collaboration among diverse stakeholders including decision-makers, researchers, faculty, facilities staff, students, and community members.

scholarly journals Scaling Up Delivery of Biofortified Staple Food Crops Globally: Paths to Nourishing Millions

2021 ◽  
pp. 037957212098250
Author(s):  
Jennifer K. Foley ◽  
Kristina D. Michaux ◽  
Bho Mudyahoto ◽  
Laira Kyazike ◽  
Binu Cherian ◽  
...  
Keyword(s):  
Pearl Millet ◽  
Large Scale ◽  
Scale Up ◽  
Lessons Learned ◽  
Raw Material ◽  
Micronutrient Deficiencies ◽  
Seed Systems ◽  
Public And Private ◽  
Context Specific ◽  
Public And Private Sector

Background: Micronutrient deficiencies affect over one quarter of the world’s population. Biofortification is an evidence-based nutrition strategy that addresses some of the most common and preventable global micronutrient gaps and can help improve the health of millions of people. Since 2013, HarvestPlus and a consortium of collaborators have made impressive progress in the enrichment of staple crops with essential micronutrients through conventional plant breeding. Objective: To review and highlight lessons learned from multiple large-scale delivery strategies used by HarvestPlus to scale up biofortification across different country and crop contexts. Results: India has strong public and private sector pearl millet breeding programs and a robust commercial seed sector. To scale-up pearl millet, HarvestPlus established partnerships with public and private seed companies, which facilitated the rapid commercialization of products and engagement of farmers in delivery activities. In Nigeria, HarvestPlus stimulated the initial acceptance and popularization of vitamin A cassava using a host of creative approaches, including “crowding in” delivery partners, innovative promotional programs, and development of intermediate raw material for industry and novel food products. In Uganda, orange sweet potato (OSP) is a traditional subsistence crop. Due to this, and the lack of formal seed systems and markets, HarvestPlus established a network of partnerships with community-based nongovernmental organizations and vine multipliers to popularize and scale-up delivery of OSP. Conclusions: Impact of biofortification ultimately depends on the development of sustainable markets for biofortified seeds and products. Results illustrate the need for context-specific, innovative solutions to promote widespread adoption.

Factors Influencing Saudi Parents’ Choice of International Schools in Saudi Arabia

2020 ◽  
Vol 19 (3) ◽  
pp. 220-232
Author(s):  
Hamdah Abdullah Alfaraidy
Keyword(s):  
Socioeconomic Status ◽  
International Education ◽  
School Quality ◽  
International Schools ◽  
Traditional Schools ◽  
Ministry Of Education ◽  
Public And Private ◽  
Mandated Curriculum ◽  
Factors Influencing ◽  
Main Factors

The Saudi Ministry of Education has recently begun to allow all Saudi families to enroll their children in international schools. The international curriculum offered by such schools represents a notably different choice compared with Saudi traditional public and private schools, both of which teach the same state-mandated curriculum. As a result of the change, there has been a surge in demand for international education; the number of schools has increased rapidly, and there has been a steady “student leak” towards them and away from traditional schools. Little is known about why Saudi parents choose to enroll their children in international schools. We explored this question by surveying 431 Saudi parents of children attending such schools to identify the main factors contributing to their choice. Although all factors examined were important to parents, curriculum and overall school quality emerged as the most important; socioeconomic status was not influential in their decisions.

Development and Assessment of Intercultural Effectiveness: A Learner-Centered Approach

2018 ◽  
Vol 198 (2) ◽  
pp. 136-145 ◽  
Author(s):  
Iris Berdrow ◽  
Allan W. Bird
Keyword(s):  
International Education ◽  
Business School ◽  
Skill Development ◽  
School Curriculum ◽  
Lessons Learned ◽  
Program Model ◽  
Institutional Assessment ◽  
Intercultural Effectiveness ◽  
Comprehensive Program ◽  
Learner Centered

Globalization has created an accelerated demand for globally competent managers, yet the gap between this demand and the supply of globally oriented, competent graduates is growing. As a result, the mandate for effectively internationalizing business school curriculum is increasing. Yet, given the costly structures required to provide international education opportunities, institutions need to know that those opportunities are positively influencing students learning and skill development. This article tells the story of one school’s comprehensive program that incorporates learner-centered measurement and development with institutional assessment of intercultural effectiveness. We offer a program model and lessons learned for other institutions interested in implementing similar programs.

scholarly journals RESOURCE SUPPLY AN ACCESSIBILITY OF PUBLIC TRANSPORTATION FACILITIES

YMER Digital ◽  
2021 ◽  
Vol 20 (12) ◽  
pp. 446-455
Author(s):  
Eshetu Mathewos Juta ◽  
Keyword(s):  
Public Transportation ◽  
Lessons Learned ◽  
Assessment System ◽  
Behavioral Changes ◽  
Public And Private ◽  
The Public ◽  
Urban Mass Transit ◽  
Transportation Accessibility ◽  
Private Actors ◽  
Transportation Facilities

The term “urban mass transit” generally refers to scheduled intra-city service on a fixed route in shared vehicles. Public transportation is an important contributing factor to urban sustainability. Effective transportation networks that incorporate public transit livable by easing commute and transportation needs and increasing accessibility. To assess public transportation accessibility in metropolitan networks, two indices are used: the supply level of urban public transportation facilities resource and the public transportation-private automobile traveling time ratio. As the research in the Wolaita sodo town region and the assessment system, an evaluation technique for urban public transportation facility resource supply is developed based on accessibility. Accessibility is a representative indicator for evaluating the supply of bus system. Traditional studies have evaluated the accessibility from different aspects. Considering the interaction among land use, bus timetable arrangement and individual factors, a more holistic accessibility measurement is proposed to combine static and dynamic characteristics from multisource traffic data. The objective is to highlight the main lessons learned and identify knowledge gaps to guide the design and evaluation of future transport investments. Moreover, studies looking at ways to improve the operational efficiency of systems and those seeking to promote behavioral changes in transport users offer great potential to generate learning that is useful for the public and private actors involved.

scholarly journals College of Agricultural, Food, and Life Sciences International Education: Students’ Preferred Location of Travel and Perceptions of Benefits and Barriers

2018 ◽  
Vol 25 (1) ◽  
pp. 89-99 ◽  
Author(s):  
Leslie D. Edgar ◽  
Don W. Edgar ◽  
Maggie Jo Hansen
Keyword(s):  
College Students ◽  
International Education ◽  
Life Sciences ◽  
International Programs ◽  
Program Participation ◽  
Perceived Benefits ◽  
International Program ◽  
Paper Form ◽  
The University ◽  
Agricultural Food

The University of Arkansas has a campus-wide goal of 25 percent of students participating in an international program prior to graduation. This created concern because only three percent of Dale Bumpers College of Agricultural, Food and Life Sciences (Bumpers College) students participated in an international program prior to 2012. For five years, the Bumpers College International Programs Office (IPO) has assessed students to determine their perceived benefits, barriers, and needs in an effort to design international programs of interest and increase student participation. In this study, Bumpers College students were surveyed to determine perceived benefits and barriers to participating in an international program and identify the countries of interest in visiting. Instruments were administered via paper form to 1,165 students enrolled in large section courses in fall 2016. Using a six-point Likert-type scale, students’ believed international program participation “looks good on a resume” with a mean of 5.46 (SD = 0.77). The least important statement was “increased employability” with a mean of 4.92 (SD = 1.00). Students slightly agreed or agreed to all questionnaire benefit statements. The barrier statement “costs too high” was identified as the most important with a mean of 4.79 (SD = 1.12). The least important statement was “an international program will not have an impact on my future career” with a mean of 2.12 (SD = 1.21). About 72% of students were willing to participate in an international experience in a European country. Recommendations for practice and research are discussed and identified limitations are provided.

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