scholarly journals Modern state of the Internationalization of higher education of Kazakhstan

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Zhazira Abdykhalykova ◽  
Indira Saktaganova Saktaganova ◽  
Sholpan Abikenova ◽  
Assem Baidildinova
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Higher Education Reform ◽  
The State ◽  
Internationalization Of Higher Education ◽  
Major Step ◽  
Academic Mobility ◽  
National Education

Higher education is a major factor of modernization of economy and society. Quality and competitiveness of higher education determines the competitiveness of the state in the international space. Internationalization of higher education, which is implemented in accordance with Kazakhstan’s 2011-2020 State Program for Education Development, is one of the priorities of the integration of national education. A major step towards the internationalization of higher education in Kazakhstan is the decision to implement higher education reform along the general lines of the Bologna process. In line with the national plan, the former types and levels of academic programs were transformed into to the three levels established under the Bologna framework: Bachelor, Master and PhD. Along with this, major changes are taking place in the teaching and learning process, the way curricula and programs are organised and delivered. This article discusses the major initiatives in the field of internationalization of higher education in Kazakhstan, such as the state international scholarship "Bolashak", project of the Ministry of Education and Science of the Republic of Kazakhstan aimed at inviting visiting professors, academic mobility students and faculty from the leading universities all over the world.    Keywords: higher education; internalization of higher education; academic mobility;

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

scholarly journals The Internationalization of Higher Education in Armenia Nowadays the Analysis of the Existing Problems

2021 ◽  
Vol 12 (1 (33)) ◽  
pp. 79-87
Author(s):  
Yevgine Aperyan
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching And Learning ◽  
Bologna Process ◽  
International Standards ◽  
University Education ◽  
Internationalization Of Higher Education ◽  
Strategic Partnerships ◽  
Global Knowledge ◽  
Higher Education System

Internationalization is a rapidly growing trend among the higher education system around the world. Academic and research institutions demonstrate a growing interest in the processes of internationalization of higher education, at the international, regional, national, and institutional levels. Internationalization and global engagement are becoming key trends in the development of national systems of education in Armenia and abroad. Numerous researchers have highlighted the problematics of internationalization of higher education associated with the cultural impact of university education, a synergy of humanitarian and natural sciences, intercultural communication, digital and blended learning, international credit and degree mobility, the introduction of international standards for measuring the quality of education defined by the Bologna Declaration. Although internationalization has become established in education at the international level, it should be realized that at the moment there is no single policy or strategy for the internationalization of the higher education system in Armenia, both at the regional and national levels. The lack of uniform strategy is in some way offset at the institutional level: the increasing number of Armenian higher education institutions have integrated internationalization, to varying degrees, in their mission and vision. It can be seen in the activities of the leading universities in Armenia. The global knowledge economy requires all universities to be the competitors for students, faculties, strategic partnerships, and research funding, as well as to prepare their graduates to be global professionals, scholars, highly demanded and competitive. Indicating the mechanism of the implementation of an international component into the existing curricula, programs, research, teaching, and learning processes may contribute to the understanding of the process of internationalization of higher education. Thus, more research is needed on the experience of Armenia and other countries in implementing the provisions of the Bologna process. The purpose of this article is to examine the theoretical and practical aspects of the internationalization process, identifying some challenges and obstacles for the Armenian higher education system and presenting possible ways of overcoming them.

scholarly journals Using DEA to evaluate efficiency of higher education

2009 ◽  
Vol 3 (3-4) ◽  
pp. 79-82 ◽  
Author(s):  
Réka Tóth
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
The State ◽  
Reform Process ◽  
Economic Factors ◽  
Data Envelopment ◽  
Higher Education Systems ◽  
Per Capita ◽  
Socio Economic Factors

The aim of the higher education reform process both in Hungary and in the European countries is establishing a competitive, qualitative higher education with efficiently operating institutions. The question of efficiency needs increased attention not only because of the decline of the state support but also the rapid raise of the student mass. In the educationsystemit’snot easy to measurethe output of the services.The situation is more complicated if an organisation or a sector has multiple inputs and outputs. In this case a possible method of determining efficiency is Data Envelopment Analysis. In my paper I’d like to introduce this method and use it to compare the efficiency of higher education systems. urthermore I am examining whether their efficiency is influenced by the extent of the contribution of the state and the private sector or socio-economic factors like GDP per capita and education level of parents.  

scholarly journals Integrating an aging student population into higher education – challenges for evidence-based policy in Europe

1969 ◽  
Vol 40 (3) ◽  
pp. 25-42
Author(s):  
Dominic Orr
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Higher Education Reform ◽  
University Education ◽  
Data Sets ◽  
Access To Higher Education ◽  
Skilled Workers ◽  
Student Body ◽  
Study Programs

Both demographic developments and the need for highly skilled workers have led to renewed efforts to widen access to higher education in Europe. This means looking beyond the traditional clientele of university education in terms of routes into higher education, age, and centrality of studies. Attracting and catering to this more comprehensive group entails rethinking study programs and study environment for a more heterogeneous student body. So where are we now on these issues and where can we expect to be in the next decade? This is a question being raised within the framework of the Europe-wide Bologna Process for higher education reform. On the basis of data sets being used for analysis within this reform program, a comparison of the situation in selected European countries will be presented. It will be shown that some countries are better placed to deal with the growing number of adult learners than others.  

scholarly journals Programme Profiles and the Reform of Higher Education in Europe: The Role of Tuning Europe

2014 ◽  
Vol 1 (1) ◽  
pp. 203 ◽  
Author(s):  
Luigi F. Donà dalle Rose ◽  
Guy Haug
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Geographical Area ◽  
Bologna Process ◽  
Higher Education Reform ◽  
Tuning Method ◽  
The World ◽  
Governmental Institutions ◽  
The Impact

This article provides an overview of the profiling of higher education programmes in Europe as part of the overall process of higher education reform in Europe over the past decade (2000-2012) and of the role of Tuning in this process. The article starts with a recall of the architecture and objectives of the change process, based on the interplay between the intergovernmental Bologna process (with a main focus on structural change), the European Union’s parallel Agenda for the Modernisation of Higher Education (with a focus on policy change for the Union’s main objectives: growth and jobs, mobility, recognition and attractiveness) and Tuning. The second part of the article provides some data about and examples of the method and importance of Tuning in stimulating and shaping the renovation of higher education programmes, with a focus on Tuning’s initial geographical area (Europe) and a glimpse to other continents, in line with Europe’s need to build up the visibility and attractiveness of its universities in the rest of the world. The final section is a retrospective and analytical reflection about the impact of Tuning on some key dimensions of the agenda for the modernisation of higher education in Europe; while acknowledging that the Tuning method and principles have not always been fully understood by higher education as well as governmental institutions, Tuning has made an outstanding contribution to such key aspects as the relevance, comparability and quality of programmes, the development of quality assurance and accreditation policies and agencies and the recognition of qualifications — both within Europe and with partner countries in other parts of the world.

The state, markets and higher education reform in Botswana

2013 ◽  
Vol 11 (1) ◽  
pp. 108-135 ◽  
Author(s):  
Richard Tabulawa ◽  
Mino Polelo ◽  
Onalenna Silas
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
The State

scholarly journals Analysis of the efficiency of higher education systems

2009 ◽  
pp. 207-214
Author(s):  
Réka Tóth
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Quality Parameters ◽  
Higher Education Reform ◽  
The State ◽  
Reform Process ◽  
Tuition Fees ◽  
Education Systems ◽  
Higher Education Systems ◽  
The Government

The aim of the higher education reform process both in Hungary and in the European countries is establishing a competitive, qualitative higher education. The Education Minister of our country regularly emphasizes in his statements that the quantitative changes of he past 15 years are completed, from now the emphasis must be on quality :„a degree in itself is not sufficient, the actual knowledge behind is necessary”. To achievethis aim, the government carried out several changes in the field of higher education in the past years, one of them was implementing a budget support system in accordance with the performance of the institutions. The objective of the three year long support agreement between the state and the higher education institutions is considering quality parameters and outputs beside and instead of normative (input-based) support. The other occurent and debated issue is the introduction of tuition fees. Although this plan was rejected by the national referendum on 9th March, 2008, some weeks ago an amendment bill was passed, which would mean bringing tuition fees back in the system.In my paper I am examining whether the efficiency of higher education systems are influenced by the extent of the contribution of the state and the private sector to their expenses. Furthermore I’d like to find the answer to the following question: Does it matter what principles and mechanisms play role by the distribution of the state support between the institutions of higher education. 

scholarly journals Looking at Kazakhstan’s Higher Education Landscape: From Transition to Transformation Between 1920 and 2015

2018 ◽  
pp. 199-227 ◽  
Author(s):  
Elise S. Ahn ◽  
John Dixon ◽  
Larissa Chekmareva
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Market Economy ◽  
Historical Perspective ◽  
Bologna Process ◽  
Higher Education Reform ◽  
Education Sector ◽  
Ministry Of Education ◽  
Institutional Diversity ◽  
Different Levels

AbstractSince independence in 1991, the Kazakhstani government has been aggressively pursuing higher education reform. This has led to the passing of a number of education-related laws and the adaptation of different policies and practices in order to facilitate the government’s initial priority of transitioning to a market economy and more recently, to achieve its goal of becoming one of the world’s top 30 economies by the year 2050. This chapter provides an overview of Kazakhstan’s Soviet higher education legacy and the subsequent changes that the higher education sector has both undergone and continues to undergo after joining the EU’s Bologna Process in 2010. In addition to providing a historical perspective of higher education reform in the Kazakhstani context, several typologies have been provided in order to visualise the way the regulatory reforms have resulted in some institutional diversity. The chapter concludes with the challenges that the higher education sector at different levels (e.g., the national (Kazakhstani Ministry of Education and Sciences) and regional and local/institutional levels) continues to face.

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