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.  

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 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.

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;

scholarly journals Achieving WIL placement and theoretical learning concurrently: An online strategy for Higher Education Institutions

2019 ◽  
Vol 16 (3) ◽  
pp. 113-132 ◽  
Author(s):  
Lynnaire Sheridan ◽  
◽  
Belinda Gibbons ◽  
Oriana Price ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Institutions ◽  
Higher Education Reform ◽  
Australian Government ◽  
Professional Networks ◽  
Graduate Employability ◽  
Study Programs ◽  
Online Strategy ◽  
Work Integrated Learning

The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government’s Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.

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.

scholarly journals Harmonisation of higher education in Africa: 20 years after the Bologna Process

2021 ◽  
Vol 9 (1) ◽  
pp. 103-126
Author(s):  
Abebaw Yirga Adamu
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Higher Education Reform ◽  
The European Union ◽  
Political Commitment ◽  
African Higher Education ◽  
Major Factors ◽  
The Bologna Process ◽  
Education In Africa

It has been 20 years since the Bologna Process has been realized, and the present paper examines efforts made to harmonise higher education in Africa. Similar to other continents, the higher education reform in Africa is inspired by the Bologna Process. This is clearly reflected in the African Union strategy for harmonisation of higher education and different reforms and harmonisation initiatives. The reforms in African higher education are directly and indirectly influenced by the European Union which is also the main financer and technical partner in the development and implementation of higher education harmonisation in Africa. There are different factors that affect the institutionalisation and sustainability of harmonisation initiatives in Africa. Some of the major factors include lack of strong and genuine cooperation among African HEIs, lack of nations’ political commitment to higher reforms, and lack of contextualisation in adopting reforms and strategies. Although the effort to harmonise African higher education is commendable, it is important to look for innovative strategies and reforms which are mainly based on the actual challenges that Africa is facing and the ultimate goal it envisions to achieve. Africa also needs to earnestly ‘conainise’ (continentalise, nationalise and institutionalise) reforms and harmonisation strategies adopted from elsewhere. Received: 18 October 2020Accepted: 9 September 2021

FINANCING OF HIGHER EDUCATION IN THE REPUBLIC OF MOLDOVA ON THE BASIS OF STANDARD COST PER EQUIVALENT STUDENT

2021 ◽  
pp. 84-95
Author(s):  
Tatiana Manole ◽  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
Central Administration ◽  
Republic Of Moldova ◽  
Funding Mechanism ◽  
Standard Cost ◽  
Study Programs ◽  
The Republic ◽  
Financing Higher Education

The author of this article deals with the long process of searching for funding higher education reform in Moldova. From the 90s of the century XX , when the Republic of Moldavia became independent, and until 2019, higher education in the Republic of Moldova has been funded by the "egalitarianism" socialist, without taking into account the difference between the curricula of higher education institutions. In 2010 he published the monograph "Methods of financing public education" that including it investigates the mechanism of financing of higher education, criticizing it and recommends the implementation of European practices and especially Romania, on the financing of higher education, taking into account the complexity of study programs. The central administration empowered with the function of managing higher education did not react to the researchers' recommendations.In 2019, the Ministry of Education, Culture and Research (MECR) began studying the New Methodology on financing higher education in Moldova based on the standard cost per student equivalent to the support of the World Bank and Romanian experts. This New Methodology for financing higher education was approved in 2020 and entered into force starting with the 2020-2021 years of study. The new funding mechanism takes into account the complexity of study programs, which correspond to a certain significant adjustment coefficient. We believe that the new methodology of higher education financing favors deepening performance and competency-based learning.

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