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Partnership in Higher Education

Trends between African and European Institutions

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Edited by Emnet Tadesse Woldegiorgis and Christine Scherer

Trends in institutional partnership in higher education have shown tremendous growth in the past three decades. These trends in higher education are manifested through the growing initiatives of joint programs that promote collaborative research, academic mobility, joint curriculum developments and course delivery, joint bidding for development projects and benchmarking. Partnerships in higher education have been used not only as an instrument for institutional development through a wide range of strategic alliances but also as essential ways of introducing new voices to the operations of the universities by initiating new paradigms that bring new perspectives and bear competitive advantage on the partners. As the trend of partnership in higher education grew, scholars in higher education studies have also engaged in conceptualizing higher education partnership from academic venture providing perspectives, analyzing trends and developing models of higher education collaborations. Partnership in Higher Education: Trends between African and European Institutions is a pioneer bringing a comprehensive perspective on matters of higher education partnership among African and European institutions pressing important policy and practical issues. It discusses the ongoing debates on higher education partnership and internationalization strategies providing empirical insights from various case studies.

Kolawole Samuel Adeyemo

Globalisation has brought a number of regional cooperation, collaboration, partnership and networking initiatives among different countries. The regionalisation of higher education or its initiators have used different terms to define their objectives. For Asian higher education, this relationship has extended beyond the broader idea of higher education cooperation for instance, to include different networks and agreements within region and outside region on matters related to research, student mobility and quality assurance among Asian countries and between Asia and other countries that share a similar vision on education.

This book examines and analyses the status of education policy in the Philippines and, more particularly, focuses on the issue of the integration of higher education in the Association of Southeast Asian Nations (ASEAN). It further examines ASEAN integration policies and what the Philippines could do to underpin these policies. The objective is to better understand the problems of global policy in the context of regionalisation, harmonisation and integration from both an ASEAN and a Philippine perspective. Prospective mechanisms of ASEAN for upgrading the quality of education provision through student mobility, staff exchange, regional accreditation and articulation are succinctly argued in this book. Methodologically, various research designs and methods, including a literature review, as a well as an empirical data and secondary data analysis were used. ASEAN leaders, higher education researchers and policymakers may find the results discussed in this book useful.

PISA and Global Education Policy

Understanding Finland’s Success and Influence

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Jennifer Chung

PISA and Global Education Policy: Understanding Finland's Success and Influence provides an in-depth investigation for the reasons behind Finland’s success in the Programme for International Student Assessment (PISA). Finland’s high performances in every administration of PISA since 2000 have captured worldwide attention. This volume offers a comprehensive exploration into the context of Finland, uncovering its historical, cultural, political, and societal nuances. Furthermore, it delves into the history of Finnish education, providing a strong foundation from which to view the system that produced so much success in PISA. The book analyses empirical data from Finnish professors of education, ministers of education, head teachers, and teachers for the reasons behind Finland’s consistently high outcomes in the survey. It includes viewpoints from OECD officers with direct responsibility for PISA. In addition, it uncovers the impact of Finnish influence on education policy worldwide. Thus, the text presents an analysis of the growing politicisation of international achievement studies such as PISA. The increasingly globalised educational context surrounding PISA calls for an analysis of policy transfer and the already-apparent uncritical policy borrowing of Finnish education policy within the UK context.

Aufgeklärte Schulreformen

Ein interkultureller Vergleich zwischen dem Philanthropinum in Dessau und dem Colegio de las Vizcaínas in Mexiko-Stadt

Eva Rautenberg

Aufklärung und Schule, Männer und Frauen in Dessau und in Mexiko. Eine kulturhistorische Betrachtung und Darstellung einer facettenreichen und vielfältigen Wirklichkeit.
Thematisiert werden Szenen des Alltags und des Schullebens, die in zwei verschiedenen westlichen Kontexten zur Zeit der Aufklärung stattfanden: Dessau und Neuspanien bzw. das koloniale Mexiko. In dieser Ausführung zeigen sich die Macht- und Herrschaftsverhältnisse, die sowohl innerhalb der politischen Kontrolle als auch im Bereich des Akademischen ausgeübt wurden. Das Werk versteht sich als ein alternativer methodologischer Ansatz für die Vergleichende Pädagogik.

Children and Mother Nature

Storytelling for a Glocalized Environmental Pedagogy

Edited by Rouhollah Aghasaleh

It is an old, yet relevant, argument that education needs to focus more on real-world issues in students’ lives and communities. Nevertheless, conventional school curricula in many countries create superficial boundaries to separate natural and social worlds. A call for science learning approaches that acknowledge societal standpoints accumulate that human activities are driving environmental and evolutionary change which has lead scholars to investigate how different societies respond to environmental change.

Children and Mother Nature is a multilingual volume that represents indigenous knowledges from various ethnic, linguistic, geographical, and national groups of educators and students through storytelling. Authors have identified indigenous stories, fables, and folk tales with a theme of human-nature interaction and facilitated storytelling sessions with groups of students in K–8 grade (5–14 years old) in Turkey, Greece, US, Jamaica, Brazil, Saudi Arabia, and Chinese and Korean language speaking communities in the US. Students have discussed and rewritten/retold the stories collaboratively and illustrated their own stories. All student-told stories are presented in the original language along with an English translation. This volume provides authentic materials for teachers to use in their classrooms and could also be of interest to educational, literary, and environmental researchers to conduct comparative and international studies.

Edited by Gang Ding

Selected Essays on China’s Education: Research and Review (4 volumes) consists of 22 most influential theses on the history and tradition of Chinese Education. These essays, selected and translated from China’s Education: Research and Review, a serial publication in Chinese, reflect the progress of qualitative research on Chinese education both within and outside China.

Volume 1 focuses on Written and Oral Narratives, including six articles; Volume 2 focuses on History and Current Reality, including five articles; Volume 3 focuses on Knowledge and Tradition, including six articles; and Volume 4 focuses on Gender and Education, including five articles. Aiming to promote academic dialogues on Chinese culture and education, these essays explore important educational and cultural issues in China with a transcultural perspective.

Edited by Gang Ding

Selected Essays on China’s Education: Research and Review (4 volumes) consists of 22 most influential theses on the history and tradition of Chinese Education. These essays, selected and translated from China’s Education: Research and Review, a serial publication in Chinese, reflect the progress of qualitative research on Chinese education both within and outside China.

Volume 1 focuses on Written and Oral Narratives, including six articles; Volume 2 focuses on History and Current Reality, including five articles; Volume 3 focuses on Knowledge and Tradition, including six articles; and Volume 4 focuses on Gender and Education, including five articles. Aiming to promote academic dialogues on Chinese culture and education, these essays explore important educational and cultural issues in China with a transcultural perspective.

Edited by Gang Ding

Selected Essays on China’s Education: Research and Review (4 volumes) consists of 22 most influential theses on the history and tradition of Chinese Education. These essays, selected and translated from China’s Education: Research and Review, a serial publication in Chinese, reflect the progress of qualitative research on Chinese education both within and outside China.

Volume 1 focuses on Written and Oral Narratives, including six articles; Volume 2 focuses on History and Current Reality, including five articles; Volume 3 focuses on Knowledge and Tradition, including six articles; and Volume 4 focuses on Gender and Education, including five articles. Aiming to promote academic dialogues on Chinese culture and education, these essays explore important educational and cultural issues in China with a transcultural perspective.

Edited by Gang Ding

Selected Essays on China’s Education: Research and Review (4 volumes) consists of 22 most influential theses on the history and tradition of Chinese Education. These essays, selected and translated from China’s Education: Research and Review, a serial publication in Chinese, reflect the progress of qualitative research on Chinese education both within and outside China.

Volume 1 focuses on Written and Oral Narratives, including six articles; Volume 2 focuses on History and Current Reality, including five articles; Volume 3 focuses on Knowledge and Tradition, including six articles; and Volume 4 focuses on Gender and Education, including five articles. Aiming to promote academic dialogues on Chinese culture and education, these essays explore important educational and cultural issues in China with a transcultural perspective.

Series:

Edited by Wiel Veugelers

Education for Democratic Intercultural Citizenship (EDIC) is very relevant in contemporary societies. All citizens, but in particular teachers, curriculum developers, educational policy makers, and educational professionals in civil society (NGOs) have a crucial role in this. Seven European universities are working together in developing a curriculum to prepare their students for this important academic, societal and political task. As part of an Erasmus+ Strategic Partnership they each develop a module in the area of moral, intercultural and citizenship education. All modules are international and inquiry oriented, and make links with society.

In this book the leading scholars write the theoretical background of their module, their curriculum guidelines and goals, the concrete programmes, and the experiences of students. The universities had an annual intensive programme in which students and teachers of all universities came together to have try-outs of parts of the modules. These programmes contributed strongly to the network building of researchers, teachers and students.

The activities have given a strong stimulus to the implementation of Education for Democratic Intercultural Citizenship in the participating universities and in educational organisations worldwide. The experiences show both the necessity and the relevance of this topic and this kind of collaboration.