Reminiscences of UNESCO-CEPES and of International Work in Higher Education

The newly appointed Secretary-General of the International Association of Universities (IAU) reflects on her years of association with UNESCO-CEPES, first as one of its Liaison Officers, representing Canada, and then as a member of its Advisory Board. The Centre has played--and still plays--a key role in East-West co-operation in higher education. Her organization (IAU) and UNESCO-CEPES are called upon to play major roles in assisting higher education in meeting the many challenges of the future. She ends her article with a plea for networking and partnership building.     

IAU ADMINISTRATIVE BOARD DISCUSS THE PROBLEM OF ACCESS TO HIGHER EDUCATION

During the 33rd meeting of the International Association of Universities (IAU) which was held from 4 to 6 April 1977 in Kyoto, Japan, the Administrative Board discussed many problems including that of access to higher education in the context of the preparation to the 5th IAU Seminar to be held in Halle (GDR) from 29 May to 2 June 1978

Below are summarised some of the view‐points presented in the meeting.     

经济全球化对高校人才培养的影响

21世纪将是一个知识化、信息化、网络化的新经济时代,面对经济全球化、信息网络化及我国加入WTO后的国内、国际形势,高校教育工作者应“内强素质、外塑形象”,“以人为本”,加强高校教学科研管理,加强素质教育。     

大网络文化背景下的大学生思想政治教育改革新途径

教育环境的改变与教育发展息息相关。新时期,在新的环境背景下,应该探索全新的教育方式,为学生创造更优质的学习环境,促进学生全面发展。现今,网络信息技术在各领域应用广泛,对于高校大学生而言,网络的普及为其学习、生活提供了更多便利,也对其思想、道德以及价值观产生一定的影响。在网络环境背景下,大学生思想政治教育应该探索全新的教育途径。文章从网络环境下高校思想政治教育的优势出发,探索网络文化背景下高校思想政治教育的新路径。     

Universities and New Information and Communication Technologies: Issues and Strategies

In 1995, the International Association of Universities( IAU) created, within its Board, a Task Force on Universities and Information Technologies. This Task Force is composed of eminent personalities from the academic world. At two recent meetings held in 1997, it examined some of the challenges facing universities in the new information society. This paper summarizes the main questions concerning the impact of information and communication technologies on universities, mainly the benefits of, and limitations to, the use of information technologies in teaching, learning and research. It ends with concluding remarks from the IA U Task Force and a number of recommendations as to what strategies to adopt.     

Russian Schools

This article presents educational statistics that reflect the basic indicators describing the state of information technology infrastructure in secondary general education in 2014. This research seeks to analyze how Russia’s Federal State Educational Standards governing secondary general education facilitate the creation of information-based teaching methods and the supply of equipment. Special attention is paid to the interregional differences in information-educational infrastructure as well as the differences between how urban and rural schools are equipped with this infrastructure. This study may prove to be useful to regional education authorities and experts in the field of public educational policy as a starting point for analyzing educational statistics while taking into account regional contextual indicators.     

UNESCÒ COMMITTEE OF EXPERTS ANALYSES POST‐SECONDARY EDUCATION FOR PERSONS GAINFULLY EMPLOYED

One of the current problems which concern UNESCO in the field of higher education is that of adapting higher education to the requirements of life‐long education, and, more specifically, of developing practical ways of making life‐long higher education, be it vocational or general, a reality for working people.

At the invitation of the United Kingdom Government, UNESCO convened a Committee of Experts on Post‐Secondary Education for Persons Gainfully Employed, which was held in London from 27 to 30 July 1976. The meeting was attended by participants from 14 states from various parts of the world. In addition, there were observers from the International Labour Office (ILO), the International Association of Universities (IAU) and the International Confederation of Free Trade Unions. The aim of this meeting was to formulate suggestions for the UNESCO programme in the field of post‐secondary education for persons gainfully employed. We give below a summary of its results. (For CEPES participation in this meeting please see page 31 in this issue.)     

Legitimacy,stratification, and internationalization in global higher education: the case of the International Association of Universities

Tertiary Education and Management - The International Association of Universities (IAU) is the only inclusive global university association, its membership barriers are low, yet few universities...     

Promoting Internet-Based Teaching and Learning Worldwide

The author, who has spent many years transforming the University of Aalborg, Denmark, into a modern Net-based university, reflects on how the information and communications technologies (ICTs) should be introduced into traditional universities so that the resulting transformations will be irreversible and successful in the broadest possible sense. The introduction of the ICTs and the resulting institutional transformation, she argues, must involve all institutional constituencies. The leadership in each case must be aware of the successes and failures of other institutions in regard to ICT adoption through the information resources of such international organizations as the International Association of University Presidents, the International Association of Universities, UNESCO, etc. Consultants representing such organizations must make an effort to understand the cultural and economic frameworks of the institutions that they advise and assist. The successful adoption of the ICTs in a higher education institution is a complex process.     

The Responses of Higher Education Institutions to Global Challenge: Innovative Universities and Human Resources Development

Before a higher education institution can develop international impact and reputation, it must first have developed its regional impact and reputation. Universities can contribute to the creation of wealth in given regions in a number of ways, not the least of which is technology transfer, the creation of firms and other spin‐off activities, and the furtherance of the their reputations for excellence. Staff and students spend a good deal of money in such regions, thus increasing regional wealth, and if given institutions pursue entrepreneurial policies in regard to the course programmes that they offer, their graduates will not only find nearby employment but will create employment for others. The “Innova” Project of the Polytechnic University of Catalonia is an illustration of how a major regional university is attempting to apply new teaching models to enhance entrepreneurial culture in the Barcelona area of Spain and thereby to increase regional human capital.     

全球治理视域下我国高等教育国际化：内涵新解与实践进路

高等教育国际化既是新时代我国高等教育高质量发展的应然要求,也是参与全球教育治理体系和彰显全球教育治理能力的重要尺度。从全球治理的视域出发,构建“价值共识-制度公约-组织协商”的多维度分析框架,以此梳理我国高等教育国际化实践从接纳共享到输出共享、从场外接轨到场内共建、从松散联合到协作共商的演变特征,并揭示出当前我国高等教育国际化发展面临三大矛盾：价值共识共享中的路径依赖掣肘、制度公约共建中的本土角色暗淡、组织协商共商中的合力发挥不足。基于此,我们应加强文化自觉,构建中国高等教育国际话语体系;提升制度能力,深度参与高等教育国际规则的实施与制定;注重多元面向,打造分层分类的国际化网络协商新格局,以提升我国高等教育国际化水平和全球教育治理能力。     

"全球化"时代的高等教育国际化-历史与比较的视角

伴随着经济全球化 ,高等教育国际化呈现出新特点 ,主要包括∶高等教育国际化越来越受经济利益的驱动 ,并进入全球范围内竞争阶段。此外 ,其内容不仅包括人员交流 ,而且还包括课程国际化、跨国教育、建立区域性和全球性协作组织等。国际化主要在高等院校层次展开 ,院校成为实施主体。在许多领域 ,国际化已上升到特定区域范围内国家间的合作与交流 ,并开始扩大到全球范围 ,追求全球标准化 ,高等教育国际化趋于朝高等教育全球化方向发展     

ADOPTION OF THE CONVENTION ON THE RECOGNITION OF STUDIES,DIPLOMAS AND DEGREES IN HIGHER EDUCATION IN THE ARAB AND EUROPEAN STATES BORDERING ON THE MEDITERRANEAN

Increasing international attention to the need for mobility of per‐sons who are engaged in higher education has led to a number of developments at the international level. The international recognition of studies, diplomas and degrees is a necessary prerequisite for the broadening of international co‐operation in the field of higher education. The Convention on the International Recognition of Studies, Diplomas and Degrees in Higher Education in the Arab and European States bordering on the Mediterranean, adopted in Nice on 17 December 1976, is an important step towards further expansion of international co‐operation in higher education.

We give below information concerning this convention and selected articles from the Convention itself relating to definitions, implementation, documentation, ratification, accession and entry into force.     

学校网络教育与校园网的应用

随着信息技术和计算机网络技术的迅速发展,利用校园网络的优势构建教育教学资源库、实现优质教育资源的共享,成为各中小学校实现教育信息化和资源共享的目标．如何在网络教育中最优先应用校园网,成为关注的焦点．通过对相关概念的明确,当前形式的简析,提出校园网在网络教育应用的范畴、方式及原则,并从应用实践中发现问题,以求得到有效的解决方案．     

ADOPTION OF THE CONVENTION ON THE RECOGNITION OF STUDIES/ DIPLOMAS AND DEGREES IN HIGHER EDUCATION IN THE ARAB AND EUROPEAN STATES BORDERING ON THE MEDITERRANEAN

Increasing international attention to the need for mobility of persons who are engaged in higher education has led to a number of developments at the international level. The international recognition of studies, diplomas and degrees is a necessary prerequisite for the broadening of international co‐operation in the field of higher education. The Convention on the International Recognition of Studies, Diplomas and Degrees in Higher Education in the Arab and European States bordering on the Mediterranean, adopted in Nice on 17 December 1976, is an important step towards further expansion of international co‐operation in higher education.

We give below information concerning this convention and selected unarticles from the Convention itself relating to definitions, implementation, documentation, ratification, accession and entry into force.     

The impact of political factors on international student mobility

International student mobility contributes to a knowledge-based economy and forms an important component of a highly educated migration. This paper aims to identify how far political factors—including political discrimination, restrictions, freedom, UK migration policies and social cultural norms and policies—enhance or inhibit individuals' capabilities to become mobile. It offers a novel conceptualisation of mobility, drawing on structuration theory and the capability approach, to reveal the link between structure, capability and agency in the mobility process. Semi-structured in-depth interviews were conducted with 40 PhD students, two professors from Turkey in the United Kingdom and three international education experts. A capability list established shows how mobility occurs when students' capabilities (freedoms) fail to flourish and they lose their power (capacity) to influence society due to the political environment in the home country. ‘Impo-mobility’, derived from the word ‘imposed’, is proposed to refer to highly educated people having to become mobile as a result of impositions placed upon them by home and host-government political practices. An appealing political environment is necessary if Turkey is not to lose highly educated individuals and the United Kingdom is to remain a global player in international higher education.     

促进学生国际流动的国家政策:何以可以与何以可为?

随着全球社会发展与国际教育相互关系变得广泛与深刻,国家已成为参与国际高等教育竞争有影响力的行动者.作为国际教育竞争的基石与国家经济竞争力领域的关键结构,学生国际流动被视为促进国家公共外交与培养全球竞争力人才的重要政策工具.全球范围促进学生国际流动的国家政策呈现既复杂又不平衡的特点.以国际教育战略与项目计划为发展先导、参...     

德国高等教育国际化智库:职能、特点与启示

近年来,德国高等教育国际化的稳步、快速发展与德国高等教育国际化智库的贡献密不可分。德国高等教育国际化智库主要有两大类:一类是高校的高等教育研究机构;另一类是社会基金会成立的高等教育研究机构。德国高等教育国际化智库独立运作,依托高校,又与国家保持紧密联系,对高等教育国际化理论、应用和管理开展深入研究,打造跨学科、国际化合作平台,并建立数据库,以信息化方式辐射社会。     

Beyond internationalisation and isomorphism – the construction of a global higher education regime

ABSTRACT

National higher education systems are undergoing profound changes, discussed in many but unrelated studies as outcomes of internationalisation dynamics and institutional isomorphism pressures. We propose to link these studies by emphasising the influence of both internationalisation and isomorphism on the formation of a global educational regime. Through a broad range of indicators, we describe the growth of the discursive, normative, and regulatory dimensions of such a global higher education regime. We find evidence of the following developments: (1) a rapidly growing network of international organisations focused on conferences, initiatives, and programmes supporting a global higher education agenda; (2) a striking increase in the number of international and national accreditation agencies, their mutual cross-national recognition as well as the number of universities that are nationally and internationally accredited; and lastly, (3) parallel increases in regional qualification frameworks and in the implementation of national qualification frameworks. These developments create integration pressures manifest in the mutual recognition of higher education degrees, for which a new generation of regional conventions has emerged worldwide in the past two decades. We discuss these processes and their implications for understanding ‘national’ higher education as well as the threats and limits to the burgeoning higher education regime.     

A framework for enhancing regulatory cooperation in external quality assurance in Southern Africa

Cross-border higher education (CBHE) has taken centre stage in the Southern Africa Development Community (SADC). There has been increased trade in higher education services among member states of the SADC. This has necessitated regional regulatory cooperation in quality assurance and accreditation. SADC has established the Southern African Quality Assurance Network as a regional network of external quality assurance agencies. This paper presents a framework that can be used to enhance regulatory cooperation within the Network on quality assurance in higher education with special focus on CBHE. The paper identifies the main areas of focus as people mobility, institutional and programme mobility, accreditation and registration and recognition of academic credentials. Proposed mechanisms for regulatory cooperation include regional credit accumulation and transfer system, regional qualifications framework, framework for accreditation and registration of foreign providers and framework for recognition of academic credentials.