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Higher Education in Portuguese Speaking African Countries.
This publication is the result of a baseline study of the state of the higher education systems in the five Portuguese speaking countries in Africa (PALOP): Angola, Cape Verde, Guinea-Bissau, Mozambique and Sao Tome and Principe. The project was undertaken by an African international expert in the f...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford :
African Minds,
2014.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover ; Title page ; Copyright page ; Contents ; Tables; Figures; Acknowledgements; Acronyms and abbreviations; Preface; Executive summary and structure; Chapter 1
- INTRODUCTION AND BACKGROUND; 1.1 Introduction; 1.2 Objectives of the study; 1.3 Methodology of the study; Chapter 2
- ANGOLA; 2.1 Country profile; 2.2 Background and historical context of higher education; 2.3 Trends of expansion, diversification and differentiation; 2.3.1 Institutions and programmes; 2.3.2 The establishment of Agostinho Neto University (ANU); 2.3.3 The emergence of private universities.
- 2.4 Changes in higher education governance2.4.1 Changing governance contexts; 2.4.2 Quality assurance; 2.5 Financing higher education; 2.5.1 Sources of funding and expenditure on higher education; 2.5.2 Tuition fees and cost-sharing; 2.6 Access and equity; 2.7 ICT in Angolan higher education; 2.7.1 ICT policy development in Angola; REFERENCES; Chapter 3
- CAPE VERDE; 3.1 Country profile; 3.2 Background and historical context of higher education; 3.3 Trends of expansion, diversification and differentiation; 3.4 Changes in higher education governance; 3.5 Financing higher education.
- 3.5.1 Tuitions fees and cost-sharing3.5.2 Shifting from international to local scholarships; 3.6 Quality assurance; 3.7 ICT in higher education; REFERENCES; Chapter 4
- GUINEA-BISSAU; 4.1 Country profile; 4.2 Background and historical context of higher education; 4.2.1 The development of post-secondary education; 4.2.2 The birth of university education: Faculties of Medicine and Law; 4.3 Trends of expansion, diversification and differentiation; 4.3.1 Emergence of private higher education; 4.3.2 The rise of a new higher education landscape; 4.4 Amílcar Cabral University: A dream deferred.
- 4.5 The governance of higher education4.5.1 An unregulated system? Quality assurance; 4.5.2 Financing and access in higher education; 4.6 ICT in higher education; REFERENCES; Chapter 5
- MOZAMBIQUE; 5.1 Country profile; 5.2 The genesis of higher education; 5.2.1 Colonial period; 5.2.2 Independence and socialist period; 5.2.3 Multi-party democracy and free-market period; 5.3 Trends of expansion, diversification and differentiation; 5.3.1 Expansion of higher education institutions; 5.3.2 Classification and differentiation of higher education institutions.
- 5.3.3 Academic programmes offered in different higher education institutions5.3.4 Expansion in student enrolment; 5.3.5 Projected scenarios of growth in student enrolment 2012-2025; 5.4 Changes in higher education governance; 5.5 Financing higher education; 5.6 ICT in higher education; 5.6.1 Second-generation providers; 5.6.2 Variables affecting ICT-enabled education; REFERENCES; Chapter 6
- SÃO TOMÉ AND PRÍNCIPE; 6.1 Country profile; 6.2 Background and historical context of higher education; 6.3 Trends of expansion, diversity and differentiation; 6.3.1 Students in the higher education system.