Higher education : recent trends, emerging issues and future outlook /

Detalles Bibliográficos
Clasificación:Libro Electrónico
Formato: Electrónico eBook
Idioma:Inglés
Publicado: [Hauppauge] New York : Nova Publishers, [2013]
Colección:Education in a competitive and globalizing world
Temas:
Education, Higher > Cross-cultural studies.
Education, Higher > Research > Cross-cultural studies.
Higher education and state > Cross-cultural studies.
Enseignement supérieur > Études transculturelles.
Enseignement supérieur > Recherche > Études transculturelles.
Enseignement supérieur > Politique gouvernementale > Études transculturelles.
EDUCATION > Higher.
Education, Higher
Education, Higher > Research
Higher education and state
Cross-cultural studies
Acceso en línea:Texto completo
Tabla de Contenidos:
  • HIGHER EDUCATION ; Library of Congress Cataloging-in-Publication Data ; CONTENTS ; PREFACE ; THE ROLE OF HIGHER EDUCATION ; REFORM AND GOVERNANCE ; QUALITY ASSURANCE ; TEACHING AND LEARNING ; CONCLUSION ; Chapter 1 SKILLS FOR THE 21ST CENTURY: IMPLICATIONS FOR DUTCH EDUCATION ; ABSTRACT ; 1. INTRODUCTION ; 2. HOW IS THE WORLD CHANGING AND HOW DOES THIS AFFECT THE SKILL NEEDS OF THE POPULATION? ; ICT ; Globalization ; Flexibilization ; Polarization of the Job Structure ; Demographic Changes ; The Effect on Skill Requirements.
  • 3. A HEURISTIC SCHEME FOR THE CLASSIFICATION OF SKILL REQUIREMENTS IN THE 21ST CENTURY Specific and Generic Skills ; Innate Abilities and Learnable Skills ; Crystallized and Fluid Abilities ; Basic and Advanced Skills ; ICT Skills ; Skills and Competencies ; 21st Century Skills ; Can the Existing Concepts Be Combined into a Coherent Framework? ; 4. HOW WELL DOES DUTCH EDUCATION PREPARE FOR THE SKILLS THAT ARE NEEDED IN THE 21ST CENTURY? ; Basic Skills ; 21st Century Skills ; Educational Attainment ; Conclusion ; 5. MEASUREMENT AND EVALUATION: WHAT CAN WE LEARN? ; Large-Scale Assessments.
  • Assessment within Schools Conclusion ; 6. WHAT ARE THE CHALLENGES THAT EDUCATION IS FACING? ; 6.1. Challenges Related to the Input ; How to Deal with Individual Differences? ; How to Deal with All the Challenges with Fewer Resources? ; 6.2. Challenges Related to the Process ; How to Deal with a Need for More Flexibility? ; How to Successfully Implement Innovative Learning Environments? ; 6.3. Challenges Related to the Required Output ; Which Skills Should Be Developed in Education and When Should This Take Place? ; Developing the Top, the Middle or the Bottom?
  • How to Deal with the Narrowly Gifted? 7. WHAT DOES EDUCATION NEED TO DO? ; 7.1. Actions Related to the Input ; Professionalization of the Teachers ; 7.2. Actions Related to the Process ; Develop and Disseminate Systematic Knowledge about the Conditions under which Innovative Learning Methods Are Successful ; Integrate the Use of ICT Skills in Core Curricula ; Promote the Use of Open Content and Show Examples of Best Practice ; Pay More Attention to Assessment ; More Flexibility in the Exams ; 7.3. Actions Related to the Output.
  • Develop Systematic Knowledge about What Should Be Learned and When Remove Obstacles to Enrolment in Higher Education ; CONCLUSION ; REFERENCES ; Chapter 2 HIGHER EDUCATION INSTITUTIONS AND THE GLOBAL AGENDA OF POVERTY REDUCTION ; ABSTRACT ; INTRODUCTION ; HIGHER EDUCATION INSTITUTIONS: BREEDING GROUND OF KNOWLEDGE-BASED LEARNING? ; WHOSE KNOWLEDGE MATTERS? ; VISIONING POVERTY-ORIENTED FUTURE ; OPPRESSED PEDAGOGY IN UNIVERSITY TEACHING AND LEARNING ; UNIVERSITY
  • NON-GOVERNMENTAL DEVELOPMENT ORGANISATION (NGDO) COLLABORATION ; AUSTRALIAN CASE STUDY.

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