Accountability in Higher Education and the Educational Policy and Accreditation Standards, 2008

2013 ◽  
Vol 23 (3) ◽  
pp. 253-256 ◽  
Author(s):  
David Stoesz
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Accreditation Standards

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

Teaching Note: Analyzing Families in Cultural Context: A Teaching Tool

2013 ◽  
Vol 18 (1) ◽  
pp. 51-60
Author(s):  
Miriam Freeman
Keyword(s):  
Student Learning ◽  
Educational Policy ◽  
Cultural Context ◽  
Data Gathering ◽  
Teaching Tool ◽  
Family Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors

This teaching note describes the author's experience with a multidimensional tool designed to facilitate student learning about family assessment within a cultural context. Using their own families as the system of analysis, students engaged in data gathering and organizing, interpretation, and presentation of a multi - generational family. The author links this tool to 2008 Educational Policy and Accreditation Standards practice behaviors; highlights and discusses family maps and a family cultural poem, “I Am From,” as the central components of this teaching tool; and provides recommendations for its use. Students’ “I Am From” poems are included as illustrations.

scholarly journals Global Changes in Higher Education: Post-Covid Times

2021 ◽  
pp. 65-70
Author(s):  
J. P. Bayer ◽  
N. A. Churaev
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Global Education ◽  
Global Changes ◽  
Education Development ◽  
International Context ◽  
Modern Education ◽  
Advantages And Disadvantages ◽  
Political Interests ◽  
Coronavirus Infection

In this article we talk about education as a global phenomenon that includes many actors with their own political interests. In this regard, the question of the anthropological component of modern education, including in the international context, arises extremely sharply: what kind of person is formed by the new global education, to whom it applies, and what values it forms. Main trends in global education policy are defined. The formation of a global educational policy has not yet been completed, and the pandemic of coronavirus infection has brought both positive and negative aspects. We name both of them: the advantages and disadvantages of pandemic situation that shifted the global higher education into the different format. Also, we make the forecast on further higher education development.

scholarly journals The cooperation between the Russian Federation, Syria and Vietnam in the area of education politics in the 2000s: results and prospects

2019 ◽  
Vol 18 (2) ◽  
pp. 464-478
Author(s):  
Ahmad Mohammad Chahoud ◽  
Van Vuong Le ◽  
Mohannad Hosain
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Educational Policy ◽  
Russian Federation ◽  
Highly Qualified ◽  
Education Systems ◽  
Education Politics ◽  
Higher Education Systems ◽  
Qualified Personnel ◽  
The Russian Federation

This article examines the evolution of priorities, main directions and conditions of the Russian Federation’s cooperation with Syria and Vietnam in the sphere of education, and it analyzes the historical experience of the cooperation between these states. The authors analyze the main tasks and areas of research for the cooperation of the Russian Federation with other states, the contextual priorities of their development, the needs of the labor market and the characteristics of the higher education systems. Particular attention is paid to a comparative study of the institutional and regulatory resources for the development of higher education systems of the countries under consideration. The authors emphasize the relationship between higher education and the national economy. The novelty of the research lies in rethinking the conceptual framework, objectives and key areas of interaction between countries that can together form the necessary basis for understanding the basic essence of cooperation between the Russian Federation and Syria and Vietnam in the field of educational policy, its state and development prospects. The authors identified features of the cooperation of the Russian Federation with Syria and Vietnam in the field of educational policy in the 2000s, which are expressed in their orientation to common priorities as expressed in international higher education documents, and the development of a consensus on the need to increase the volume of cooperation in the field of training highly qualified personnel in accordance with the requirements of the modern labor market.

scholarly journals Paradoxes of Doctoral Studies in Education Sciences in the Czech Republic

2021 ◽  
Vol 17 (1) ◽  
pp. 60-71
Author(s):  
Miroslav Dopita ◽  
Jana Poláchová Vašťatková
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Educational Policy ◽  
Higher Education Policy ◽  
Doctoral Degree ◽  
University Education ◽  
Doctoral Studies ◽  
The Czech Republic ◽  
University Studies ◽  
Educational Sciences

Adequate staffing of university studies with qualified academics was completed thanks to the reimplementation of three-stage university education during the post-socialist restoration of higher education in the Czech Republic. Thus, the doctoral degree of education has been attained by more than four-fifths of academic staff, with over two-fifths of them being aged 50+. The current course of university studies, including doctoral study programs, is influenced by their focus on educational and research strategy. With regards to the regulations for graduating in doctoral studies, doctoral candidates act as homo oeconomicus following neo-liberal educational policy. The conditions for doctoral studies, namely, those in educational sciences, thus lead to paradoxes caused by the current higher educational policy. The objective of the paper is to analyze the neoliberal set-up of the higher education policy of the Czech Republic in the field of doctoral studies in educational sciences in particular and its possible impacts in the area of labor-market integration of graduates and university training of academics.

Is E-Learning a Pro-Active Response to, or Reaction to, Changes in Educational Policy and Patterns of Educational Demand?

2014 ◽  
pp. 253-267
Author(s):  
Allan M. Lawrence ◽  
Peter J. Short ◽  
Deborah Millar
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
Quality Factors ◽  
Student Work ◽  
Factors Affecting ◽  
Educational Demand ◽  
E Learning ◽  
The Impact

This chapter reviews and investigates the models and acceptability of E-Learning to the emerging students markets for Higher Education Institutions (HEIs) from the More Developed Countries (MDCs) and seeks to evaluate the differing models of delivery from a practical and a socio-economic perspective. The research also investigates the impact of the shifts in population growth and the subsequent impact upon the levels of demand from students in Less Developed Countries (LDCs) for higher education. In addition, the logistical and quality factors affecting E-Learning are evaluated, looking at the aspects of academic rigour, plagiarism, and the methods of managing the originality and authenticity of student work. Similarly, the research looks at the viability of situations where the education provider may never physically meet the students through the exclusive use of VLEs, and the possible credibility issues that this may present to institutional and awarding body reputations.

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