The Place of Higher Education in the Development Process in Iraq

Author(s):  
Mohammad Sadik
2003 ◽  
Vol 2 (4) ◽  
pp. 565-575 ◽  
Author(s):  
Hossain Shanawez ◽  
Kazuo Kuroda

AbstractEducation in general, and specifically higher education, plays an important role in the development process of all nations. Institutions of higher education have an important responsibility to support knowledge-driven economic growth strategies. This paper investigates the strategies of how by applying technologies on a large scale—with close attention to quality—virtual education can help higher education to find a way through the crisis of access, prohibitive cost, and lack of flexibility that we find all over the developing world. By addressing various issues related to planning, implementation, and quality with proper strategies, virtual education can provide immense opportunity to reduce the North-South knowledge gap and also to promote the development of the developing world. This paper reviews various issues related to promotion and quality control in virtual higher education and addresses possible strategies with general considerations of Africa and Asia.


2020 ◽  
Vol 9 (7) ◽  
pp. 234
Author(s):  
Li Wang

This paper reviews the development process of higher education compensation policy for disadvantaged groups in China, and divides it into two stages. This policy has achieved certain results.However, there are still many deficiencies and limitations in the current education compensation policy. It should be designed reasonably and implemented efficiently for all disadvantaged groups in future and be guaranteed by a just legal system; include higher education, elementary education and family education.


2020 ◽  
Vol 1 ◽  
pp. 1735-1744
Author(s):  
D. Kattwinkel ◽  
B. Bender

AbstractTo respond to today's needs, engineers must be able to develop sustainable and environmentally compatible products and systems. To do so, they have to carry out new or changed activities and tasks within the product development process and therefore have to obtain new or changed competences. This publication examines which specific competences from the competence groups system thinking and communication are especially important for the development of Ecodesign products apart from technical know-how and should thus be included in a future higher education engineering course.


Author(s):  
Magdalena Platis

In all evaluations of universities, either of programs, schools, or the institution as a whole body, the starting point is the self-evaluation report. Its importance is crucial since all the recommendations and conclusions are based on its content. The purpose of this chapter is to reveal the importance of the self-development process as part of the self-management strategies that need to be implemented in higher education universities, in the context of the quality assessment procedures. In the contemporary context, the process of university development has to be understood as a self-development process, taking into consideration all the reforms and changes generated since the the Bologna Declaration (1999). Therefore, it is important to reveal the characteristics of the process of self-development for the higher education institution, to identify most relevant methods of management development, and to explain how self-management strategies can be supported for universities to become better off. In addition, the concept of quality convergence is expressed on the basis of the self-development process.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susana Fonseca ◽  
Joana Lobo Fernandes

Purpose Providing higher education institutions (HEIs) with a tool for self-assessing their social responsibility (SR) that generates the information and knowledge necessary to a strategic approach to adopting the Green Paper recommendations about the SR of HEIs. Setting out the collaborative policy development process to construct the tool “Indicators of SR of HEIs” (ISRHEI).[AQ1] Design/methodology/approach After a literature review, including self-assessment (SA) tools and leading guidelines, a working group of 24 Portuguese HEIs was created to co-construct the ISRHEI tool, which was then subject to validation in a pilot study. Findings There are 34 indicators in the ISRHEI tool, structured by sequential levels according to the HEI alignment with SR (policies, procedures, practices and monitoring along a strategic continuum) hoping to achieve impacts on the organisational, educational, cognitive and social level. Originality/value This is an innovative and national policy development process for SR in Portugal. It gives insights into guiding documents, SA indicators for SR and the process of developing consensus on this topic amongst 24 HEIs in Portugal. The ISRHEI tool is tailored to the specific characteristics and level of development of HEIs.


Author(s):  
Leonardo Corrêa Chaves ◽  
Claudio Luiz de Freitas ◽  
Leonardo Ensslin ◽  
Elisete Dahmer Pfitscher ◽  
Sérgio Murilo Petri ◽  
...  

A atual pressão mundial pela conscientização ambiental atingiu diferentes instituições tais como empresas, instituições filantrópicas e universidades. Estas, como formadoras de opinião e prestadoras de serviços à sociedade, transmitem a conscientização ambiental por meio da gestão socioambiental. Desta forma, o objetivo do trabalho, de natureza exploratório-descritiva, é construir o conhecimento sobre o tema gestão sócio ambiental em instituições de ensino, utilizando o Knowledge Development Process – Constructivist (ProKnow-C) como instrumento de intervenção. Como resultados identificou-se um Portfólio Bibliográfico (PB) composto por 14 artigos e, através deste PB, constatou-se que os periódicos International Journal of Sustainability in Higher Education e Journal of Cleaner Production são os mais alinhados ao tema. O artigo mais citado do PB é Toward sustainable management: the University of Michigan Housing Division's approach. O autor Shriberg, M. é o autor com mais trabalhos no PB e os autores Velazquez, L. e Munguia, N. são os mais citados no PB. A palavra-chave mais utilizada no PB é Higher Education seguida por sustainable development, sustainability e Environmental Management.


2021 ◽  
Vol 10 (9) ◽  
pp. 331
Author(s):  
Hasmik Hovakimyan ◽  
Milena Klimek ◽  
Bernhard Freyer ◽  
Stefan Vogel

Weak or unstructured stakeholder participation in higher education curricula development still remains a problem in Armenia. Change in outdated curricula development processes is needed, as they often do not meet students’ needs; do not adopt innovative teaching methods or tools; and do not fit the labour market’s demand. This paper traces the evolution of the participatory curriculum development process of the Organic Agriculture Master’s program at the Armenian National Agrarian University (ANAU). Prioritizing mainly qualitative methods of research, five relevant stakeholder groups with approximately 10–12 members each at varying levels were involved in this action research. Additionally, paper-based and online surveys were conducted with 290 ANAU students. The results focus on the conceptual mapping of the process of participatory action research, bridging its relevance to the Armenian labour market’s needs. Moreover, the results highlight lessons learned from the process—shaping them around significant theories for participatory action research—and underline the possibilities of the Organic Agriculture Master’s development process as a model program at ANAU and perhaps elsewhere.


2016 ◽  
Vol 6 (1) ◽  
pp. 35-54 ◽  
Author(s):  
Reina Ferrández-Berrueco ◽  
Tauno Kekale ◽  
David Devins

Purpose – European policy is placing an increasing emphasis on involving employers and labour market institutions in the design and delivery of higher education (HE) programmes that match curricula to current and future needs of the economy. The purpose of this paper is to investigate the curriculum development process for work-based learning (WBL) programmes and to connect it to the basic pillars, organizational and pedagogical strategies and key stages that enable higher education institutions (HEIs) to foster students’ learning, employability and innovation. Design/methodology/approach – Case studies of 14 European WBL programmes in HE are reported using interviews and document analysis. These case studies are used to develop a final framework and examples of practice. Findings – A framework was designed to develop WBL programmes that include three basic pillars and the interactions between them to enhance learning quality (doctrine), provide authentic experiences (authenticity) and respect the ways of developing and delivering WBL (culture). Research limitations/implications – While selecting the cases on this “best practices” basis, some important pitfalls were not discussed. Thus, rather than offering a definitive theory, the authors provide a framework of issues that should at least be taken into account in the different stages of planning, delivery and reflection. Practical implications – The framework is simultaneously a kind of “checklist” for WBL curriculum developers. Originality/value – The research presents 14 case studies from programmes recognized in six European countries and develops an original WBL programme planning, delivery and evaluation framework that can also be used as a checklist for HEIs offering WBL programmes.


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