scholarly journals Knowledge Economies: The Singapore Example

2015 ◽  
Author(s):  
Ravinder Sidhu
Keyword(s):  
International Students ◽  
Knowledge Economy ◽  
Financial Support ◽  
Education And Training ◽  
Knowledge Economies ◽  
World Class ◽  
World Class Universities ◽  
And Training

Singapore's government formulated the Global Schoolhouse, a policy platform based on three pillars: investing financial support with an identified group of “world-class universities” to establish operations in Singapore; attracting 150,000 international students by 2015 to study in both private and state-run education institutions; and remodel all levels of Singaporean education. Its knowledge economy plans require Singapore's citizens to be self-reliant, to better themselves through education and training, and if necessary to relocate themselves regionally to exploit opportunities, rather than expecting their government to take responsibility for their employment.

World class universities and international student mobility: Repositioning strategies in the Asian Tigers

2021 ◽  
Vol 16 (3) ◽  
pp. 295-317
Author(s):  
Anatoly V Oleksiyenko ◽  
Sheng-Ju Chan ◽  
Stephanie K Kim ◽  
William Yat Wai Lo ◽  
Keenan Daniel Manning
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Global Science ◽  
Major Cluster ◽  
Knowledge Economies ◽  
Asian Tigers ◽  
World Class ◽  
Local Students ◽  
World Class Universities

A major cluster of economic engines that have changed Asian higher education, Hong Kong, Singapore, South Korea, and Taiwan have all developed high-income societies as well as world-class universities which linked local “knowledge economies” to global science and created hubs for international collaborations and mobility. However, there has been limited analysis of interdependencies between the rise of world-class universities and changes in the flows of international talent. This paper elaborates on the concept of higher education internationalization that aims at enhancing geopolitical equity in global mobility and re-positioning local students for improved access to the world-class excellence. The paper compares key themes and patterns that define the Tiger societies’ unique positions in the field of global higher education.

scholarly journals Kerala: Temples and World-Class Universities

2015 ◽  
Author(s):  
Philip Altbach
Keyword(s):  
Knowledge Economy ◽  
Research University ◽  
The South ◽  
Hindu Temple ◽  
South Indian ◽  
Indian State ◽  
World Class ◽  
World Class Universities

A Hindu temple in the south Indian state of Kerala has located treasure work several billion dollars in its basement. This article proposes uses some of that money to build a world-class research university in Kerala to help boost its knowledge economy.

scholarly journals Regional Education Hubs -- Rhetoric or Reality

2015 ◽  
Author(s):  
Jane Knight
Keyword(s):  
International Students ◽  
Recent Trend ◽  
Education And Training ◽  
Local Institutions ◽  
Branch Campuses ◽  
Cross Border ◽  
Production And Distribution ◽  
Set Up ◽  
Foreign Universities ◽  
And Training

The recent trend in cross-border education is building education hubs. There are three categories among education hubs. First, the student hub focuses on recruitment of international students. Second, the education and training hub includes invitation of foreign universities to set up branch campuses. Finally, the knowledge and innovation hub encourages foreign universities to set up a research base to collaborate with local institutions for the production and distribution of knowledge and innovation. Further work is needed to analyze these education hubs.

The Context for a European Framework for Psychologists' Training

2002 ◽  
Vol 7 (3) ◽  
pp. 169-179 ◽  
Author(s):  
José Maria Peiro ◽  
Ingrid Lunt
Keyword(s):  
European Union ◽  
Education And Training ◽  
The European Union ◽  
European Level ◽  
Global Context ◽  
European Context ◽  
European Universities ◽  
Common Framework ◽  
World Class ◽  
And Training

In this paper we analyze the context in which the European Framework for Psychologists Training was developed over a 2-year period 1999-2001. The increasingly global context in which European psychologists have to function suggests that the costs of not having a common framework are too great. Pressures by the European Union to promote mobility and convergence across the European member states create further impetus for a common framework. The wider European context provides an interesting tension between diversity and overarching common commitments and principles. It is suggested that the benefits of a common framework outweigh the disadvantages. These benefits include greater student and staff mobility, a clearer identity of European psychology, increased opportunities to attract world-class scholars to European universities, enhanced transparency of qualifications, and common solutions to problems at a European level. We argue that European psychology cannot afford not to have a common European framework for education and training and conclude with a projection and suggestion of what might be achieved in next 10 years.

scholarly journals Funding World-Class Universities

2016 ◽  
pp. 18-20 ◽  
Author(s):  
Alex Usher
Keyword(s):  
Research Universities ◽  
Financial Support ◽  
World Class ◽  
Class Status ◽  
World Class Universities ◽  
The Impact ◽  
Different Levels

Research universities that aspire to world-class status are expensive to develop and support. Patterns of funding are discussed, and the impact of different levels of financial support analyzed.

Educational and Training Systems in Sweden for Prehospital Response to Acts of Terrorism

2003 ◽  
Vol 18 (3) ◽  
pp. 184-188 ◽  
Author(s):  
Per E.J. Kulling ◽  
Jonas E.A. Holst
Keyword(s):  
Financial Support ◽  
Healthcare Professionals ◽  
Health Sector ◽  
Education And Training ◽  
Disaster Medicine ◽  
Major Incident ◽  
National Board ◽  
Defense Strategy ◽  
Training Programmes ◽  
And Training

AbstractSweden has a long tradition in planning for disaster situations in which the National Board of Health and Welfare has a key responsibilty within the health sector. One important part of this disaster preparedness is education and training. Since 11 September 2001, much focus has been placed on the acts of terrorism with special reference to the effects of the use of chemical, biological, or nuclear/radiological (CBNR) agents. In the health sector, the preparedness for such situations is much the same as for other castastrophic events. The National Board of Health and Welfare of Sweden is a national authority under the government, and one of its responsibilities is planning and the provision of supplies for health and medical services, environmental health, and social services in case of war or crises. “Joint Central Disaster Committees” in each County Council/Region in the country are responsible for overseeing major incident planning for their respective counties/regions. The “Disaster Committee” is responsible for ensuring that: (1) plans are established and revised; (2) all personnel involved in planning receive adequate information and training; (3) equipment and supplies are available; and (4) maintenance arrangements are in place.Sweden adopts a “Total Defense” strategy, which means that it places a high value in preparing for peacetime and wartime major incidents. The Swedish Emergency Management Agency coordinates the civilian Total Defense strategy, and provides funding to the relevant responsible authority to this end. The National Board of Health and Welfare takes responsibility in this process. In this area, the main activities of the National Board of Health and Welfare are: (1) the establishment of national guidelines and supervision of standards in emergency and disaster medicine, social welfare, public health, and prevention of infectious diseases; (2) the introduction of new principles, standards, and equipment; (3) the conducting education and training programmes; and (4) the provision of financial support. The budget for National Board of Health and Welfare in this area is approximately 160 million SEK (US$18 million). The National Board of Health and Welfare also provides funding to the County Councils/Regions for the training of healthcare professionals in disaster medicine and crises management by arranging (and financing) courses primarily for teachers and by providing financial support to the County Councils/Regions for providing their own educational and training programmes. The National Board of Health and Welfare provides funding of approximately 20 million SEK (US$2.4 million) to the County Councils/Regions for this training of healthcare professionals in disaster medicine and crises.

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