Constructing knowledge societies Salmi, Jamil
Higher education in Europe. Enseignement supérieur en Europe. Vysshee obrazovanie v Evrope,
20/4/1/, Letnik:
28, Številka:
1
Journal Article
The principal set of challenges facing tertiary education today is that set which links it to the construction of knowledge societies. Governments, the private sector, and the World Bank have ...specific tasks to perform in meeting these challenges. Countries--depending upon whether or not they are transition economies, low-income countries, or small states--will select varying strategic options. (HRK / Abstract übernommen).
League Tables as Policy Instruments Salmi, Jamil; Saroyan, Alenoush
Higher education management and policy,
06/2007, Letnik:
19, Številka:
2
Journal Article
Odprti dostop
This article examines the role and usefulness of league tables that are increasingly used to measure and compare the performance of tertiary education institutions. The article begins with a general ...overview and a typology of league tables. It continues with a discussion of the controversies they have generated, including the basis and the range of criticism they have invited, the merit of indicators they use as measures of quality, and the potential conditions that place universities at an advantage or a disadvantage in ranking exercises. The paper ends with a discussion of implications of league tables for national policies and institutional practices both in the developing world and in industrial countries.
On 21 October 1989, the Berlin wall fell, announcing the collapse of the Soviet empire and the demise of twentieth-century socialism. In a much-celebrated article published the same year, a senior ...official of the US Department of State, Francis Fukuyama, announced the ‘end of history’, celebrating ‘the unabashed victory of economic and political liberalism and the universalisation of western democracy as the final form of human government’ (Fukuyama, 1989: 37). Indeed, the Cold War is over and capitalism has prevailed; such terms as market economy, freedom and democracy can now be interchangeably used.
And yet, how do we reconcile the
The aim of this volume is to draw
international attention to the key role that education can
play in both preventing conflict and in reconstructing
post-conflict societies. The author also hopes to ...alert
developing countries and donors alike to the devastating
consequences of conflict on a country's education
systems and outcomes, as well to emphasize the importance of
maximizing the opportunities to reform education systems
presented by a reconstruction setting, adopting a long-term
development perspective, and emphasizing equity and quality
in the delivery of education services. Every education
system has the potential to exacerbate the conditions that
contribute to violent conflict. Based on this notion, the
author argues that education warrants high priority in both
humanitarian response and post-conflict reconstruction. The
central message of this book is that education plays key
role in both conflict prevention and in the reconstruction
of post-conflict societies. It highlights significant
findings on education and post-conflict reconstruction drawn
from thorough research and literature review, a survey and
database of key indicators for 52 conflict-affected
countries, and a review of 12 country studies.
This article summarizes a recent World Bank study that examined how Brazil can improve its
competitiveness in the global economy by strengthening innovation. The study, based on fieldwork
undertaken ...in 2006/2007, found that Brazil has not taken sufficient advantage of knowledge
that can be acquired from abroad; that it trails its counterparts in providing a quality education
and skills to use and to create knowledge; and that it has relied too heavily on government leadership to foster major innovation, while overlooking the more cost-effective approach of pushing
the private sector to undertake incremental innovation and to increase productivity throughout
the economy. It details specific steps than need to be undertaken to better prepare workers and
firms to innovate and compete.
O presente artigo sintetiza um estudo recente do Banco Mundial que examinou o modo como o Brasil pode melhorar a
sua competitividade na economia global fortalecendo a inovação. O estudo, baseado em trabalhos de campo realizados
em 2006/2007, concluiu que o Brasil não aproveitou suficientemente o conhecimento que pode ser adquirido do estrangeiro; que se atrasou em relação aos seus homólogos na prestação de uma educação de qualidade e de competências para
usar e criar conhecimento; e que dependeu excessivamente do governo para fomentar inovação importante, ao mesmo
tempo que negligenciava a abordagem mais eficaz em termos de custo de levar o sector privado a realizar inovação incremental e a aumentar a produtividade na economia. Pormenoriza passos específicos que devem ser dados para melhor
preparar os trabalhadores e as empresas para inovarem e competirem.
El presente artículo resume un estudio reciente del Banco Mundial que examina el modo en que Brasil puede mejorar su competitividad en la economía global fortaleciendo la innovación. El estudio, basado en trabajos de campo realizados en 2006/2007, concluyó que Brasil no ha aprovechado suficientemente el conocimiento que puede adquirirse del extranjero; que arrastra retraso en relación con sus homólogos en cuanto a prestación de educación de calidad y creación de conocimiento; y que depende en exceso del gobierno para fomentar innovaciones importantes, al tiempo que ha obviado enfoques más rentables de obligar al sector privado para asumir una innovación creciente y para aumentar la productividad de la economía. Pormenoriza los pasos específicos que se deben seguir para preparar mejor a los trabajadores de las empresas para que puedan innovar y competir.
The ranking of world universities published by the Times Higher Education
Supplement in September 2005 created a major controversy in Malaysia when it
showed the country’s top two universities ...falling by almost 100 places from the
previous year. Notwithstanding the fact that the big drop was mostly the result
of a change in the ranking methodology-which was a little known fact and
of limited comfort-the news was so traumatic that widespread calls followed
for the establishment of a royal commission of inquiry to investigate the matter. A few weeks later, the vice chancellor of the University of Malaya stepped
down. This strong reaction was not out of character for a nation whose current
Ninth Development Plan aims at shaping the transformation of the country
into a knowledge-based economy, with emphasis on the important contribution of the university sector. And though apparently extreme, this reaction is
not uncommon in developing countries around the world.
Identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to changing external contexts, offers examples of institutional responses ...to these issues, and considers these within a systems perspective which recognizes that each response impacts how institutions handle other critical issues.Half of the students enrolled in higher education worldwide live in developing countries. Yet, in many developing countries, government and education leaders express serious concerns about the ability of their colleges and universities to effectively respond to the pressures posed by changing demographics, new communication technologies, shifts in national political environments, and the increasing interconnectedness of national economies. This book identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to these changing contexts: seeking a new balance in government-university relationships; coping with autonomy; managing expansion while preserving equity, raising quality, and controlling costs; addressing new pressures for accountability; and supporting academic staff in new roles.These papers offer examples of institutional responses and consider these within a systems perspective that recognizes that each response has a rippling effect impacting institutions' responses to other critical issues. Only as government and education leaders understand the interwoven nature of the problems now facing colleges and universities and the interconnections among the intended solutions they seek to implement can they offer effective leadership that strengthens the quality and improves the relevance of higher education in their countries.
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