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Developing Attitudes to Recognition
The concept of "substantial differences" - far from being a dry, technical topic for a book on higher education policy - goes to the heart of how society views qualifications and education and is the key concept of the Council of Europe/UNESCO Convention on the Recognition of Qualifications concerning Higher Education in the European Region, better known as the Lisbon Recognition Convention. What do learners know and understand and what are they able to do on the basis of their qualifications? How can this be expressed and described, and how can learners carry their qualifications across borders without leaving part of their real value behind? In discussions on substantial differences, the technical meets the philosophical, the administrative meets the political. Decisions on recognition, made in considering whether a difference is substantial, have a direct influence on applicants' future study and employment opportunities, but also reveal how those who make the decisions view themselves, their education system and their societies.
Coates's Herd Book
None
Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance
This book focuses on two crucial issues that need to be addressed as a matter of urgency by universities in the Arab region, namely (a) conducting independent assessments of the quality of their teaching, research, administration, governance, and planning; and (b) determining the relevance of their teaching, research, and societal impacts. Although well-established around the world in manufacturing industries and private-sector service industries, including the research and commercialisation arms of the major universities and research institutes, it is only in recent years that quality-assurance (QA) assessments have started to be applied to most aspects education. Several Arab universities ...
In Pursuit of World-Class Universities
The pursuit to construct “world-class” universities is an ongoing global obsession across the world, which lays emphasis on the development of competitive higher education and research systems as core national economic approach. The portrayal “world-class” is more contextual rather than absolute, the expression “world-class university” has an irrefutable cachet. There is no solo, clear-cut definition of what organises a world-class university (WCU), but there are few common attributes that majority of the experts point towards. The three attributes stated by Philip Altbach and Jamil Salmi that focus on a high concentration of talent, abundant resources and favourable governance h...
