An examination of assessment practices in colleges of business at various Middle East countries compared to the USA

This study reports the results of a survey conducted during 2007 which was mailed to deans of schools of business at institutions of higher education located within the USA and the Middle East. Schools of business are now more engaged in assessment activities than a few years ago. Assessment activities are more costly and more emphasis seems to be placed on assessing communication skills, critical thinking, and professional knowledge. Colleges of business are relaying heavily on course-embedded measures, followed by indirect measures of assessment. Curriculum and instructional changes were the top-ranked uses of assessment results. Although almost the same percentage of colleges of business in 2007 has specific curriculum/programme objectives as they did in 1999 (92% in 2007 and 88% in 1999), significantly more US colleges actually assess their objectives. While 65% of the US institutions reported assessment activities annually, only 25% of Middle Eastern universities assessed their curriculum annually

Universities in Arab countries

Half the Arab universitiies in existence today were established after 1970. Enrolment has increased rapidly, leading to overcrowding, unqualified faculty, and insufficient equipment and facilities. Several Arab nations have moved to control (in some cases, to reduce) enrolment. They have done this partly because of the fall in oil revenues, and partly in recognition of the problems related to the rapid growth of the university systems. As student enrolment expanded rapidly, the quality of education suffered and many universities became less attractive to highly trained faculty. This pattern has contributed to the national and regional brain drain. The cost of underwriting university education at a time of slow economic expansion raises the issue of whether it is better to have unemployed high school graduates or unemployed university graduates.Teaching and Learning,Gender and Education,Tertiary Education,Girls Education,Curriculum&Instruction

FINANCING EDUCATION AND DEVELOPMENT IN ERITREA – SOME IMPLICATIONS

Education has long been recognized as a central element in development. The human capital formation is receiving increased attention from policy makers and scholars in different parts of the world particularly in developing countries. Eritrea is a newly born nation in Africa and is striving hard to develop its higher education. An attempt is made in this paper to analyze the sources of finance, the strategies and challenges for higher educational development in the country. Furthermore, the paper also delves the development of higher education in the country since independence. The paper provides some implications for the for the policy purpose to develop higher education so as to curb the use of expatriate manpower in different sectors of the economy.Higher Education, Economic Development, Unit costs, Eritrea, Africa, Human capital

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Pathways to apprenticeships and traineeships for people from culturally and linguistically diverse backgrounds

Western Australia is experiencing a substantial shortage of skilled labour. The State Government is committed to increasing participation in the workforce across the board, through schemes such as the Plans 4 Jobs, especially because of the current severe skills shortage in the economy. The State Government is also committed, through the four principles of civic values, fairness, equality, and participation enshrined in the WA Charter of Multiculturalism, to promoting the full participation of all groups in all aspects of our community – social, economic, and civil – and to removing any systemic barriers to full participation. This commitment is also embodied in the multi‐departmental Policy Framework for Substantive Equality. Aside from equity, denying equal opportunity also engenders resentment and hostility within our community, diminishes human value, and denies the state the full benefits of all its members’ talents. The cost of discrimination accrues to those who are denied opportunity and to the society which tolerates discrimination. Members of Culturally and Linguistically Diverse (CaLD) communities in this state, in particular those from new and emerging communities, do not currently participate in apprenticeships and traineeships in significant numbers; this is regrettable and it is recommended that measures be taken to remedy this. The Western Australian Department of Education and Training (DET) commissioned this report to investigate barriers to apprenticeships and traineeships confronting people from CaLD backgrounds, and to recommend strategies to improve their participation in apprenticeships and traineeships. The project was undertaken by the Australian Academy of Race Relations (AARR) at Murdoch University, for DET, during the period July – November 2005. DET has many good programmes to promote apprenticeships and traineeships, including to members of CaLD communities. However, the array and complexity of these can be daunting, resulting in a lack of awareness of all the programmes available

Graduate Catalog, 2002-2003

https://scholar.valpo.edu/gradcatalogs/1029/thumbnail.jp