Educational Policies for Integrating College Competencies and Workforce Needs

Explores the challenges of workforce development for a global economy in Brazil, Mongolia, Ukraine, and the United States, with a focus on basic skills development, internships, and the role of stakeholders. Recommends policy and curriculum changes

Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system

Ensuring effective progression from vocational qualifications to higher education has become an important issue internationally as a part of government strategies to raise skill levels and to provide more equitable access to tertiary level study. From September 2008, the Government in England has begun to introduce a new set of qualifications for 14-19-year-olds, called Diplomas, intended to prepare young people for both employment and higher education. In competition with the traditional General Certificate of Education Advanced Levels, the reputation of the Diploma will depend on its ability to provide a progression route to university. Drawing on evidence from a variety of sources, including five seminars involving further education teachers, higher education admissions tutors and representatives of national agencies, this article suggests that the potential of the Diplomas to become a major route to higher education will be constrained by what we term a 'low uptake, low understanding, low recognition and high complexity syndrome'. Using historical sources, the article also points to key similarities between the new Diplomas and the earlier, ill-fated Advanced General National Vocational Qualifications as middle track awards in the English triple-track qualifications system. We conclude by suggesting two contrasting possible strategies to address this issue. © 2010 Taylor & Francis

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

No abstract available

Boston University Bulletin. School of Management; Graduate Programs, 1980-1981

Each year Boston University publishes a bulletin for all undergraduate programs and separate bulletins for each School and College, Summer Term, and Overseas Programs. Requests for the undergraduat e bulle tin should be addressed to the Admissions Office and those for other bulletins to the individual School or College. This bulletin contains current information regarding the calendar, admissions, degree requirements, fees, regulations, and course offerings. The policy of the University is to give advance notice of change, when ever possible, to permit adjustment. The University reserves the right in its sole judgment to make changes of any nature in its program, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes and other academic activities, and requiring or affording alternatives for schedul ed classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances. Boston University Bulletins (USPS 061-540) are published twenty times a year: one in January, one in March, four in May, four in June, six in July, one in August, and three in September

Undergraduate course catalog (Florida International University). [2019-2020]

This catalog contains a description of the various policies, undergraduate programs, degree requirements, and course offerings at Florida International University during the 2019-2020 academic year.https://digitalcommons.fiu.edu/catalogs/1077/thumbnail.jp

Iowa State University, Courses and Programs Catalog 2014–2015

The Iowa State University Catalog is a one-year publication which lists all academic policies, and procedures. The catalog also includes the following: information for fees; curriculum requirements; first-year courses of study for over 100 undergraduate majors; course descriptions for nearly 5000 undergraduate and graduate courses; and a listing of faculty members at Iowa State University.https://lib.dr.iastate.edu/catalog/1025/thumbnail.jp

Udergraduate course catalog (Florida International University). [2018-2019]

This catalog contains a description of the various policies, undergraduate programs, degree requirements, and course offerings at Florida International University during the 2018-2019 academic year.https://digitalcommons.fiu.edu/catalogs/1075/thumbnail.jp

Historical Development of the Undergraduate Educational Model at BIT from the Perspective of Suzhi Education

From the perspective of suzhi education, this study analyses the historical development of the undergraduate educational model at Beijing Institute of Technology (BIT). It could be argued that BIT’s talent-cultivating system’s transformations from 1940 to 2020 echo Chinese higher education’s reform and development. This study concludes that BIT has experienced four phases: (1) from advocacy for general-specialized education’s integration to general education’s disappearance, (2) from the rectification of specialized education to the germination of suzhi and general education, (3) the flourishing of suzhi education and general education, and (4) the establishment of the Shuyuan System. The case of BIT reflects Chinese higher education’s development and the process of transforming from meritocracy to popularization. Chinese universities have changed their paradigm from emphasizing specialized education to highlighting suzhi education, as well as from focusing on training students into specialists to stressing students’ holistic development