And the benefits of international students don’t stop there. Hosting students from other countries can provide us with vital cultural and business links for the future and the Soft Power I referred to earlier. According to research by the HigherEducation Policy Institute (HEPI), as of summer last year, among the serving monarchs, presidents and prime ministers around the world, 57 of them were educated in the UK. This is second only to the US, which just pipped us to the top spot by educating 58 of them. And according to British Council Research, of the Nobel Laureates who have studied abroad, 38% of them did so in the UK, showing how opening our doors to others can give us friends and opportunities to influence and engage around the world.
Yet, we must not forget that no amount of data can overrule personal choice or motivations when it comes to students’ eventual choice of career after graduation, as well as eventual location. Highereducation providers and policymakers need to be empowering students to make the decision that is right for them. This involves giving students as much information as possible in an easily accessible way. Not all students will want to work in London; not all students will prioritise a high-paying career; and not all students will even know what career they would like to embark on in the first place. This is why we launched the Open Data Competition last year – in an effort to give students all the information they need when thinking about course choices and future career prospects. I’m excited that next week I get to reveal the two winning digital tools from this competition, and I hope that all students will find them useful when weighing up their options for further study and work. At the end of the day, as Universities Minister, I am keen that graduates from our universities are empowered to be the best they can be. And if our students are to go out into the wider world and make a positive difference to society with their professionalism, compassion, convictions and leadership, then we need to be displaying those values to them now through our own approach to their highereducation. Only by enhancing the student experience from transition right through to progression for all student groups, and at all institutions, will we get one STEP closer to achieving that ambition.
But we must be careful not to confuse high-quality with high-value, for they are two different concepts, with two very different outcomes. High Quality is something that we should all aspire to, whether in our work, our research, our teaching. Many universities and many courses already are world leading: you don’t need me to repeat the fact that four out of the top 10 global leading universities are in the UK, 18 in the top 100, but I will. For I want to see that figure rise even further over time. I hope that our reforms to HigherEducation, with the establishment of the Office for Students, which will be fully operational from 1 August this year, will help embed and achieve that focus on quality which must be continued. At the heart of the OfS’ mission will be to embed greater transparency within our HE system. Institutions will be held account both for their performance on access and participation, but they will also be accountable through the transparency duty that will provide more information than ever before.
But if it were to happen, the UK Government would ensure the country is prepared for every eventuality – including standing ready to administer the Government Guarantee to provide certainty for those already participating in the Erasmus+ or Horizon2020 programmes. As Minister for Research and Innovation, I have taken part in different meetings with my European counterparts. And I made sure the UK’s voice was heard at the meeting of the EU Competitiveness Council in February.
Instead, our role in government is to enable universities to best meet our broader ambitions to improve productivity and social mobility. In my first HE speech last month, I outlined a vision for highereducation by 2030 moving towards a unity of purpose. To make this vision a reality, it is important the relevant sector agencies also move towards a unity of purpose when it comes to supporting place-related developments. To this end, I welcome on-going cooperation and unity of purpose across Research England and the Office for Students (OfS). Between them, they can play a major role in improving our understanding of how students and teaching contribute to knowledge exchange activities and inform future strategies, including the HigherEducation Innovation Funding (HEIF).
III. C HANGE IN GLOBALHIGHEREDUCATION Traditional universities have historically been the producers of knowledge in the form of human capital, research, and scholarship that are challenged to tap into the expanding need for quality teaching and learning (Caspersen, Frolich, & Miller, 2017). Universities and colleges meet this challenge in an environment fraught with uncertainty as professions undergo tremendous change with speed that is disconcerting (Daniela, Strods, & Kalnina, 2019). Tapping into the globalization model presents a tremendous challenge when coupled with an expectation that a highereducation credential implies a graduate has mastered specific skills and that those skills will lead to employment in job markets that are also constantly changing (Jacob & Gokbel, 2018). While the need for globalhighereducation is growing, concerns about the application of quality are also increasing because education is now a primary instrument for assuring socioeconomic security and stability (Lemoine & Richardson, 2019). This model for highereducation will need to be outcomes-based, growth-oriented, and agile enough to meet the demands of quality from a changing global economy and society (Altbach, Reisberg, & Rumbley, 2019). Governments across the world have steadily minimized their support for public highereducation, and costs associated with gaining a degree have increased exponentially over the last decade (Feigenbaum & Iqani, 2015). Most global universities are forced to adopt a reorganization model for financing globalhighereducation to make a profit from large numbers of students (Jibeen & Khan, 2015). Change is necessary for globalhighereducation institutions to remain viable in the global marketplace (Khan, 2015; Mense
breaks with all social asymmetries, as Sidicaro points out: In the imaginary representations of French society, public school institutions had long been the symbol of the assertion of republican and democratic principles, while for progressive ideas they meant the expansion of equality of possibilities and their functions contributed to overcome the social asymmetries of origin (Sidicaro, 2009: XIX). Current educational systems are not homogeneous as some European educational systems can be (Holland, for example), where the State is responsible for financial support and has more control of the quality of services offered within institutions of highereducation. In this sense and in Brunner's words (2012) "One must speak of qualities within the Chilean educational system, since it is a system that has degrees of heterogeneity."
1.23 Responsibility for the development, design and approval of programmes is shared between the College and its awarding organisation, Pearson, and its university partners. Detailed frameworks for HNC and HND qualifications, which align with the Quality and Credit Framework (QCF), are provided by Pearson. The College offers franchised and validated provision in partnership with three local universities. These degree-awarding bodies have processes and procedures in place to approve programmes offered at the College and to approve major amendments during the life of a validated programme. Alignment of such provision with the FHEQ is checked in the course of the universities' approvals processes. 1.24 Programme approval is a two-stage process. All new programmes are developed initially using the College's HigherEducation Programme Approval Process. This involves the development of a business case and a full set of programme documentation including a programme specification, and details of learning outcomes and assessment. The second stage involves the submission of the proposed programme to the degree-awarding body responsible for giving final approval to the proposed provision. Throughout the approval process attention is paid to alignment of curricula, learning outcomes and assessment to external frameworks. The College uses its Course Builder single source system to store programme details and to log sign-offs by responsible staff. Aspects of the College's programme approval procedures were recently reviewed and changes proposed. The processes for programme approval and amendment are discussed further in section B1. 1.25 The review team finds that the policies and processes in place for programme approval are designed to ensure the alignment of content and assessment with the UK threshold standards contained within either the QCF or the FHEQ. These policies and procedures allow Expectation A3.1 to be met in theory.
In the second year, the discipline of Speech Technique is studied, which is not limited by the technical aspects of speech, but also illustrates the psycholinguistic theory of speech, provides for the skills development in respect to individual psychological control of voice, diction, intonation, logic in accordance with socio-psychological communication conditions. Increasing migration processes bring along the importance of ethnolinguistic and sociolinguistic fields of study. In Saratov region this problem has a resonance, since the region is increasingly becoming multinational, multilingual, which transforms intervention strategies. Every year, students from other republics: Kazakhstan, Azerbaijan, Tajikistan enter the degree programs in speech therapy in SSU, which also increases the role of the ethnolinguistic component in the training of a speech therapist.
Thank you very much for inviting me. A particular thanks to the member for Manchester Central, Lucy Powell, for inviting me here today, and for continuing to keep the political focus on school readiness in Greater Manchester. I am truly delighted to see such a range of early years professionals here today, and I would like to personally thank you for the hard work that you do. I know that all of you – whatever your role – share my passion and enthusiasm for ensuring our children get the best start in life.
I know many of you will be frustrated that with resources scarce, time, effort and money is being spent on sorting out the problems in a poorly managed college. Believe me, I’m frustrated too. I would much rather we spent this money supporting excellence. I want to be able to show Treasury that every penny put into further education is spent wisely. But it is important that we stabilize the sector when needed, so we can bring all colleges up to the same high standards.
Secure and rewarding career paths that attract highly able people to a teaching career are found in most ‘high performing’ countries. Many education systems around the world provide ‘vertical’ career pathways, where teachers can move into principal positions and other leadership roles. But in the ‘high performing’ countries, their education systems also offer ‘horizontal’ promotion positions, which allow teachers to remain more closely connected to the classroom (Darling- Hammond, 2010). In Singapore, for example, career paths are defined and transparent, comparatively well paid, and matched to teacher interests. Teachers can choose between master-teacher, curriculum developer or school leadership positions. Principals are appointed based on merit (OECD, 2012). Furthermore, the role of the school principal is seen as a legitimate career in itself, and school principals are considered more than simply administrators. Instead they are looked upon as wise educational leaders.
In the rapidly changing and complex global lives and careers our students confront, the mission of highereducation should be to focus on higher order learning. E‑portfolios allow for the portability of learning across institutions, time and place; the centrality of student ownership and co‑creation of their learning; the ﬂexibility and inclusiveness of the panoply of learning in all its manifestations and guises; and the equity e‑portfolios bring to the learning process when all students can see themselves and their accomplishments in a framework of educational a ainment. Innovation in technology now allows highereducation to integrate the teaching and learning process into something greater than its constituent pieces; something with meaning beyond the moment in which it occurs. Digital learning, and in particular, e-portfolios have the potential to create the ability to engage students in liberal education - intentional, integrative, creative, indeed
The same objectives are currently encapsulated in Vision 2030 blue print, where education has been recognized as an enabler in realization of its goals. Its main objective is to transform the country into a modern, globally competitive, middle income country, offering a high quality of life for its citizens by the year 2030. To achieve this goal, the Government intends to put in place measures that will raise the national GDP growth rate from the current 5.1% to more than 10% by 2017. The Government is committed to achieving the International development Commitments such as the eight (8) Millennium Development Goals (MDGs) and increasing the transition from secondary to university level from 3% in 2008 to 10% by 2024 as outlined in Sessional Paper No.14 of 2012. Pursuant to this focus, HELB will play a vital role in financing education in post-secondary institutions.
In the World Economic Forum, global competitiveness is defined as the set of institutions, policies and factors that determine the level of productivity of a country. The level of productivity, in turn, sets the level of prosperity that can be earned by an economy. Global competitiveness have 12 pillars (Figure 5) which is clustered into three categories such as basic requirements, efficiency enhancers and innovations and sophistication factors. Among the six pillars included in the efficiency enhancers is the highereducation and training which is one of the key factors for efficiency-driven economies. Quality of highereducation is crucial for economies that want to move up the value chain beyond simple production processes and products (Kremer, 1993).
How well does UK highereducation meet the financial needs of its stakeholders: students, employers, faculty, and policy makers and regulators in government? Full-time students are attending in growing numbers, while income-contingent tuition loans protect them from immediate financial cost. Part-time students are diminishing, apparently for financial reasons. The longer-term effects of loans on graduate financial behavior are unknown. In June 2015, the unemployment rate for young graduates was 4.4%, the lowest since the pre-2008 recession level of 2.7% (BIS, 2015b). While all faculty would like to be paid more, the degree to which UK faculty are satisfied with their level of pay relative to other professionals is unknown. However, the stakeholder that really matters is government. In this centrally managed system, it operates as the proxy for all others. While government has no satisfactory measures of graduate quality and HEI productivity, it can address questions of system efficiency and system sustainability.
It is found that team leaders did not experience major challenges with leading an international and intercultural team. One reason might be because of the fact that teams consists of highly educated scientists who belong to those most privileged in their own country and community. Team members use their intelligence to develop specific competences that help them to adapt faster to another culture. Employees understand and accept that people differ and most of them know how to interact in different situations effectively. Another reason might be because of the fact that the scientific field has always been international. In the university, scientists from all over the world come together to share their expertise and to discover new things. Not only is diversity of discipline fundamental when it comes to scientific discovery, also international diversity is really important since every scientist has their own specialization through studies, broadening and collaborative experiences. In this study, only the most international teams were chosen to participate. These teams have become so international since the specific discipline required and allowed it. Leaders of these teams consider working in an international environment as conventional since the scientific field has always been like that. Most of the team leaders have never even worked in a team that was not international and therefore would consider it as strange to lead a non-international team. This result suggest that leaders of international teams in highereducation are not specifically educated or prepared for their function. Because of the international-orientation of the scientific field and the leader itself, leading an international team just goes without saying. There are no specific guidelines for team leaders to lead the international team, they just do what fits best in order to be as most effective as a team. This differs from what the
There are however a number of exceptions for particular courses of study. These are for students taking courses in medicine, dentistry, veterinary science, architecture, social work and undergraduate Initial Teacher Training (ITT). Students will continue to be eligible for loans for living costs, even if they already hold an equivalent or higher level qualification. There are also exceptions if you didn’t complete your course due to compelling personal reasons. You will need to provide evidence of this. Depending on your circumstances, this could be by way of medical evidence from your GP, from social services or from the student advisory service from your college or university that substantiates your personal or family crisis. These will be considered carefully prior to a decision being made.
• One Doctor who did FDA clinical trials told me they never developed standards for determining acceptable vision quality (his research showed high rates of monocular diplopia that were Not reported to the FDA to my knowledge, see http://www.ncbi.nlm.nih.gov/pubmed/11758983 )