Suchergebnisse

Introduction -- The research questions -- A review of the literature -- Higher education as an international policy concern -- The General Agreement on Trade in Services (GATS) -- The USTR, the GATS, and U.S. higher education as a tradable commodity -- The associations representing American higher education -- Negotiating the intersection of trade and U.S. higher education -- The associations' perceptions and concerns about free trade -- Understanding trade concerns through commodification theory -- Conclusions

The article deals about the results of a study of school-based Assessment
of Prior Learning of adults who have enrolled as students in a VET college in order
to qualify for occupations as skilled workers. Based on examples of VET teachers'
methods for assessing the students' prior learning in the programs for gastronomes,
respectively child care assistants the article discusses two issues in relation to Assessment
of Prior Learing: the encounter of practical experience and school-based
knowledge and the validity and reliability of the assessment procedures. Through
focusing on the students' knowing that and knowing why the assessment is based on
a scholastic perception of the students' needs for training, reflecting one of the most
important challenges in Assessment of Prior Learning: how can practical experience
be transformed into credits for the knowledge parts of the programs? The study
shows that by combining several Assessment of Prior Learning methods and comparing
the teachers' assessments the teachers respond to the issues of validity and
reliability. However, validity and reliability might be even further strengthened, if
the competencies are well defined, if the education system is aware of securing a
reasonable balance between knowing how, knowing that, and knowing why, and if
the teachers are adequately trained for the assessment procedures.

AbstractEntrepreneurship education (EE) has rapidly evolved within higher education and has emerged as a pivotal mechanism for cultivating innovative and entrepreneurial talent. In China, while EE has made positive strides, it still faces a series of practical challenges. These issues cannot be effectively addressed solely through the efforts of universities. Based on the triple helix (TH) theory, this study delves into the unified objectives and practical content of EE in Chinese higher education. Through a comprehensive literature review on EE, coupled with educational objectives, planned behavior, and entrepreneurship process theories, this study introduces the 4H objective model of EE. 4H stands for Head (mindset), Hand (skill), Heart (attitude), and Help (support). Additionally, the research extends to a corresponding content model that encompasses entrepreneurial learning, entrepreneurial practice, startup services, and the entrepreneurial climate as tools for achieving the objectives. Based on a single-case approach, this study empirically explores the application of the content model at T-University. Furthermore, this paper elucidates how the university plays a role through the comprehensive development of entrepreneurial learning, practices, services, and climate in nurturing numerous entrepreneurs and facilitating the flourishing of the regional entrepreneurial ecosystem. This paper provides important contributions in its application of TH theory to develop EE within the Chinese context, and it provides clear guidance by elucidating the core objectives and practical content of EE. The proposed conceptual framework serves not only as a guiding tool but also as a crucial conduit for fostering the collaborative development of the EE ecosystem. To enhance the robustness of the framework, this study advocates strengthening empirical research on TH theory through multiple and comparative case studies.

This article explores the impact of 15 separate provisions of state annexation laws on seven different measures of annexation activity. This analysis uses annexation data from 42 states between 1990 and 1998. The analysis finds that there are different patterns of annexation activity for laws designed to constrain annexation, as compared with laws designed to facilitate annexation. Laws designed to facilitate annexation are likely to be associated with high levels of annexation activity. On the other hand, laws designed to constrain annexation are not very likely to have lower levels of activity.

The diff between the British & US approach lies in their respective definitions of democracy & usefulness as applied to educ. If the US definition leads to the contradictory ideals of equality of curriculum & of promotion on the one hand, & vocational training according to a future job on the other, the British definition of the same terms leads to the equally contradictory ideals of training according to individual abilities & aptitudes on the one hand, & on the other to a general preference for the 'arts side' over the `science side'. US secondary educ is in some respects committed by its interpretation to going at the pace of the slowest & thus the HSch curriculum is watered, leaving much basic knowledge to be acquired at Coll. British secondary educ, which has chosen the other horn of the dilemma & tends to go at the pace of the quickest, being geared really to the needs of the brightest pupils, giving them every kind of special treatment & 'forcing', puts the main burden of educ into the secondary level. The British Sch boy who has passed the examinations in his 11th yr & been admitted to the 'grammar school' will work harder between the ages of 13 & 18 than he w will work at the U. There are 3 main types of U's: Oxford & Cambridge (tutorial system), the 4 Scottish U's (serious professionalism), &the 'provincial U's' of England (exp'al but discontented). The econ factor in sending one's children to a U is today less of a worry to British parents than it is to Americans. J. A. Fishman.

Man is the creator, bearer and carrier of culture from generation to generation. This will not be done in isolation from education, which is part of the culture of society, but the various processes that enable culture to continue and develop are educational educational processes, in the sense that education is the backbone of culture. Culture is the spirit of education. Therefore, we must understand the successful methods and methods of education that lead us to preserve our identities and the roots of our societies and without erosion and extinction, through the creation of a generation imbued with the Arab-Islamic culture.

Item 1015-A, 1015-B (microfiche). ; Distributed to some depository libraries in microfiche. ; Mode of access: Internet.