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Mebane Rash
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Establishing a national university has been widely perceived by smaller developing countries as a means of visibly taking ownership of the country’s economic, social and cultural development. A national university, funded and directed by the government, can be charged with meeting local labour market needs, addressing social and ethnic inequality, and preserving and celebrating national and cultural identity. Building a credible national university that meets the needs of multiple stakeholders, often with the limited financial resources of small developing country, presents a raft of challenges. This paper, using a critical ethnographic methodology, examines the lessons from the first ten years (2010-20) of Fiji National University, from the perspective of a researcher who served as vice-chancellor from 2016-20. The paper identifies a number of obstacles to executing the vision of a national university. Some are common to the creation of new universities by merging smaller, constituent colleges which has taken place in other countries, notably the UK when the polytechnics were established in the 1970s. These include forging a common organisational culture, upskilling or reskilling academic faculty for their new roles, and strengthening teaching and research without destroying earlier traditions of vocational training and employability. Others are more specific to developing countries, which include the almost complete dependence on public funding to support operational and capital spending, as well as providing financial support for students. This creates an acute financial vulnerability to a weakening of the fiscal position, which is exacerbated by the fact that the tax bases in many small island economies are heavily reliant on international tourism. It also inevitably fosters an unhealthy dynamic between the university’s management and the government, on whose patronage the fortunes of the university’s finances rest. Finally, it finds that some challenges are more distinctively Pacific, or even Fijian, in nature. These include the bonds of kinship and respect for elders, which are often unacknowledged but sometimes in conflict with ‘imported’ management practices and even national legislation based on international ‘good practice’. Ever present is the spectre of neo-colonialism, when the templates for organisational management and the benchmarks for success are uncritically adopted from the dominant Humboldtian model of higher education as a teaching-research nexus.
The challenges of building a national university in a Pacific Island Country:...
The challenges of building a national university in a Pacific Island Country:...
University of Limerick
Presentation at Engaging Ageing 2018 Conference: New Frontiers of Ageing - Research, Policy and Practice, Dublin, 13th March 2018
Engaging Ageing in the Digital-era: The Potential of MOOCs for Life-long Lear...
Engaging Ageing in the Digital-era: The Potential of MOOCs for Life-long Lear...
Mark Brown
COVID-19 Allotment and Public School Budget Flexibility
OSBM
OSBM
Mebane Rash
Corporate funders, foundations and NGOs continue to work together to support the educational responses to the COVID-19 pandemic
Press statement week 2 communique 17 apr-2020 approved
Press statement week 2 communique 17 apr-2020 approved
SABC News
John crawford il in scotland
John crawford il in scotland
SLICINFO
Since the outbreak of the COVID-19 pandemic in 2020, most governments worldwide have implemented policies to contain the disease's spread. While incurring high economic costs, restrictive procedures such as schools' closures and the changes of learning methods risk hindering effective learning during the pandemic and the progress made towards achieving Sustainable Development Goal 4 (SDG 4). The Survey of National Education Responses to COVID-19, jointly conducted by UNESCO, UNICEF, the World Bank, and most recently the OECD, has collected information on this shifting education landscape through two iterations in 2020 which was captured in an initial report. Responses to the third iteration in February-April 2021 are captured in the current joint report. The survey is coordinated and administered by the UNESCO Institute of Statistics. Up-to-date information on the impacts of policy interventions and responses at the global level is needed to support subsequent educational planning and programming to deploy effective learning strategies This webinar aims to present the report of the latest results obtained during the most recent data collection. We invite you for an in-depth discussion of the findings that highlight the latest snapshot of the COVID-19 impact on education systems as well as the policies implemented to assess and remediate them, including strategies to ensure equity and safe reopening of schools for all. This 120-minute webinar includes panelists from UNESCO, UNICEF, OECD, and the World Bank. A moderator facilitates the discussion, and a Q&A session follows.
What's Next? Lessons on Education Recovery
What's Next? Lessons on Education Recovery
UNICEF Office of Research - Innocenti
Barbour, M. K. (2015, June). International landscape of K-12 online and blended learning. A Michigan Virtual Learning Research Institute webinar, Lansing, MI.
MVLRI 2015 - International Landscape of K-12 Online and Blended Learning
MVLRI 2015 - International Landscape of K-12 Online and Blended Learning
Michael Barbour
Barbour, M. K., Canuel, M., Hill, V., & Bitgood, G. (2013, April). 2012 state of the nation: K-12 online learning in Canada. A special edition webinar for the International Association of K-12 Online learning.
iNACOl Webinar - 2012 State of the Nation: K-12 Online Learning in Canada