While higher education internationalization efforts have traditionally been associated with the expansion of study abroad experiences, the recruitment of international students and scholars, as well as the growth of area studies and language programs, the past decade has seen an increase in a variety of multi-disciplinary approaches to “global citizenship” programs. These programs typically involve international service learning, international internships, study abroad, and academic study, which all work to provide students with “global” experiences. The aim of these experiences is to enhance students’ academic, professional, and personal development and expand their horizons to prepare them to function effectively in the “global” world. Building on Andreotti’s concept of critical global citizenship, this study examines how universities institutionalize global citizenship in their curricula by analyzing program mission statements, goals, and curriculum materials. Focusing on degree- and certificate-granting global citizenship programs, the study examines the different ways of conceptualizing “global citizenship” and discusses their implications for social justice and equity at both the theoretical and programmatic levels.
As a result of globalization and the digital revolution, the concept of creativity has become increasingly central to education policy and practice. On the one hand, the calls for creativity are driven by an economic imperative. The argument is that there has been a shift from an industrial-based economy to a knowledge-based economy to a creative economy. The calls for creativity are also driven by the social and personal development of individuals, approaching the concept more holistically. The increasing importance attached to the creativity concept has already resulted in the growth of the degree-, certificate-and award-bearing programs across higher education institutions. Building on a social constructivist perspective and adopting critical discourse analysis, this study examines how universities approach the conceptualization and institutionalization of the concept of creativity by undertaking content analysis of creativity related program mission statements and curriculum materials. ÖzetKüreselleşme ve dijital devrimin bir sonucu olarak yaratıcılık kavramı eğitim politikası ve pratiğinde çok daha önemli olmaya başlamıştır. Yaratıcılığa olan talep bir yandan ekonomik zorunluluktan ileri gelmektedir. Bu görüş geleneksel endüstri temelli ekonomiden, bilgi temelli ve yaratıcı ekonomiye geçişe dayanmaktadır. Diğer yandan, yaratıcılık kavramına daha bütüncül olarak yaklaşan ve yaratıcılığı bireylerin sosyal gelişimi ve kişisel gelişimiyle ilişkilendiren talepler de vardır.
Flanders has been increasingly receiving highly educated asylum seekers and refugees (HER) for the last decade. It is interesting that native-migrant employment gap is higher for highly educated refugees than for lower educated refugees in Flanders. As a part of the ESF project "All-in-one 4HER", this research aimed to explore the underlying reasons for this fact and define the challenges faced by highly educated refugees during their integration process in the labour market. Having analysed the mixed methods data collected, three groups of key findings are explained. While the most important challenge is assessed as the language barrier, it has been found that lack of guidance and information for their education level is another factor lengthening their integration process.Difficulties in transforming their skills and qualifications into the local labour market is also instrumental in lengthening this period. As a solution, a considerable number of them follow examples around them and select shorter, more guaranteed career paths to mostly bottleneck jobs deviating from their previous studies and experiences.
Purpose The purpose of this paper is to compare two UNESCO reports on educational development in Cambodia, one from 1955 and the other from 2010, in order to understand how the global education development agenda has impacted shadow education. Design/methodology/approach The study is conducted through a textual comparison of two UNESCO reports written 50 years apart. Findings Although the educational problems facing Cambodia were similar in both reports, the recommendations differed in important ways. The 1955 report advised the country to expand slowly access to education in order to maintain quality, while the 2010 recommended quickly expanding access. A major difference found in the reports regarded the issue of fees in schooling, which did not appear in 1955. School fees in Cambodia are typically extracted through the system of private tutoring, known in the academic literature as shadow education. Such an insight, this paper argues, suggests that the difference in development approach between the two reports is one of the reasons shadow education has flourished in the country. Originality/value Through a historical comparison of development efforts in one country, it becomes clear that the education development agenda is partly to blame for the rise of shadow education.
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