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University Reform
University reform is a type of education reform applied to higher education. Examples include: *Bologna Process *Chilean university reform *Reform of French universities **Law on Higher Education and Research (France), Law on Higher Education and Research (2007) **Liberties and Responsibilities of Universities (France), Liberties and Responsibilities of Universities (2013) *Norwegian university college reform Historic *Argentine university reform of 1918 *Oxford University Act 1854 See also *Higher education accreditation University reform, {{education-stub ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Education Reform
Education reform is the goal of changing public education. The meaning and educational methods have changed through debates over what content or experiences result in an educated individual or an educated society. Historically, the motivations for reform have not reflected the current needs of society. A consistent theme of reform includes the idea that large systematic changes to educational standards will produce social returns in citizens' health, wealth, and well-being. As part of the broader social and political processes, the term education reform refers to the chronology of significant, systematic revisions made to amend the educational legislation, Learning standards, standards, methodology, and Education policy, policy affecting a nation's public school system to reflect the needs and values of contemporary society. In the 18th century, Liberal arts education, classical education instruction from an in-home personal tutor, hired at the family's expense, was primarily a pri ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Higher Education
Tertiary education (higher education, or post-secondary education) is the educational level following the completion of secondary education. The World Bank defines tertiary education as including universities, colleges, and vocational schools. ''Higher education'' is taken to include undergraduate and postgraduate education, while vocational education beyond secondary education is known as ''further education'' in the United Kingdom, or included under the category of ''continuing education'' in the United States. Tertiary education generally culminates in the receipt of Academic certificate, certificates, diplomas, or academic degrees. Higher education represents levels 5, 6, 7, and 8 of the ISCED#2011 version, 2011 version of the International Standard Classification of Education structure. Tertiary education at a nondegree level is sometimes referred to as further education or continuing education as distinct from higher education. UNESCO stated that tertiary education focu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Bologna Process
file:Bologna-Prozess-Logo.svg, 96px, alt=Logo with stylized stars, Logo file:Bologna zone.svg, alt=Map of Europe, encompassing the entire Bologna zone, 256px, Bologna zone The Bologna Process is a series of ministerial meetings and agreements between European countries to ensure comparability in the standards and quality of higher-education qualifications. The process has created the European Higher Education Area under the Lisbon Recognition Convention. It is named after the University of Bologna, where the Bologna declaration was signed by education ministers from 29 European countries in 1999. The process was opened to other countries in the European Cultural Convention of the Council of Europe, and government meetings have been held in Prague (2001), Berlin (2003), Bergen (2005), London (2007), Leuven (2009), Budapest-Vienna (2010), Bucharest (2012), Yerevan (2015), Paris (2018), and Rome (2020). Before the signing of the Bologna declaration, the Magna Charta Universitatum w ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Chilean University Reform
Chilean university reform was a process of liberalizing universities in Chile. The reform began in the 1960s under the administration of President Jorge Alessandri, and continued under his successors Eduardo Frei Montalva and Salvador Allende, ending following Allende's removal during the 1973 Chilean coup d'etat. The aims of the reform movement were to establish an inclusive co-government in the university administration and to establish university autonomy. See also * 2011–2013 Chilean student protests *Argentine university reform of 1918 The Argentine university reform of 1918 was a general modernization of the universities, especially tending towards democratization, brought about by student activism during the presidency of Hipólito Yrigoyen. The events started in Córdoba an ... References History of education in Chile Presidency of Salvador Allende University reform Reform in Chile {{Chile-university-stub ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Reform Of French Universities
The Reform of French universities is an extensive overhaul of the French public higher education system. The reform was initiated by Nicolas Sarkozy soon after his election as President of France, in line with his campaign policies. His government passed the bill, Liberties and Responsibilities of Universities in 2007. Its intent was to allow universities more financial autonomy, while reducing the need for government funding. The reform programme was modified by the subsequent François Hollande government in 2013, with the introduction of the Law on Higher Education and Research. The new law aimed to rationalise the geographic coverage of higher education courses and research areas, encouraging merging of some institutions. National limits on certain professional and technical degrees were introduced, along with measures that permitted greater selectivity of students, in alignment with high school academic achievement. Most recently, the "Law on Orientation and Academic Success" ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Law On Higher Education And Research (France)
The Law on Higher Education and Research of July 22, 2013 replaced laws promulgated by the previous French government in 2006 and 2007 (for example the law on Liberties and Responsibilities of Universities) regarding the organization and autonomy of universities and other research and higher education institutions in France. During the 2012 French presidential election, François Hollande promised to review and improve conditions for undergraduate and graduate education and research in French universities. Shortly after the election, Geneviève Fioraso, minister for higher education and research, launched an assessment process led by an independent committee in dialogue with the university community. The committee presented a report on December 17, 2012 containing 135 recommendations. Some of the proposals received criticism, but these formed the basis for the new law presented to the National Assembly (France) in March 2013, and adopted into law July 22, 2013. Other than a dispute ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Liberties And Responsibilities Of Universities (France)
Liberties and Responsibilities of Universities is the official name of a French law aiming at revamping entirely the French public higher education system. The bill was presented by the French Ministry of Higher Education Valérie Pécresse and was officially voted on 11 August 2007 by the Parliament. The law is commonly referred to as the law LRU (after the acronym of the official name), or Law Pécresse. It is sometimes called the law on the autonomy of universities, because the law give universities more financial autonomy, so that the government will stop funding them. The text of the bill consists of six titles. The first title recall public service and higher education's mission. The second title is about the management of universities. The third deals with the new responsibilities for universities. The three other titles give additional details about the reform. The bill was rapidly voted by the Parliament in July 2007, and definitively adopted on 1 August 2007, less than ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Norwegian University College Reform
The University college reform was a reform throughout Norway where 98 smaller colleges were transformed into 26 larger university colleges in 1 August 1994. In addition a number of fine art educations were merged to two National Academies of the Arts, in Oslo and in Bergen. Goal and result The reform gave each county their own university college, except for the two Agder counties, who shared one. Some counties have more than one, with Møre og Romsdal and Nordland topping with three each. The university colleges were given the main responsibility for training nurses, teachers, preschool teachers, engineers and business administrators. In addition a number of other tasks were included in the colleges portfolio. The goal of the reform, that was initiated by the then Minister of Education, Gudmund Hernes from the Labour Party, was to effectivate the operations at the colleges through economy of scale. Herned had led the public committee that in 1988 had launched the idea of merging ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Argentine University Reform Of 1918
The Argentine university reform of 1918 was a general modernization of the universities, especially tending towards democratization, brought about by student activism during the presidency of Hipólito Yrigoyen. The events started in Córdoba and spread to the rest of Argentina, and then through much of Latin America. The reform set up the freedom for universities to define their own curriculum and manage their own budget without interference from the central government. This has had a profound effect on academic life at the universities through the nationalization process that boasts academic freedom and independence throughout the university life. Background Ever since the Jesuits founded the first university in Argentina in the 17th century, education was managed by the clergy and conservative upper-class citizens . The universities' authorities were selected by them, and professors were appointed for life. Professors also decided on the subjects to be taught, usually follow ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Oxford University Act 1854
The Oxford University Act 1854 ( 17 & 18 Vict. c. 81), also known as the Oxford University Reform Act 1854 or the University Reform Act 1854,Sabine Chaouche. Student Consumer Culture in Nineteenth-Century Oxford. Palgrave Macmillan. 2020p 231 Associazione per lo studio della rappresentanza proporzionale. Bolletino. vol 1p 24 is an Act of the Parliament of the United Kingdom, which regulates corporate governance at the University of Oxford, England. It established the Hebdomadal Council, the leading body in the university's administration, stating that most members of full-time academic staff were to have voting rights over it. In the year 2000, the Hebdomadal Council was replaced by the University Council, which is responsible to the Congregation of staff members. Act The Oxford University Act 1854 made substantial changes to how Oxford University was administered. It established the Hebdomadal Council as the university's governing body; appointed Commissioners to deal with em ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Higher Education Accreditation
Higher education accreditation is a type of quality assurance and educational accreditation process under which services and operations of tertiary educational institutions or programs are evaluated to determine if applicable standards are met. If standards are met, accredited status is granted by the agency. Overview In most countries around the world, the function of educational accreditation for higher education is conducted by a government organization, such as a ministry of education. In the United States, however, the quality assurance process is independent of government and performed by private agencies. Canada takes a unique position, not allowing any accreditation by government or private agencies, causing some Canadian institutions to seek accreditation by American agencies. Similar situation occurs in Singapore and Macau, which both countries do not have their own higher education accreditation organisation. Some institution from above countries seek accreditation from ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
