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‣ Nuances da dominação do conhecimento em gestão: caso de programa de mestrado internacional no Brasil

Teixeira, Ana Christina Celano
Fonte: Fundação Getúlio Vargas Publicador: Fundação Getúlio Vargas
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
503.0225%
O propósito deste trabalho foi compreender como a prática de um programa internacional de educação em gestão desvela a dominação do conhecimento ao se internacionalizar para países emergentes. O cenário utilizado leva em consideração as alterações ocorridas no contexto internacional contemporâneo, principalmente em termos da inserção de países emergentes tais como Índia, China e Brasil entre os parceiros acadêmicos dos programas de educação em gestão. Mais especificamente, a contribuição do artigo decorre da abordagem crítica focada em educação em gestão que reconhece o papel dos países periféricos tanto na produção quanto no consumo do conhecimento. A problematização do tema, de caráter qualitativo, está baseada na descrição e análise do caso IMPM (International Masters in Practice Management), com recentes parcerias acadêmicas na China e no Brasil. Os resultados obtidos indicam que os programas internacionais de educação em gestão estão interessados em realizar atividades em países emergentes, mas estas parceiras nem sempre resultam em um papel legítimo que desloque os parceiros de suas posições periféricas para o centro da produção de conhecimento em gestão. Por fim, levantamos o questionamento de que os programas internacionais de educação em gestão...

‣ A novel engineering systems approach for bioengineering education : the MIT-Portugal collaboration

Tan, Junjay; Newman, Dava J.; Cabral, J. M. S.; Mota, M.; Ponte, Manuel Nunes da
Fonte: Universidade de Coimbra Publicador: Universidade de Coimbra
Tipo: Conferência ou Objeto de Conferência
Publicado em //2007 Português
Relevância na Pesquisa
601.4037%
This paper discusses the importance of an engineering systems approach to international bioengineering education and how a new educationalresearch program, the MIT-Portugal Program Bioengineering Systems focus area, aims to develop future global bioengineering leaders. The program, comprising both post-graduate advanced studies and doctoral programs, commences in September 2007. Several other international-collaborative educational and research programs—such as the Cambridge-MIT Institute, the Singapore MIT Alliance, and the Socrates/Erasmus “Erasmus Programme”—offer lessons learned in international collaboration. The MPP Bioengineering Systems program differs from these programs in several respects. The unique collaboration in MPP offers an engineering systems approach, a joint degree offered by three Portuguese universities, and collaborative teaching and research efforts between MIT and Portuguese faculty and students.

‣ Cross-border Tertiary Education : A Way towards Capacity Development

OECD; World Bank
Fonte: Paris: OECD Publicador: Paris: OECD
Português
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505.95547%
This report emphasizes that cross-border tertiary education refers to the movement of people, programs, providers, curricula, projects, research and services in tertiary (or higher) education across national jurisdictional borders. Cross-border education is a subset of educational internationalization and can be part of development cooperation projects, academic exchange programs and commercial initiatives. The focus of this volume is on the mobility of students, programs and providers/institutions. Student mobility remains relatively small, but has grown at an unprecedented pace in the past decade. The study concludes that cross-border tertiary education can be a helpful capacity development tool that countries and donor countries and agencies should consider in their development strategies. Finally, with the growth of trade in education services and the inclusion of the sector in the General Agreement on Trade in Services (GATS), countries and their education community should develop a better technical understanding of trade agreements. These agreements can be a tool in their capacity-building strategy...

‣ Higher Education in Latin America : The International Dimension

de Wit, Hans; Jaramillo, Isabel Cristina; Gacel-Ávila, Jocelyne; Knight, Jane
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Português
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514.10973%
This book compares internationalization issues, trends, and opportunities in higher education in selected Latin American countries at the institutional, national, and regional levels. It addresses the specific elements of the internationalization process, such as mobility, curriculum, linkages, and networks. Rather than investigating these issues in detail, however, it examines them as part of a more comprehensive overview of policies, programs, and activities at all three levels. The volume examines these elements and the broader process of internationalization in the context of the overall development of higher education. It analyzes the potential contribution of internationalization to institution and nation building, examining such issues as the implications of trade, new forms of delivery, new providers, and the relevance of accreditation and quality assurance for higher education and their international dimensions.

‣ Kyrgyz Republic - Education Sector Fiduciary Capacity : Assessment Report

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
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504.34805%
The Government of the Kyrgyz Republic (GOK), the World Bank, and international and bilateral partners agreed on the need for a fiduciary assessment of the education sector. The assessment is being carried out in two stages. In the first stage, fiduciary conditions in the education sector were assessed. Based on the findings of this review, short-term and medium-term fiduciary capacity building action plans were prepared and included in annexes 11 and 12 of this report. A second stage assessment will be carried out after the Ministry of Education and Science (MOES) has implemented the short-term fiduciary capacity building plan. The second-stage assessment will determine whether the fiduciary conditions in the education sector are favorable for an effective use of new approaches such as sector-wide approach (SWAp) and suggest, as necessary, further corrective actions.

‣ Arab Republic of Egypt - Education Sector Review : Progress and Priorities for the Future, Volume 1. Main Report

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
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595.75133%
This study assesses the educational progress of Egypt, especially in basic education and identifies the issues that still need to be addressed. At the level of basic education real progress has been made on narrowing regional and reducing gender disparities, reducing class size, eliminating multiple shifts, increasing class instructional time, and introducing technology in the classroom. While Egypt is to be lauded for its significant achievements, problems persist in the education sector. Of particular concern are the problems of the poor. The poor face numerous disadvantages in educating their children, mostly due to: more children per household, low parental education, very limited access to kindergarten, and a high private cost of public schooling. As a result, of all children age seven to eleven who are not attending school, 50 percent are from the poorest segment of the population. While Egypt has embarked on an ambitious and comprehensive education reform program, it faces numerous challenges to attain its educational goals. Foremost among the challenges are: a) improve the quality of schooling...

‣ Why Is Voluntary Financial Education So Unpopular? Experimental Evidence from Mexico

Bruhn, Miriam; Lara Ibarra, Gabriel; McKenzie, David
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
Relevância na Pesquisa
594.7092%
Take-up of voluntary financial education programs is typically extremely low. This paper reports on randomized experiments around a large financial literacy course offered in Mexico City to understand the reasons for low take-up, and to measure the impact of financial education. It documents that the general public displays little interest in such courses and that participation is low even among individuals who express interest in financial education. The paper experimentally investigates barriers to take-up, and finds no impact of relaxing reputational or logistical constraints and no evidence that time inconsistency is the reason for limited participation. Even relatively sizeable monetary incentives get less than 40 percent of interested individuals invited to training to attend. Using a randomized encouragement design, the authors measure the impact of the course on financial knowledge and behavior. Attending training results in a 9 percentage point increase in financial knowledge and a 9 percentage point increase in saving outcomes...

‣ Education Investment Guide : A Guide for Investors in Private Education in Emerging Markets

International Finance Corporation
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
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601.51688%
This guide has been prepared as a reference for International Finance Corporation (IFC) partner banks and other investors considering an investment in private education. It aims to: 1) describe some of the special features of private education entities, such as primary and secondary schools, technical and vocational colleges as well as tertiary colleges and universities; and 2) indicate the key questions to ask and what to look for when such institutions are being appraised. The document is divided into four sections: i) the education sector in emerging economies; ii) investing in education; iii) national policies and regulation; and iv) good practice, pitfalls and performance. The first section sets the education market in a global context, explaining why the private sector is emerging as a major player in many countries. The second section sets out the different approaches of private equity and banks as lenders. The next section focuses on the national context and describes some of the national policies and regulations that might influence the operations and profitability of an education institution. The final section illustrates the elements of a successful education investment from both the financial and educational points of view.

‣ Entrepreneurship Education and Training : Insights from Ghana, Kenya, and Mozambique

Robb, Alicia; Valerio, Alexandria; Parton, Brent
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Português
Relevância na Pesquisa
504.93195%
This report summarizes the key themes and findings from three in-depth case studies of EET programs in Ghana, Kenya, and Mozambique. Each case study produced rich information on the programs context, the landscape of programs in each country, and the qualitative insights from local EET stakeholders. This report synthesizes information from across the case studies to analyze the extent to which these countries programs are meeting the needs of local entrepreneurs. It also introduces findings from global EET research to show how programs in the case-study countries relate to what is known about global practice in EET. From this synthesis, the report presents a set of key findings intended to illuminate how EET programs can be better aligned with local needs and promising EET practices globally.

‣ Demand and Supply of Skills in Ghana : How Can Training Programs Improve Employment?

Darvas, Peter; Palmer, Robert
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Português
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506.2171%
Ghana has a youthful population of 24 million and has shown impressive gains in economic growth and in poverty reduction over the last two decades. The necessary sustained growth requires three critical steps: (1) increase productivity in the strategic economic sectors, (2) diversify the economy, and (3) expand employment. Raising the level and range of skills in the country provides a key contribution to these core drivers of sustained growth. Skills development in Ghana encompasses foundational skills (literacy, numeracy), transferable and soft skills, and technical and vocational skills. These skills are acquired throughout life through formal education, training, and higher education; on the job through work experience and professional training; through family and community; and via the media. This report focuses on one segment of Ghana s skills development system: formal and informal technical and vocational education and training (TVET) at the pre-tertiary level. Although TVET alone does not guarantee productivity gains or job creation...

‣ Searching for the Holy Grail of International Education: Feedback from Hospitality Management Study Abroad Participants

Van Hoof, Hubert B.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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588.27594%
This article reports on a study done among hospitality management students who participated in study abroad programs between January 2001 and May 2003. The participants in the study were both incoming students to the US and outgoing students from the US. The study investigates, among other things, why they had decided to study abroad, why they had selected a particular institution, how their home institution compared to the partner institution abroad, and what they perceived to be the benefits and relevance of their international experiences. It was found that respondents were generally very positive about the study abroad experience. Some interesting differences of opinion were found when the perceptions of the incoming students were compared to those of the outgoing students. The results of this study may be of particular interest to hospitality management administrators and faculty who create and administer international exchange programs.

‣ Learning Outcomes in Thailand : What Can We Learn from International Assessments?

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
Português
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Education quality is crucial to Thailand's future economic success. While lower-income countries in East Asia are experiencing a bulge in their youth population, Thailand's youth labor force is expected to decline by 10 percent over the next decade. As a result, the labor-intensive comparative advantage that contributed significantly to Thailand's past economic performance will diminish. This means that it is essential for Thailand to develop the human capital of its declining young work force to ensure the country's future competitiveness and economic growth. Education is a significant component of human capital development, the economic benefits of which are firmly established in the policy literature to have a positive effect on economic growth. However, the success or failure of education in terms of increasing productivity and growth depends crucially on its quality. Thailand has participated in two international student assessments to measure the quality of education: Organization for Economic Co-operation and Development (OECD's) Program for International Student Assessment (PISA) and the IEA's Trends in Mathematics and Science Study (TIMSS). This study also supports policy dialogue on improving accountability mechanisms for publically funded private schools. The above findings reveal that public schools outperform private schools even though private schools receive public funding. The implication is that the accountability mechanism for private schools that receive public funding needs to be improved in order to ensure that private schools are providing high quality services. There are several international examples of strong accountability mechanisms for publically funded private schools. One example is the voucher scheme used in the Netherlands. This provides schools with equal funding per student with which schools have considerable freedom on how to use this funding; however...

‣ Financial Capability in Low- and Middle-Income Countries : Measurement and Evaluation

Holzmann, Robert; Mulaj, Florentina; Perotti, Valeria
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
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508.60754%
This report provides an overview of the conceptual foundations and work program implemented by the World Bank under the Russia Financial Literacy and Education Trust Fund (RTF) generously supported by the Ministry of Finance of the Russian Federation beginning in October 2008. The overall objective of the Trust Fund was to support implementation of the December 2006 summit statement from the Russian G8 Presidency, which greatly advanced the topic of financial literacy and education within the international policy discussion. The specific objective of the overall effort was to extend the knowledge base to help Low-Income Country's (LICs) and Middle-Income Country's (MICs) prepare and implement national strategies and programs in this area. This report positions the results of the RTF work program undertaken by the World Bank within the broader realm of international knowledge activities. It highlights the contributions of this work program to the conceptual development and measurement of financial capability and the evaluation of the results achieved by programs directed towards its enhancement. The elements of the work program led by the World Bank focused on two measurement-related topics: 1) how to measure financial capability in a way that is applicable to diverse levels of economic development and across individuals of different income levels; and 2) how to measure the effectiveness of interventions to improve financial capability including...

‣ India : Education Sector Development in the 1990s, A Country Assistance Evaluation

Abadzi, Helen
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
594.0687%
World Bank lending in education has taken place through a unique working relationship in line with India's principle of self-sufficiency and domestic development. Until the late 1980s, the government of India strongly resisted external funding for education programs. Subsequently, the goal of universal elementary education resulted in demand for additional resources, leading the department of education (DOE) to review its policy on external funding in education. The Bank's continued efforts towards a dialogue with DOE aimed at confidence building also contributed to this change in policy. Since 1980, the Bank s investments in education in India have grown from an almost negligible amount to 2 billion dollars. The Bank has approved four vocational and technical education and training (TVET) projects and six basic education projects. Overall, their capacity increased more than 50 percent, by roughly 100,000 student places, and expansion often exceeded targets. The operations evaluation department (OED) has rated project performance as satisfactory or highly satisfactory...

‣ Creating a global consciousness throught the driver model of curriculum development

Honsinger, Bryce
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
575.02355%
The purpose of this study was to investigate the effect a human link through the One World Youth Project has on a global education program, if a human connection through the program enhances a student's ability to develop a critical consciousness of global issues, and the etTectiveness of thc constructivist-based Driver Model of Curriculum Development, which served as the curriculum model in this study. An action based research cycle was chosen as this study's research methodology and incorporated 5 qualitative data collection instruments: a) interviews and questionnaires, b) artifacts, c) teacher journal, d) critical friend's observation forms, and e) my critical friend's postobservation interviews. The data were conected from 4 student participants and my critical friend during all stages of the action research cycle. The results of this study provide educators with data on the impact of human connections in a global education program, the effects these connections have on students, and the effectiveness of the Driver Model of Curriculum Development. This study also provides practical activities and strategies that could be used by educators to develop their own global education programs. The United Nations drafted the Millennium Development Goals in an effort to improve the lives of billions of people across the globe. The eight goals were developed with the support of all member nations since all human beings are global citizens who have a responsibility to make the world a better place. Students need to develop a critical consciousness of global issues so that they can work with others to eliminate them. Students who are taught to restate the opinions of others win not be prepared to inherit a world full of challenges that will require new innovative ideas to foster positive change.

‣ International Student Programs in Ontario: An Examination of the Academic, Emotional, and Cultural Supports Offered to International Students in Ontario High Schools

Lindenberg, LISE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
695.9925%
Increasing numbers of international students are attending high schools in Ontario. These students are tuition-paying adolescents coming to Ontario unaccompanied, living with Canadian families, and studying in English-speaking high schools. Although few studies have examined adolescent international students, many studies have been conducted on mobile students and immigrant students who face many similar challenges. These studies provided the starting point for defining the kinds of supports that could be present in programs designed for unaccompanied adolescent international students. One purpose of this current research was to assess the range and scope of this educational phenomenon by looking at International Student Programs (ISPs) offered in Ontario by publicly-funded school boards. After surveying the school board web sites, I determined which publicly-funded English-language school boards accepted international students. I compared the size of 18 programs. I invited the 16 school boards that were members of Ontario Association of School Districts International (OASDI) to participate in the study. I conducted one set of telephone interviews with the managers of eight of the 16 international student programs (ISPs), and received two written responses to the interview questions. I then conducted three longer face-to-face interviews with the managers from three diverse school boards. Two orientation manuals were analyzed as a part of this study. I examined the supports that 10 programs provided for international students. Some of the participating boards had well-developed ISPs that provided academic supports...

‣ The internationalisation of emerging market higher education providers: exploring transnational provision

Rusell, Eliza
Fonte: Universidad EAFIT; Master in International Business (MIB); Escuela de Administraci??n. Departamento de Negocios Internacionales Publicador: Universidad EAFIT; Master in International Business (MIB); Escuela de Administraci??n. Departamento de Negocios Internacionales
Tipo: masterThesis; Tesis de Maestr??a; acceptedVersion
Português
Relevância na Pesquisa
692.4488%
The delivery of transnational higher education by emerging market providers is a relatively new phenomenon -- While much has been written about mainly British, U.S. and Australian providers delivering higher education programs offshore, this paper explores the transnational delivery of education by two universities from emerging markets: Mexico's Sistema Tecnol??gico de Monterrey (Tec de Monterrey) and Malaysia's Limkokwing University of Creative Technology -- By developing a comprehensive listing of the universities' transnational engagement and motivations, and comparing them to traditional and contemporary firm internationalisation theories, the paper is able to highlight some of the key similarities and differences between the theory and practise in the context of emerging market transnational education providers -- The paper finds that, despite the unique character of the sector, the patterns of internationalisation of Sistema Tecnol??gico de Monterrey and Limkokwing University of Creative Technology are similar to those of firms in other industries -- Furthermore, recent theories explaining the internationalisation of developing country multinationals help to understand the speed at which both universities have internationalised and some of the business and non-business advantages gained from delivering programs abroad

‣ Financial Education Programs in Colombia: Challenges in Assessing their Effectiveness

??lvarez-Franco, Pilar B.; Mu??oz-Murillo, Melisa; Restrepo-Tob??n, Diego A.
Fonte: Universidad EAFIT; Escuela de Econom??a y Finanzas Publicador: Universidad EAFIT; Escuela de Econom??a y Finanzas
Tipo: workingPaper; Documento de trabajo de investigaci??n; draf
Português
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594.78848%
Financial education programs enjoy widespread governmental and financial industry support. They are considered an important tool for improving financial literacy, encouraging financial inclusion, and increasing consumer financial protection. Therefore, assessing their effectiveness is important to guarantee that public and private resources are allocated wisely. As we highlight in this paper, the available empirical literature casts serious doubts on the effectiveness of those programs in achieving their main objectives. Even properly designed???from an impact evaluation viewpoint???financial education programs fail to deliver long-run effects on individuals??? financial literacy or financial choices. We highlight the challenges to evaluate the impact of financial education programs and, consequently, their merits. We showcase the international experience in assessing the effectiveness of these programs and draw lessons for Colombia. We offer a set of recommendations regarding the minimum set of attributes that financial education programs should have to allow serious policy evaluation.

‣ Global Education Taskforce PPT on Renewal/Continuation of the committee PPt (May 1, 2014)

Butler, Zack (Chair, International Education Task Force); Myers, James (Associate Provost, International Education and Global Programs)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
580.35%
Global Education Taskforce (Renewal/Continuation)PPt Presentation - 5-1-2014

‣ International Education Task Force Report (PPt) and Document of Statement and Principles (April 3 2014)

Butler, Zack (Chair, International Education Task Force); Myers, James (Associate Provost, International Education and Global Programs)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
888.3694%
International Education Task Force Report and Document of Statement and Principles (April 3 2014)