National Strategy for Higher Education 2030 Progress Report Q4 2012

The National Strategy for Higher Education was launched in January 2011. In order to ensure effective oversight of implementation of the strategy the Department of Education and Skills has established an Implementation Oversight Group. The Oversight Group is co-ordinating, monitoring and reporting on the implementation of recommendations contained in the National Strategy on an ongoing basis in conjunction with other expertise and stakeholders as required. The Oversight Group has agreed a short to medium term Implementation Progress reporting template that details actions under four broad strategic headings together with a number of supporting objectives. The strategic headings are congruent with the aims of the National Strategy. Each action is the responsibility of a designated organisation. It is the intention of the Department of Education and Skills to report regularly on the implementation of the strategy.

Supporting A Better Transition From Second Level To Higher Education: Key directions and Next Steps

Supporting A Better Transition From Second Level To Higher Education. Provided by the Department of Education and Skills, Ireland.

Community Development Strategy May 2012

The Community Development Strategy for Health and Wellbeing has been developed jointly by the Health and Social Care Board and the Public Health Agency.�The main purpose of the strategy is to recognise and support the important and pivotal role that community development plays in improving health and wellbeing.�The HSCB and PHA want to see strong, resilient communities where everyone has good health and wellbeing - places where people look out for each other and have community pride in where they live.�We seek to narrow the gap in health inequalities and improve the health and wellbeing of the population.�This means working to address the determinants of ill health and reducing risk factors, including those associated with poverty and social exclusion, and this can only be achieved in partnership with the community.The strategy was influenced by a widespread consultation in 2011 - details available here - during which over 300 individuals and organisations attended workshops and 60 written responses were received.�The following documents are attached below:Community Development Strategy - Consultation ResponsesCommunity Development Strategy - Executive SummaryCommunity Development Action PlanCommunity Development Strategy Community Development Strategy - Performance Management Framework

Criteria for ICT-supported Higher Education Teachers Training

Aquest document pretén recollir aportacions teòriques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal de definir els criteris per al disseny de la formació dels professors d'educació superior en les TIC.

Analysis of teachers training for ICT Higher Education

Aquest document pretén recollir aportacions teòriques i pràctiques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal d'aclarir, facilitar i fer coherent el disseny de la formació dels professors d'educació superior en les TIC. El seu propòsit és trobar alternatives de formació que compleixin amb les necessitats educatives del professor, així com per superar o atenuar les dificultats i/o la manca de voluntat a les quals s'enfronta en la pràctica educativa en introduir aplicacions de les TIC.

Transnational study of roles/functions and associated ICT competencies for Higher Education teachers

Aquest estudi forma part del projecte eLene-TLC1 Virtual Campus (2007-2008) recolzat pel programa eLearning de la Comissió Europea. L'objectiu d'aquest projecte és que els professors i els estudiants facin el millor ús possible de les TIC en l'educació superior, preparant als professors per als estudiants de la generació xarxa, permetent als estudiants a la transferència de coneixements i pràctiques de la vida quotidiana per al seu aprenentatge i estimular tant la integració plena de pràctiques innovadores d'ensenyament i d'aprenentatge possibilitades per un entorn tecnològic en constant evolució. Per tal de cobrir part d'aquest objectiu general, es va concebre un estudi per examinar les competències en TIC professors d'Educació Superior en entorns d'aprenentatge en línia.

Patterns of Subject Mix in Higher Education Institutions : A First Empirical Analysis Using the AQUAMETH Database

Teaching and research are organised differently between subject domains: attempts to construct typologies of higher education institutions, however, often do not include quantitative indicators concerning subject mix which would allow systematic comparisons of large numbers of higher education institutions among different countries, as the availability of data for such indicators is limited. In this paper, we present an exploratory approach for the construction of such indicators. The database constructed in the AQUAMETH project, which includes also data disaggregated at the disciplinary level, is explored with the aim of understanding patterns of subject mix. For six European countries, an exploratory and descriptive analysis of staff composition divided in four large domains (medical sciences, engineering and technology, natural sciences and social sciences and humanities) is performed, which leads to a classification distinguishing between specialist and generalist institutions. Among the latter, a further distinction is made based on the presence or absence of a medical department. Preliminary exploration of this classification and its comparison with other indicators show the influence of long term dynamics on the subject mix of individual higher education institutions, but also underline disciplinary differences, for example regarding student to staff ratios, as well as national patterns, for example regarding the number of PhD degrees per 100 undergraduate students. Despite its many limitations, this exploratory approach allows defining a classification of higher education institutions that accounts for a large share of differences between the analysed higher education institutions.

Solidarity finance through community development banks as a strategy for reshaping local economies: lessons from Banco Palmas

The purpose of this paper is to reflect on the possibilities and challenges of Community Development Banks (CDBs) as an innovative method of socioeconomic management of microcredit for poor populations. To this end, we will discuss the case of Banco Palmas in Conjunto Palmeiras in the city of Fortaleza, in the northeastern state of Ceará, as an empirical case study. The analyses presented here are based on information obtained from Banco Palmas between late 2011 and early 2012. In addition, previous studies by other researchers on the bank and other studies on CDBs were important. The primary data collected at Banco Palmas came from documents made available by the bank, such as reports and mappings. The analyses describe some of the characteristics of the granting of microcredit and allow one to situate it in the universe of microfinance and solidarity finance. They also show the significant growth of local consumption, mostly through the use of the Palmas social currency. The Banco Palmas experience, aside from influencing national public policies of solidarity finance, initiated a CDBs network that encourages the replication of these experiences throughout the country.

Permanent demand excess as business strategy: an analysis of the Brazilian higher-education market

Many Higher Education Institutions (HEIs) establish tuition below the equilibrium price to generate permanent demand excess. This paper first adapts Becker’s (1991) theory to understand why the HEIs price in this way. The fact that students are both consumers and inputs on the education production process gives rise to a market equilibrium where some firms have excess demand and charge high prices, and others charge low prices and have empty seats.Second, the paper analyzes this equilibrium empirically. We estimated the demand for undergraduate courses in Business Administration in the State of São Paulo. The results show that tuition, quality of incoming students and percentage of lecturers holding doctorates degrees are the determining factors of students’ choice. Since the student quality determines the demand for a HEI, it is calculated what the value is for a HEI to get better students; that is the total revenue that each HEI gives up to guarantee excess demand. Regarding the “investment” in selectivity, 39 HEIs in São Paulo give up a combined R$ 5 million (or US$ 3.14 million) in revenue per year per freshman class, which means 7.6% of the revenue coming from a freshman class.