742 resultados para Private institution of higher education
Resumo:
Ireland’s higher education system has played a major role in the development of Irish society and the economy, and has an even more critical role to play in the coming decades as we seek to rebuild an innovative knowledge-based economy that will provide sustainable employment opportunities and good standards of living for all our citizens. Its role in enabling every citizen to realise their full potential and in generating new ideas through research are and will be the foundation for wider developments in society. The development of the higher education system in the years to 2030 will take place initially in an environment of severe constraints on public finances. Demand to invest in education to support job creation and innovation, and to help people back into employment is increasing. In the wider world, globalisation, technological advancement and innovation are defining economic development, people are much more mobile internationally as they seek out career opportunities, and competition for foreign direct investment remains intense.
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The purpose of this plan is to set out in detail the necessary actions to implement the recommendations as described in National Strategy for Higher education in Ireland to 2030; to show where lead responsibility will lie amongst the various actors involved in the higher education sector and to indicate where possible the phasing and timelines of these actions.
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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.
Resumo:
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.
Resumo:
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.
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Immigration is a relatively new phenomenon in Ireland. Between 8 and 10% of students in Irish schools have an immigrant background representing many countries, cultures and languages. Their education outcomes are, on average, similar to their Irish-born peers. Irish schools experienced a rapid increase in the inflow of immigrant students only in recent years, and the main focus of migrant education is first-generation immigrants. Currently about 10% of students in primary schools and about 8% of students in post-primary schools have immigrant backgrounds. Unlike most other OECD countries, first-generation immigrant students in Ireland, on average, achieve education outcomes similar to their Irish-born peers, possibly because the socio-economic backgrounds of these students are similar to or higher than those of their Irish-born peers.
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The Government’s Framework for Sustainable Economic Renewal- Building Ireland’s Smart Economy, launched by the Taoiseach in late 2008, establishes Ireland’s ambition to become internationally renowned as an Innovation Island. At the core of achieving this ambition will be our capacity for producing highly skilled graduates and fostering a climate of creative thinking and advanced research and development. This relies on the quality of undergraduate provision right across the sciences, arts and humanities in our third level institutions. The development of a new national strategy for higher education is now underway. The strategy will aim to identify a vision and objectives for the development of the sector over the next twenty years. Leading higher education systems internationally are characterised by wide revenue sources that, in many cases, include a form of direct student contribution through a tuition fee or student loans system. If Ireland’s higher education system is to develop and meet future demands in an environment of increasingly tight public resources, then it is appropriate that the sector’s level of dependence on Exchequer funding should come under review.
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Supporting A Better Transition From Second Level To Higher Education. Provided by the Department of Education and Skills, Ireland.
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The rationale for this review centres solely on the need to broaden access to third-level education in order to improve equity and social justice. It is founded on the Government’s social and economic policy objective of reducing and eliminating educational disadvantage, and increasing participation at third level by lower socio-economic groups. The Agreed Programme for Government of June 2002 commits the Government to building a caring and inclusive society and to achieving real and sustained social progress. Similar commitments are reflected in the National Development Plan, the National Anti-Poverty Strategy, the National Children’s Strategy and successive national partnership agreements, including Sustaining Progress. Tackling educational disadvantage is a core principle of social justice. The issues of educational disadvantage and social inclusion, therefore, are key priorities for the Government and, since taking up office, the Minister for Education and Science has emphasised his commitment to improving participation and achievement at every level of education. The need for interventions throughout the education system is well recognised. It is well established that addressing educational disadvantage requires intervention in the context of a continuum of provision from early childhood through to adulthood. Successive governments, of all political persuasions, have recognised this fact and have introduced a range of initiatives at pre-primary, primary and post-primary levels aimed at increasing pupil retention and achievement. These initiatives are currently being reviewed in order to ensure that individuals are enabled to obtain the appropriate supports they require to maximise the benefit they derive from the education system.
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The prefrontal (PFC) and orbitofrontal cortex (OFC) appear to be associated with both executive functions and olfaction. However, there is little data relating olfactory processing and executive functions in humans. The present study aimed at exploring the role of olfaction on executive functioning, making a distinction between primary and more cognitive aspects of olfaction. Three executive tasks of similar difficulty were used. One was used to assess hot executive functions (Iowa Gambling Task-IGT), and two as a measure of cold executive functioning (Stroop Colour and Word Test-SCWT and Wisconsin Card Sorting Test-WCST). Sixty two healthy participants were included: 31 with normosmia and 31 with hyposmia. Olfactory abilities were assessed using the ''Sniffin' Sticks'' test and the olfactory threshold, odour discrimination and odour identification measures were obtained. All participants were female, aged between 18 and 60. Results showed that participants with hyposmia displayed worse performance in decision making (IGT; Cohen's-d = 0.91) and cognitive flexibility (WCST; Cohen's-d between 0.54 and 0.68) compared to those with normosmia. Multiple regression adjusted by the covariates participants' age and education level showed a positive association between odour identification and the cognitive inhibition response (SCWT-interference; Beta = 0.29; p = .034). The odour discrimination capacity was not a predictor of the cognitive executive performance. Our results suggest that both hot and cold executive functions seem to be associated with higher-order olfactory functioning in humans. These results robustly support the hypothesis that olfaction and executive measures have a common neural substrate in PFC and OFC, and suggest that olfaction might be a reliable cognitive marker in psychiatric and neurologic disorders.
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The earning structure in science is known to be flat relative to the one in the private sector, which could cause a brain drain toward the private sector. In this paper, we assume that agents value both money and fame and study the role of the institution of science in the allocation of talent between the science sector and the private sector. Following works on the Sociology of Science, we model the institution of science as a mechanism distributing fame (i.e. peer recognition). We show that since the intrinsic performance is less noisy signal of talent in the science sector than in the private sector, a good institution of science can mitigate the brain drain. We also find that providing extra monetary incentives through the market might undermine the incentives provided by the institution and thereby worsen the brain drain. Finally, we study the optimal balance between monetary and non-monetary incentives in science.
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Objective To analyze the characteristics of faculty work in nursing higher education. Method An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. Results The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Conclusion Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.
Resumo:
The earning structure in science is known to be flat relative to the one in theprivate sector, which could cause a brain drain toward the private sector. In thispaper, we assume that agents value both money and fame and study the role ofthe institution of science in the allocation of talent between the science sector andthe private sector. Following works on the Sociology of Science, we model theinstitution of science as a mechanism distributing fame (i.e. peer recognition). Weshow that since the intrinsic performance is less noisy signal of talent in the sciencesector than in the private sector, a good institution of science can mitigate thebrain drain. We also find that providing extra monetary incentives through themarket might undermine the incentives provided by the institution and therebyworsen the brain drain. Finally, we study the optimal balance between monetaryand non-monetary incentives in science.
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Doctoral dissertation, University of Helsinki
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This doctoral thesis examines a recent phenomenon in European higher education, namely the reform of doctoral education. On the basis of a number of case studies, consisting of Swiss and Norwegian doctoral schools, and their institutional, national and international context, it demonstrates to what extent changes appear in doctoral education and its governance. Findings indicate new practices regarding doctoral students' recruitment, curricular component, supervision, scientific exchange, follow-up and their career. Doctoral education's character is not anymore exclusively determined by individual supervisors, but increasingly by interdisciplinary and interinstitutional colleges of academics. Finally, general governance patterns are identified: according to the type of scientific discipline and higher education institution, the institution's size and national political system, the field of higher education is more or less dominated by New Public Management or Network Governance characteristics.