E-Learning Strategy Development for Fully Aligned College Curricula

Qatar has gone through an educational reform in year 2000; its educational and particularly schooling system went through a major overhaul from K-12 reaching higher education providers. The major reasons for the educational reform were to increase the level of student academic achievement. Concomitantly, the rapid growth of Qatar's economy over recent decades has created a situation in which the demand for skilled labor far exceeded the supply of qualified Qatari nationals. The Qatar National Development Plan identified acute needs for highly educated and skilled Qatari nationals in the areas of health and biomedical sciences, engineering, energy and environment, and computer and information technology (Qatar National Development Strategy, 2011). Two significant higher education providers' serve post-secondary students, being Qatar University (QU) and American Branch Universities at the Qatar Foundation have grown tremendously over the years. Understanding the factors that affect Qatari students' post-secondary persistence and achievement is crucial for achieving the country's human capital growth. Tinto (1975) deposited his theory about student integration into the academic and social system of the higher education providers, Tinto suggested a multidimensional component which underlined the higher education community engaging students in all aspects of higher education including academic and non-academic. Tinto's theory basically hypothesizes that persistence is determined by the match between an individual's motivation and academic ability and the institution's academic and social characteristics. A second and major model is Bean's (1986) student's intention to stay or leave into the attrition model, derived from psychological theories and based on attitudinal research of Ajzen and Fishbein (1972) which later developed by Bentler and Speckart (1981). Key ideas from the model suggest that a strong association was related to intentions and behaviors and that an undergraduate student decision to persist or dropout was strongly related to affect. One conclusion about student engagement was students need to be satisfied and academically prepared especially those in the first years to achieve success and maintain continuous enrollment in higher education (Astin, 1985; Tinto, 2005; Kuh, 2001, 2007). Tinto's integration theory has received considerable validation of non-academic factors and impacting student continuation (Pascarella & Terenzini, 1977; Terenzini & Pascarella, 1977; Chapman & Pscarella, 1983; Pascarella & Chapman, 1983). The latter model has received empirical validation and support based on a large number of studies that looked at background information as the socioeconomic levels of students' families and its effect on postsecondary continuation in higher education (Astin & Oseguera, 2004; Sewell & Shah, 1968). With the large number of studies coming from the United States (US) and other western countries (Kenny & Stryker, 1994; Dekker & Fischer, 2008) have underlined the differences on how students develop and internalize beliefs, needs, and wants that in turn impact academic motivation to persist and succeed in higher education. While few studies have emerged from the Middle East, the recent establishment of the Middle East and North Africa Association of Institutional Research has prompted many researchers in this area to seek the understanding and experiences of students in higher education. In Qatar for instance, the first year experience study and National Association of Colleges and Employers Survey have just recently been implemented at Qatar's national public university. Faced with the danger of students dropping out from the university, and a large number of students who are likely to remain in the first years for longer years reflects the dangers of higher education being a bottleneck to economic development and human resource development (Qatar University Fact Book, 2011). One clear indication and dangers of Higher education completion rates as anywhere in the world is disparaging. It has been reported that in the US for instance 55% of undergraduates who begin study at a 4-year institution complete a degree at that same institution within 6 years of their initial enrollment and another 7% completed baccalaureate degrees within six years after attending two or more institutions (Lotkowski, Robbins & Noeth, 2004; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007). Pascarella (1985) and Adelman (2006) came to the conclusion that continuous enrollment is the most powerful variable in explaining degree completion and time to degree. There are several factors academic and non-academic likely to affect students as they make the transition to post-secondary institutions. Many students may experience stress, anxiety, withdrawal, and even depression (Robbins, Lauver, Le, Davis, Langley & Carlstrom, 2004; DeStefano, Mellott & Peterson, 2001; Feldt, Graham, & Dew, 2011; Wie, l & Zakalik, 2005). There are also a variety of non-academic challenges that have bearing on the likelihood on academic persistence and success of students. A fairly large body of research undertaken in a number of countries have examined the experiences of international students, and compared their experiences to those students of native to the host country. Academic factors (i.e., secondary preparation) appear to influence postsecondary success (see Robbins, Lauver, Le, Davis, Langley & Carlstrom, 2004). But also a range of non-academic factors, influenced by culture and values, thus may contribute to challenges faced by students in higher education in their local context. This study attempts to address Qatari student challenges in their lives in the higher education in Qatar. The study draws on student, perceptions, beliefs, outlook and context; we approach the study through grounded means by leading interview questions through exploration and probing. The approach is grounded in ways that no specific theory drives the questions rather the responses from the interview often call upon theory to justify the findings. The sample will be made of 35 students who were interviewed through probing and questioning techniques. The questions will probe and guide students with converging responses leading to themes. The long-term goal of this line of research is to provide the Qatari society with mush needed scientific information regarding the challenges that its students face in completing their university education at the competence needed to build Qatar's human capital to support its rapidly expanding economy. Finally, we believe that is a broader regional need for specific and focued information on this topic as the study findings are directly applicable to students from several other countries in the region. Reference Adelman, C. (2006). The Toolbox Revisited: Path to Degree Completion From High School Through College: U.S. Department of Education. Ajzen, L., & Fishbein, M. (1972). Attitudes and normative beliefs as factors influencing behavioral intentions. Journal of Personality and Social Psychology, 21(2), 1–9. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297–308. Astin, A., & Oseguera, L. (2004). The declining” equity” of American higher education. The Review of Higher Education, 27, 321–341. Bentler, P., M. & Speckart, G. (1981). Attitudes “cause” behaviors: A structural equation analysis. Journal of Personality and Social Psychology, 40(2), 226–238. Chapman, D., W., & Pscarella, E., T. (1983). Predictors of academic and social integration of college students. Research in Higher Education, 19, 295–322. Dekker, S. & Fischer, R. (2008). Cultural differences in academic motivation goals: A meta-analysis across 13 societies. Journal of Educational Research, 102(2), 99–110. DeStefano, T.J., Mellott, R.N., & Peterson, J.D., (2004). A preliminary assessment of the impact of counseling on student adjustment to college. Journal of College Counseling, 4, 113–121. Kenny, M. E. & Stryker, S. (1994). Social Network Characteristics of White, African-American, Asian and Latino/a College Students and College Adjustment: A Longitudinal Study. Kuh, G. (2001). Assessing what really matters to student learning: Inside the national survey of student engagement. Change, 33(3), 10–17. Kuh, G. (2007). What student engagement data tell us about college readiness. Association of American College and Universities (AAC&U).Peer Review, 9(1), 4–8. Retrieved June 26, 2015, from http://www.aacu.org/publications-research/periodicals/what-student-engagement-data-tell-us-about-college-readiness . Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2007). Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations. ASHE Higher Education Report, Volume 32, Number 5. ASHE Higher Education Report, 32(5), 1–182. Lotkowski, V.A., Robbins, S. B. & Noeth, R. J. (2004). The role of academic and non-academic factors in improving college retention. ACT Policy Report. Qatar National Development Strategy (2011). Qatar General Secretariat for Development Planning: Doha. Pascarella, E. T. (1985). Racial Differences in Factors Associated with Bachelor's Degree Completion: A Nine-Year Follow-up. Research In Higher Education, 23(4), 351–373. Pascarella, E. & Chapman, D. (1983). A m

On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

The governance of higher education at system and institutional level across the European Higher Education Area (EHEA) has been changing, notably in response to ‘higher education reform’ agendas at European, national and provincial levels over several decades (Haug and Kirstein, Trends 1: trends in learning structures in higher education. European University Association. http://www.eua.be/eua/en/publications.jspx, 1999). However, the pace of change differs across countries and the exact forms of ‘modernisation’ in governance arrangements have distinctive features in different parts of the region and in different institutions (Eurydice, Higher education governance in Europe: policies, structures, funding and academic staff. Education and Culture DG, Brussels, 2008; CHEPS, The extent and impact of higher education governance reform across Europe: final report to the Directorate-General for Education and Culture of the European Commission, EC, Brussels, 2009; Paradeise et al., Reform policies and change processes in Europe. In: Huisman J (ed) International Perspectives on the Governance of Higher Education: Alternative Frameworks for Coordination. Routledge, London, pp 88–106, 2009). While the general direction of travel in many countries is towards more autonomy for institutions with less direct state control, not all institutions relish the opportunity to exercise more autonomy or have the capacity to do so, and not all governments are willing to relinquish their levers of control as fully as they might. Indeed, under the rubric of ‘more autonomy but with accountability,’ different forms of control and steerage are emerging at system and institutional levels, both through government mechanisms and via new governance roles exercised by a wider range of interests. As the missions and diversity of higher education providers have expanded – and their contributions to national and regional economic and social development have become more central and significant – a wider range of ‘stakeholders’ has been brought into the governance domain. These include employers, industrialists, other professionals, entrepreneurs, students and alumni. Accountability as well as steerage of institutions has thus moved beyond governments and their agents to embrace these groups of stakeholders (Stensaker and Harvey (eds), Accountability in higher education: global perspectives on trust and power, London, Routledge, 2011). In addition, within institutions, expectations of accountability linked to the responsibilities of autonomy have had an impact on traditional forms of academic governance. New roles and structures have developed alongside shifts in authority between academic governance and managerial or corporate governance. Finally – and in parallel with government ‘de-regulation’ and ‘re-regulation’ – the higher education environment itself is becoming increasingly diverse, competitive, more market-driven and subject to the volatility of shifting global markets for higher education services. The overall context for governance in the EHEA therefore remains fluid, dynamic and also contested. In this paper, we offer an overview of developments in governance, beginning with conceptual and definitional issues and examining some of the drivers for changes in governance arrangements. We make comparisons with wider global patterns of governance and look briefly at some current developments and themes that are emerging; these are picked up in greater depth and detail in the accompanying chapters within the governance theme. In the last section, we look ahead to some of the challenges and issues arising for governments, agencies and higher education providers as they try to ensure that governance systems remain responsive, appropriate and effective for changing environmental conditions in Europe and in the wider world.

The Teaching Excellence Framework (TEF) is a mechanism for measuring the quality of teaching in higher education institutions in England, although institutions in other part of the UK can also opt into the TEF if they choose. All higher education providers, including further education colleges and private institutions, can take part in the TEF. This entry discusses why the TEF was introduced, how it has been implemented, how the TEF assesses teaching excellence, and criticisms of the TEF.

Chapter 3 - The Institutional HE Quality Perspective

At a time of complex change in the provision of higher education by Institutes of Technology (IOTs) in Ireland, this qualitative study provides significant insights into the factors which have impact on academic creativity and innovation inside higher education institutions (HEIs). Curriculum development processes were examined in four Irish IOTs and one university, employing a constructivist grounded theory case study methodology. Interviews were conducted to gather experiences of 20 Irish academics. Five rounds of data analysis were processed with QSR NVivo software.A creativity paradox was uncovered: contemporary Higher Education (HE) policies promote cultures of creativity and innovation, yet, in practice, academics feel restricted in New Programme Development and Validation (NPDV) by greater regulatory compliance and sector rationalisation. However, despite increasingly complex HE controls, study findings show the significant impact of leadership within the HEI, and that a climate for academic creativity and innovation can exist, if the organisational climate conditions of effective leadership; trust; transparency; managerial and innovation process support are in place. Where present, these conditions have a positive impact on progress in the development of creative new programmes of learning and on the wider climate for creativity and innovation in the IOT. The in-depth interrogation of curriculum development and validation processes in Irish HEIs is the first of two primary contributions to knowledge of this research.Though state level regulatory compliance legacies represent a significant bureaucratic load on the IOTs, the impetus for HEI regulatory policies in Ireland increasingly originates from European Union (EU) HE agendas. Within the literature, there are criticisms of an EU creativity and innovation agenda for HE which is not sufficiently broad based and is heavily focused on servicing industry interests (Duff, 2011; MacLaren, 2012; Moutsios, 2013). Benefits of this creativity agenda are acknowledged, but a counterbalanced, more holistic approach to creativity development in HE, represented by the Humboldtian higher education ideal is advocated.A synthesis of findings led to the development of the three-level model for organisational creativity and innovation in higher education, the second primary contribution to knowledge of this research. The model illustrates the HEI climate factors, experienced by academics to have impact on creativity and innovation in Irish HEIs. Factors emerged at three levels: individual/team; organisational and meta-organisational. The findings of this study were found to align at individual/team and organisational levels, with Amabile’s (1988) componential model for organisational creativity and innovation.The development of this three-level model is timely, given the change impetus in the IOT sector towards the development of technological universities in Ireland, in addition to the financial, technological and global competitiveness challenges currently facing the institutes. The model will serve as a comprehensive tool, informing HEI senior management and policy developers of the factors which must be addressed, to develop an authentic HE climate conducive to creativity and innovation. To this end, HEI policymakers are encouraged to think creativity first when considering implementation of new HE regulatory policies and practices. The findings in this study will contribute to the ongoing policy discourse about the future of the IOTs during a period of significant change in the sector.

The issue of stakeholder identification and management is relatively well understood in the literature for private sector organisations (Christopher et al 2002, Rutterford et al 2006), and its importance is increasing across all developed countries (Maassen 2000, Wit and Verhoeven 2000, Peters 1996, Kettle 2002). However, whilst stakeholder theory has been advanced in commercial arenas (Donaldson and Preston 1995), there is less research in the public and non‐profit areas (Bryson 2004), particularly with regard to universities. Stakeholder identification and management are important disciplines in terms of effective management (Mitchell et al 1997) ‘making decisions’ and planning strategy (Bryson 2004), identifying problems to be solved (Freeman 1984), and ultimately knowing who may exert their influence over the organisation (Mitchell et al 1997). Identifying and understanding the stakeholders of relevance to an organisation, and their influence or interest, is therefore of key importance to managers and policy‐makers. The aim of this paper is to investigate this gap in the literature, namely specific understanding of stakeholders and the nature of stakeholder management for universities. In this context the study focuses on the identification and prioritisation of stakeholders for a UK university, a process that may be ‘key to the success of public sector organisations’ (Bryson 2004). Whilst stakeholder identification and classification is a familiar concept, its application to the particular context of a UK university is less explored, and this paper aims to drive more effective university stakeholder management through ‘improving management, creating public value and advancing the common good’ (Bryson 2004). The paper employs a case study approach that focuses on the University of Portsmouth, a large, modern UK university.

The provision of higher education through franchised courses has increased rapidly in recent years. Such courses are usually based at relatively small colleges which have libraries designed to support further, rather than higher, education. At a time when university libraries are having difficulties
 supporting their own students, it is not surprising to find that the franchise situation, where students have to rely on much smaller libraries stocked for lower level courses, is a cause for
 concern. The impact of franchised courses on library and information services from both the franchiser and franchisee perspective is currently being examined by the British Library Research and Development Department funded project: Library Support for Franchised Courses in Higher
 Education. The following discussion presents some of the findings of two national surveys - one of libraries in FE institutions and one of libraries in HE institutions - examining the theory and practice of the provision of library support for franchised courses in higher education.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. I. 2009. “Relations between Parents and Children in a Rural Family.” Russian Education and Society 51, no. 9 (September): 85–93.Reprintseva, G. I. 2009. “A Social‐Pedagogical Analysis of Relations between Parents and Children in the Rural Family.” Russian Education and Society 51, no. 10 (October): 3–17.Riddell, Sheila, Linda Ahlgren, and Elisabet Weedon. 2009. “Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs.” International Journal of Lifelong Education 28, no. 6 (December): 777–95.Sayilan, Feyziye, and Ahmet Yildiz. 2009. “The Historical and Political Context of Adult Literacy in Turkey.” International Journal of Lifelong Education 28, no. 6 (December): 735–49.Shiel, Gerry, and Eemer Eivers. 2009. “International Comparisons of Reading Literacy: What Can They Tell Us?” Cambridge Journal of Education 39, no. 3 (August): 345–60.Shiohtat, Mariko. 2009. “Exploring Literacy and Growth: An Analysis of Three Communities of Readers in Urban Senegal.” International Journal of Educational Development 29, no. 1 (February): 65–72.Smit, Hemmo, Den Oudendammer, Kats Frowine, and Jaap Van Lakerveld. 2009. “Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education in the Netherlands and Belgium.” European Journal of Education 44, no. 2 (June): 257–70.Strathdee, Rob. 2009. “Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a ‘Local State of Emergency.’” Research in Sociology of Education 30, no. 1 (February): 303–16.Suwanpitak, Sombat. 2009. “Thailand’s Path to Literacy.” International Review of Education 54, nos. 5–6 (December): 763–71.Timperley, Helen S., and Judy M. Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. 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This study of pre-service teachers’ perception of the use of e-learning during the Covid-19 pandemic in colleges of education in the North-west, Nigeria, was guided by two objectives; to find out the availability of e-learning tools in colleges of education in North-west, Nigeria during Covid-19, to investigate the perceived usefulness of e-learning by the pre-service teachers in colleges of education in North-west, Nigeria during Covid-19 and two research questions; are e-learning tools available for teaching and learning in colleges of education in North-west, Nigeria during Covid-19? How do pre-service teachers perceive the usefulness of e-learning in colleges of education? The researchers used mixed methods (quantitative and qualitative) for data collection. A Multistage (called clustering) sampling technique was employed to select the sample from the colleges of education in North-west, Nigeria. The total population of the study is 113,030. The total sample that was chosen is 372 for quantitative and 23 for qualitative. The instruments used for data collection were adapted (questionnaires were used for quantitative, while data-blank was used for qualitative). The frequency and percentage were employed to analyze the respondents’ demographic information. The summary of the major findings points out that, there are no adequate e-learning resources in colleges of education in North-west, Nigeria that will enable them to use e-learning during Covid-19, and the pre-service teachers in colleges of education in North-west, Nigeria didn’t use to e-learn during Covid-19. The study affirmed that e-learning can be used as an instructional tool in colleges of education in North-west, Nigeria.

The COVID-19 pandemic has led to changes in personnel management within public administration in Ukraine. Therefore, the study aims to analyze the changes in the digitalization of human resource management during and after the COVID-19 pandemic and their impact on sustainable development, as the eighth goal promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Additionally, since human resources and their management are crucial for accomplishing tasks, it is vital to assess the changes in management and their negative or positive impact on the workforce potential. The study employed the following methods: deductive - to define the components of the human resource management system; analysis and synthesis - to investigate the changes in the public administration human resource management system that occurred as a result of the COVID-19 pandemic; factor analysis using Minitab software - to forecast and identify critical factors influencing the effectiveness of the Human Resource Management Information System (HRMIS). It was found that there was a significant acceleration of digital transformation in public administration in Ukraine due to the COVID-19 pandemic, notably an increase in the number of organizations implementing the HRMIS system, covering 15% of civil servants within two months of 2023, improvements in the training system, and enhancements in legislative regulation that facilitated more effective integration of the digital HRMIS system and accelerated the achievement of sustainable development goals.

This chapter is concerned with the topic of student choice in higher education. In particular it focuses on ways of strengthening students’ market power and giving more scope for students to have their interests served by the providers of higher education. This topic receives a lot of attention in many societies these days because it is felt that a system that relies heavily on central planning is unable to respond to the needs of an increasingly diverse student clientele. It is generally believed that consumers are better equipped than ever to make their own choices; increasingly consumers possess the wealth, means and skills to make choices that affect their personal wellbeing. To this end many governments have in fact liberalised a large number of the markets that were previously regulated and protected by government. Examples are public utility sectors, telecommunication, electricity, etc. However, the higher education market in many mature economies is still characterised by a great deal of regulation. The question is whether the kind of liberalisation we see in other quasi-public good sectors can be extended to the higher education sector. To what degree does allowing student choice to be accommodated lead to improved educational outcomes? As will be argued in this chapter, the answer to this question will depend heavily on how rational students are, the degree of transparency that exists in the higher education market and the way the government has shaped the funding and framework conditions for this market. Before addressing the effects of various initiatives to strengthen student choice in higher education we will present a model that incorporates the various factors that shape student choice. This is done in the next section. Of these factors the ones of concern will be those relating to government policy – the institutional factors that shape student choice. After presenting the broader concepts and the theoretical model that ties them together, a number of specific issues that relate to student choice will be addressed, namely:

This study was undertaken to investigate influence of COVID 19 pandemic on health educators ’ job commitment in federal and state owned colleges of education in Delta state . The study employed descriptive survey design. The population was 77 health educators in the four Federal and State Colleges of Education in Delta State. The researcher sampled the entire 77 teachers because of their fewness. The instrument for the investigation was titled “Influence of Covid 19 Pandemic on Health educators’ Job Commitment Questionnaire (ICHLJCQ﴿. On the whole, the worth of Pearson Product Moment Correlational Coefficient (r) for COVID 19 pandemic was 0.77. Out of entire copies of 77 instruments administered, 75 instruments were retrieved. Male health educators was 53 and female health educators 22. The descriptive data of mean rating and standard deviation were employed to respond to the 5 research questions. Mean rating of 2.50 was assumed as the significant level of receipt as mean rating below 2.50 was discarded. z - test was employed to test the 5 null hypotheses formulated that direct the investigation at 0.05 levels of significance. Findings showed that influence of COVID 19 pandemic on health educators’ job commitment in Federal and State owned Colleges of Education in Delta State was high. Influence of utilisation of prevention, college support on the utilisation of prevention against COVID 19 pandemic and health educator’s job commitment in Federal and State owned Colleges of Education in Delta State was low. The level of awareness of utilisation of preventions against COVID 19 pandemic ,the level of utilisation of preventions against COVID 19 pandemic on health educators ’ job commitment in federal and state owned colleges of education in Delta state was low . There was no significant difference on influence of COVID 19 pandemic , utilisation of prevention against COVID 19 pandemic , College support , level of awareness and level of utilisation of preventions against COVID 19 pandemic on health educators ’ job commitment in federal and state owned colleges of education in Delta state. It was concluded in the study that there was no significant difference on influence of COVID 19 pandemic, utilisation of prevention against COVID 19 pandemic, College support the level of awareness of utilisation of preventions against COVID 19 pandemic and level of utilisation of preventions against COVID 19 pandemic on health educators ’ job commitment in federal and state owned colleges of education in Delta State. It was as well recommended that commitment should be shown on prevention of COVID 19 pandemic by health educators in Federal and State owned Colleges of Education in Delta State . Health educators should enhance their commitment to prevention of COVID 19 pandemic to enhance their job commitment in Federal and State owned Colleges of Education in Delta State. . Keywords: Colleges of Education COVID 19 Pandemic, Delta State Federal and State Owned, Health Teachers, Influence, Job Commitment. DOI: 10.7176/JEP/12-18-08 Publication date: June 30 th 2021

Digital technology can be observed in every aspect of our today’s society. It serves as the primary instrument needed in building knowledge societies for quality education. Although, excellent teaching in higher education requires the sound knowledge of the subject and a right way of imparting the experience to the students. Economics teachers often face the problems of the best ways to help students understand the fundamental economic phenomena and the application of relevant economics terms to real-life situations. However, to overcome such issues calls for the need to discover new and appropriate teaching methods which should be in alignment with the needs and possibilities of economics students in higher education. To this effect, an appropriate pedagogical model is designed for the enhancement of teaching and learning of economics in higher education, especially in this era of the new-normal brought about by the Covid-19 pandemic which has disorganised the entire globe with unanticipated changes in every aspect of the society, including the educational sector in which the need/impact of digital technology cannot be overemphasised. The pedagogical model would lead to active, creative, collaborative, and highly engaged digital experiences for economic students in higher education. Keywords: Economics, Digital technology, Teaching, Learning, Inclusivity, Pedagogical model DOI: 10.7176/JEP/12-9-13 Publication date: March 31 st 2021