The country should reasonably expect higher education to lead this conversation. For real change to occur, discussions about the quality and quantity of learning in higher education and the need for reform must occur at multiple levels, in many places, and over a significant period of time -- most importantly on campuses themselves. The national conversation provides context, direction, and motive -- but only many intimate and passionate conversations among colleagues in every institution of higher education can ground the discussion enough to give it sufficient power to bring change.
Progress will not be made in improving the quality and quantity of learning -- in restoring higher learning to higher education -- unless both the public discussion and the multilayered, multistep processes of change on our campuses occur.
CHED K to 12 Transition Program
With these changes, students will be more prepared for the world of work, armed with the most important skills and knowledge, and having graduated with something of real value. Cultural change from within, across the entire spectrum and expanse of higher education, will be disruptive, and it needs to be. But such change has the unique promise of restoring higher learning in higher education while preserving its extraordinary diversity. Without it, external interventions and demands that will be far more disruptive and far less tolerant of institutional diversity become increasingly likely.
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Google Tag Manager. Advertise About Contact Subscribe. Print This. Culture Change for Learning. By Richard P. Keeling and Richard H. April 12, Reconstituting the Culture of Higher Education The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning.
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Higher Education Institutions in a Global Warming World
Read more by Richard P. Want to advertise? Click here. College Pages. Higher education institutions HEIs in the Philippines cater to the educational needs and requirements of a population relatively diverse in socio-economic status, religion, and culture.
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Distributed among the 17 regions of a country that consists of approximately 7, islands, Philippine HEIs deliver educational services that demand responsiveness not only to national developmental thrusts but also to regional and community needs, as well as to specific institutional philosophies as articulated in their vision-mission. As mandated by the Philippine Constitution, higher education institutions in the country, whether public or private, operate within an environment of laws and policies that aim to guarantee and protect the right to education of all citizens by ensuring that institutions of learning promote access, equity, quality, and relevance even as they exercise their institutional academic freedom.
Private higher education institutions are either sectarian, i. Private HEIs generally fund their operations from their own capital investments, tuition fees and other school charges, grants, loans, and subsidies.
Public higher education institutions operate through national and local government subsidies. Quality issues may involve unemployment and underemployment due to the lack of desired competencies by the annual cohorts of graduates from the industry standpoint; local colleges converted into state universities, and their eventual expansion into satellite campuses, regardless of their compliance with the criteria for university status; the opening and offering of programmes, unmindful of CHED policies and minimum standards; the lack of a robust faculty profile in terms of academic preparation and training as well as advanced research capability; or the evident need to improve access to quality education for the marginalised sector to translate a higher education degree into real opportunities for social mobility.
Thrust issues result from the perceived purpose of higher education. At the macro-level, higher education remains key to economic growth and national development, spurred by research and innovation; hence the desired emphasis on science, technology, engineering, agriculture, and mathematics.
At the micro-level, higher education is an investment not only for the individual, but for the basic social unit. An immediate return on investment becomes necessary as employment opportunities are culturally synonymous with affording education for core and extended families. Career pathways and decisions are determined according to the comparative requisite time, material and physical resource in honing scientists and scholars on one hand, and the ready industry practice and market participation on the other.
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As expected, globalisation has added more challenges to higher education in the Philippines as the country contends not only with local quality assurance measures but with regional and international benchmarks. World and Asia university rankings, international programme accreditation and quality assessment, faculty and student exchange, research publication and citation, and international networking and linkages have become essential considerations that are inevitably transforming the academic landscape.
Addressing these challenges, higher education in the Philippines has undertaken the following reform programmes in recent years:. The Philippine K to 12 Program was implemented in , adding two years in basic education and effecting an educational structure comparable with the rest of the world even as it resulted in a minimum 5-year transition period for higher education.
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The ASEAN integration in prompted higher education institutions to do faculty qualifications accreditation and curricular review and upgrading, rendering these competitive in view of mutual recognition agreements MRAs in the areas of engineering, nursing, surveying, architecture, dentistry, medicine, and accountancy, and which MRAs are currently at varying stages of development. Together with the economic sector, universities and colleges brace for the anticipated mobility, if not fluidity, of professionals and students with the commencement of the MRAs.
CHED has embarked on several initiatives under four key tactical points: 1 expanding access to quality education; 2 enhancing student and faculty competence; 3 promoting excellence; and 4 upholding ethical and innovative governance.
Enhanced student and faculty competence is being developed through curriculum planning and enhancement, in consultation with experts from concerned areas or disciplines as technical panel committees and working groups, and with emphasis on outcome-based and competency- based education; revision of the general education curriculum for higher education; strengthening of academe-industry partnerships to remedy the mismatch between academic preparation and employment needs; availability of faculty development grants for both private and public sector, for the pursuit of graduate degrees, research, and industry immersion and engagement.
A more ethical and innovative governance is being applied through anti- corruption mechanisms within the bureaucracy to promote efficient and effective allocation and management of resources; institutionalisation of the CHED Strategic Performance Management System; regional amalgamation to rationalise state universities and colleges; and through board governance, compliance of state universities and colleges to CHED policies and standards. With all these, higher education in the Philippines is undoubtedly transitioning as it is made to view itself through additional external and varied lenses.
The changing times, and together with it, changing demands and expectations, pose a transformative reality that is shared by the Philippine higher education with its counterparts around the world. ACTION Participatory science toolkit against pollution will transform citizen science and create methodologies, tools and guidelines to democratize the process.
Welke transitie is er nodig om integrale zorg rondom de geboorte door te laten breken — en hoe kunnen we dit stimuleren?
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We onderzoeken het in het project Healthy Pregnancy for All. DRIFT offers consultancy and strategic interventions to help organisations understand their changing environment and proactively set course towards sustainable alternatives. We focus on opportunities for change beyond mere optimisation and aim for value creation. The deeply rooted issues in the global fashion industry call for transformative change. In dit project worden in samenwerking met ondernemers en experts de streefbeelden, transitiepaden en business cases geschetst die leiden naar een duurzame Greenport.
Transition-experiment Happy Streets aims to accelerate the mobility transition in Rotterdam, to ensure a sustainable future for the city. We strive to share our thoughts, knowledge and experiences and invite others to do the same. We also aim to learn, to listen and to reflect. The Arena encompasses all our activities that explicitly aim to reach a wider audience. With this Manifesto we want to redirect attention to the emerging movement of transformative social innovation.
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