DOCSLIB.ORG

Building the Capacity of Faculties of Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Building the Capacity of Faculties of Education Capacity Development of Faculties of Education in International Approaches to Higher Education Project number: 530614 - TEMPUS - 1 - 2012 - 1 - EG - TEMPUS - JPHES Building the Capacity of Faculties of Education: The CDFE Partnership: Foundational Principles The Partnership is about Change and Transformation The Partnership is a Collaborative and Collegial One The Partnership Constitutes a Community of Learners The Partnership is a First Step in Long Lasting Relationships and Friendships The Partnership Respects Diversity, Multiculturalism and Internationalization Case Studies of a TEMPUS Journey in Peer Learning and Transformations in Teacher Education Foreword and Conclusion by Malak Zaalouk (Project Leader) Editors: Malak Zaalouk, Ronald Sultana and Pete Bradshaw Co-funded by the Co-funded by the Tempus Programme Tempus Programme of the European Union of the European Union Building the Capacity of Faculties of Education: Case Studies of a TEMPUS Journey in Peer Learning and Transformations in Teacher Education Foreword and Conclusion by Malak Zaalouk (Project Leader) Editors: Malak Zaalouk, Ronald Sultana and Pete Bradshaw First published in 2016 by The Middle East Institute for Higher Education Graduate School of Education The American University in Cairo AUC Avenue. P.O.Box 74. New Cairo 11835. Egypt. Copyright © 2016 by The Middle East Institute for Higher Education All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Designed and Printed in Metropole Advanced Printing Facilities Cairo, Egypt. 27065 / 2015 ISBN: 978-977-416-798-0 Disclaimer: «This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained » therein. Table of Contents Foreword P.5 List of acronyms P.13 Egypt P. 17 Chapter (1) Egypt’s Educational Context P.17 Chapter (2) The American University in Cairo P.29 Chapter (3) Assiut University P. 47 Chapter (4) Alexandria University P. 65 Chapter (5) Helwan University P. 77 Chapter (6) The Professional Academy for Teachers P. 93 Lebanon P.107 Chapter (7) Lebanon’s Educational Context P. 107 Chapter (8) University of Saint Joseph P. 115 Chapter (9) American University of Beirut P. 125 Palestine P.135 Chapter (10) Palestine’s Educational Context P. 135 Chapter (11) Al-Najah University P. 149 Chapter (12) BirZeit University P. 159 Conclusion P.169 FOREWORD by Malak Zaalouk This is the second of two volumes produced and creating learning communities, and enable within the context of a three-year TEMPUS project educators to learn from each other (Barber and entitled “Capacity Development of Faculties of Mourshed, 2007). Many international task forces Education CDFE in International Approaches and initiatives have been established in the last to Teacher Education”. This foreword is not an fifteen years to support teachers at the heart of introduction to the volume in the academic sense educational reform in Europe and elsewhere of the term, but rather a brief statement by the (UNESCO, 2014; Twining, et al., 2013; Haigh, project’s coordinating institution and Primary et al., 2013). Investigator (PI) about the purpose and spirit with which the project w as designed. In recent years one of the lead bodies for the Arab region, the League of Arab States (LAS), For some years, education has been high on the developed visions and strategies to promote agenda of heads of state, policy makers and quality educational reform and research. These civil society, on the international, regional and two concerns have featured in every single Arab national levels. Most reforms have emphasised the Summit meeting since 2006. In fact already in importance of teachers and, more specifically, the 2005 a department for education and scientific critical impact that teacher preparation is proven research was created at LAS to support the to have on student learning (Darling-Hammond, new policy direction. In 2006, LAS and various 1997). Research also suggests that, in addition to other regional bodies, such as the Arab League teacher preparation, the quality of learning largely Education Culture and Science Organization depends on Continued Professional Development (ALECSO), the Arab Bureau for Education in (CPD) (OECD/WB, 2014). Moreover, preparing the Gulf States (ABEGS), the regional offices and empowering educators through lifelong for the United Nations Educational, Scientific learning is a complex undertaking that includes and Cultural Organization (UNESCO), and the induction and mentoring at entry point into the regional office for the United Nations Children’s profession. It is a long learning journey that starts Fund (UNICEF) joined hands in a partnership with university preparation but continues through to enhance the quality of education in the Arab the career development path of each professional. world (League of Arab States and UNICEF, 2010). It has various configurations, but most importantly The partnership chose teachers as their entry is seen in school and in partnership with universities. point for the purposes of bringing about reform. The best CPD programmes highlight what great Several studies were conducted and compiled to instruction looks like through curricula and further understand the status of teachers, their pedagogy, impart educators with the knowledge training and performance in the region. Studies and capacity to deliver exemplary instruction, build on Arab universities have highlighted the fact that practical skills through professional development these relatively recently established institutions opportunities, support educators with good work in very complex contexts, and that although mentors and coaches, select and develop good their numbers are rapidly proliferating they face instructional leaders who focus on instruction considerable challenges with regard to the quality 5 of their programmes, autonomy and governance the acquisition as well as the production of both (Mazawi, 2005; ElAmine, 2014; Al-Hroub, explicit and tacit knowledge. In October 2012, the 2014). More specific studies on faculties of MEIHE was awarded a -36month project entitled education clearly pointed to the fact that the Arab “Capacity Development of Faculties of Education world in general suffers from weak professional CDFE in International Approaches to Teacher development programs. Curricula in university Education” (Project number -530614TEMPUS- faculties of education are not updated and do not -1-2012-1EG-TEMPUS-JPHES). The project emphasize innovation, critical thinking, reflection, (abbreviated to CDFE) focused on building the research and problem solving. There is a weak capacity of selected higher education institutions. link between theory and practice, and on-the-job It focused on learning from good practices CPD is very limited (Zaalouk, 2013). The situation from the European Union (EU) in three strategic is further aggravated by the low status and salary areas: action research, practicum and Continued accorded to teachers (Farag, 2010; Herrara and Professional Development. In so doing, the project Torres 2006). harmonized pre-university with higher educational reforms. It aimed at making the work of faculties During later stages of the joint initiative on teacher of education relevant and integral to school-based enhancement led by the LAS, UNICEF, and the reform. Through a collaborative network between Middle East Institute for Higher Education (MEIHE) faculties of education in some EU countries and at the American University in Cairo (AUC), some selected partners in the MENA/Arab region, there have been many positive achievements the project aimed at enhancing the capacities in terms of advocacy and the production of a of faculties of education in the latter. The guiding framework for teachers’ professional project essentially aimed at rendering university development. Since 2008, the initiative has faculties of education relevant to school and been developing the capacity of two regional society. The goal is to strengthen the partnership centers of excellence to enhance the professional between universities and schools through the development of teachers: one in Egypt – the organization of practicum, action research and Professional Academy for Teachers (PAT) and one Continued Professional Development. Schools in Jordan – the Queen Rania Teachers’ Academy are social institutions constituting the work place (QRTA). The advocacy from the regional teacher of future teachers. Effective teacher recruitment, initiative overwhelmingly led by LAS, UNICEF employment, deployment and retention should and MEIHE, has made teacher preparation and begin with quality practicum during teachers’ enhancement a priority in all countries in the university years, followed by strong mentorship region. Moreover, other agencies have joined the and professional development programmes reform attempts. The World Bank has launched the during the early induction years, and continued Arab Regional Agenda for Improving Education lifelong learning through research during the Quality (ARAIEQ) in partnership with ALECSO, mature years of teaching. Learning resulting from UNESCO, the World Economic Forum, INJAZ this project feeds into two regional centers of al-Arab (a regional NGO) and
Load more

Recommended publications
  • Should I Stay Or Should I Go?* Isep
    ISEP INTERNATIONAL STUDENT EXCHANGE PROGRAMME SHOULD I STAY OR ACCESS A WIDER NETWORK OF UNIVERSITIES ACROSS THE GLOBE SHOULD I GO?* ESSEX IS NOW A MEMBER OF THE INTERNATIONAL STUDENT EXCHANGE PROGRAM (ISEP). ISEP IS A US BASED PROVIDER WHICH OFFERS A BROADER EXCHANGE NETWORK COMPRISING OF OVER 200 PARTICIPATING UNIVERSITIES GLOBALLY. GO ABROAD AND DEVELOP INDEPENDENCE, TOLERANCE, ADAPTABILITY, CONFIDENCE AND A GLOBAL OUTLOOK. *You should go HOW DOES IT WORK? Programme Fee IS IT FOR ME? If you apply to study abroad with ISEP, This fee is paid directly to Essex. It covers ISEP is a great study abroad option to you won’t be able to apply to Essex Abroad’s fees, housing, 19 meals per week, consider. It offers you: exchange programme. Your application pre-departure orientation, arrival orientation is made online and you can select up to and general student services at your host n A wider network of universities, with some OUR PARTNER UNIVERSITIES 10 universities. institution. Costs can vary annually, in in counties/regions where Essex may not 2018/19 Essex students studying abroad have exchange partners Subject area Subject area COSTS INVOLVED through ISEP for the full academic year paid £7,100. n A stronger chance of securing a place in AUSTRALIA AND NEW ZEALAND ASIA Application fee more competitive destinations (typically By doing this, you are creating a ‘space’ for AUSTRALIA JAPAN This is a non-refundable fee of $100 paid Australia, USA, Canada and New Zealand) an exchange student who comes to Essex. All* directly to ISEP. Curtin University Akita International University All* When you arrive at your host institution you n A sometimes more cost-effective study La Trobe University All* International Christian University All* will have guaranteed accommodation and a Placement Fee abroad experience if choosing to study in Monash University All* Tokyo University of Foreign Studies All* food plan for the time you are there.
    [Show full text]
  • "Mediterranean Under Quarantine", Malta 7-8 November 2014
    H-Sci-Med-Tech Conference: "Mediterranean under Quarantine", Malta 7-8 November 2014 Discussion published by Javier Martinez-Antonio on Wednesday, October 29, 2014 Dear all, this is the programme of the international conference "Mediterranean Under Quarantine", the 1st International conference of the Quarantine Studies Network. 7- 8 November 2014. Hosted by the Mediterranean Institute University Of Malta. Old University Campus, Valletta. Friday, 7 November 9.00 – 9.30 : Registration - Aula Magna - Old University Building. 9.30: Opening Address : John Chircop, Director, Mediterranean Institute (UOM) ; International Quarantine Studies Network. 1st Session: Quarantine Geopolitics and Diplomacy (First Part: 9.50 – 11.30 hrs) Chair: Francisco Javier Martinez-Antonio Alison Bashford (University of Cambridge), Quarantine and Oceanic Histories: reflections on the old world and the new. Alexander Chase-Levenson (Princeton University), Quarantine, Cooperation, and Antagonism in the Napoleonic Mediterranean. Raffaella Salvemini (CNR, Italian National Research Council; ISSM, Institute of Studies on Mediterranean Societies), Quarantine in the ports of southern Italy: from local history to global history (18th-19th centuries). Ibrahim Muhammed al-Saadaoui (Université de Tunisie), Quarantaine et Crise diplomatique en Méditerranée: L’affaire de 1789 et la guerre entre Venise et la Régence de Tunis. 11.30 – 11.50: Coffee break (Second Part: 11.50 – 13.30 hrs) Chair: Quim Bonastra Dominique Bon (LAPCOS, Laboratoire d’Anthropologie et de Psycholgie Cognitives et Sociales, Université de Nice – Sophia Antipolis), La fin des quarantaines de santé dans la Province de Nice (1854). Daniela Hettstedt (Basel Graduate School of History, University of Basel), About Lighthouse, Abattoir and Epidemic Prevention. Global History Perspectives on the Internationalism in the Citation: Javier Martinez-Antonio.
    [Show full text]
  • Scholarships for Palestinian Students Offered by the Government of Malta for Postgraduate Studies at the University of Malta
    Scholarships for Palestinian Students offered by the Government of Malta for Postgraduate Studies at the University of Malta Call for Applications 2017 The Government of Malta announces the fourth call for applications for Palestinian students wishing to pursue post-graduate studies at the University of Malta. The Scholarships are designed to facilitate the formation of young Palestinian professionals in two key areas which have become increasingly recognised as critical pillars for the creation of a more sustainable future for Palestine, namely humanitarian action, and cultural heritage. Malta is an ideal meeting point for the realization of this goal, not only because of the relevant expertise it offers in these two sectors, but also because of the strong historic and cultural ties it enjoys with the Arab world as well as with Europe. Objective The specialised formation of young and promising Palestinian citizens is an important pillar for the ongoing capacity-building efforts in Palestine. Two of the emerging sectors where more young professionals are needed on the ground are humanitarian action, and the conservation and management of cultural heritage. An investment in the specialised formation of professionals in these two sectors is an investment in the future of Palestine, with a better and more sustainable quality of life for its citizens. Why sponsor students in Conservation and Management of Cultural Heritage? The main objective of the international community's engagement in Palestine is the establishment of an independent and sovereign Palestinian State living side by side in peace and security with the State of Israel. Cultural heritage is widely recognised as a powerful medium for the formation of a sense of identity, civic pride and community regeneration.
    [Show full text]
  • 2015-2016 Dr Anthony Cremona •
    FACULTY OF LAWS UNIVERSITY OF MALTA DEPARTMENT OF CIVIL LAW ANNUAL DEPARTMENTAL REPORT – 2015-2016 A. CONFERENCES ATTENDED BY DEPARTMENT STAFF: Dr Anthony Cremona The 2016 IFSP biennial conference - Shifting Financial Landscapes - Future trends for the financial services industry - 21st Jan 2016 – Attendee Dr David Zammit Fourth Worldwide Congress of the World Society of Mixed Jurisdiction Jurists: “The Scholar, Teacher, Judge, and Jurist in a Mixed Jurisdiction”, Faculty of Law, McGill University Montreal, Canada, June 24-26, 2015. Delivered a paper entitled: “Malta’s English Chief Justices and the Arrested Development of Anglo-Maltese Law” 11th September 2015: Visited National University of Ireland (Galway) and attended the Viva Voce PhD Examination of Dr Mathilda Twomey, Chief Justice of the Seychelles (I was her External Examiner). 13th November 2015: delivered a paper together with Dr Brian Campbell PhD (University of Kent) entitled “Where Has the Humour Gone? Hospitality, Humanitarianism and Hostility in Receiving Refugees” to the Anthropology Department Senior Research Seminar- University of Malta (Valletta Campus) “The Role of Human Rights Bodies in Promoting a Human Rights Culture” – a Conference organised by the Human Rights Programme of the University of Malta on the 10th December 2015. Dr. David. Zammit presented a paper together with Dr. Robert Suban entitled: ‘Combating Discrimination in Employment: The Case of Third Country Nationals in Malta’ ‘Legal and Social Issues facing Cross-Cultural Couples in Malta’: A roundtable facilitated by the President’s Foundation for the Wellbeing of Society and the Department of Civil Law, University of Malta (February 25th, 2016) 1 Senior Research Symposium ‘Mixing and Matching: Trends in Muslim Marriages, 26 February 2016, University of Malta.
    [Show full text]
  • Conference Programme 18 - 19 June 2020
    CONFERENCE PROGRAMME 18 - 19 JUNE 2020 Thursday 18 June Friday 19 June Synchronous Presentations Synchronous Presentations First Morning Session: 9:30 - 10:50 First Morning Sessions: 9:00 - 10:50 Teacher Training Curriculum Educational E-Learning Strategies Development Strategies Virtual Posters - Morning Session Virtual Posters - Morning Session 11:00 - 11:30 11:00 - 11:30 Synchronous Presentations Synchronous Presentations Second Morning Session: 11:30 - 13:20 Second Morning Session: 11:30 - 12:50 Education and Teacher Training Workplace ICT and Digital Security Strategies Environments Half-Day Break Half-Day Break Synchronous Presentations Synchronous Presentations First Afternoon Session: 14:30 - 15:50 First Afternoon Session: 14:30 - 16:20 ICT and Digital Skills Curriculum Educational Strategies in Education Development Virtual Posters - Afternoon Session Virtual Posters - Afternoon Session 16:00 - 16:30 16:30 - 17:00 Synchronous Presentations Synchronous Presentations Second Afternoon Session: 16:30 - 18:20 Second Afternoon Session: 17:00 - 18:50 Sociological Education and Perspectives on Online Learning and Pandemic Society Education Thursday 18 June 2020 Introductory Speech and Practicalities: 9:00 - 9:10 Opening Speech: 9:10 - 9:25 “Title to Be Announced”: We Are Living in Uncertain Times Joseph Vancell, University of Malta (Malta) Synchronous Presentations - First Morning Sessions: 9:30 - 10:50 Teacher Training Strategies E-Learning Moderator: Vida Drąsutė Moderator: Saziye Yaman Kaunas University of Technology (Lithuania) American University of the Middle East (Kuwait) 9:30 - 9:50 Teaching Practice in Pre-Service Language Teacher Research-Based Learning in Digital Teams Education: Challenges of Moving a Face-to-Face Course Tobias Schmohl, OWL Technical University of Applied Sciences Online and Arts (Germany) Borbála Samu, University for Foreigners of Perugia (Italy) 10:00 - 10:20 Using Transcripts of/for Reflective Practice in 21st Developing Tools for the eLearning Platform MathE Century EFL Teacher Training Ana I.
    [Show full text]
  • Partner Universities
    Partner Universities Erasmus Country Partner University Possible for: Code Austria University of Salzburg A SALZBUR01 Law Belgium KU Leuven B LEUVEN01 Law Belgium Hasselt University B DIEPENB01 Business and Administration Belgium Saint Louis University B BRUXEL02 Business, Social Sciences Belgium Vives University College B KORTRIJ01 Business and Administration Bulgaria New Bulgarian University BG SOFIA02 Political Sciences and Civics Business and Administration, Croatia University of Zagreb HR ZAGREB01 Economics Cyprus University of Nicosia CY NICOSIA14 Law, Business, Humanities Czech University of Pardubice CZ PARDUB01 Business and Administration republic Czech University of Economics and CZ USTINAD02 Business and Administration republic Management Business and Administration, Tallinn University of Estonia EE TALLINN04 Economics, Political Science and Technology Civics Finland University of Turku SF TURKU01 Law Finland University of Eastern Finland SF KUOPIO12 Business and Administration Satakunta University of Finland SF PORI08 Business and Administration Applied Sciences Saimaa University of Applied Finland SF LAPPEEN07 Business and Administration Sciences France Universite de Strasbourg F STRASBO48 Business and Administration France Universite Paris 13 F PARIS013 Business and Administration France Cergy-Pontoise University F CERGY07 Law France Universite Lumiere Lyon 2 F LYON02 Law Management and Administration, France Universite de Lorraine F NANCY43 Law France INSEEC Alpes-Savoie F CHAMBER07 Business and Administration Institut
    [Show full text]
  • Office of the Registrar COURSES COMMENCING
    Office of the Registrar COURSES COMMENCING IN OCTOBER 2021 (Unless otherwise indicated, late applications for Undergraduate and Postgraduate courses will be received until 30 September 2021 at 2pm). COURSE NOTES DURATION DURATION FULL-TIME PART-TIME Faculty of Arts Master of Arts * by research; view the list of areas of study offered 3 sem day 6 sem eve Master of Arts * by research; 3 sem day 6 sem day Fine Arts History of Art Spanish and Latin American Studies Master of Arts taught and research (mainly taught); Areas of study: English (Modern and Contemporary Literature and Criticism) 3 sem day 6 sem day English (English, Culture and the Media) 3 sem day 6 sem day English (English Language) 3 sem day 6 sem day Film Studies 6 sem eve Humanitarian Action 3 sem eve Literary Tradition and Popular Culture 3 sem day 6 sem day Master of Arts in Archaeological Practice taught and research (mainly taught) 3 sem day CLOSED Deadline for PG Applications –22 July 2021 at 2pm, Late Applications – 30 September 2021 at 2pm Deadline for UG Applications –24 August 2021 at 2pm, Late Applications – 30 September 2021 at 2pm Courses/areas of study will commence if there is a sufficient number of qualified applicants. This information is for guidance purposes only. For entry requirements, refer to the Admissions Page 1 of 42 Regulations and Course Bye-Laws, which shall prevail. Master of Arts in Global Maritime max. 15 students; taught and research (mainly taught) 3 sem day Archaeology Master of Arts in Health, Medicine and taught and research (mainly taught) 5 sem eve Society Master of Arts in Hospitaller Studies taught and research (mainly taught); will also be offered at University of Malta - Gozo Campus 6 sem eve if there is a sufficient number of qualified applicants; via videoconferencing.
    [Show full text]
  • Longo Raffaele Address(Es)
    European curriculum vitae Personal information Surname(s) / First name(s) Longo Raffaele Address(es) 33 sc B int 23, Via Pio Molajoni, 00159, Rome, ITALY Telephone(s) +39 0981 82075 Mobile: +39 347 084 22 25 Fax(es) E-mail(s) [email protected] Nationality(-ies) Italian Date of birth 29.07.1967 Gender male Desired employment / Occupational field Work experience Dates 10/2014 Occupation or position held Head of Unit ‘Cooperation & Development’ Main activities and - Internationalisation processes of Higher Education responsibilities - Global Cooperation between academic and non-academic sectors - Developing external relations for financial and technical support - Developing the short- and long-term employability of graduates, even through entrepreneurship programme and strategic partnerships with enterprises/companies - Strengthening intercultural competences and intercultural dialogue - Pursuing political dialogue in the field of innovation capacity and promoting cultural exchanges with developing countries - Cooperation in the fields of transnational mobility wit South Mediterranean (Libya, Morocco, Egypt, Palestine, Jordan, Lebanon, Algeria, Tunisia), Latin America (Ecuador, Boli via, Brasil), NYC, Vietnam, Japan, Balkans(Albania, Macedonia, Kossovo), Middle East (Iran, Oman, Katar), Africa (Kenia, Senegal) Page 1 - Curriculum vitae of For more information go to http://europass.cedefop.eu.int LONGO RAFFAELE © European Communities Name and address of University of Calabria, Campus in Arcavacata in Rende, Italy employer Type of business or sector - Global Cooperation - Research & Development - Strategic Partnerships - International Networks Project Manager Project ENROL ( 561654-EPP-1-2015-1IT-EPPKA2-CBHE-JP) 'Empowering and Networking the International Relationships Offices of the Libyan University System' Duration: 2 years. Budget: Euro 711.533 Partnership: Italy (University of Calabria , Coordinator; Univeristy of Bologna), Libtya (Universities of Tripoli, Sirte, Misurata, Al Zawia), Spain (University of Grenada), Portugal (University of Evora), UNIMED.
    [Show full text]
  • Exchange and Study Abroad Credit Conversion Table
    Exchange and Study Abroad Credit Conversion Table This table is for reference purposes only and is subject to change at any time at the discretion of the Registrar’s Office. If you have any questions regarding the conversion table, please contact [email protected] . Host University Grading Units Credit Weight Dalhousie Credit Per Course Weight Equivalency Per Course Aarhus University ECTS 6.0 ECTS 3.0 Credit Hours Aberystwyth University Credits 12 Credits (6 ECTS) 3.0 Credit Hours University of Adelaide Units 3.0 Units 3.75 Credit Hours Aalto University School ECTS 8.0 ECTS 4.0 Credit Hours of Business Arnhem Business ECTS 7.5 ECTS 3.75 Credit Hours School Australian National ANU 6.0 ANU Units 3.75 Credit hours University Bangor University Credits 12 Credits (6 ECTS) 3.0 Credit Hours University of Bath Credits 6.0 Credits 3.0 Credit Hours University of Bergen ECTS 15.0 Credits 7.5 Credit Hours University of Credit 20 Credit 5.0 Credit Hours Birmingham 10 Credit 2.5 Credit Hours Bonn-Rhein-Sieg ECTS 6 ECTS 3 Credit Hours University of Applied Sciences University of Brighton CATS 20 CATS (10 ECTS) 5.0 Credit Hours Edith Cowan University Credit Points 15.0 CP 3.75 Credit Hours (Western Australia) University of Canberra Credit Points 3 Points 3.75 Credit Hours University of Cape Credit Points 24 – 30 Credit Points 5.0 Credit Hours Town City University of Hong Credits 3.0 Credits 3.0 Credit Hours Kong (CITYU) Christian Albrechts Credit Points 6.0 CP 3.0 Credit Hours Univeritet – Kiel Copenhagen Business ECTS 7.5 ECTS 3.75 Credit Hours School
    [Show full text]
  • Global Partners —
    EXCHANGE PROGRAM Global DESTINATION GROUPS Group A: USA/ASIA/CANADA Group B: EUROPE/UK/LATIN AMERICA partners Group U: UTRECHT NETWORK CONTACT US — Office of Global Student Mobility STUDENTS MUST CHOOSE THREE PREFERENCES FROM ONE GROUP ONLY. Student Central (Builing 17) W: uow.info/study-overseas GROUP B AND GROUP U HAVE THE SAME APPLICATION DEADLINE. E: [email protected] P: +61 2 4221 5400 INSTITUTION GROUP INSTITUTION GROUP INSTITUTION GROUP AUSTRIA CZECH REPUBLIC HONG KONG University of Graz Masaryk University City University of Hong Kong Hong Kong Baptist University DENMARK BELGIUM The Education University of Aarhus University Hong Kong University of Antwerp University of Copenhagen The Hong Kong Polytechnic KU Leuven University of Southern University BRAZIL Denmark UOW College Hong Kong Federal University of Santa ESTONIA HUNGARY Catarina University of Tartu Eötvös Loránd University (ELTE) Pontifical Catholic University of Campinas FINLAND ICELAND Pontifical Catholic University of Rio de Janeiro University of Eastern Finland University of Iceland University of São Paulo FRANCE INDIA CANADA Audencia Business School Birla Institute of Management Technology (BIMTECH) Concordia University ESSCA School of Management IFIM Business School HEC Montreal Institut Polytechnique LaSalle Manipal Academy of Higher McMaster University Beauvais Education University of Alberta Lille Catholic University (IÉSEG School of Management) O.P. Jindal Global University University of British Columbia National Institute of Applied University of Calgary
    [Show full text]
  • World Directory of Medical Schools
    WORLD DIRECTORY OF MEDICAL SCHOOLS WORLD HEALTH• ORGANIZATION PALA!S DES N ATIONS GENEVA 1957 lst edition, 1953 2nd edition (revised and enlarged), 1957 PRINTED IN SWITZERLAND CONTENTS Page Introduction . 5 Explanatory notes to lists of medical schools 7 Details of educational systems and lists of medical teaching institutions, in alphabetical order of countries 11 Annex 1. Africa: medical schools and physicians 303 Annex 2. North and Central America: medical schools and physicians . 304 Annex 3. South America: medical schools and physicians 305 Annex 4. Asia, eastern: medical schools and physicians . 306 Annex 5. Asia, western: medical schools and physicians 307 Annex 6. Europe: medical schools and physicians 308 Annex 7. Oceania: medical schools and physicians 309 Annex 8. World totals . 310 Annex 9. Population per physician 311 Annex 10. Division of the medical curriculum, in years 313 28695 INTRODUCTION The Second Edition of the World Directory of Medical Schools, like its predecessor, lists institutions of medical education in more than eighty countries and gives a few pertinent facts about each. However, its scope has been enlarged, in that general statements describing the salient features of undergraduate medical training in each country have also been included. No attempt has been made to draw firm conclusions or to make pro­ nouncements on medical education as a world-wide phenomenon. The descriptive accounts and factual material which make up this Directory may be considered as part of the raw data on which the reader can base his own independent analysis; they are intended to be no more than a general guide, and investigators in the subject of medical education should not expect to :find a complete report therein.
    [Show full text]
  • Femise Research Programme 2012-2013
    FEMISE RESEARCH PROGRAMME 2012-2013 Cross-Country Comparative Analysis of Enterprise Productivity in MENA Region: An Empirical Assessment Research n°FEM35-07 Directed By MAS, Palestine Economic Policy Research Institute Authors: Yousef Daoud, Birzeit University, Palestine A. Khalid Sekkat, Université Libre de Bruxelles, ERF and FEMISE, Belgium With Contribution of Isabel Sultana Cassar, EMCS, Malta February 2013 Ce rapport a été réalisé avec le soutien financier This document has been produced with the financial assis- de l’Union Européenne au travers du Femise. Le tance of the European Union within the context of the FEMISE contenu du rapport relève de la seule responsabilité program. The contents of this document are the sole respon- des auteurs et ne peut en aucun cas être considéré sibility of the authors and can under no circumstances be comme reflétant l’opinion de l’Union Européenne. regarded as reflecting the position of the European Union. Palestine Economic Policy Research Institute Cross-Country Comparative Analysis of Enterprise Productivity in MENA Region: An Empirical Assessment1 by2 Yousef Daoud (Birzeit University) & Khalid Sekkat (Université Libre de Bruxelles, ERF and FEMISE) 2013 Disclaimer “This document has been used produced with the financial assistance of the European Union within the context of the FEMISE program. The contents of this Document are the sole responsibility of the authors and can under no circumstances be regarded as reflecting the position of the European Union”. 1 The authors are grateful to three anonymous referees, Patricia Augier, Hamad Kassal and participants to the FEMISE annual conference 2013 for very useful comments on an earlier version of the paper.
    [Show full text]