DOCSLIB.ORG

2019. Teacher Education in Malta

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2019. Teacher Education in Malta INTERNATIONAL K O E D I O R E W B T D INTERNATIONAL HANDBOOK U L D H OF TEACHER EDUCATION WORLDWIDE R L O N O W W A . N C H . O Teachers Education internationally is a field that most researchers, educators, I C T L teachers’ trainers, and educational policy makers consider to be of most importance. - A S Distinguished authors from the 114 countries have contributed to the present Edition. A C A We do believe that the international bibliography on the field of Education and U R N D Teachers Education with this work will be more fruitful and rich. The original papers R E A included in this 3volume Handbook offer a great impact to the problematic in the area O K R I . and pose crucial questions in the area of teachers’ education and education in E T G H general. Researchers, teachers of any grade, educators, politicians who involved with . K A C education and teachers’ education especially will found answers, via similarities and : A s N differences, in order to derive good practices and interpret educational situations in E d T e different contexts. It is obvious that modern teachers and their education face new R F challenges and transitions in a global era. The environment of the 21st century is E O characterized by ideological, economic social transitions, changes, transformations T and challenges. These challenges and changes are strongly related to the new N teachers’ role, their efficiency in their classrooms, job satisfaction etc. The authors of I the present 3 volume work, offering their original work and research, contribute to the debate on the area of Education and Teachers’ Education worldwide and enrich the Revised and Augmented Edition existing bibliography. In this context we have to think in common on Teachers’ Education in order to find solutions to the existing problems, to communicate good practices internationally. Innovation, creativity, critical thinking and human values are the keys to make the field appropriate to respond to the challenges, changes and K.G. KARRAS - C.C. WOLHUTER transformations of our century. eds VOL Foreword 2 MICHAEL APPLE Scientific Advisor of the Edition Prof. Pella Calogiannakis Revised and Augmented Edition eds K.G. KARRAS - C.C. WOLHUTER Foreword MICHAEL APPLE Scientific Advisor of the edition Prof. Pella Calogiannakis NICOSIA 2019 INTERNATIONAL HANDBOOK OF TEACHER EDUCATION Revised and Augmented Edition © Copyright 2019 EDITORS K.G. KARRAS C.C. WOLHUTER FOREWORD MICHAEL APPLE SCIENTIFIC ADVISOR OF THE EDITION PELLA CALOGIANNAKIS PUBLICATIONS HM Studies and Publishing NICOSIA, CYPRUS http://www.hmstudies.org Email: [email protected] E-shop: www.hmstudies.org ISBN 978-9963-2415-5-2 (VOL 1) 978-9963-2415-6-9 (VOL 2) 978-9963-2415-7-6 (VOL 3) 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, without the prior permission in writing, of HM Studies and Publishing LTD, or as expressly permitted by law, or under terms agreed with the appropriate designated reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, HM Studies and Publishing Ltd. You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer. Acknowledgements The authors and publisher gratefully acknowledge permission to reproduce copyright material in the book. Every effort has been made to trace copyright holders, but if any copyright infringements have been made, the publisher would be grateful for information that would enable any omissions or errors to be corrected in subsequent impressions. Table of Contents PAGES Foreword 15 MICHAEL APPLE Introduction of the Editors KONSTANTINOS G. KARRAS 19 C. C.WOLHUTER VOL 1 Afghanistan Teacher Education in Afghanistan. Political Development and Quantitative Changes 53 ABBAS MADANDAR ARANI MOHAMMAD JAFARI MALEK Andorra Teacher Education in Andorra HELENA PRIETO SANZ 71 VIRGINIA LARRAZ RADA ROCÍO GARCÍA CARRIÓN Angola Teacher Education in Angola: conceptions, practices and challenges SARA POÇAS 91 FREDERICO CAVAZZINI MARIA ANTÓNIA BARRETO Argentina Teacher Education in the Context of Argentinean Educational Policies: Current and future Challenges MONICA PINI 113 SANDRA MUSANTI MYRIAM FELDFEBER MAURO BRAVO Armenia Teacher Education in a Post-Soviet Context: the case of Armenia 129 SUSANNA KARAKHANYAN Benin Teacher education in the republic of Bénin. New contexts, new perspectives 151 CLÉMENT C. BAH Bosnia and Herzegovina Teacher Education in Bosnia and Herzegovina SNJEŽANA ŠUŠNJARA 155 LEJLA KAFEDŽIĆ SANDRA BJELAN-GUSKA Botswana Teacher Education in Botswana. MAVIS B. MHLAULI 175 KEINYATSE KGOSIDIALWA JABULANI A. MUCHADO KONSTANTINOS G. KARRAS – CARL C. WOLHUTER (eds) 4 Brazil Teacher Education in the Context of Brazil Educational Policies 197 DALILA ANDRADE OLIVEIRA Bulgaria The preparation of teachers in Bulgaria - realities and perspectives 213 LIDIYA TSVETANOVA-CHURUKOVA Burundi Teacher Education in Burundi: Achievements and Challenges 233 HERMENEGILDE RWANTABAGU Cameroon Teacher Education: The Case of Cameroon THERESE M.S TCHOMBE 247 PETER CHU CHI Canada Teacher Education in Canada 261 LARRY PROCHNER Cape Verde Teacher Education in Cape Verde: conceptions, practices and challenges MARIA ANTÓNIA BARRETO 281 FILIPE SANTOS FILOMENA OLIVEIRA Chile Teacher education in Chile: Towards a high-quality teacher education, to consolidate the achievements of Chilean education system 301 MARIO BRUN China Teacher Education in China BAOCUN LIU 327 RUIFANG ZHANG Colombia Colombia’s Education: At the Core of a Revolution JOSÉ VICENTE ABAD OLAYA 347 DIANA MARCELA JARAMILLO CATAÑO CLAUDIA MARÍA URIBE HOYOS Croatia Education of teachers in the republic of Croatia: Challenges and expectations in the european surroundings DUNJA ANĐIĆ 369 ELVI PIRŠL ANTONIA ĆURIĆ Cyprus Teachers’ Training in Cyprus: Past, Present and Future Issues GEORGIA PASHIARDIS 385 PETROS PASHIARDIS Czech Republic Teacher Education in the Czech Republic KATERINA MACHOVCOVA 399 DAVID HANA INTERNATIONAL HANDBOOK ON TEACHERS EDUCATION WORLDWIDE 5 Democratic Republic of Congo Teacher training in the democratic republic of Congo: Challenges and prospects 417 RACHEL NSIMIRE BIGAWA Denmark Danish teacher education as a case of unresolved conflicts 433 HANS DORF Ecuador Teacher education in Ecuador CLAUDIA TOBAR 451 DANIELA BRAMWELL Egypt Teacher Education in Egypt 469 NAHED SHALABY El Salvador Teacher education in El Salvador: Historical, political, and technical dimensions D. BRENT EDWARDS JR. 485 PAULINE MARTIN IRENE FLORES Eritrea Teacher education in Eritrea: Development and trends SUDHASHREE PARVATI 439 HALIMA MOHAMMED MAHMUD T.A. MUNAVARDEEN Estonia Teacher Education in Estonia RAIN MIKSER 519 OLGA SCHIHALEJEV KARMEN TRASBERG Ethiopia Teacher Education in Ethiopia 537 JANA ZEHLE Fiji Teacher education 557 CHARMAINE KWAN Finland Equity, Trust and Autonomy - Perspectives on Teacher Education in Finland JESSICA ASPFORS 573 GUNILLA HANSÉN TOM WILKMAN SVEN-ERIK HANSÉN France Teacher Education in France: From Norman Schools to ESPE 591 DOMINIQUE GROUX KONSTANTINOS G. KARRAS – CARL C. WOLHUTER (eds) 6 Gambia Teacher Education in The Gambia: Successes, Challenges and Future Prospects HADDY NJIE 597 SAIBA K. SUSO CHERNO BARRY Germany Teacher Education in Germany 611 JANA ZEHLE Ghana Teacher Education in Ghana 629 DANIEL ESHUN Grenada Conceptualising Teacher Education in Grenada: Social, Historical and Policy Perspectives VERNA KNIGHT 645 SANDRA ROBINSON JAMES YOUNG Greece GREECE - Teacher Education in Greece: training, issues and challenges for Teacher Profession 659 KONSTANTINOS G. KARRAS Guatemala Current State of Teacher Preparation Programs in Guatemala RUBY BATZ 671 MARTA CABALLEROS Hong Kong Education and Teacher Education in the Hong Kong Special Administrative Region, PRC 691 KWOK CHAN LAI SYLVIA YEE FAN TANG Hungary Teacher Education in the Context of Hungary Educational Policies KATINKA BACSKAI 711 VERONIKA BOCSI GABRIELLA PUSZTAI Iceland Teacher Education in Iceland 727 HANNA RAGNARSDÓTTIR Indonesia Teacher Education in Indonesia 741 MARK HEYWARD INTERNATIONAL HANDBOOK ON TEACHERS EDUCATION WORLDWIDE 7 VOL 2 Foreword 15 MICHAEL APPLE Introduction of the Editors KONSTANTINOS G. KARRAS 19 C. C.WOLHUTER Iran New Horizons in Teacher Education in Iran ABBAS MADANDAR ARANI 51 LIDA KAKIA Iraq Teacher Education in Iraq: One Step Forward, One Step Back ABBAS MADANDAR ARANI 69 TANDIS TAGHAVI LIDA KAKIA Ireland Teacher Education in Ireland: Development and Challenges J. O’FLAHERTY 87 J. MCMAHON P.F. CONWAY Israel From idealism to pragmatism: Transitions in the training of teachers in Israel public education 109 ADAM E. NIR MICHAEL GILLIS Jamaica Jamaica’s Teacher Education System: The Reach of History, and the Reach for History 125 NIGEL O. M. BRISSETT Japan Development and Challenges of Teacher Education in Japan: Struggles to Maintain the Quality Education 143 TAKAYOSHI MAKI ASAMI SHIMODA Kazakhstan Teacher Education in Kazakhstan Duishon Shamatov AIZHAN KERIMKULOVA 159 DAVID MCHUTCHON MIR AFZAL TAJIK Kenya Education and Teacher Education in Kenya 171 ROBERT W. ODUORI Korea (North) Teacher Education in North Korea CHO, JEONG-AH 189 LEE, HYANGKUE KIM, KI-SEOK KONSTANTINOS G. KARRAS – CARL C. WOLHUTER (eds) 8 Korea (South) Teacher Education in South Korea 203 KYOUNG-OH SONG Kosovo Teacher education in Kosovo BLERIM SAQIPI 217 DEME HOTI Kyrgyzstan Teacher Education in Kyrgyzstan DUISHON SHAMATOV 231
Load more

Recommended publications
  • Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositori d'Objectes Digitals per a l'Ensenyament la Recerca i la Cultura International Education Studies; Vol. 7, No. 2; 2014 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain Manuel López-Torrijo1 & Santiago Mengual-Andrés1 1 Department of Comparative Education & History of Education, University of Valencia, Valencia, Spain Correspondence: Manuel López-Torrijo, Avda. Blasco Ibáñez 30, Faculty of Philosophy and Educational Sciences, 46010 Valencia, Spain. E-mail: [email protected] Received: December 13, 2013 Accepted: January 14, 2014 Online Published: January 22, 2014 doi:10.5539/ies.v7n2p91 URL: http://dx.doi.org/10.5539/ies.v7n2p91 Abstract This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the regulation framework; responsibility of schooling and provision of services; identification and assessment of flaws; incidence in the population; curricular proposals (model and modalities of support); specific centers and units; human and material resources; the role of families and funding. The analysis of the implemented policies concludes by pointing out the challenges which should influence future improvements in order to accomplish real educational equality. Keywords: inclusive education, special education, severe disabilities, educational policies, Spain 1. Introduction Educational inclusion of students with special educational needs is one of the most fundamental reforms to have enriched the education system in recent decades.
    [Show full text]
  • Pole’S Newsletter - JUNE 2011 EDITORIAL
    Regional Bureau for Education in Africa United Nations Educational, Scientific and Cultural Organization °17 The Dakar Educational Sector Analysis Pole’s newsletter - JUNE 2011 EDITORIAL Pole Mag, the Pôle de Dakar’s newsletter, is back after a brief NEWS interruption for technical reasons. The Gambia wants to confirm progress 2 This issue revolves around the two key words concentrating the new action strategy of the Pôle de Dakar. The first one is the Pole de Dakar, platform of expertise national leadership, which forms the basis for successful and capacity building 2 education policies in Africa. In this issue, we take up the experience of Cape Verde whose achievements in education are PSGSE Training: three years and two classes later 3 impressive in terms of regularity as well as quality. In my point of view, There are very useful lessons to learn from this experience in the area of national leadership with regard to designing and REPORT conducting educational policies. Cape Verde: on the way towards a ten-years’ The second key word concerns national capacity building, as it is universal education 4 the only way for the African countries to do away with their Interview with Mr. Brito, current dependence towards foreign technical assistance. This Director-General in the Ministry issue explains Pole’s new strategy, Whose goal is to provide of Education in Cape Verde 6 Africa with a platform of sustainable expertise and training based on local know-how in the field of education sector analysis. This IN THE COUNTRIES 7 initiative, if successful, will help professionalize the steering and management of African education systems.
    [Show full text]
  • Higher Education in Portuguese Speaking African Countries a FIVE COUNTRY BASELINE STUDY
    Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa CapE Verde Guinea Bissau Sao Tome & Principe Angola Mozambique Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa Published in 2013 by African Minds 4 Eccleston Place, Somerset West, 7130, South Africa [email protected] www.africanminds.org.za ISBN: 978-1-920677-03-9 2013 Patrício Langa For orders from within South Africa: Blue Weaver PO Box 30370, Tokai 7966, Cape Town, South Africa Email: [email protected] For orders from outside South Africa: African Books Collective PO Box 721, Oxford OX1 9EN, UK [email protected] www.africanbookscollective.com Design and lay-out by COMPRESS.dsl | www.compressdsl.com Published in collaboration with the Association for the Development of Education in Africa (ADEA). The author of the study is responsible for the choice and presentation of the data and facts contained in this document and for the opinions expressed therein, and which are not necessarily those of ADEA nor the various individuals who were interviewed or provided data. Contents Tables vi Figures vii Acknowledgements viii Acronyms and abbreviations ix Preface xi Executive summary and structure xiii Chapter one: Introduction and background 1 1.1 Introduction 1 1.2 Objectives of the study 2 1.3 Methodology of the study 2 Chapter two: Angola 5 2.1 Country profile 5 2.2 Background and historical context of higher education 6 2.3 Trends of expansion,
    [Show full text]
  • Annual Report Cape Verde 2011 One Un Programme Annual Report
    2011 One UN Programme 1 Annual Report Cape Verde 2011 One Un Programme Annual Report Cape Verde 2011 One UN Programme Annual Report MMaannyy SSttrreennggtthhss OOnnee MMiissssiioonn 2 Cape Verde 2011 One Un Programme Annual Report Table of Contents 1 Introduction/Foreword ................................................................................................... 4 2 Main achievements..................................................................................................................7 2.1 Good Governance..............................................................................................................9 2.1.1 Economic graduation and integration in the global economy. ............................... 9 2.1.2. Strengthening of security ........................................................................................ 11 2.1.3 Consolidation of Democracy ................................................................................... 15 2.2 Promotion of Growth and Economic Opportunities......................................................19 2.2 Environment, Energy, Disasters Prevention and Response...........................................26 2.3 Human Capital and Social Protection............................................................................. 34 2.3.1 Quality of the Education System. ........................................................................... 34 2.3.2 Participation of Youth. ............................................................................................ 41
    [Show full text]
  • No. 53646* ___France and Andorra France Et Andorre
    I-53646 No. 53646* ____ France and Andorra Convention between the Government of the French Republic and the Government of the Principality of Andorra in the field of education (with annexes). Paris, 11 July 2013 Entry into force: 1 August 2015, in accordance with article 31 Authentic texts: Catalan and French Registration with the Secretariat of the United Nations: France, 25 May 2016 *No UNTS volume number has yet been determined for this record. The Text(s) reproduced below, if attached, are the authentic texts of the agreement /action attachment as submitted for registration and publication to the Secretariat. For ease of reference they were sequentially paginated. Translations, if attached, are not final and are provided for information only. France et Andorre Convention entre le Gouvernement de la République française et le Gouvernement de la Principauté d'Andorre dans le domaine de l'enseignement (avec annexes). Paris, 11 juillet 2013 Entrée en vigueur : 1er août 2015, conformément à l'article 31 Textes authentiques : catalan et français Enregistrement auprès du Secrétariat de l'Organisation des Nations Unies : France, 25 mai 2016 *Aucun numéro de volume n'a encore été attribué à ce dossier. Les textes disponibles qui sont reproduits ci-dessous sont les textes originaux de l'accord ou de l'action tels que soumis pour enregistrement. Par souci de clarté, leurs pages ont été numérotées. Les traductions qui accompagnent ces textes ne sont pas définitives et sont fournies uniquement à titre d'information. 1 I-53646 [ CATALAN TEXT –
    [Show full text]
  • Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses
    Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses Open-content version available at: www.guninetwork.org Credits Credits 5 Implementing the 2030 Agenda at Higher Education GUNi 2019 Institutions: Challenges and Responses First Edition Barcelona, September 2019 © Team Involved in the Preparation of this Publication Coordination GUNi President Global University Network Joan Elías for Innovation (GUNi) With the Support of Editorial Team Agència Catalana de Cooperació Josep M. Vilalta – Director al Desenvolupament (ACCD) Alicia Betts – Head of Projects Victoria Gómez – Project Officer Graphic Design & Printing Marta Cayetano – Communication Officer Mètode María José Villacís – Intern ISBN 978-84-09-13310-9 Group of Experts Ghada Ahmadein Contact Axel Didriksson [email protected] Carme Gual Thomas Jørgensen Akpezi Ogbuigwe Arnau Queralt Charles W. Richardson Orlando Sáenz Rajesh Tandon Invited Authors Sosten Chiotha Levis Eneya Lawrence Mpekansambo Pooja Pandey Daniella Tilbury Individual or collective authors are responsible for the choice and presentation of the facts, findings, interpretations, and conclusions expressed in their articles, which do not necessarily reflect the views of GUNi, UNESCO, the Catalan Association of Public Universities (ACUP), or other institutions that support this project. The designations used and the presentation of the material in this publication do not imply the expression of any
    [Show full text]
  • World Bank Document
    SURVEY OF ICT AND EDUCATION IN AFRICA: Cape Verde Country Report 46406 ICT in Education in Cape Verde by Osei Tutu Agyeman June 2007 Public Disclosure Authorized Public Disclosure Authorized 1 Source: World Fact Book Please note: Public Disclosure Authorized This short Country Report, a result of a larger infoDev-supported Survey of ICT in Education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The data presented here should be regarded as illustrative rather than exhaustive. ICT use in education is at a particularly dynamic stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent. Therefore, these reports should be seen as “snapshots” that were current at the time they were taken; it is expected that certain facts and figures presented may become dated very quickly. The findings, interpretations and conclusions expressed herein are entirely those of the author(s) and do not necessarily reflect the view of infoDev, the Donors of infoDev, the World Bank and its affiliated organizations, the Board of Executive Directors of the World Bank or the governments they represent. The World Bank cannot guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply on the part of the World Bank any judgment of the legal status of any territory or the endorsement or acceptance of such boundaries. It is expected that individual Country Reports from the Survey of ICT and Education in Africa will be updated in an iterative process over time based on additional research and feedback received through the Public Disclosure Authorized infoDev web site.
    [Show full text]
  • Intercultural Learning:A Whole School Approach
    Poste Italiane SpA - Spedizione in Abbonamen- to Postale - D. L. 353/2003 (conv. In L. 27/02/04 n. 46) art. 1 comma 2 - D.C.B. Roma/anno 2008 Atti del IX Forum on Esperienze internazionali Competenza Globale 93 Intercultural Learning per aprire la scuola nelle prove dell’OCSE II trimestre and Exchange all’interculturalità per le scuole secondarie 2019 9th FORUM ON INTERCULTURAL LEARNING AND EXCHANGE Bruxelles Intercultural Learning: a Whole School Approach Questo numero raccoglie gli atti del nono “Forum on Intercultura Learning and Exchange” tenutosi In questo a Bruxelles dal 24 al 26 ottobre 2018, con la partecipazione di una settantina di esperti di tutto numero il mondo: rappresentanti delle istituzioni europee ed internazionali, docenti universitari, presidi 9TH FORUM ON di scuole secondarie che hanno in corso esperimenti di formazione interculturale, professionisti INTERCULTURAL e volontari di associazioni educative interessate al dialogo interculturale. Tema: “Intercultural LEARNING AND Learning: a Whole School Approach”. Il Forum è un evento annuale che approfondisce temi di EXCHANGE educazione interculturale nell’ambito degli scambi internazionali di studenti. BRUXELLES, 24-26 OTTOBRE 2018 Sommario / Table of contents 02 What is the FILE? 03 Programme REDAZIONE 04 Presentation of last year’s Forum Fondazione Intercultura Onlus Via Gracco del Secco 100 06 Intercultural learning and internationalization of education: are we missing the point? 53034 Colle di Val d’Elsa 10 tel: 0577 900001 Teacher training and Toolbox of intercultural
    [Show full text]
  • Implementation of Blended Learning in Higher Learning Institutions: a Review of the Literature
    International Education Studies; Vol. 9, No. 3; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education Implementation of Blended Learning in Higher Learning Institutions: A Review of the Literature Amrien Hamila Ma’arop1 & Mohamed Amin Embi1 1 Faculty of Education, National University of Malaysia, Bangi, Selangor, Malaysia Correspondence: Amrien Hamila Ma’arop, Faculty of Education, National University of Malaysia, Bangi, Selangor, Malaysia. Tel: 6-019-336-0146. E-mail: [email protected] Received: August 5, 2015 Accepted: October 9, 2015 Online Published: February 21, 2016 doi:10.5539/ies.v9n3p41 URL: http://dx.doi.org/10.5539/ies.v9n3p41 Abstract While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues. Keywords: blended learning, higher learning institutions, literature review 1. Introduction Education and learning is a dynamic field. In previous decades, it has always been associated with the physical presence of schools, classrooms, examination halls, teachers, textbooks and examinations (Eddy, Nor-Aziah, & Jasmine, 2014, p.
    [Show full text]
  • Brain Drain Or Brain Gain? Micro Evidence from an African Success Story
    IZA DP No. 3035 Brain Drain or Brain Gain? Micro Evidence from an African Success Story Cátia Batista Aitor Lacuesta Pedro C. Vicente DISCUSSION PAPER SERIES DISCUSSION PAPER September 2007 Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor Brain Drain or Brain Gain? Micro Evidence from an African Success Story Cátia Batista University of Oxford and IZA Aitor Lacuesta Bank of Spain Pedro C. Vicente University of Oxford Discussion Paper No. 3035 September 2007 IZA P.O. Box 7240 53072 Bonn Germany Phone: +49-228-3894-0 Fax: +49-228-3894-180 E-mail: [email protected] Any opinions expressed here are those of the author(s) and not those of the institute. Research disseminated by IZA may include views on policy, but the institute itself takes no institutional policy positions. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit company supported by Deutsche Post World Net. The center is associated with the University of Bonn and offers a stimulating research environment through its research networks, research support, and visitors and doctoral programs. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.
    [Show full text]
  • Multi0page.Pdf
    Documentof The World Bank Public Disclosure Authorized Repot No. 13568-CV STAFF APPRAISAL REPORT REPUBLIC OF CAPE VERDE Public Disclosure Authorized BASIC EDUCATION AND TRAINING PROJECT DECEMBER 19, 1994 Public Disclosure Authorized Population and Human Resources Public Disclosure Authorized Operations Division Western Africa Department Africa Region CURRENCY EQUIVALENT Currency Unit = Cape Verdian Escudo / US$1 = 82 Esc FISCAL YEAR July I - June 30 SCHOOL YEAR September - June ACRONYMS AfDB African Development Bank CENFA Center for Administrative Training and Upgrading CFN Maritime Training School DGA Directorate General for Administration (MOES) DGE Directorate General for Education (MOES) DGEX Directorate General for Education and Non Formal Education DL Department of Labor (MLYSA) EBC Complementary Basic Education (Ensino Bdsico Complementrar):Grades 5 and 6 EBE Elementary Basic Education (EnsinioBasico Elementtar): Grades 1-4 EBI Integrated Basic Education (Ensino Bdsico Itntegrado): Grades 1-6 EC Executive Committee (TSF) ECIM Industrial and Commercial School of Mindelo (Lycee Technique) ESC Complementary Secondary Education (Ensino Secundirio Complenentlar): Grades 10-12 ESG General Secondary Education (EnsinloSecunded(irio Gerail): Grades 7-9 FEE Textbook Revolving Fund (Fondo EdimaioEscolar) GEP Cabinet of Planning and Research (MOES) GOCV Government of Cape Verde IAPSO Inter-Agency Procurement Services Office ICASE Cape Verdean Institute for Social Action ICR Implementation Completion Report IET Institute for Employment and
    [Show full text]
  • The Quality of Higher Education in Andorra and the Sustainable Development Goals
    AGÈNCIA DE QUALITAT DE L’ENSENYAMENT SUPERIOR D’ANDORRA THE QUALITY OF HIGHER EDUCATION IN ANDORRA AND THE SUSTAINABLE DEVELOPMENT GOALS: A PROPOSAL FOR QUALITY ASSESSMENT STANDARDS AND GUIDELINES Andorra la Vella, 2018 This study was made between September and December 2017 DL: AND.401-2018 ISBN: 978-99920-3-168-1 Production: COMPLEX RESEARCH GROUP (GRC) Autonomous University of Barcelona Authors: Ingrid Mulà Pons de Vall Mercè Junyent Pubill Coordinator: Marta Fonolleda Riberaygua Andorran Quality Assurance Agency for Higher Education (AQUA) Translation: Context Traduccions Suggested citation: Junyent, M., Mulà, Í., Fonolleda, M. [coord.] (2018). La qualitat de l’ensenyament superior d’Andorra i els Objectius de Desenvolupament Sostenible: una proposta d’estàndards i directrius d’avaluació. Andorra la Vella: Agència de Qualitat de l’Ensenyament Superior d’Andorra. INDEX INTRODUCTION .................................................................................................................... 6 HIGHER EDUCATION IN ANDORRA ......................................................................... 9 Which model of higher education? ................................................................... 9 How is the quality of higher education assessed? .......................................... 12 THE SUSTAINABLE DEVELOPMENT GOALS IN HIGHER EDUCATION ....... 16 What are the SDGs? .................................................................................................. 16 How can universities help to achieve the SDGs? ...........................................
    [Show full text]