Enhancing the International Advisory Service at the University of Edinburgh

In Zimbabwe, the discourse on access and quality in education has been a raging one since the colonial days of bottlenecks and outright discrimination against black Zimbabweans in education. The doors to education were declared open to all at independence in 1980 with the new Zimbabwe government’s enunciated policy of education for all. It is an uncontested fact that strides were made soon after independence to address issues of quality and access in education. However, with the prosecution of the fast track land reform programme the dream for access and quality in education became a nightmare. Whilst trust schools, boarding schools, urban and some rural day schools have a comparative advantage in terms of resources like infrastructure and qualified and relatively motivated human resource, emerging resettlement schools bear the brunt of hastened and impromptu establishment. It is the contention of this paper that resettlement schools like Zvivingwi, established in the last decade, are a facade of the schools envisioned by many Zimbabweans at independence. These schools reel from abject shortage of everything except pupils. It would be recommended that government should show creativity in mobilising resources to intervene, failing which, most of the resettlement schools like Zvivingwi, risk closure as public confidence in them wanes. The researcher made use of a questionnaire and interviewed critical stakeholders at the school like headmaster, teachers, parents, pupils and education officers. School records and other critical documents were also made use of.

The article analyzes the concept and criteria for assessing the quality and accessibility of education. The author notes that specific criteria that can be investigated empirically or on the basis of statistical data are key indicators of the effectiveness of educational systems. The author considers the main scientific approaches to determining the quality and accessibility of education. This article establishes that the quality of education is a multidimensional concept that encompasses not only academic indicators, but also social and economic aspects. The author analyzes the concept of accessibility of education. The study identifies the relationship between the quality and accessibility of education and analyzes the existing debatable approaches to the possibility of combining them. The novelty of the article lies in the author's own approach to the formulation of the concepts of «quality of education» and «accessibility of education» and the identification of their criteria. The research methodology is based on comparative analysis, logical and legal method and systematic approach. The results of the study allow to form a comprehensive view of modern methods of evaluating educational services and their practical application.

Watch the VIDEO. Over the last 15 years, the policy environment has shaped the open access and open science agendas in UK higher education. This paper provides an overview of open science policies at a national level in the UK and at an institutional level within the University of Edinburgh, and assesses the efficacy of these policies in practice. This paper reviews what has worked well and why, describing the development of the University of Edinburgh’s current Research Publications & Copyright Policy (2021), which is a ‘rights-retention’ policy.

With the world's fourth largest population, Indonesia is experiencing significant growth. Indonesia possesses demographic dividend potential that brings economic opportunities towards becoming a developed country. Human resource preparation is key to successfully harnessing the demographic bonus of 2035. Efforts to improve the quality and accessibility of education are implemented through budget allocation as mandated by the 1945 Constitution. This study aims to analyze the education budget allocation comparison between Indonesia and the ASEAN member countries. This study provides novelty by focusing on comparing the allocation of education budgets between Indonesia and ASEAN countries through a parliamentary perspective to support the achievement of SDGs. The study adopts a qualitative method with Systematic Literature Review by analyzing 83 articles. The findings indicate that education budget allocation in Southeast Asian countries, including Indonesia, Malaysia, Singapore, Thailand, Vietnam, the Philippines, Myanmar, Cambodia, and Laos, is a crucial focus in ensuring educational quality. Despite increasing budgets annually, challenges such as disparities in educational quality, teacher shortages, and poor infrastructure remain major issues. ASEAN countries employ different approaches to budget allocation, with some focusing on decentralization, subsidies, and public investment. International support, such as that provided by the World Bank in Cambodia and Myanmar, demonstrates a commitment to improving access and quality of education. In Indonesia, budget allocations for primary, secondary, and vocational education should be seen as investments in future human resources, with an emphasis on sustainable allocations. Improvements in diversifying budget programs and comprehensive oversight at the regional level are essential, while budget allocations for higher education and vocational training need significant increases to meet international standards, with a minimum recommendation of 2% of the national budget, according to UNESCO.

This article is devoted to the analysis of the problems of realization of the right to education of children in rural areas of the Republic of Kazakhstan. Special attention is paid to the structural, personnel and infrastructural barriers that contribute to the formation of educational inequality between urban and rural areas. Legal, organizational and social aspects affecting the accessibility and quality of school education in rural areas are considered. Based on up-to-date data and expert assessments, existing government initiatives are evaluated and areas for further improvement of educational policy are identified. Keywords: the right to education, educational inequality, rural schools, accessibility of education, quality of education, Republic of Kazakhstan, pedagogical deficit, digitalization

As it is claimed and is the ground reality that language is not everything but everything is nothing in education without language. Moreover, language shapes the learning and learning begins with language. In this regards, this article attempts to review the multilingual perspectives in terms of access and quality in education through mother tongue based education advocacy. It is theoretical in nature which is based on the secondary sources of theoretical review and tries to justify with policy and practice based rational for mother tongue education in Nepalese context.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 65-74

Henry Walton, who died on 13 July this year, aged 88 years, was an extraordinary man who made outstanding contributions to this journal and to medical education more widely. He edited the journal in its various forms for more than 30 years. It was his vision and drive that transformed the British Journal of Medical Education into the International Journal of Medical Education and then into, simply, Medical Education. The global reach and worldwide responsibilities of medical education lay at the heart of his work and his achievements. Henry grew up in South Africa and graduated from the medical school in Cape Town. After postgraduate training in London and New York, and subsequent to a short period back in South Africa, he was invited to take up a Chair in Psychiatry at the University of Edinburgh in 1963. His clinical research interests included suicidal behaviour, alcoholism and the inter-relationships of physical and mental illnesses presenting in general hospitals. From the outset of his career in Edinburgh, Henry devoted much of his time to research in higher education, completing a PhD in the teaching of psychiatry in the mid-1960s and helping to found the Society for Research in Higher Education in 1971. Within higher education, medical education was Henry’s passion. His role in creating and developing institutions devoted to improving medical education is unequalled: he was secretary and then president of the Association for the Study of Medical Education (ASME), a founder and the first president of the Association for Medical Education in Europe (AMEE), and a founder and first president of the World Federation for Medical Education (WFME). In 1986 the University of Edinburgh appointed Henry to the Chair in International Medical Education. In this role and as president of the WFME in 1988, Henry organised the World Congress in Medical Education that produced the Edinburgh Declaration. The 12 principles set out in that document have proved to be of great influence. In particular, they underpin the WFME global standards that represent a benchmark for quality in medical education and are applied directly or indirectly in countries across the world. Henry was honoured with many awards, notably the Gold Medal of the Albert Schweitzer Academy of Medicine in 2003. This list of achievements does not capture the unique style that Henry brought to all his activities. I had the privilege of working with Henry in both his clinical and educational spheres. He was gracious and charming in manner, but tenacious in the pursuit of his goal: his was a steel hand in a silk glove. Silk is an appropriate description; immaculate in his attire, Henry was never afraid to dress with an edge of flamboyance in the conservative world of medicine. Art collecting was the other enduring passion that Henry pursued with energy, determination and success. As in his dress, he was eclectic: his collection contained challenging examples of modern art, as well as drawings by various of the Old Masters and Chinese jade pieces. High quality was his only requirement for the decision to purchase. Variety and individuality attracted him in art, in psychiatry and in medical education. In his clinical work, Henry insisted on a rigorous personality description, as well as an illness diagnosis. In medical education, he was particularly interested in the learning that takes place in small groups. In all three spheres, he wished to understand the interactions of an individual with his or her specific context and environment. The quality of his art collection led to its acceptance in 2010 by the National Galleries for Scotland. Henry’s art collection is one of his legacies; the Edinburgh Declaration is another, but the third, in my view, is his greatest: Medical Education. This journal continually develops and changes because Henry set it free from the limitations and preoccupations of one country to enable it to become a forum for those interested in improving medical education, wherever they live and work.

In September 2016, an imported case of measles in Edinburgh in a university student resulted in a further 17 confirmed cases during October and November 2016. All cases were genotype D8 and were associated with a virus strain most commonly seen in South East Asia. Twelve of the 18 cases were staff or students at a university in Edinburgh and 17 cases had incomplete or unknown measles mumps rubella (MMR) vaccination status. The public health response included mass follow-up of all identified contacts, widespread communications throughout universities in Edinburgh and prompt vaccination clinics at affected campuses. Imported cases of measles pose a significant risk to university student cohorts who may be undervaccinated, include a large number of international students and have a highly mobile population. Public health departments should work closely with universities to promote MMR uptake and put in place mass vaccination plans to prevent rapidly spreading measles outbreaks in higher educational settings in future.

Professor Sir Godfrey Thomson is one of the key foundational actors in the history of the educational sciences in the UK. At a time when educational studies and the study of educational psychology were very closely linked, in the decades of the mid‐twentieth century, Thomson was a crucial figure in education research. He is known for his work on intelligence, factorial analysis and the validation and production of intelligence tests (the Moray House tests). However, he viewed himself as a teacher in his work as a professor at the University of Edinburgh and as director of Moray House teachers’ college. He managed closely an ambitious plan to develop an advanced school of education, combining the university department of education, teacher training and a demonstration school, and supervised and taught on many of its courses. This paper is based on a unique resource, an audio recording of Thomson teaching in the early 1950s. It considers the distinctiveness and the research value of this audio source in relation to complementary oral and documentary sources.

L'auteur souhaite faire un bilan des methodes de collectes des donnees en education comparee. Ce bilan permet de repondre a cinq questions : La methodologie de recherche fait-elle partie des discussions dans ce champs de recherche? Quelles sont les strategies de recherche de ceux qui publient actuellement en education comparee? La variete des strategies de recherche est-elle reduite dans ce domaine? Les zones geographiques concernees par les travaux se sont-elles elargies? De la recherche qualitative ou de la recherche quantitative, laquelle tient le plus de place? Les sources de l'auteur pour realiser cette synthese sont essentiellement les periodiques specialises : Comparative education review, Comparative education et International Journal of educational development. L'auteur definit une typologie des recherches et procede a l'analyse de contenu des publications du point de vue des strategies de recherche de 1960 a 1995.

An increasing number of post-graduate students and post-doctoral researchers in the College of Science and Engineering at the University of Edinburgh do not have English as their first language. Indeed some researchers have barely acquired the minimum standard of English required by the College. This hinders their own development as scientists and engineers and also has implications for undergraduate tutoring and laboratory demonstrating in their science and engineering disciplines. To address this issue, an English Language Skills course was developed in collaboration with the Institute for Applied Language Studies (University of Edinburgh). The course uses the techniques and activities of science communication training for Public Engagement in sessions dedicated to learning English. Part of the rationale was that students would find comfort and confidence in their scientific knowledge, and would therefore feel empowered to speak out and improve their English skills. This case study outlines the development and implementation of the course, includes feedback from the participants and observations on the course.

Current Opinion in Supportive and Palliative Care was launched in 2007. It is one of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The fields of supportive and palliative care are divided into 12 sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Journal's Section Editors for this issue. SECTION EDITORS Aminah JatoiAminah JatoiDr Aminah Jatoi is Professor of Oncology at the Mayo Clinic in Rochester, Minnesota, USA. A practicing medical oncologist, she has been interested in symptom control research in cancer patients for over 20 years. She holds a special interest in cancer-associated weight loss, having completed a three-year fellowship in clinical nutrition. She is the author of more than 300 publications. Dr. Jatoi has received research funding from multiple sources, including the United States’ National Cancer Institute. Barry J.A. LairdBarry J.A. LairdBarry J.A. Laird graduated in medicine from the University of Glasgow, UK, in 1997 and completed higher specialist training in palliative medicine in 2009. During his training in palliative medicine he was awarded a National Cancer Research Institute Fellowship and joined the academic palliative medicine department at the University of Edinburgh, UK, with Professor Marie Fallon. He completed his MD in cancer induced bone pain and neuropathic cancer pain in 2009 and was then awarded a fellowship from the European Palliative Care Research Centre (PRC) working with Professor Stein Kaasa. His interest in cachexia was nurtured by the late Professor Kenneth Fearon. He currently holds positions as a Senior Lecturer in Palliative Medicine at the University of Edinburgh and a consultant in palliative medicine in St Columba's Hospice, UK. His research interests are focussed around symptoms in life-limiting illness and the role of palliative care in optimising the care of malignant (lung and pancreatic cancer) and non-malignant disease. He leads a research programme examining the systemic inflammatory response in cachexia, symptom genesis and prognosis in cancer. He has published over 70 papers and is the CI and PI of clinical trials in symptomatology and treatment. Gustavo De SimoneGustavo De SimoneGustavo De Simone was born in Argentina in 1955 and graduated as a physician in 1979, completing his specialty in medical oncology. He was appointed Medical Director of the Palliative Care Program at Mainetti Comprehensive Cancer Centre in La Plata, Argentina, in 1991. Since then he has contributed to the development of specialist palliative care services in Buenos Aires and other cities in Argentina. He has led development of palliative care education mainly at postgraduate level within the University of La Plata, Argentina, from 1992 to 1997 and Universidad del Salvador, Argentina, from 1998 to present, and has been involved in the development of the research and development programs. He is Medical Director of Pallium Latinoamerica Study Centre (NGO), which has had academic links with Oxford International Centre for Palliative Care since 1993. In June 2005, Dr De Simone was made Coordinator of Postgraduate Training in Palliative Care (Residence Program) within the Ministry of Health, Buenos Aires Government. He is currently Chief of Education and Research Department at the Bonorino Udaondo Public Hospital in Buenos Aires, Argentina. In 1998 he became Honorary Professor of Palliative Medicine at the Universidad del Salvador, Buenos Aires, and Director of the Career of Medical Oncology. This is the first Chair in Palliative Medicine in Argentina and provides a focal point for educational developments in South America. Based on his commitments to education, he received the 2003 International Association for Hospice and Palliative Care (IAHPC) Annual Vittorio Ventafridda Award. In 2009 he was made Director of the working group on End of Life Decisions at the Medical Ethics Committee of the National Academy of Medicine, and from 2008 to 2011 he was Argentina's country leader for the EU project ‘OPCARE9’. Since 2011 he has been the Director of MSc in Palliative Care at the Universidad del Salvador and has been re-elected President of the Argentinean Association for Palliative Care from 2012 to 2014. Bridget JohnstonBridget JohnstonProfessor Bridget Johnston holds the post of Florence Nightingale Foundation Chair in Clinical Nursing h in the School of Medicine, Dentistry and Nursing, College of Medical, Veterinary and Life Sciences, University of Glasgow, UK. This a joint post between the University of Glasgow and NHS Greater Glasgow and Clyde in Scotland, UK. Bridget is a registered nurse and has a clinical, educational and research background in palliative care. She graduated with her PhD from the University of Glasgow in 2002. Bridget was a Professor of Palliative and Supportive Care and co-lead of the Sue Ryder Care Centre for the Study of Supportive, Palliative and End of Life Care at University of Nottingham, UK, from 2013–2016. Bridget's research has centred on self-care and advanced cancer, telehealth and palliative care symptom management in palliative care and laterally developing and testing interventions related to dignity and end of life care. Bridget supports a number of PhD students from across the world doing palliative care studies. Bridget was appointed as a Patron of Macmillan Cancer Support Alumni in 2015. Bridget is chair of the Scottish palliative care research forum. Bridget is Section editor BMC Nursing and Section Editor (end of life care) for Current Opinion in Supportive and Palliative Care. Bridget tweets as @BridgetJohnst and co-hosts a palliative/end of life twitter group @Weeolc. Christopher DalleyChristopher DalleyDr Dalley is a Consultant Haematologist at Southampton General, UK. He has specialty interest in the Myelodysplastic syndromes, acute myeloid leukaemia, bone marrow transplantation as well as the diagnosis of haematological cancers. Having graduated from St Thomas's Hospital Medical School, University of London, UK, he underwent postgraduate training in haematology at St Bartholomew's Hospital, UK. Whilst there, he developed a research interest in the cytogenetics of acute myeloid leukaemia, and the clinical management of AML in older adult patients. After completing his specialist training in haematology, he worked at Vancouver General Hospital, Canada, as a British Columbia Cancer Agency Leukaemia and Bone Marrow Transplant Fellow. Having completed his fellowship, he returned to the United Kingdom and has been a substantive consultant haematologist for fourteen years. He developed ambulatory care programmes for patients with haematological cancer, developed and led a specialised integrated haematological malignancy diagnostic service at Sheffield Teaching Hospitals NHS Foundation Trust, UK, where he worked for seven years as a Consultant Haematologist. He has co-written national clinical guidelines for the management of the myelodysplastic syndromes and the National Institute for Clinical Excellence (NICE) Improving Outcomes Guidance for Haematological Malignancy. Dr Dalley is currently a member of the National External Quality Assurance Scheme (NEQAS) Leukaemia Immunophenotyping Executive Committee, NEQAS Molecular Scientific Advisory Group and the UK MDS Executive Committee. He is also a Joint Accreditation Committee ISCT-Europe (JACIE) Clinical Inspector for BMT programmes. His current clinical practice is focused on the management of aggressive myeloid malignancies. His department is recognised as a Center of Excellence by The MDS Foundation.

This article is written in a personal capacity; it is based on a presentation entitled ‘If the child is father to the man, can the researcher be mother to the poet?’ given as part of the ECER symposium, ‘Telling stories: truth and fiction in educational research’ hosted by David Bridges, at the European Conference on Educational Research, University of Edinburgh, 23 September 2000. It is meant as a stimulus to discussion about the relationship between poetry as a species of ‘creative’ writing, and research writing—how and why they might be complementarities as well as opposites. Rather than attempting a theoretical paper, the author uses excerpts from her own poetry—and those of the prize‐winning poet, Jane Draycott, with whom she recently co‐authored a book, and whose ideas have contributed to this article—to explore these ideas.

This paper considered the disaster and school education from philosophical perspectives: 1) Brian Denman proposed the paradigm change of the educational research from individual to society with his new concept "education security." It was clarified that we would be able to take this idea to examine the foundation for school education after the disaster. 2) John Dewey wrote that society existed through a process of transmission quite as much as biological life. This transmission occurred by means of communication of habits of doing, thinking, and feeling from the older to the younger. Without education as communication, social life could not survive. We should consider this Dewey's insight into education and society again in order to create a new basis of school education after 3. 11. 3) It was suggested that we would need to consider a broader philosophical idea behind the phenomena, namely to think about the structure of dependence. The disaster thrust the limitations of the modern values of independence and individualism before us. Although the notion of dependence was usually referred to a negative meaning such as amae in Japanese, we would be able to reinterpret the idea of "depending on each other" positively.

This study aims to analyze the digitalization of education on accessibility, quality and inclusivity of education. This research uses a literature study method, which involves collecting and analyzing relevant scientific sources, such as academic books, research articles, and other credible documents related to the research topic. The data collection technique is based on the selection of literature based on certain criteria, such as relevance to the topic, credibility of the source, and publication date to ensure the data is up to date. The data analysis technique uses a qualitative descriptive analysis approach, where the collected data is examined by identifying key themes, patterns, and concepts in the selected literature. The findings of this study are that digitalization of education has great potential to improve accessibility, quality, and inclusivity of education. There needs to be attention to infrastructure, teacher training, and programs that support students with special needs. Collaborative efforts from various parties can ensure that every individual can learn and develop in the digital era. Digitization of education has the potential to improve the accessibility and quality of education in Indonesia. Collaborative efforts between governments, schools, and technology companies are needed to develop infrastructure and learning materials that support the teaching and learning process effectively and inclusively