The implications of Tanzania Education and Training Policy 2014 (2023 edition) on higher education: a systematic review

The Politics and Economics of Comparison

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

Dans les universites nord-americaines, europeennes et oceaniennes les gouvernements ont impose aux universites une gestion tres rigoureuse des fonds de provenance publique et une ouverture au financement prive, ainsi qu'une vision de l'universite pourvoyeuse de ressources humaines sur le marche du travail. Les organisations internationales comme l'OCDE ou la Banque mondiale ont vehicule ces modeles de la mondialisation. C'est Roland Robertson en 1985 qui donne la premiere definition du mot mondialisation : un concept qui fait reference a la reduction du monde et a la prise de conscience que le monde forme un tout, cette mondialisation ayant differentes dimensions internationales : economiques, politiques et culturelles. C'est la dimension economique de la mondialisation qui a le plus touche les universites avec ses contraintes de performance et de gestion. L'etude relatee ici sur ces questions des pratiques mondialistes : criteres de performance et gestion universitaires a ete menee de 1994 a 1997 aupres de plus de 250 universitaires en Austalie et aux USA et completee par des entretiens au Canada et en Nouvelle Zelande. Les conclusions plaident pour une forme de responsabilite universitaire qui ne repose pas seulement sur des criteres de performance, la responsabilite democratique ayant ete negligee au profit de la responsabilite financiere.

Propose of the study: This paper intends to explore the concept of sustainable higher education leadership and to develop a propose conceptual approach of leadership for higher institutions of learning from the perspective of the functionalist paradigm. The Methodology: The paper critically analyzed the concept of sustainable higher education leadership, explore the functionalist paradigm, and their relevance in leading higher institutions of learning. The paper have methodologically selected the three main concepts of the paradigm and link them with higher institutions of learning and work out a plan and modalities on how they could be applied in practice. Main Findings: The main findings and the contribution of the paper were identified in the two main sections. The first, explore the definitions and features of various functionalist paradigm and its dimensions within the cycle of leadership. While the second part of the paper synthesized the theories and discuss their relevance with sustainable leadership in higher education and systematically come up with a framework/model that is practically applicable within the context of higher educational institutions of learning. Applications of this study: This research can be applicable to the higher institutions of learning including Universities, Polytechnics, Colleges as well as Moto-technics. Novelty/Originality of this study: This research paper has critically analyzed the functionalist paradigm with a specific focus on leadership and systematically come up with a framework/model on how such can be applied in the leadership of higher educational institutions of learning.

Perhaps the most vigorous movement in administration in recent years has been directed toward the development of a comprehensive theory capable of generating both hypotheses for guiding research and principles for guiding practice. Despite many specific advances in special areas, such as hospital administration, public administration, business administraton, and educational administration, there still is no general conceptual framework for systematizing and interrelating our knowledge within and among these areas. It is still impossible to speak of administration in terms that would be acceptable to, or for that matter even readily understandable by, students and practitioners in the several special fields. This failure to conceptualize administration on a general theoretical level has been a major obstacle to the development of administration as a rigorous discipline, and the elaboration of theory is accordingly receiving increased attention both in "research" and "applied" administrative settings. The purpose of the present paper is twofold: (a) to describe a socio-psychological theory of social behavior having broad application to the area of administration and (b) to illustrate the application of the theory to major issues in administration. The four major issues considered here are: the problem of institutional and individual conflict; the problem of staff effectiveness, efficiency, and satis-

CIES Bibliography 2011

Education policies are aimed at improving quality of education .The institutions of higher learning are expected to offer unparalleled education to individual’s students with and without one form of disabilities. However, educating students with disabilities in the institutions of higher learning in Kenya is not without some challenges. Thus, this paper examine the historical experiences of students with disabilities in higher education. Secondly, the paper discusses the theoretical concept of disability with particular references to existential, epistemological and its integration within social theory and proceeds to discuss various sub-types of disabilities. Thirdly, the paper identifies and explores various education polices practices being implemented in the institutions of higher learning and questions if there is any distinction observed from traditions. Fourthly, the paper identifies various strategies adopted by institutions of higher learning to enhance achievements of students with disabilities. Some of the education policy practices challenges are highlighted and it’s argued that the challenges constitute African policy narratives that can be dispensed with if due diligence are put in place. Implications of education policy practices are discussed. The paper finally recommends that departments of special needs in the institutions of higher learning be fully equipped to cater for all cadre of students with disabilities.

In recent years, there has been significant global growth in the use of entrepreneurship education (EE), predominantly in higher education. Producing entrepreneurs and developing entrepreneurial capabilities is now considered an economic priority and teaching high-impact entrepreneurship has become an important role for universities (Office of the Chief Scientist, 2015). It has been argued that EE should begin as early as possible (World Economic Forum, 2009) and that reshaping education and training policies will help narrow the widening skills students require in an ever-evolving global economy (World Economic Forum, 2016, p. 24). EE programs can assist students in developing the crucial enterprise skills that 21st-century employers are seeking, including creativity, problem-solving, and teamwork (FYA, 2016; Queensland Curriculum & Assessment Authority [QCAA], 2015). There is thus a need for more Australian studies investigating EE at the secondary school level. Australia currently has no widely implemented entrepreneurship programs offered by schools. There are, however, a small number of national programs run by external providers and implemented in schools, including the Club Kidpreneur Challenge, aimed at upper primary students (Club Kidpreneur Foundation, 2017) and the secondary-themed $20 Boss program (FYA, 2017). Given this contextual background, this study addresses the central research question: What are the key elements of externally provided EE programs? After examination of the literature, self-efficacy, knowledge and student experience were identified as playing key roles in the success of EE programs. Therefore, the three sub-questions that guided the collection and analysis of the data were: (1) Are there changes in students’ self-efficacy after participating in externally provided EE programs? (2) Are there changes in students’ knowledge after participating in externally provided EE programs? (3) How do students describe their experiences in externally provided EE programs? The results were then used to inform the identification and discussion of the key design elements used in externally provided EE programs and to propose an EE program model. These design elements included: pedagogical approach (delivery mode), knowledge (content) experiences, topics, learning outcomes, supporting materials and timeframe. Two cases are examined in this study using a mixed method approach – the first is the $20 Boss Program offered to Year 10 students, an in-class, teacher-delivered approach designed by FYA. The second case is the GLO@Logan Entrepreneurial Innovation Challenge, a 3-day initiative conducted by Griffith University at its Logan campus for Year 9 students. Exciting avenues for the development of secondary school EE programs arise from the findings presented in this thesis. As a study positioned within the secondary school context, this thesis has implications for teaching, learning, and research as it demonstrates that student self-efficacy and learning outcomes can be improved through EE via the integration of pedagogical approaches such as PBL. Past literature suggests PBL helps reduce classroom hierarchical barriers, resulting in students taking ownership of their learning (Huq & Gilbert, 2017). Given that students’ value of entrepreneurship increased following both case studies, it could be argued that exposure to EE – no matter the duration of the program – can have a positive impact on students’ knowledge and attitudes. Additionally, students were more confident in presenting to others and managing budgets after partaking in $20 Boss. Given the importance of EE, and particularly 21st-century enterprise skills more generally, it is clear that there is a need for the informed design of EE programs, within and outside of school. The application of this research serves as a pilot study for wider research into EE approaches at a secondary school level. Importantly, this thesis makes recommendations about what salient elements of the EE programs examined can be advanced as essential elements of future EE programs at the secondary school level. In advancing these salient elements of EE programs, this thesis serves as a stepping stone in reshaping the secondary curriculum to help prepare the next generation for the 21st-century workforce and beyond.

It has been a busy time for the Association of Education Finance and Policy (AEFP). Over the past few years the association has acquired a new name, a new journal, and many new members. The 2012 annual conference, convened in Boston last March, proved to be the largest conference in the association’s thirty-seven-year history, with 556 members in attendance. The theme, selected by incoming president Deborah Cunningham, was “Education Finance, Policy, and Practice: The Role of Evidence in a Dynamic World,” which underscores the contemporary challenge to the association: how to apply an increasing abundance of information and sophisticated analytical tools to produce the evidence needed to guide decision making by educational policy makers and practitioners. The Boston meeting was notable not only for the number in attendance. The unique qualities and strengths of the association were in clear display: papers of unusual methodological rigor; an interdisciplinary mix of academics from the social sciences, public policy schools, and colleges of education; educational finance professionals, policy analysts, and practitioners, a mix rarely found in the same place; and sessions addressing today’s hot topics as well as issues that have endured over the years. Having said this, all indications are that AEFP is what it has always been: a small, diverse group of people tackling some really big problems. Of particular note was a trend that has been growing for years but has clearly come into full flower: the large

Peter B. Doeringer Many of our approaches to education and training date back to the nine teenth and early twentieth centuries. Since that time, the skills and abilities demanded by the economy have undergone far greater change than have our training arrangements. Moreover, our ambitions for what can be ac complished through education and training policy have also increased. Not only do we expect that such policies should meet the skill needs of the na tion, but also we ask that they playa role in equalizing economic oppor tunity and in promoting greater well-being among workers. In accordance with its mandate to increase understanding of educational processes and educational policy, the National Institute of Education (NIB) sponsored a two-day workshop in June of 1979 to examine work place perspectives on education and training policy. The workshop brought together a group of employer and trade union representatives, education and training specialists, policy analysts, and government officials to discuss research and policy questions raised by training activities at the workplace. As one might expect, the discussion ranged widely and reflected many viewpoints on the relationship between education and work. Among the participants there was consensus neither as to what should be done nor 2 PETER B. DOER INGER even as to what were the most important gaps in our knowledge about the workings of the education and training The discussion was helpful, however, in drawing attention to the workplace as a significant and too often neglected component of this system.

Objective: This review is to explore the role of education information technology in the construction and management of modern Institutions of higher learning and modern high education, and how to use information technology to promote the development and management of Institutions of higher learning and Higher education. Methods: The relevant education information and data at home and abroad were collected from the Internet, and the Institutions of higher learning and Higher education and management of the modern Institutions of higher learning were compared and analyzed to compare the role of education information of the Institutions of higher learning and Higher education.
 Results: After the effective implementation of education information in the Institutions of higher learning, the technical level and efficiency of the Institutions of higher learning management technology in the modern Institutions of higher learning were obviously improved, so that students could communication with teacher more conveniently, and teacher and staff could have a higher level of communication of education.
 Conclusions: The use of education information can significantly improve the overall management level of the Institutions of higher learning and Higher education.
 Improve the construction and management of modern the Institutions of higher learning which is of great significance to the improvement of the level of education and management technology in the Institutions of higher learning and Higher education.
 Educational information is the way to promote the development of colleges and universities, and also an important way to modernization.
 The comprehensive use of modern information technology based on network communication and computer multimedia is conducive to the cultivation of students' innovative spirit and practical ability. Under the network environment, the teaching content, teaching means and teaching forms can be improved and innovated, which can serve for the high quality completion of teaching tasks, the optimization of teaching process and the rapid achievement of teaching objectives, so as to continuously improve the school-running efficiency and adapt to the new needs and requirements of the information society for the development of education.

Skills and Inequality: Partisan Politics and the Political Economy of Education Reforms in Western Welfare StatesBusemeyer, MariusCambridge, Cambridge University Press (2015), 309 p., ISBN 978‐1‐107‐06293‐1

Higher education and training policy and practice in South Africa: impacts of global privatisation, quasi-marketisation and new managerialism

Teachers' Sense of Efficacy: An Important Factor in School Improvement

The Netherlands, a country of 16 million people, is home to eight university medical centers (UMCs), institutions that are closely analogous to U.S. academic health centers and play in important role in Dutch society. The authors' purpose was to test the extent to which an analytical framework developed in one setting can be transferred to another and to yield fresh insights into the value and limitations of different theoretical perspectives on organizational design in the specific context of the academic-clinical enterprise. The authors applied a conceptual framework originally developed in the U.S. context to analyze UMC structure, governance, and organizational dynamics. Three UMCs, selected for their differences, were used as case studies, and data were gathered through interviews and document review. A multilevel approach is used to present the data. At the highest level, an overview of the composition, functions, and accountabilities of UMC boards is provided. Below this, the authors describe how functional integration for delivery of the tripartite mission is achieved at the sub-board level. Finally, the authors describe some of the detailed mechanisms used to bind together different interest groups within the UMCs. The authors found that the U.S.-derived framework for analysis required modification for the context of the Netherlands, but that the study validates the view that many challenges involved in the management of the academic-clinical enterprise are international.