Planning for Cultural Diversity (Fundamentals of Educational Planning)

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Is the course practical or theoretical? Is my course skills-based, theory-based, or both? What extra resources are available for students i. Course Description: What does the calendar description tell me about what I need to do in the course? If a description does not exist, how do I accurately describe my course?

Course Location: Where will the course take place and at what time? What facilities are available? Will the students have access to computers? What has been used in the past i. Are my students the same as those for whom the resources were prepared? Should I vary the types of resources for different learning styles i. Are there new resources I want to add? Would a course notes package be useful? Do I want to put any resources on reserve in the library? Class by Class Plan: What will I teach?

Are there department regulations regarding curriculum? Do the students have pre-requisite knowledge or do I need to refresh them?

What will I teach each class? How much can I cover? How long are my classes? How much time should I spend on each topic area? What concepts are particularly important, difficult, or complex? Given that the average attention span is minutes, how can I divide the lecture content for each class into short, manageable chunks? How much reading or other types of activities will I assign outside of class? How well to my plans for content coverage correspond to this amount of time? More information about time expectations is available in the expandable box below.

Here are some approaches taken by different faculties, programs, and support units at Waterloo: Per hour of class time The Arts New Student Handbook advises two hours of studying, working on assignments, and preparing for class for every hour of class time. Per course per week including attending classes and tutorials, preparing for classes and tutorials, doing assignments, studying, and so on The Student Success Office advises 7 to 11 hours per course per week.

The Faculty of Math advises 8 to 9 hours per course per week.

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The Faculty of Environment advises 8 to 9 hours per course per week. The Master of Social work program advises 10 to 12 hours per course per week. The Centre for Extended Learning advises 10 to 12 hours per course per week. For a full course load per week Management Sciences advises that a full-time student should work 60 hours per week on academics: i. Search for tips.

Lowe, J. Nikel, E. Kubow, P. Tikly, L. Barrett : Social justice, capabilities and the quality of education in low income countries. International Review of Education, Vol. Somerset, Anthony : Access, cost and quality: tensions in the development of primary education in Kenya. Journal of Education Policy, Vol. Castells, M. Prologue: The net and the self.

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Eriksen, O. Liu, F. Comparative Education, 46, 4. Pelgrum, W. Law ICT in education around the world: trends, problems and prospects. International Journal of Educational Development, Vol. Ackers, J. In: Compare, Vol. Hargreaves, A. In: P.

Reports & Data

Lauder, P. Brown, J. Dillabough, A. Halsey eds. Education, Globalisation and Social Change. London: Oxford University Press. And P. New Jersey. Pearson Merill, Prentice Hall. Chapter 6: Teacher Professionalism. Assessment of learning outcomes among children in Tanzania, Kenya and Uganda. Ouagadougou, Burkina Faso, February. Alidou, H. Boly, B. Brock-Utne, Y. Diallo, K. Heigh, H. Working Document. Halvorsen, T. In press. Lai, P-S and M. In: H.

Oxford University Press. Patrinos, H. Velez : Costs and benefits of bilingual education in Guatamala. Watson, K. What rights will prevail in an age of globalisation?. International Journal of Educational Development. Barrera-Osorio, J. Working Paper, The World Bank. Washington, D. Chapter 3 and Conclusion 20 pp.

Steps In Educational Planning

Silova, I and G. Kumarian Press. Vavrus, F. Bray, M.


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Nor should the potential benefits. But, it is impossible to ignore the latest race for attracting international students and academics for 'brain power' and for 'income generation'. The original goal of helping developing country students to complete a degree in another country and then return home to contribute to national development is fading fast as nations compete in the 21st century brain race. It is impossible to gaze into a crystal ball to forecast the future, but if the experiences of the last decade are harbingers of the future it is likely that the competition for the brightest of students and scholars will only increase bringing with it benefits for some countries and higher education institutions and losses for others.

Perhaps technology and social networking will bring new opportunities for brain sharing that will mitigate the overall effect of winners and losers, but the current obsession with global rankings and the economic competitiveness agenda suggest otherwise. For better or worse, the great brain race through student mobility is likely to be in active mode for a while.

International Institute for Educational Planning

A recent trend has been the establishment of collaborative programs between institutions in different countries that lead to double or multiple degrees and in some cases joint degrees -although the latter face steep legal constraints. Joint programs are intended to provide a rich international and comparative academic experience for students and to improve their opportunities for employment. But, with all new ideas, come questionable adaptations and unintended consequences. For instance, in some cases, double degrees can be nothing more than double counting one set of course credits.

While it may be very attractive for students and potential employees to have two degrees from institutions in two different countries, the situation can be described as the thin edge of academic fraud if course requirements for two full degrees are not completed or differentiated learning outcomes not achieved.

It is important to point out that there are many excellent and innovative joint and double degree programs being offered, but one of the unanticipated consequences is the potential misuse or abuse of degree granting and recognition protocols. The impact of new forms of international academic mobility on the recognition and promotion of indigenous and diverse cultures is a subject that evokes strong positions and sentiments.

Many believe that modern information and communication technologies and the movement of people, ideas, and cultures across national boundaries presents new opportunities to promote one's culture to other countries and to enhance the fusion and hybridization of cultures. An important benefit is a greater understanding of cultural diversity and hopefully stronger intercultural appreciation and communications skills. Others contend that these same forces are eroding national cultural identities and that, instead of creating new hybrid cultures, indigenous cultures are being homogenized which in most cases means Westernized.

It is still too soon to say what the impact of MOOCs on international higher education. In general, MOOCs have a powerful role to play in broadening access to non-formal learning opportunities which is an underdeveloped area of international higher education. However, the question looms large as to how long it will be before the majority of MOOCs will offer formal credentials accredited by the providing institution or a third party. Far into the future, the crystal ball presents a faint and very fuzzy picture of students customizing their own menu of programs by combining courses offered by local, regional and international public and private providers; through face to face, distance and a combination of the two — all of which will be accredited by different agencies with a final qualification being offered by a local or TNE provider.

MOOCs may eventually be seen as a stimulus for this scenario! Who knows? There is no question that international and regional rankings of universities have become more popular and problematic in the last five years. The heated debate about their validity, reliability and value continues. But at the same time, university presidents state that a measurable outcome of internationalization is the achievement of a specific position in one or more of the global league tables.

But it is an incorrect assumption that the purpose of a university's internationalization efforts is to improve global brand or standing.


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