GVU activities
network: support, coordinate advise
system for standardising for mutual recognition
of competence, joint degrees and study programmes
OECD article
Education the best investment
WB article
WB reexamines policy. Focus going from basic to
tertiary education.
Knowledge and advanced skills are critical
determinants of a country's economic growth and standard of living
as learning outcomes are transformed into goods and services,
greater institutional capacity, a more effective public sector, a
stronger civil society, and a better investment
climate.
Improved and accessible tertiary education and
effective national innovations systems can help a developing
country progress toward sustainable achievements in the Millennium
Development Goals, particularly those goals related to all levels
of education, health, and gender equity.
Sustainable transformation
and growth throughout the economy cannot be achieved without an
innovative tertiary education system to help build the absorptive
capacity that is required if private sector investment and donor
resources are to have a lasting productive
impact.
In addressing the tertiary education needs of
small states, the top priorities are:
a) partnerships to establish a networked
university
b) focused tertiary education institutions
addressing a limited proportion of the critical human skill
requirements
(c) negotiated franchise
partnerships between the national government and external providers
of tertiary education; and
(d) government-negotiated
provision of distance education by a recognized international
provider.
The World Bank will
contribute toward the goal of establishing an international
qualifications framework. Two sets of complementary initiatives
will be considered:
(a) technical and financial
assistance to groups of small countries that wish to set up a
regional quality assurance system in lieu of separate national ones
and
(b) support for global
quality assurance initiatives on a thematic
basis.
Bridging the digital
gap. As part of its strategic commitment to global public
goods, the World Bank will contribute to decreasing the digital
divide between industrial and developing countries by supporting
investments in ICT infrastructure for tertiary education within
countries or even in multiple countries, as is happening under the
Millennium Science Initiative.
The accelerated pace of
technological development has made access to knowledge a crucial
requirement for participation in the global
economy.
The impact of new
information and communication technologies (ICT) has significantly
changed the speed of production, use, and distribution of
knowledge, as evidenced by the increased publication of scientific
papers and the number of patent applications. A country’s
capacity to take advantage of the knowledge economy therefore
depends on how quickly it can adjust its capacity to generate and
share knowledge.
Appropriate,
well-functioning information and communications technologies are of
vital importance to tertiary education because they have the
potential to
(a) streamline and reduce
administrative tasks and, in general, make possible greater
efficiency and effectiveness in the management of tertiary
education systems and institutions; (b) expand access and improve
the quality of instruction and learning on all
levels;
And
(c) vastly broaden access to
information and data—cross- campus, or across the globe. The
appearance and the rapid evolution of ICT have created at least two
major challenges for education: to achieve the appropriate
integration of ICT into overall education systems and institutions,
and to ensure that the new technologies become agents of expanded
access and equity and increase educational opportunities for all,
not just for the wealthy or the technologically
privileged.
GVU is a network of
collaborating higher educational institutions with an organisation
that supports and coordinates the network.
GVU offers systems for
international standardisation, quality enhancement and joint
degrees with a focus on e-learning
This workshop is supposed to
demosntaret as practically and concretely as possible how to make
educaytion for sustainable development work onlione, and if desired
in a global, supporting network.
Expectations
1. Introductions - possible issue...
