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Governance in higher education is the means by which institutions for higher education (tertiary or post-secondary education) are formally organized and managed (though often there is a distinction between definitions of management and governance). Simply, university governance is the way in which universities are operated. Governing structures ...
Tertiary education is the educational level following the completion of a school providing a secondary education. The World Bank, for example, defines tertiary education as including universities as well as institutions that teach specific capacities of higher learning such as colleges, technical training institutes, community colleges, nursing ...
The educational-technology branch of an education system conceptualizes and develops ICT in education, integrating it with curriculum frameworks, staff development and management. The focus of educational technology has shifted to online and web-based applications, learning portals, flipped classrooms and a variety of social networks for ...
The EASG is part of the Major Groups and Other Stakeholders (MGoS) Coordination Mechanism, [8] which ensures coordination across the various stakeholder groups in UN processes. [9] The group is led by three organising partners: Global Campaign for Education , International Council for Adult Education , and Global Student Forum .
The initial modelling has advanced from two dimensions to show more complex interactions, for example over time. The framework was first theorized by Henry Etzkowitz and Loet Leydesdorff in the 1990s, with the publication of "The Triple Helix, University-Industry-Government Relations: A laboratory for Knowledge-Based Economic Development". [4]
Tertiary education (higher education, or post-secondary education) is the educational level following the completion of secondary education. The World Bank defines tertiary education as including universities , colleges , and vocational schools . [ 1 ]
The United Nations division for education, science and culture provides information on reforming higher education, believing that higher and tertiary education internationally will confront “formidable challenges and must proceed to the most radical change and renewal” (UNESCO 2007). The organization states its mission and strategy to ...
Technical-Vocational Education was first introduced to the Philippines through the enactment of Act No. 3377, or the "Vocational Act of 1927." [5] On June 3, 1938, the National Assembly of the Philippines passed Commonwealth Act No. 313, which provided for the establishment of regional national vocational trade schools of the Philippine School of Arts and Trades type, as well as regional ...