Bangladesh Education system:
World education image
Bangladesh is development country in the world. Majority people depend on agricultural. Bangladesh is very charming than any other country. Bangladesh was Independent in 1971. Now Bangladesh is a very popular country in the world. Bangladesh develop increase day by day. Bangladesh Education system is very standard at that time. More and more people involve for learn education. Many People going to abroad for gather higher education. Bangladesh education system. Frist step: Primary education system, Second step: High school education system , Third step: College education system, Forth step: University education system. University education system is very standard and modernize. Because Bangladesh education Board want they gather lot of goodwill in the world. And Bangladesh want face any critical moment in the world by the perfect citizen. Many N G O company to give us a lot of advantage for growing Bangladesh education. Now Bangladesh education rate 70%. Bangladesh Govt. want 100% educated person to make of Bangladesh in 2020. Bangladesh is a very density population of the world. If Bangladesh is a density population country but Bangladesh promised they are established 100% educated citizen in the world. Bangladesh prime minister Sheik Hasina very sincere for develop of education. She take lot of step for increase our education and want to free ignorance person of Bangladesh.
Rising student numbers
Africa is now very update in the world. Because Africa want everybody assive education. Any nation can't success without education. Education is the backbone of any country. Education can to improve any nation. According to a 2010 World Bank report, Africa is grappling with a huge mismatch between student population and investment in higher education. Between 1991 and 2006, the number of students in higher education rose from 2.7 million to 9.3 million. This was an annual rise of about 16%, but public resources for expenditure grew by 6%. Over the same period, "public investment" in higher education has remained about 20% of education sector budgets
The report concluded: "In most sub-Saharan African countries, enrolment in higher education has grown faster than financing capabilities, reaching a critical stage where the lack of resources has led to a severe decline in the quality of instruction and in the capacity to reorient focus and to innovate."
Africa want their education system to do modernize and easily. Because many people can't to do higher education studies. So it is very important education cost to do very simply and normally.
The result has been "a trade-off that often occurs at the expense of quality and particularly at the expense of expenditure on wages. Universities are finding it increasingly difficult to maintain a teaching staff, lecture halls are overcrowded, and buildings are falling into disrepair, teaching equipment is not replenished, investment in research and in training for new teachers is insufficient, and many teachers must supplement their incomes by providing services to the private sector".
With governments unlikely to dramatically increase funding, one of the reforms envisaged is to increase (or in some countries introduce) student fees, with the money ploughed back into the higher education institution. But the report acknowledges this is a sensitive political matter: it can lead to protests and riots by students and staff – as happened in England (2011), France (2008), and Mexico and Germany (1999).
To get around this problem, the report proposes that before introducing financial reforms, governments should conduct extensive public consultations to build consensus, start the reforms with new institutions and in phases, and build in initiatives such as student loans to ensure that those from poorer backgrounds are not excluded. However, student loans won't be easy to recover, given that many graduates do not find work in the formal sector.
Education system should be modern and perfect. Because many student has they complete graduation but they can't find a good job. It is the very unlucky for any student. So Govt. should to take proper step for education. Then student can get a good job. But now present condition is very serious.
At the same time, African governments need to rethink their attitudes towards higher education. Scholars such as Columbia's Professor Mahmood Mamdani, an alumnus of Makerere and now director of the Makerere Institute of Social Research, have blamed the World Bank for misadvising governments like Uganda's to shift attention to basic education at the expense of tertiary education. The mistaken thinking was that if governments provided basic education, the children would be all right. They may be, but their countries, which need transformative research and human capital, will not.
Actually education is the very useful for any country. Education system should be very modernize. Then any body to build his life very easily after graduation or post graduation. It is useful for any other country in the world.
2012 International Summit on the Teaching Profession: EI to host global education leaders
News - Country: Global - Theme: Status of Teachers
October 2011
World education image
EI is a very interesting system. It is many popular and good side of the modern age. EI will join the Organisation for Economic Cooperation and Development (OECD) and the United States (U.S.) Department of Education to hold the second ever International Summit on the Teaching Profession in New York City, from 14-15 March. Next year’s summit will focus on ‘Preparing teachers and developing school leaders in another good popular country. EI established a good perfect guideline of the world education. EI General Secretary, Fred van Leeuwen, declared: “With the success of last year’s Summit, where education union leaders sat down with ministers on an equal footing to discuss the future of the teaching profession, EI expects this year’s focus to go deeper towards achieving higher quality teacher preparation and school leadership. This is vital for the education of children and young people because well educated, motivated and confident teachers lead to well educated, motivated and confident children.”
U.S. Secretary of Education Arne Duncan highlighted: “Collaboration, dialogue and learning from others are key to improving our nation’s education system. I look forward to reconvening with leaders of high-performing and rapidly improving education systems to deepen our discussion on how to effectively prepare teachers and develop school leaders – two essential components to providing students with a high-quality education.”
Following on feedback received after the 2011 Summit, sessions will examine how to improve teacher preparation and school leader development to better address the needs of 21st century learning environments and changing expectations.
Participants will once again include small delegations comprised of education ministers, leaders of national teachers’ organisations, and other teacher leaders from countries and regions with high performing and rapidly improving education systems. Countries and regions invited to participate include Australia, Belgium, Brazil, Canada, Chile, Denmark, Estonia, Finland, France, Germany, Hong Kong, Hungary, Iceland, Indonesia, Ireland, Japan, the People’s Republic of China, Republic of Korea, Netherlands, New Zealand, Norway, Poland, Singapore, Slovenia, Sweden, Switzerland, the United Kingdom and the United States.
Last year’s Summit was the first step in an ongoing dialogue among countries and regions about the best way to achieve and sustain high-quality teaching and learning. Summit organisers, including EI’s U.S.-affiliates, the American Federation of Teachers and National Education Association, will join the Asia Society, who collaborated to produce a publication on key lessons from the 2011 Summit. Host organisations will again compile effective practices shared during the 2012 Summit and publish a report in the weeks following the event.
For more information on the International Summit on the Teaching Profession, visit: http://www2.ed.gov/about/inits/ed/internationaled/teaching-summit.html
Resolution on Child LabourU.S. Secretary of Education Arne Duncan highlighted: “Collaboration, dialogue and learning from others are key to improving our nation’s education system. I look forward to reconvening with leaders of high-performing and rapidly improving education systems to deepen our discussion on how to effectively prepare teachers and develop school leaders – two essential components to providing students with a high-quality education.”
Following on feedback received after the 2011 Summit, sessions will examine how to improve teacher preparation and school leader development to better address the needs of 21st century learning environments and changing expectations.
Participants will once again include small delegations comprised of education ministers, leaders of national teachers’ organisations, and other teacher leaders from countries and regions with high performing and rapidly improving education systems. Countries and regions invited to participate include Australia, Belgium, Brazil, Canada, Chile, Denmark, Estonia, Finland, France, Germany, Hong Kong, Hungary, Iceland, Indonesia, Ireland, Japan, the People’s Republic of China, Republic of Korea, Netherlands, New Zealand, Norway, Poland, Singapore, Slovenia, Sweden, Switzerland, the United Kingdom and the United States.
Last year’s Summit was the first step in an ongoing dialogue among countries and regions about the best way to achieve and sustain high-quality teaching and learning. Summit organisers, including EI’s U.S.-affiliates, the American Federation of Teachers and National Education Association, will join the Asia Society, who collaborated to produce a publication on key lessons from the 2011 Summit. Host organisations will again compile effective practices shared during the 2012 Summit and publish a report in the weeks following the event.
For more information on the International Summit on the Teaching Profession, visit: http://www2.ed.gov/about/inits/ed/internationaled/teaching-summit.html
Proposed by: AOB/Netherlands and Gew/ Germany
The 6th World Congress of Education International, meeting in Cape Town, South Africa, from 22 to 26 July 2011:
1. Recalls
a. the UN Declaration on Human Rights which states that everyone should have the right to free, compulsory education for at least the elementary and fundamental stages;
b. the Convention on the Rights of the Child which establishes the right of the child to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to the child’s health or physical, mental, spiritual, moral or social development;
c. ILO Convention 138 and Recommendation 146 on the Minimum Age for Admission to Employment (1973) which states that the minimum age of employment should be no less than the age for completing compulsory schooling and in no event less than the age of 15;
d. ILO convention 182 and Recommendation on the elimination of the Worst Forms of Child Labour (1999) which establishes elimination of the WFoCL as priority;
e. the Education for All goals (Jomtien 1990 followed by Dakar 2000) which aim for universal basic education for all in 2015 and affirmes education as a basic human right;
f. the Millennium Development Goals (2000) focused at the eradication of poverty through quantifiable targets, among which one specific goal on education (goal 2 universal primary education) and various others that are directly related to education or affect the right to education (among which 3 gender equality)
g. the The Hague Roadmap for achieving the Elimination of the Worst forms of Child labour by 2016 (2010), which states that still 215 million boys and girls are engaged in child labour and miss out on education;
h. paragraphs 9 and 10 from the Resolution on fundamental workers’ rights of the ITUC congress 2010 in Vancouver;
2. recalls the remarks of former Director General of the ILO, Michael Hansenne:"Childhood is a period of life which should be devoted not to work, but to education and training; child labour by its very nature and the working conditions in which it is carried out, often compromises children’s potential to become productive and useful adults in society; finally, the use of child labour is not inevitable, and progress towards its elimination is possible wherever there is political will to oppose it with determination";
3. observes that despite the growing awareness of and action against this scandalous form of exploitation of the most vulnerable within our society, child labour continues to exist in many forms, including bonded labour;
Education International
1. observes that child labour and the lack of decent work for adults are closely linked;
2. observes that child labour and the absence of schools or of education of sufficient quality are closely linked;
3. observes that the gender dimension of child labour is still not very well addressed, as girls’ child labour is often of hidden nature (domestic work, agriculture, prostitution, small services and handicrafts) and outside of the common definition of “work” (mostly defined in economic terms).
4. observes that the Education for All goals can’t be reached when only focusing on the worst forms of child labour;
5. acknowledges the overwhelming evidence that education is one of the most significant factors in the prevention and elimination of child labour and in breaking the poverty cycle;
6. acknowledges the specific role of educated mothers in the prevention of child labour and in the schooling of children, especially girls;
7. recognizes that eliminating child labour and improving the quality of education are strongly interlinked - the first will not happen without the second - and that teachers, educators and their organizations have a critical and particular contribution to make to the elimination of child labour as do politicians, government officials, employers and the international financial institutions;
8. recognizes the crucial role of education unions in accessing schools, pupils, parents and their communities through their members; teachers and other education workers being important advocates for children and their rights as well as crucial partners for quality education;
9. condemns governments that fail to legislate comprehensively or act decisively against child labour and employers who exploit children to increase profits;
10. condemns governments that fail to provide quality universal basic education for all or fail to enforce legislation on school attendance;
11. condemns governments in rich countries that fail to provide funding to developing countries willing to achieve the EFA goals;
12. welcomes the increasing action being taken on the elimination of child labour by the ILO, UN agencies, ITUC and affiliated GUFs, as well as by NGO’s, and is committed to working in partnership with them;
13. welcomes the work against child labour already being done by many EI affiliates;
The Congress determines that Education International shall:
14. work continuously and pro-actively on the eradication of child labour and the provision of quality education and encourage, support and coordinate the active participation of all affiliates; provide tools for action to and disseminate materials and good practices among unions and their members,
15. with the aim to
a. prevent any more children becoming child labourers;
b. withdraw those currently working and provide them with effective, quality education;
16. focus on the following strategic areas:
a. opposition to economic and social policies that cause or perpetuate child labour; through exacerbating the parents’ situation;
News - Country: Global - Theme: About EI
Worlds of Education: Latest edition available on-line (28 October 2011)
Africa is now very update in the world. Because Africa want everybody assive education. Any nation can't success without education. Education is the backbone of any country. Education can to improve any nation. According to a 2010 World Bank report, Africa is grappling with a huge mismatch between student population and investment in higher education. Between 1991 and 2006, the number of students in higher education rose from 2.7 million to 9.3 million. This was an annual rise of about 16%, but public resources for expenditure grew by 6%. Over the same period, "public investment" in higher education has remained about 20% of education sector budgets.
Now world education on online. It is the very essential for hole nation in the world. Now any body to read and know their essential crisis of education on the online. Many country published their education method and crisis.As a result people know and careful to read the news.The October issue of EI’s flagship magazine, Worlds of Education, is packed full of articles reporting on EI’s sixth World Congress which took place in Cape Town, South Africa, from 22-26 July.
The magazine features articles on EI’s strategy to build the future of education, including the comprehensive Education Policy adopted during Congress.
The issue n° 39 also reports on initiatives addressing environmental education, challenges to teacher quality in Mali, developments in the fight against child labour, as well as the latest World Indigenous Peoples’ Conference on Education.
This edition also reviews the latest financial summits backing union priorities, celebrates the election of a new Haitian union leader to advance education despite dire conditions, and supports Chilean educators’ campaigning for quality public education.
It is easy system for readers because readers to know any news and learn lot of education update. Actually this system is so well because it is the best way for readers. Even every readers
can also learn more about actions taken by Latvian educators at the occasion of World Teachers’ Day, on October 5, or activities held worldwide during the World Day for Decent Work, on 7 October.
If you want to subscribe to In-Focus, EI’s monthly electronic news bulletin, you can do so by entering your email address on the homepage of the EI website: www.ei-ie.org.
The issue n° 39 also reports on initiatives addressing environmental education, challenges to teacher quality in Mali, developments in the fight against child labour, as well as the latest World Indigenous Peoples’ Conference on Education.
This edition also reviews the latest financial summits backing union priorities, celebrates the election of a new Haitian union leader to advance education despite dire conditions, and supports Chilean educators’ campaigning for quality public education.
It is easy system for readers because readers to know any news and learn lot of education update. Actually this system is so well because it is the best way for readers. Even every readers
can also learn more about actions taken by Latvian educators at the occasion of World Teachers’ Day, on October 5, or activities held worldwide during the World Day for Decent Work, on 7 October.
If you want to subscribe to In-Focus, EI’s monthly electronic news bulletin, you can do so by entering your email address on the homepage of the EI website: www.ei-ie.org.
Any body enter the website and gather a lot of theory from this side.
Universities follow 'pathways' to international students
Now student find out their solution for education in the various Universities of the world.
An increasing number of universities are linking with private education companies to offer study and language preparation programmes, but pressures to enrol are raising concerns
An increasing number of universities are linking with private education companies to offer study and language preparation programmes, but pressures to enrol are raising concerns
- Guardian Weekly,
- Article history
International flavour ... lunch for Brighton University’s increasingly cosmopolitan student body. Photograph: Graham Turner/The Guardian
From this month a new faculty will open on the campus of Brighton University on England's south coast. The university's International College, a joint venture with US private education provider Kaplan, will provide a staging post for students from outside the UK who need to raise their English language proficiency and hone their study skills before embarking on degree-level studies. Students who successfully complete their International College programme will be guaranteed entry to the course of their choice.
Brighton is one of a growing number of higher education institutions linking up with private providers to establish "academic pathway" programmes that aim to not just improve the skills of international students but create new opportunities to promote their courses in an increasingly competitive global student market.
The number of international companies such as Kaplan offering pathway programmes to universities in English-speaking countries has been on the rise since 2005 and there are now at least 36 such partnerships in the UK, 13 in the US and 11 in Australia, among other countries. While their offer is similar their business models can range from joint ventures to stand-alone operations.
The appeal for universities is clear. By teaming up with global companies that have extensive marketing networks and reach, they hope to raise their profile among international students who have the means to pay premium-level fees. After a pathway course of a least six months those students are not just better equipped for their future studies but more likely to move on to the host university's degree programmes.
Universities also hold up pathway programmes as a means of internationalising their campuses. Students who share university accommodation and facilities help to widen the horizons of local undergraduates, they say.
The benefits for the privately run companies that are teaming up with these universities are more business- focused. INTO University Partnerships, one of the new hybrid on-campus operators, says it has generated $95m in revenue for university partners since its launch in 2006.
At a recent seminar JoAnn McCarthy, director of academic affairs, for INTO North America, confirmed that INTO will get a share of that revenue – a single-digit percentage of onward enrolment fees for a degree programme goes to INTO – after income from the pathway programme is allocated back to the joint-venture operation owned 50/50 between the parties.
The company plans to triple its current 10 partnerships (eight in the UK and two in the US) to 30 by 2020, with China as a new focus.
Study Group, owned by the US-based Providence Equity Partners, is another prolific operator with 28 International Study Centres in six countries. "We will certainly expand on this," said James Pitman, managing director of Study Group's higher education operations in the UK and Europe. "We are already registering a lot of European interest, as well as further opportunities in China, Canada and the US. A more recent development has seen new UK universities approaching us directly."
In contrast to INTO's co-ownership business model, Study Group retains control over the operation and revenue from centres and rents premises from the university. "It's a symbiotic relationship – both parties benefit," said Pitman. "Universities get highly qualified, well prepared international students who will each generate fees for the multiple years of their degree courses at the university. Because there is no upfront investment required from the university, the model is extremely low-risk but relatively high-return."
Ray Bromley, vice-provost for international education at the State University of New York (SUNY) in Albany, says that pathway partnerships are attracting increasing attention from US universities that want to compete more aggressively for international students, but institutions need to think carefully about legal and ethical aspects of joint ventures.
Bromley says that after talking to three potential partners, his institution opted for an arms-length agreement – without sharing resources or on-campus facilities – with Kings Colleges, a UK-based education provider specialising in the international student market. This avoided the potential hazard of non-unionised staff teaching in buildings owned by the state of New York. Nor did SUNY Albany – a liberal arts college without courses in engineering, medicine and law – fit the profile of a "marketable" institution for the pathway operators that want a share of enrolment fees.
The UK's University and College Union (UCU), representing 120,000 staff in higher and further education establishments, raises other issues. Jonathan White, head of campaigns, says that aside from well catalogued concerns about inferior working standards for university staff seconded to work for some pathway operations – with no pension benefits, for example – the business model relies on marketing that suggests assured enrolments, even when an international student's aptitude or fit may not be up to scratch.
"It doesn't matter what the intentions are of private providers, there are systemic pressures," said White. "We are concerned that the demand to generate profits leads to pressure to cut corners – and that people who ask questions about the aptitude of students are viewed as troublemakers at these institutions."
Not surprisingly, pathway operators defend their standards, with McCarthy claiming INTO students better domestic students in terms of attainment. Navitas, another global operation based in Australia, has over 21,000 students enrolled this year in its University Programmes Division – 80% of whom are doing pathways – and claims an average 90% transition rate.
But Andrew Green, director of Kings Colleges, warns that the close relationship between pathways and host universities could limit students' choices about where they ultimately enrol. "The demand for a guaranteed outcome is strong, and growing," he said.
For even richer and deeper analysis, download our free Times Higher Education World University Rankings iPhone application, which allows you to change the weightings of our five broad indicators, filter results by country and region, and match your personalised rankings against cost-of-living and undergraduate tuition-fees data.
Brighton is one of a growing number of higher education institutions linking up with private providers to establish "academic pathway" programmes that aim to not just improve the skills of international students but create new opportunities to promote their courses in an increasingly competitive global student market.
The number of international companies such as Kaplan offering pathway programmes to universities in English-speaking countries has been on the rise since 2005 and there are now at least 36 such partnerships in the UK, 13 in the US and 11 in Australia, among other countries. While their offer is similar their business models can range from joint ventures to stand-alone operations.
The appeal for universities is clear. By teaming up with global companies that have extensive marketing networks and reach, they hope to raise their profile among international students who have the means to pay premium-level fees. After a pathway course of a least six months those students are not just better equipped for their future studies but more likely to move on to the host university's degree programmes.
Universities also hold up pathway programmes as a means of internationalising their campuses. Students who share university accommodation and facilities help to widen the horizons of local undergraduates, they say.
The benefits for the privately run companies that are teaming up with these universities are more business- focused. INTO University Partnerships, one of the new hybrid on-campus operators, says it has generated $95m in revenue for university partners since its launch in 2006.
At a recent seminar JoAnn McCarthy, director of academic affairs, for INTO North America, confirmed that INTO will get a share of that revenue – a single-digit percentage of onward enrolment fees for a degree programme goes to INTO – after income from the pathway programme is allocated back to the joint-venture operation owned 50/50 between the parties.
The company plans to triple its current 10 partnerships (eight in the UK and two in the US) to 30 by 2020, with China as a new focus.
Study Group, owned by the US-based Providence Equity Partners, is another prolific operator with 28 International Study Centres in six countries. "We will certainly expand on this," said James Pitman, managing director of Study Group's higher education operations in the UK and Europe. "We are already registering a lot of European interest, as well as further opportunities in China, Canada and the US. A more recent development has seen new UK universities approaching us directly."
In contrast to INTO's co-ownership business model, Study Group retains control over the operation and revenue from centres and rents premises from the university. "It's a symbiotic relationship – both parties benefit," said Pitman. "Universities get highly qualified, well prepared international students who will each generate fees for the multiple years of their degree courses at the university. Because there is no upfront investment required from the university, the model is extremely low-risk but relatively high-return."
Ray Bromley, vice-provost for international education at the State University of New York (SUNY) in Albany, says that pathway partnerships are attracting increasing attention from US universities that want to compete more aggressively for international students, but institutions need to think carefully about legal and ethical aspects of joint ventures.
Bromley says that after talking to three potential partners, his institution opted for an arms-length agreement – without sharing resources or on-campus facilities – with Kings Colleges, a UK-based education provider specialising in the international student market. This avoided the potential hazard of non-unionised staff teaching in buildings owned by the state of New York. Nor did SUNY Albany – a liberal arts college without courses in engineering, medicine and law – fit the profile of a "marketable" institution for the pathway operators that want a share of enrolment fees.
The UK's University and College Union (UCU), representing 120,000 staff in higher and further education establishments, raises other issues. Jonathan White, head of campaigns, says that aside from well catalogued concerns about inferior working standards for university staff seconded to work for some pathway operations – with no pension benefits, for example – the business model relies on marketing that suggests assured enrolments, even when an international student's aptitude or fit may not be up to scratch.
"It doesn't matter what the intentions are of private providers, there are systemic pressures," said White. "We are concerned that the demand to generate profits leads to pressure to cut corners – and that people who ask questions about the aptitude of students are viewed as troublemakers at these institutions."
Not surprisingly, pathway operators defend their standards, with McCarthy claiming INTO students better domestic students in terms of attainment. Navitas, another global operation based in Australia, has over 21,000 students enrolled this year in its University Programmes Division – 80% of whom are doing pathways – and claims an average 90% transition rate.
But Andrew Green, director of Kings Colleges, warns that the close relationship between pathways and host universities could limit students' choices about where they ultimately enrol. "The demand for a guaranteed outcome is strong, and growing," he said.
In Africa's universities, quantity threatens quality
Now many university is threatened in Africa. Because they fell lot of crisis and they are deprived for perfect education. Uganda's Makerere reflects the crisis facing many African universities – how to fund higher education amid rising demand for places and concerns about falling academic standards. As a result damage their running education. And that is reaction reflect their national education.
All is not well at Makerere University in the Ugandan capital, Kampala. Once called the Harvard of Africa, Makerere was closed last week after academic and administrative staff downed their tools, the climax of a row over pensions and pay.
It is the second time in four years that the university has closed over matters relating to staff welfare. The pension dispute between the staff and the National Insurance Corporation should be sorted out by the legal and political regimes. Indeed, President Yoweri Museveni has committed his government to dealing with the issue.
As a result many student see their govt. How they are solve their problem and when solve their problem only it is argument all student. But their govt assured he solve it at an early date.
But staff are also demanding salary increases, a reflection of a wider crisis confronting many of Africa's public universities – how to fund higher education amid rising demand for places and concerns about falling academic standards. According to Dr Tanga Odoi, chairman of the Makerere University Academic Staff Association, some teachers earn as "little" as $390 a month. Muasa wants the starting salary to be almost eight time that. With inflation at 21%, the government says all civil servants will get a pay raise but that can only happen in next year's budget, which does not come into effect until July 2012.
Makerers's staff start now and it is the most important problem for Universities. Actually Makerers's staff Makerere's staff problems began some time ago, and its crisis mirrors that of many other African public universities. As a result many universities fall a big crisis in the Africa.
Until the late 1980s, the only Uganda students who joined university were those who secured a government scholarship. Since the early 1990s, however, Makerere – and now other public universities – have been admitting fee-paying students to study alongside state-sponsored students. The change grew out of a coincidence of increased demand for university education and public universities surviving on shoestring budgets.
Makerere's budget must be very essential for universities.Because every private and government university tution fees select to do very essential for govt by the makerere's system.
The result for Makerere has been a public university mostly funded by private money but controlled by the state, which still has the last word on such issues as staff pay and tuition fees. In other words, the government vigorously defends its statutory right to shape public universities but frets about responsibility to fund the institutions. Last year barely 37% of Makerere's budget came from the government, compared with 55% from private students' tuition.
For years the university, starved of public funds, tried to increase revenue by raising fees to reflect the actual cost of education, only to be blocked by the government. Technocratic vision lost out to political calculations, until 2009 when the government allowed a 40% increase, which is still not enough. In April, when university authorities announced another fees hike, students went on strike. The increment has been shelved, with the state minister for higher education, John Chrysostom Muyingo, saying there was "not enough justification".
Problems such as these are not limited to Makerere. In the past two months, for instance, Madagascar, South Africa, Togo and Sierra Leone have witnessed protests related to university fees and welfare, while in Ghana a funding squeeze has forced the education minister to announce an increased role for the private sector in higher education. Really it is the big offer for all student. I am very hopeful as a result many student beneficial by the great offer.
British Council 'not deterred' by Kabul attack
It is the second time in four years that the university has closed over matters relating to staff welfare. The pension dispute between the staff and the National Insurance Corporation should be sorted out by the legal and political regimes. Indeed, President Yoweri Museveni has committed his government to dealing with the issue.
As a result many student see their govt. How they are solve their problem and when solve their problem only it is argument all student. But their govt assured he solve it at an early date.
But staff are also demanding salary increases, a reflection of a wider crisis confronting many of Africa's public universities – how to fund higher education amid rising demand for places and concerns about falling academic standards. According to Dr Tanga Odoi, chairman of the Makerere University Academic Staff Association, some teachers earn as "little" as $390 a month. Muasa wants the starting salary to be almost eight time that. With inflation at 21%, the government says all civil servants will get a pay raise but that can only happen in next year's budget, which does not come into effect until July 2012.
Makerers's staff start now and it is the most important problem for Universities. Actually Makerers's staff Makerere's staff problems began some time ago, and its crisis mirrors that of many other African public universities. As a result many universities fall a big crisis in the Africa.
Until the late 1980s, the only Uganda students who joined university were those who secured a government scholarship. Since the early 1990s, however, Makerere – and now other public universities – have been admitting fee-paying students to study alongside state-sponsored students. The change grew out of a coincidence of increased demand for university education and public universities surviving on shoestring budgets.
Makerere's budget must be very essential for universities.Because every private and government university tution fees select to do very essential for govt by the makerere's system.
The result for Makerere has been a public university mostly funded by private money but controlled by the state, which still has the last word on such issues as staff pay and tuition fees. In other words, the government vigorously defends its statutory right to shape public universities but frets about responsibility to fund the institutions. Last year barely 37% of Makerere's budget came from the government, compared with 55% from private students' tuition.
For years the university, starved of public funds, tried to increase revenue by raising fees to reflect the actual cost of education, only to be blocked by the government. Technocratic vision lost out to political calculations, until 2009 when the government allowed a 40% increase, which is still not enough. In April, when university authorities announced another fees hike, students went on strike. The increment has been shelved, with the state minister for higher education, John Chrysostom Muyingo, saying there was "not enough justification".
Problems such as these are not limited to Makerere. In the past two months, for instance, Madagascar, South Africa, Togo and Sierra Leone have witnessed protests related to university fees and welfare, while in Ghana a funding squeeze has forced the education minister to announce an increased role for the private sector in higher education. Really it is the big offer for all student. I am very hopeful as a result many student beneficial by the great offer.
British Council 'not deterred' by Kabul attack
Vietnam's teachers fear testing of English ability; Arizona drops restrictions on teachers with accents; Australian state retreats on indigenous language policy
- Guardian Weekly,
- Article history
Following the attack by Taliban insurgents on the British Council compound in Kabul last month, in which 12 people died and over 20 were injured, the organisation's director said that its education work in Afghanistan would continue.
Afghan special forces cordon off the site of a suicide attack on the British Council in Kabul on 19 August. Photograph: Dar Yasin/AP
Chief executive Martin Davidson said that the Council's work contributes to building post-conflict Afghanistan and to creating relationships of trust between Afghan people and the UK.
"Young Afghans want to be part of the wider world and they demand these skills, including English language, to be able to do this. This attack must not and will not stop us from giving young Afghans the support they need to be part of that wider world," Davidson said.
Two English language teachers, from the UK and South Africa, were in the building when it came under attack, but escaped unhurt. Davidson said the two female staff were "deeply shocked". "They were inside the compound for a very long period of time." He said there had been no specific threat against the British Council in Afghanistan.
Meanwhile the US state department has awarded Indiana University's Centre for Social Studies and International Education (CSSIE) $3.5m to establish a master's degree in English language teaching at Kabul Education University as part of a three-year project.
"Its intent is to train qualified English faculty members for the numerous institutions around the country," Terry Mason, director of CSSIE, said. "It's an important programme for not just providing access to the language itself, but also for affecting the way teaching is carried out."
Vietnam's teachers fear testing of English ability
Many English language teachers in Vietnam's state schools are expected to fail to achieve minimum scores in international English language assessment tests that will become mandatory from this term.
According to the education ministry all teachers are required to achieve a score of at least 550 in the Toefl or 6.0 in the Ielts tests. Teachers who fail to meet the grade in a retest will be sacked.
Data collected by the ministry of education showed that in Ben Tre province only 61 out of 700 teachers reached the required score, while in the capital, Hanoi, just 18% of teachers have made the grade.
Nguyen Thu Nga, a teacher at a secondary school in Soc Trang province, told the Vietnam News service that many teachers were competent in reading and writing but struggled with speaking and listening. "We teachers live in rural areas and have little chance of improving our listening and speaking," Nga said.
A ministry spokesman said it could take until 2020 for teachers to achieve the required scores.
Arizona drops restrictions on teachers with accents
Education officials in Arizona will no longer force schools to retrain or redeploy English language teachers who speak with an accent.
The announcement, made late last month, follows an agreement with two federal agencies and will bring an end to a policy that has seen the Arizona department of education singling out teachers it believes do not have a good command of English.
The policy, introduced in 2010, resulted in complaints that the state was illegally discriminating against teachers because they are Hispanic or are not native English speakers.
Australian territory retreats on indigenous language policy
Children from remote Aboriginal communities in Australia's Northern Territory can be taught in indigenous languages during the first part of the school day and not in English, local government officials have confirmed. The directive, announced this month, reverses a bilingual education policy that had made morning classes in English mandatory.
max.delotbiniere@guardian.co.uk
• This article was amended on 5 October 2011. The original referred to Northern Territories as a state. Both references have been corrected
Top world universities history below:World University Rankings 2011-2012
World University Ranking of the world please follow and know your essential information by the list. Welcome to Times Higher Education’s list of the world’s top universities for 2011-2012.
The Times Higher Education World University Rankings were developed in concert with our rankings data provider, Thomson Reuters, with expert input from more than 50 leading figures in the sector from 15 countries across every continent. We believe we have created the gold standard in international university performance comparisons. Our rankings of the top universities across the globe employ 13 separate performance indicators designed to capture the full range of university activities, from teaching to research to knowledge transfer. These 13 elements are brought together into five headline categories, which are:
- Teaching — the learning environment (worth 30 per cent of the overall ranking score)
- Research — volume, income and reputation (worth 30 per cent)
- Citations — research influence (worth 30 per cent)
- Industry income — innovation (worth 2.5 per cent)
- International outlook — staff, students and research (worth 7.5 per cent).
For even richer and deeper analysis, download our free Times Higher Education World University Rankings iPhone application, which allows you to change the weightings of our five broad indicators, filter results by country and region, and match your personalised rankings against cost-of-living and undergraduate tuition-fees data.
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