Table of Contents
2 Global higher education developments
3 Universal evaluation of national performance
3.1 Relative academic performances
4 Comparative educational leadership
5 Educational programs in Turkey
6 Manitoba’s Public University System
6.1 Appreciation of higher education in Manitoba
7 Global expansion of educational access
The objectives of this course include:
1. Understanding comparative education
2. Analysis of global education developments
3. Present current global perspectives of comparative education.
The course is intended to;
Critically explore higher learning curriculums as well as examining content values from various global institutions and provide content integrations.
Analyze quality content and validity in an institution. Integrate Deployment policy and quality resource management and, explore the “knowledge movement” model comparative in education systems.
The purpose of this course is to examine higher education in a global perspective basically looking into the factors contributing to well performing and poorly performing countries. This study further, touches mostly on the education strategies applied in the African, Arabs, Asian and European countries compared to American higher education institutions (Ashraf 2011).
Recently, higher education wide-reaching has undergone through exceptional growth and transition including advancement of new institutions, administrative organizations and educational delivery systems (Ashraf 2011). Increasingly, nations and regions are recognizing that their very economic development and national survival is associated with strong educational plans (Ashraf 2011). To this extend, a couple of nations have been actively increasing their investment in education. These changes are evident not only in emerging and developing countries but also in developed counties trying to foster educational relationships (Sterrett 2012). Two examples of this growth, development and renewal of education systems, particularly higher education, are found in China and the US. According to Yeager (2013) China is facing daunting challenges in terms of meeting the increased demands of a rapidly growing population at the higher education level. In response to these changes it has undertaken several initiatives, such as the creation of a number of high profile world class institutions categorized as "211" and "985" institutions (Yeager 2013). Although these institutions possess a very high level of excellence, because of the limited number of such institutions, they can only accommodate a very low percentage of eligible students for educational change (Wedell 2009). Griffiths (2010) asserts that quality educational training requires a compliant instructional staff that is cognizant of learning theory and its application, as well as subject matter competence supported by appropriate staff of knowledgeable leaders.
Undertaking a comparative examination of the training of administrative professionals in China and the US from the point of view of expertise with an objective of determining an appropriate future direction for the training of higher education administrators in both nations is of major acceptance in the mushrooming education sectors (Yeager 2013). However, analysis in comparative education is one of the outstanding issues that confine the position of a country within the international education system (Griffiths 2010). This worldwide view is enhance through proper examination of related content accounts and strategizing educational systems that could bring the global picture of higher education (Yeager 2013). On the other hand, Griffiths (2010) affirms the modern education financing as being the consequence of privatization of most secular privately run universities which at the end introduce their own learning approaches contrary to government set of curriculums of higher learning institutions (Ashraf 2011). For example, Griffiths (2010) argues that the theory which is linked to country’s educational growth is of paramount significance when reviewing systems in higher education. For instance, the system of education in Cambodia sets limits in traditional education that is assumed to cause influence among its people who wish to enroll in higher education. The educational perspective provided by Smith (2013) may vary from the Cambodian system of higher education in the sense that, confined educational instruments that enhance policy forming based on the global trend should be translated against the continuum of theoretical educational fallacy. However, educational efficiency is given value on the grounds of its output that could meet the market demand in a higher level after explaining its concepts with the rationale of reciprocated global community development (Prokou n.d).
2 Global higher education developments
The summary of higher learning strategies laid by countries significantly varies because of the financial standing in the global world (Ashraf 2011). For instance, development in the educational sector depends on the funding that has been set aside from the government budget in that particular country. In my evaluation over educational dissemination in the African countries, the Kenya education development system is based on scholarship awards for higher education but this is not guaranteed due to the fact that some other students who do not merit these scholarship awards normally fund themselves. However, Tanzania has the similar trend but it confines its best students in their respective working areas so that later, they would repay back the awarded scholarships. However, China may also be having the same educational development system (Yeager 2013). The following countries analysis is an example of educational change, growth and system evaluation.
For instance, in Tunisia, the higher education is mostly funded by the special funding package received from the government budget (Ashraf 2011). It is assumed that Tunisian enrollment process in the year 2008 extended to ‘350,000 learners in the higher education sector representing 35% of those students who were assumed to have clear qualifications for college education (Ashraf 2011).
However, with the Moroccan government, the enrollment strategy merged with that of Tunisia with respect to the available funding initiative (Ashraf 2011). It is believed for instance, that about 370,000 learners received admission in higher learning institutions based on merit in free public institutions but those that did not for one reason or the other qualify for public university sectors were absorbed in privately managed universities. Nonetheless, the current statistics shows that the admission in this country seem to be less in the rate of university absorption of higher learning students than other Afro-Arab countries rated at 12% (Ashraf 2011).
Lebanon as one of the countries located in the suburbs of the Mediterranean Sea has a diverse history of its education system. It is believed that its education was founded by the mission established institutions (Ashraf 2011). Later, in the 19th century, the Government University of Lebanon was established. The current statistics shows that around 2007, most students got admission in the public universities representing 45% of those students who merited for enrollment. However, the rest of the students were allocated room in 42 private universities (Ashraf 2011).
Looking at the education system in Jordan, it is presupposed that its higher education was established in the year 1951 and it began with a minor college that offered the teaching training after secondary education (Ashraf 2011). In relation to Ashraf’s literature, later, after the elapse of 11 years, this college that offered teacher training was upgraded to become the public university of Jordan. It was not long for the government of Jordan to realize the immense demand of education from the qualified bodies in the 1990s. This demand prompted the initiative of ‘parallel programs’ that allowed less qualified students to access higher education by paying higher tuition (Ashraf 2011). With the growth and sustainability of quality education, Jordan universities have pulled a massive population both from the Arab and non Arab worlds to pursue studies. Proper educational facilities normally promote the interest of people of different careers seeking the possibility of academic enhancement. With that massive number of people who sought for higher education in Jordan, the government proposed a plan of increasing universities to meet the objective (Ashraf 2011).