Here Nuffic staff and external experts provide background information on current events and analyse ongoing developments in international higher education.
How do you set up a benchmarking exercise for internationalisation in higher education? This was the main question discussed during an in-company workshop presented by Nuffic staff.
From 11-13 April the third international Integrating Content and Language in Higher Education (ICLHE) conference was held at the University of Maastricht in the Netherlands. The conference reflected the growing research interest in how the integration of discipline-specific content and learning through another language is achieved in practice.
What does an analysis of TMT programme themes, in relation to NFP short course themes, tell us about the actual training needs in partner countries in the South?
Coordination of capacity building programmes in higher education and research.
In our previous blog last Wednesday, we unpacked the key characteristics of the Tailor-made training modality. In the present blog we discuss cost effectiveness of the programme and how Nuffic is balancing this against the rising interest in the programme.
Nuffic’s Tailor-made Training (TMT) programme is fast, flexible, responsive, relevant, demand-driven and target-oriented. In this blog, we unpack these adjectives of acclamation to illustrate just what it is that distinguishes this modality of capacity building.
As usual a lot can happen in a year, and for 2012 this was not different. One of the developments that was highlighted by the end of the year by an initiative in the UK is the emergence of top universities offering free online courses. Can 2012 be baptised – among others – the year of the MOOCs (massive open online courses)?
Early this fall it became clear that the Erasmus student mobility grant is underfunded. This is due to earlier shortages in the EU budget and a lower budget for 2012 than the European Commission asked for in the negotiations with the European Parliament and member states. Overall, the European Commission needs € 9 billion euros extra for their 2012 expenditures, of which € 90 million is needed to comply with the agreements made for the Erasmus programme.
Nuffic conducted a study on what Holland Alumni from the countries where a Neso office is located, appreciated about their study and life in the Netherlands. What do the results tell us in relation to the potential to successfully attract and bind international alumni for the Dutch labour market?
Nuffic recently conducted a study on the effect of a Dutch degree on the career prospects of alumni from Neso countries. What do the results tell us?
Many countries and institutions seek cooperation with growth markets, such as the BRICs. A look at ranks on education output shows that these countries do not always score high. In some circles, this has raised a question: shouldn’t we focus more on co-operation with countries that traditionally score high on benchmarks, such as Finland and South Korea?
As part of a project to create a better understanding of what leads to successful educational outcomes, Pearsons in collaboration with the Economist Intelligence Unit (EIU) published a report last week that received global press coverage. The report 'The Learning Curve. Lessons in country performance in education' formulates lessons and insights for policymakers to achieve better results on national education outcomes.
Young people increasingly find information on education online. But is that also the case for study abroad options? Most literature is focussed on the use of online media in the recruitment for full degree programmes. In this blog we will discuss the use of online media to stimulate (short term) outgoing mobility.
On 2-3 July the conference ‘Shaping the Future: new perspectives on Dutch cooperation in post-secondary education and training for sustainable development ’ took place in The Hague. The conference was organised by Nuffic on behalf of the Netherlands Ministry of Foreign Affairs to discuss directions and perspectives for the design of new Dutch programmes for cooperation in post-secondary education and training.
Should students from developing countries, who are studying in developed countries, return home upon graduation to contribute to the development of their own economies? Or is it okay for their developed host countries to actively poach and retain them for the good of their own labour markets?
Joint degrees are high on the internationalisation agenda in the European Higher Education Area. This month a new project started titled ‘Joint Degrees from A to Z’ (JDAZ) The project, which Nuffic coordinates, aims to provide clarity by developing a reference guide on joint degrees. But why develop a new guide if so much has already been published about joint degrees over the last years? And how to make sure that such a guide keeps providing state of the art information?
Increasingly foreign higher education institutions are participating in the capacity development programmes in post- secondary education and training funded by the Dutch Ministry of Foreign Affairs. These 'non-Dutch' institutions get involved as partners in various consortia implementing a growing number of projects.
Rebranding ‘gender mainstreaming’ may be just what we need to move beyond the current fatigue that seems to have gripped the development field whenever the term is mentioned.
Just before summer, the ENIC-NARIC network held its annual conference. Among the many technical, procedural and informative items on the agenda, there was also room for interaction. The EAR2 project team was glad to participate in that, and gratefully accepted the invitation to organise a workshop.
Last June, the E-TRAIN project held a conference in Madrid, Spain. It was organised to disseminate the results of the project on training experts on quality assurance.