Here Nuffic staff and external experts provide background information on current events and analyse ongoing developments in international higher education.
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?
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.
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?
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.
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?
The Dutch economy benefits from the internationalisation of higher education. At least, that is what is presented as one of the careful conclusions of the report by the CPB Netherlands Bureau for Economic Policy Analysis, recently published on the request of the State Secretary for Education. The report examines whether the internationalisation of Dutch higher education is indeed as beneficial for the Dutch economy as we all expect.
On 5 June, the Dutch National Agency for Lifelong Learning organised a well-attended conference to celebrate the 25th anniversary of the Erasmus programme. And where better to celebrate this than in Rotterdam, Erasmus’ own city!
Are you considering collaborating with one or more higher education partners to add value to your institution? In our rapidly changing global society, HEIs need academic partners to exchange people, ideas and methods, and institutional partnerships have become big business. But how do you create partnerships which are truly sustainable? In this blog, Nico Evers and Jenneke Lokhoff provide you with some essential tips based on the recommendations of experts involved in European-Asian partnerships.
This is Part 1 of a two-part blog summarising the lessons that Nuffic has learned with regard to mainstreaming gender in three key programmes of the Dutch Ministry of Foreign Affairs. Part 1 focuses on the scholarship-based programme NFP while Part 2 focuses on the project-based programmes NPT and NICHE.
For once, let’s talk about staff and internationalisation without looking at staff mobility. If only because the majority of teaching staff are, in fact, non-mobile and they constitute a considerable group of professionals in any country.
Within Europe, national policies on international student mobility are influenced by European-level policies, developed by the European Commission or in the framework of the Bologna Process. Does this mean that national policies on student mobility in Europe are converging? And if so, in which ways?
In an earlier blog I referred to Dutch students studying abroad. The same OECD data also allow for comparison between countries regarding student inflows, or better, regarding foreign students registering in the country.
The most recent data on Dutch students registering in other countries for study (diploma mobility), reveal a further growth of the number of students studying abroad.
This blog argues that vision and coherence are needed in Dutch international student recruitment policies at the national level. Some countries manage to do it, so why can’t we?
Developments in various parts of the world indicate that there is a global trend towards regional harmonization of higher education (i.e. working towards greater comparability of higher education structures and practices – not necessarily standardization of higher education).
On 23 November 2011 the European Commission released its long-awaited proposal for Erasmus for All, the successor of the Lifelong Learning Programme. We already knew that the Commission wants to increase the budget for education purposes to approximately 19 billion euro. Now we also know how this money is to be spent.