Here EP-Nuffic staff and external experts provide background information on current events and analyse ongoing developments in international higher education.
Learning outcomes related to internationalisation are becoming more and more important, not least because they are gaining importance in accreditation processes. Learning outcomes describe what a learner is expected to know, understand and be able to do at the end of a period of learning (Bologna follow up group, 2005), for instance an internship abroad.
Ad Boeren adds a 10th misconception to the list of myths and misconceptions about internationalisation in higher education, and assesses the differing perspectives that abound about adding an international dimension to higher education.
On 6 and 7 November a new edition of the Nuffic training course on internationalisation policy took place at the Nuffic office in The Hague. This interactive course for participants of Dutch higher education institutions covers the various aspects of the policy making process and the obstacles participants face in their day-to-day work in the field of internationalisation.
Four lessons to improve the quality and relevance of vocational training through the use of ICT, based on our experience with a Nuffic supported training programme set up in collaboration with the provincial governments of Santa Cruz and Oruro in Bolivia.
Participation in the European Lifelong Learning programme is enriching, valuable and inspiring. That can be concluded from the results of a web survey carried out by the Dutch National Agency for the Lifelong Learning programme among participants of the programmes Comenius, Grundtvig, Leonardo da Vinci and Erasmus. In this blog we focus on the results for the Erasmus programme.
Twenty-two years after Croatia declared independence from Yugoslavia it will join the European Union. On 1 July Croatia will become the 28th member state.
In 2012 Nuffic published the International student recruitment: policies and developments in selected countries report on strategies and instruments on international student recruitment. 25 countries were analysed and reviewed. An annex to this report has now been published focusing on three Nordic countries: Sweden, Norway and Finland.
Currently in the Netherlands, trans-national education (TNE) is not a topic of discussion. If discussed at all, its desirability is only debated from a financial perspective and never from the developmental perspective. This is however highly needed with a view towards potential Dutch TNE activities in developing countries that are currently receiving Dutch governmental support to develop their higher education sectors. The question to be answered is whether pledging support through development cooperation on one hand and intervening through TNE on the other, can go hand in hand.
The United Nations recently published the Report of the High-Level Panel of Eminent Persons on the Post-2015 Development Agenda. The contents are the outcome of a global consultation process supported by a great number of expert studies and papers. The report sets out the next crucial phase in the Post-2015 process.
It rained ‘skills’ reports in 2012
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?