DQ #12 Will the univerisities survive the European Integration?
One of the explicit goals of the Bologna Process is to allow for mobility of students, faculty and administration. According to the article, the Dutch universities have current saving policies in place and that faculty members may have a harder time being mobile; not only because in practice travel budgets have decreased, but also because of the financial responsibilities assumed by any Dutch faculty member who wants to become mobile. The cost of mobility is not a problem faced solely by the Dutch. Over the last couple weeks we have discussed how technology can bring people together. Do you think that the use of technology is a good solution for this problem? Or is it a secondary solution until (possibly) additional funding can be provided to faculty?
What are your thoughts about the Dutch’s legal privatization of universities? In talking to this point, the article mentions the removal of tenure position for faculty. What are some possible benefits of changing faculty positions from civil servant status to private employee status? What are some disadvantages?
Reflection Paper 2
DQ#11 NGO Provision of Basic Education
One topic in this article discusses how NGOs often times may be the main provider of education, specifically in areas where states have a weak capacity or willingness to provide. When states lack legitimacy, should NGOs be granted full power to delegate and manage education? It is often state that governments should provide free access to education for all, but at what point does one draw the line and education should be provided by the people, leveraging NGOs as a mechanism to provide this to their state?
Please do not read until class tomorrow
DQ#11 NGO Provision of Basic Education
Rose explains in the text that “Completion rates in Ghana’s School for Life programme is 91 percent, compared with 59 percent in government schools. Similarly, in Bangladesh, figures are 94 percent and 67 percent, respectively.” In which ways are NGOs better able to satisfy the needs of a marginalized population, thus acheiving greater completion rates? What can government schools learn from this?
Social exclusion will continue to be a problem once students complete alternative education programs. What exit strategies can NGOs provide to ensure that a student’s educational opportunites do not end once they complete the program? What transitional integration programs can be implemented so students can gain value from their education?
DQ 11, NGOs
Do NGOs have an obligation to work with local governments in the provision of education? In cases where the government is unable or unwilling to provide education to a particular group, should NGOs aid the government in doing so or provide it on their own without the government?
What would result if a marginalized population began to rely on or respect education-providing NGOs more than their national government? Will the government lose its legitimacy? Are there some NGOs that might do this on purpose, with the goal of making the government lose its legitimacy?
DQ#11 NGOs
If FE was available to all school aged children worldwide, do you think attendance rate would be at 100% (or at least higher than it is now)? Given that NFE can reach students who may not have access to FE (for multiple reasons) do you think that States should nationally recognize and acknowledge some of the benefits of NFEs?
The article states, “Basic education is commonly regarded as a state responsibility.” But should it be? What are some of the benefits that a NGO may be able to offer that a State could not?
DQ11:NGO Provision of Basic Education: Alternative or Complementary Service Delivery to Support Access to the Excluded?
Q1: What needs to be done in order to achieve the MDG goal of EFA (Education for All) ?
| Q2: What needs to be done in order to integrate NGO provision of education service into a state-led system in the developing world?
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DQ#10 Regional Influences
What , if any are some of the internal and external challenges which the Department of Foreign Affairs and International Trade (DFAIT) faced? Do you agree with Canadian academics who stated that DFAIT’s approach was ‘‘wrong headed’’ and appalling in supporting foreign scholars with Canadian tax dollars, particularly in the absence of support for Canadian scholars and students wishing to study abroad?
Why do you feel coherent policy development related to the internationalization of higher education in Canada has been difficult to develop and implement? Do you think other countries have these issues also?
