Role of higher educational institutions in

Vocational universityVocational schooland Technical school Higher vocational education and training takes place at the non-university tertiary level. Such education combines teaching of both practical skills and theoretical expertise. Higher education differs from other forms of post-secondary education such as that offered by institutions of vocational educationwhich are more colloquially known as trade schools. Higher vocational education might be contrasted with education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge.

Role of higher educational institutions in

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Subsequently, inthe United Nations declared as the Decade of Education for Sustainable Development, with the objective of integrating the principles and practices of sustainable development into all aspects of education and learning, and appointed UNESCO as the lead implementing agency.

Sustainable development is a concept that is not new, and yet it is complex and not easy to define. This remains the most quoted definition, although there is continuous evolution in the way sustainable development is operationalised. The International Association of Universities, or IAU, has been active in encouraging universities to promote sustainable development since the s and, inadopted a policy statement known as the Kyoto Declaration on Sustainable Development.

Although this declaration dates back to over two decades, it is remarkably comprehensive and outlines all the fundamental issues concerning the role of universities in promoting sustainable development.

The opening clause urges universities to seek, establish and disseminate a clearer understanding of sustainable development. The IAU has continued to maintain sustainable development as one of its key action areas and has developed an online portal on Higher Education for Sustainable Development in order to encourage higher education institutions around the world to network and showcase their activities through the portal.

Progress and challenges As the end of the Decade of Education for Sustainable Development was approaching, UNESCO prepared a report that provides a summary assessment of progress achieved during the Decade and the challenges encountered. With regard to higher education, the report mentions that higher education institutions have stepped up their efforts to support sustainable development, have made significant efforts to address sustainability in campus operations commonly referred to as campus greeninghave introduced new programmes and courses related to education for sustainable development, and are extending the value and impact of their teaching and research to their respective communities.

However, the report also highlights challenges.

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Global action The question of what happens to Education for Sustainable Development after the end of the Decade inevitably cropped up.

The GAP is generic in nature and applies to all levels of education. It identifies five priority action areas: In order to mark the final year of the Decade of Education for Sustainable Development, two major back-to-back conferences on education for sustainable development were organised in Aichi-Nagoya in Japan in November The conference also proposed that institutions engage with different types of knowledge and work with critical community groups such as youth and the private sector, and engage with policy issues.

In the ensuing Nagoya Declaration on Higher Education for Sustainable Development, participants renewed their commitment to support activities towards sustainable development, including implementation of the Global Action Programme and called on world leaders to recognise the essential role and responsibility of higher education institutions towards creating sustainable societies.

Although the conference covered the whole range of education and learning, most of the workshops and sessions were directly or indirectly relevant to higher education, such as teacher education, lifelong learning and information and communications technology.

Similarly, in the sessions dealing with global sustainable development challenges such as water security, renewable energy, biodiversity, urbanisation, etc, it was clear that the involvement of higher education institutions would be crucial. A declaration on Education for Sustainable Development was adopted at the end of the conference, calling for the commitment to education for sustainable development of all stakeholders and inviting governments to allocate substantial resources to enable the implementation of the GAP priority actions.

From development to sustainability Higher education has played an important role in promoting sustainable development during the Decade that has just ended, and it is vital that it continues to do so in the post implementation of the GAP. This is particularly important in view of the post Development Agenda that is currently being formulated by the UN.

Indications are that the eight Millennium Development Goals will be replaced by 17 Sustainable Development Goals, or SDGs, explicitly linking development to sustainability. A glance at the proposed draft SDGs shows that their implementation will require substantial inputs from higher education.

This must be recognised by the relevant UN agencies, the governments and, as importantly, by higher education institutions themselves. Institutions now have the responsibility, more than ever before, to integrate sustainable development into all their teaching, research, community engagement and campus operations.

This commentary is an adapted version of a blog by the author that appeared in Inside Higher Ed on 4 January is: U.S.

Department of Education, Office of Educational Technology, Reimagining the Role of Technology in Higher Education: A Supplement to the National Education Technology Plan, Washington, D.C., Transfer of Credit Annual Report ; Institutional Profiles New Jersey's 30 public institutions of higher education file annual reports on the condition of the institutions.

The Great American University: Its Rise to Preeminence, Its Indispensable National Role, Why It Must Be Protected [Jonathan R. Cole] on *FREE* shipping on qualifying offers. As the economic crisis forces a new focus on longterm investment in institutions, it is essential that we recognize the contributions of America's great research universities to our national welfare.

A new economic reality presents an interesting challenge to educators and educational institutions alike. How can they best prepare students for success as the very definition of work continues to shift? The future of work has arrived, and one of its monikers is the Gig Economy.

EEOC - Employment Discrimination, Diversity, Harassment, Gender and Labor Issues

Spawned by the rise. Commission becomes NECHE. The New England Commission of Higher Education (NECHE) is the regional accreditation agency for colleges and universities in the six New England states: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont.

Role of higher educational institutions in

The Role of Higher Education in Economic Development Page 3 of 12 Introduction The role of higher education as a major driver of economic development is well.

Higher education - Wikipedia