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Academic literature on the topic 'Tertiary Education Commission'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Tertiary Education Commission"

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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.1017/s1833367200004168.

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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.5172/jmo.2006.12.1.68.

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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
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3

Gallagher, Tony. "The evaluation function of the commonwealth tertiary education commission." Studies in Educational Evaluation 15, no. 1 (January 1989): 151–59. http://dx.doi.org/10.1016/0191-491x(89)90028-x.

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Marshall, Neil. "BUREAUCRATIC POLITICS AND THE DEMISE OF THE COMMONWEALTH TERTIARY EDUCATION COMMISSION." Australian Journal of Public Administration 47, no. 1 (March 1988): 19–34. http://dx.doi.org/10.1111/j.1467-8500.1988.tb01043.x.

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Duke, Chris. "Links between Further and Higher Education: The Case of New Zealand." Journal of Adult and Continuing Education 8, no. 1 (November 2002): 104–19. http://dx.doi.org/10.7227/jace.8.1.8.

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This article sketches distinctive and partly unique features of New Zealand society, its recent history, and its adult, community and tertiary education system, as a prelude to considering linkages. The absence of a distinct further education (FE) sector analogous to the British further education colleges (FECs) or Australian technical and further education (TAFE) institutes combined with a recent period of extreme economic rationalism to privilege competition over collaboration. A sharp change of direction in 1999 is leading into a new more planned tertiary system under a Tertiary Education Commission in 2002. This is likely to reward and drive up inter-institutional collaboration, probably also more sharply differentiating roles within the more planned tertiary sector. The article concludes by reflecting on distinctive strengths and shortcomings, and on lessons from New Zealand of possible interest elsewhere.
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Ehsan, Shah Md Azimul. "Revisiting Tertiary Education System in Bangladesh: In Quest for Unraveling Existing Issues and Challenges." Journal of Contemporary Governance and Public Policy 2, no. 1 (April 30, 2021): 45–66. http://dx.doi.org/10.46507/jcgpp.v2i1.33.

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Once termed as a basket case, Bangladesh is now a development wonder. Recently, it has entered the cluster of lower-middle-income countries and is predicted to join the cohort of developed ones by 2041. However, the challenge that lies ahead is to sustain the current economic growth with the emerging threat of the fourth industrial revolution (4IR). There is no doubt that the country have the upper hand in order to counter these emerging critical scenario with its huge number of youths. Nonetheless, it will be pertinent to turn these youth force into productive human capital through providing both general and technical education in order to yield higher returns. On this backdrop, this study attempts to know whether our existing tertiary education system is rendering quality education to convert our youth force into effective human resources. Using qualitative tools of social research and drawing information from various secondary sources, the study argues that the existing tertiary education system is failing to produce skilled human resources which is again resulting in lower returns to the economy. Undoubtedly there has been quantitative progress in tertiary level education; nevertheless, the worrying factor has been regarding its quality. The crisis has not happened owing to the absence of adequate policy framework rather the translation of those into reality. This study offers a modest suggestion to take immediate steps by the government of Bangladesh to implement the recommendations as stated in the key policy instruments related to education and skill development along with the significant increase in the budgetary allocation for the tertiary education sector. In addition, efforts has to be put for transforming the existing University Grants Commission (UGC) into Higher Education Commission (HEC). Moreover, activation of the accreditation council is now a crying need for further improving the quality of education at the tertiary level.
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Anih, Paul C., Chicheta F. Nissi, and Uduakobong E. Akpan. "Real Estate Entrepreneurial Training and Education in Tertiary Institution: An Antidote to Unemployment." Baltic Journal of Real Estate Economics and Construction Management 7, no. 1 (January 1, 2019): 172–89. http://dx.doi.org/10.2478/bjreecm-2019-0011.

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Abstract Real estate entrepreneurship training and education in tertiary institutions can be a source of remedy to unemployment in Nigeria. World Bank (2019) reveals that Nigeria unemployment rate was 6.03 % in the year 2018 and the country ranked 83rd with high unemployment. The aim of the research is to examine the perception and responses of undergraduates of Estate Management and Valuation on entrepreneurship training and education for professional competence. The University of Uyo was studied and particularly Estate Management undergraduates during the academic years of 2014/2015–2018/2019. The method of the research was a descriptive study. Data were obtained from the mean scores of the class assessments (CAs) and the examination scores (ESs) administered to the students on selected courses related to entrepreneurial education. The students’ performance was used as an indicator for their willingness to adhere to entrepreneurial education in Real Estate Management and Valuation. The National Universities Commission grading scale was adopted (A = 70–100; B = 60–69; C = 50–59; D = 45–49; E = 40–44; F = 0–39). The finding shows that the score for all the courses was above 50 %. The entrepreneurial study was 62 %, which was “B” grade of National Universities Commission scale. The study, therefore, concludes that the students of estate management were willing to adhere to entrepreneurial training and education from their scores. The study recommends the provision of adequate learning environment, qualified teaching staff and provision of technical resources.
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Wysokińska, Agnieszka. "Reform of Governance in Higher Education Sector as a factor enhancing international mobility of students - the case of Poland." Comparative Economic Research. Central and Eastern Europe 12, no. 3 (September 30, 2009): 59–71. http://dx.doi.org/10.2478/v10103-009-0012-9.

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The aim of the paper is the presentation of main directions and programmes enhancing international mobility of students in Europe and outside Europe and some results of this programmes in the case of Poland. The paper examines also the main decisions of the European Commission related to the reform of the Higher Education Sector in the EU as one of the most important factors stimulating mobility in the tertiary education schools.
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Venables, David. "FORUM: Without fear or favour." Pacific Journalism Review : Te Koakoa 10, no. 1 (April 1, 2004): 231–33. http://dx.doi.org/10.24135/pjr.v10i1.792.

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"Polytechnics have tightend up their own regimes, making their own demands of journalism teachers in terms of internal reporting procedures, restrcturings, etc. Universities have now entered the fray bigtime, i.e. the Wellington Polytechnic takeover, Auckland Institute of Technology's redesignation as Auckland University of Technology. The Tertiary Education Commission (TEC) has sent a nasty shock through everyone's lives, lacing greater emphasis on increasing reasearch outputs. Rather than lessening with the years, the persssure on journalism educators has, if anything, become greater. I sometimes wonder why we do it..."
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Köpeczi-Bócz, Tamás, and Mónika Lőrincz. "The role of SMEs in innovation-oriented economic development." Acta Agraria Debreceniensis, no. 72 (May 16, 2017): 95–99. http://dx.doi.org/10.34101/actaagrar/72/1596.

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Both at European and national level tertiary and quaternary sectors are concentrated in the metropolitan centre. In the rural areas only the sites of such sectors can be found the premises of which temporarily transform the sectoral structure of these areas, but from the regional development aspect they did not prove to be an effective strategy.The European Commission is now focusing on growth from innovation, which could become the driving force behind productivity growth and the economy’s long-term trend. The innovation-oriented economic development’s key players are on the one hand the knowledge-intensive enterprises, on the other hand the universities. Tertiary education can play a role – among others – in shaping and creating the development of knowledge intensive business environment and conditions, on the other hand it can assist the development of network contacts – another precondition of employment growth.
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Dissertations / Theses on the topic "Tertiary Education Commission"

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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Books on the topic "Tertiary Education Commission"

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Commission, Sierra Leone Tertiary Education. Statutory Instrument: The Tertiary Education Commission (Tertiary Education Institutions) Regulations, 2006. Sierra Leone: Government Printing Department, 2006.

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2

Western Australian Post-Secondary Education Commission. Planning for the 1988-90 triennium: Submission to the Commonwealth Tertiary Education Commission : summary. [Perth]: Western Australian Post Secondary Education Commission, 1986.

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3

Exon, F. C. A. A preliminary survey of Australian inter-library lending: A report to the Australian Commonwealth Tertiary Education Commission. Perth: Library, Western Australian Institute of Technology for the Commomwealth Tertiary Education Commission, 1986.

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4

Dakubu, M. Information communications technology development strategy plan in the tertiary education sector in Ghana: Study project commissioned by the National Council for Tertiary Education (NCTE) and submitted to the NCTE. Accra: National Council for Tertiary Education, 2002.

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5

Pearce, D. C. Australian law schools: A discipline assessment for the Commonwealth Tertiary Education Commission. Australian Govt. Pub. Service, 1987.

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Book chapters on the topic "Tertiary Education Commission"

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Mejiuni, Olutoyin. "Working-Walking Alone and With Others." In Business Education and Ethics, 1260–75. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch064.

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In this chapter, the author shall argue, with materials sourced through desk work, that although formal educational institutions, business and industries, multi-lateral agencies, religious institutions, and a handful of educational non-profits provide and support education and training for the workforce of the future in Nigeria, the tension created by the conflicting frameworks that undergird the provision of, and support for, education by the parties depresses funding for tertiary education, especially in times of economic crises. Inadequate funding of public education in general, and tertiary education in particular, is not, therefore, just a fall out of economic crises; it is also a result of the tension between stakeholders who hold the view that education is a social service, those who hold the view that education is an investment in human capital, and those who believe that education straddles the two frameworks. The author makes the point that the problems associated with inadequate funding of university education are aggravated by the overbearing influence of the National Universities Commission (NUC) in the administration of universities, resulting in low synergy of the output of the formal education system with the needs of business and industries and the requirements of community transformation.
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Conference papers on the topic "Tertiary Education Commission"

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DREJERSKA, Nina. "EMPLOYMENT IN VS. EDUCATION FOR THE BIOECONOMY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.245.

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A number of employees is one of the basic indicators applied for identification of the economic relevance of an industry or an economic sector. Referring to nearly 18.6 million people employed in the 28 EU Member States within the bioeconomy in 2014, it can be stated that this a an economic sphere of significant importance in the European economy. The main aims of the study are to identify a scale of employment in the bioeconomy sector across EU Member States as well as to investigate tertiary education in bioeconomy based on the Polish experience in the Bioeconomy subject area group within the Euroleague for Life Sciences (ELLS). Data used included: (1) the data portal of agro-economics modelling – DataM of the Joint Research Centre of the European Commission, (2) CAWI research among students of WULS-SGGW on their attitudes to the bioeconomy, (3) feedback of participants of the first summer school in bioeconomy coordinated by WULS-SGGW. Research results display that the majority of Polish students did not meet the term of bioeconomy generally as well as at the university. There is also one very important students’ comment which can describe their attitude: students of economic disciplines are not very much interested as they think that bioeconomy focuses on life sciences (bio) so it is not appropriate for them; students of different fields of life sciences are not very keen to study bioeconomy as according to them it focuses on economy (as in the name itself).
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Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban Manalang. "Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.

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Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.
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