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OECD Publishing, 2021
Higher education helps learners acquire the knowledge and skills they need to lead productive working lives, and it sparks the innovation that fosters economic growth and social progress. However, creating higher education systems that operate at a high level of research and teaching quality, with responsiveness to social and labour market…
Descriptors: Higher Education, Educational Improvement, Foreign Countries, Governance
OECD Publishing, 2021
In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is…
Descriptors: COVID-19, Pandemics, Educational Change, Educational Trends
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Hajnal, Gyorgy – Teaching Public Administration, 2015
The article explores the changing patterns of disciplinary orientation in European public administration (PA) education. The study builds on an earlier research, which defined three distinct clusters of countries, based on their specific PA education tradition. It asks whether countries' movement away from the Legalist paradigm has continued since…
Descriptors: Foreign Countries, Public Administration, Public Administration Education, Educational Change
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Laszlo, Bela – European Education, 2008
"The Bologna process is named after the Bologna Declaration. The primary goal of the accord is the coordination and harmonization of the various European higher education systems without losing their colorful diversity and individual features, thereby making European higher education even more attractive for students and scholars all over the…
Descriptors: Higher Education, Foreign Countries, International Cooperation, Educational Policy
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Gorga, Adriana – European Education, 2008
This study analyzes the social and historical reasons for higher education reforms in Central and East European universities after the collapse of communist regimes, in order to answer the central question of this study: To what extent were the national features eliminated in Central and Eastern Europe by the implementation of the 3-5-8 model and…
Descriptors: Higher Education, Educational Change, Foreign Countries, Program Implementation