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The Ict Centre Model In Andalusia (Spain). Results Of A Resolute Educational Policy, Jignacioaguaded Gomez, Manuel Fandos, Amor Rodriguez
The Ict Centre Model In Andalusia (Spain). Results Of A Resolute Educational Policy, Jignacioaguaded Gomez, Manuel Fandos, Amor Rodriguez
Academic Leadership: The Online Journal
Our study stems from the rigorous analysis of the integration of computers as a common resource for teaching and learning. This process started to be developed some years ago, all over the world. Not long ago computers were only occasionally found in schools or only in specific classrooms. Nonetheless we are witnessing a huge political and economic effort working towards the universalization of communication and information technologies. This is made evident by convocations, projects and programmes supported in most cases by international, national or even regional and local education administrations and institutions. This investment in facilities and maintenance of IT …
Perceptual Chasm Between Industry And Academic Leaders On The Quality Of Higher Education, S. Rajasingh, B. Rajasekaran
Perceptual Chasm Between Industry And Academic Leaders On The Quality Of Higher Education, S. Rajasingh, B. Rajasekaran
Academic Leadership: The Online Journal
In the context of the Information Technology Revolution, Communication Explosion, the Knowledge Economy and Globalization, India’s production of Professionals is phenomenal. With over 300 Universities and 15,600 Colleges spewing out 2.5 million graduates each year, in terms of the volume of production India trails behind only the US and recently China. Each year India produces 350,000 Engineers, twice the number produced by the US. A recent evaluation of Universities and Research Institutes all over the world, conducted by a Shanghai university, has not a single Indian University in the world’s top 300 – China has six.
How Do You Go From ‘Good’ To ‘Outstanding’?, Rima Aboudan
How Do You Go From ‘Good’ To ‘Outstanding’?, Rima Aboudan
Academic Leadership: The Online Journal
Many college educators receive a rating of ‘good’ on their teaching delivery. Following teaching evaluations, usually, raters highlight some clear areas for improvement in their rating reports. The challenge for the educator is to characterize what needs to be done and work on the pedagogy advice to gain an ‘outstanding’ rating in the final verdict of the college rating – satisfy those criteria they say, and outstanding you will be. But how? That is the question.