RATIONALE TO THE OVERALL THEME
IAU recognizes the key role higher education and research could and should play in the overall process of achieving sustainable development. Leaders of higher education institutions, the academic and administrative staff, the students and other stakeholders are in a key position to contribute to an equitable and ecologically sound future by making sustainable development a central academic and organisational focus.
This requires the generation and dissemination of knowledge through interdisciplinary research and teaching, policy-making, capacity-building, and technology transfer. It is critical that higher education institutions understand and accept their responsibility within the broader context of social and economic development, and the building of democratic, equitable and ecologically-minded societies.
Against this backdrop, and noting a sense of urgency, IAU adopted Higher Education and Sustainable Development as one of its priority themes since 1993 (See: IAU 1993 Kyoto Declaration on Sustainable Development). This was confirmed in particular at the IAU 2014 International Conference on Blending Higher Education and Traditional Knowledge for Sustainable Development, Universidad Cientifica del Peru (UCP), Lima, Peru, which resulted in the drafting and adoption of the IAU Iquitos Statement on Higher Education for Sustainable Development.
For over twenty years, the Association developed projects, took part in international or regional initiatives and regularly organizes events on this theme to promote and facilitate universities' responsibility with regard to sustainability and mobilises the higher education community it represents to develop initiatives relevant both locally and globally.
The IAU 15th General Conference on Higher Education a Catalyst for Innovative and Sustainable Societies took place in Bangkok in November 2016.
More can be found on in the IAU portal on HESD:
IAU GLOBAL PORTAL ON HIGHER EDUCATION AND RESEARCH FOR DEVELOPMENT (IAU-HESD)
The IAU HESD global portal contributes to facilitate exchange and networking on HESD across the world. Actions and initiatives developed and undertaken by Universities, other Higher education institutions and organisations from around the world are showcased in a synthetic way. The HESD Portal is accessible online at: www.iau-hesd.net.
Comments, suggestions, news and initiatives are published on the portal – precedence is given to IAU Members.
RECENT IAU ACTIVITIES
IAU actions and initiatives contributed in substance to the United Nations - Decade on Education for Sustainable Development (UN-DESD) - 2005-2014. IAU took an active part in the UNESCO World Conference on Education for sustainable development (Aichi-Nagoya, Japan, 2014) and is now in a key partner network of the UNESCO Global Action Programme (GAP) . IAU’s work plan for the next decade is to contribute to address the Sustainable Development Goals and to the 2030 Development Agenda.
All through, IAU develops initiatives and projects, contributes to key international events and focuses its international conferences entirely or in part on this topic.
IAU represents its Members on several committees, including: • the UNESCO GAP; • the Ubuntu Committee of peers; • the Regional Centres of Expertise (RCEs); * the SULITEST • UNEP / GUPES
To learn more and to get involved please contact:
Dr. Hilligje van’t Land, IAU Director Membership and Programme Development
Frédérique Herzog, IAU Programme Officer
The first edition of the IAU Global Survey on Higher Education and Research for Sustainable Development (HESD) was developed in 2016 in order to: connect with IAU Members; research and analyze what their approaches are to sustainable development; determine how IAU can exchange and enhance such initiatives; advocate for HESD worldwide. The survey was opened from June 2016 to October 2016 and the results were presented by Dr. Hilligje Van't Land, IAU Deputy Secretary General, in various fora, including during the IAU 15th General Conference in Bangkok in November 2016. We received 120 responses in total (97% from IAU Members); 18% of our Members participated and all continents were represented. Take a look at the results here.
From November 13 to 16 2016, the IAU held its 15th General Conference in Bangkok; it was hosted by a consortium of Thai universities. More than 300 participants from 85 nations worldwide took part in the event and engaged in lively debates. The Conference presentations and other conference materials are available on the Conference website.
IAU is Key Partner to the UNESCO Global Action Programme on Education for Sustainable Development (GAP) on Action Area 2: Transforming learning and training environments
IAU 2014 International Conference on Blending Higher Education and Traditional Knowledge for Sustainable Development
Organized in collaboration with the Universidad Científica del Perú, Iquitos, Peru, the Conference addressed key Education for Sustainable Development issues and helped shape IAU’s position with regard to the Post-2015 Development Agenda. Presentations and other conference documents are available online.
Following the IAU 2014 International Conference on Blending Higher Education and Traditional Knowledge for Sustainable Development, held in Iquitos, Peru,and through this Statement, Members of the International Association of Universities (IAU) as well as representatives of the broader higher education community, reaffirm their commitment to the role of higher education in the transition to more sustainable societies and to pursuing sustainable development within and through their respective institutions.
As the United Nations Decade on Education for Sustainable Development comes to an end, and the Millennium Development Goals near their scheduled completion, the post-2015 Agenda is being shaped. The higher education community is ready to contribute to the development and implementation of the post-2015 Agenda.
It is IAU's community's shared belief that only with the full engagement of higher education in the post-2015 Agenda will it be possible to create the intellectual, economic, environmental and cultural conditions required for a sustainable future for all. IAU applauds the commitments and promises made at the world events held in Stockholm, 1972, Rio de Janeiro, 1992, Johannesburg, 2002 and "Rio + 20", 2012, to make our world better for all, for present and future generations. It renews its commitment to Higher Education for Sustainable Development and agrees to develop new actions and strengthen current initiatives to respond proactively to these resolutions and recommendations.
The Global University Network for Innovation (GUNI), the International Association of Universities(IAU) and the Association of African Universities(AAU) developed a project on the Promotion of Sustainable Development by Sub-Saharan African Higher Education Institutions. The project was financed in part by the Spanish Agency for International Cooperation.
The final report of the project is available on the GUNi website. It presents an overview of actions, experiences and practices developed at sub-Saharan higher education institutions (HEIs) to integrate sustainable development considerations within their activities; it identifies the emerging trends and the priority lines of action for the integration of sustainable development considerations in the work of Sub-Saharan African HEIs and raises awareness about the important role of HEIs for promoting sustainable development in the region.
Global Survey on Sustainable Lifestyles
A research project aiming at analyzing student perspectives on Sustainable Lifestyles was undertaken in 2009. The Project, coordinated by the United Nations Environment Programme (UNEP) with the support of the Swedish Ministry of the Environment, was developed in partnership with the IAU. The Global Survey on Sustainable Lifestyles was an ambitious initiative meant to explore how sustainable lifestyles, a challenge for present and future generations, are perceived, envisaged and shaped by young adults from different cultures and backgrounds around the world.
The project was part of the activities carried out in the framework of the Marrakech Process, a global multi-stakeholder platform aimed at promoting the shift towards Sustainable Consumption and Production (SCP). The Marrakech Process builds cooperation between governments and various stakeholders for the development of SCP tools, methodologies and concrete activities such as the Global Survey on Sustainable Lifestyles.
A selection of 50 Higher Education Institutions, Members of IAU, took part in this project.
The publication: Visions for Change - Recommendations for Effective Policies on Sustainable Lifestyles: Country Papers is available online
Sustainability Communications - A Toolkit for Marketing and Advertising Courses- A IAU-UNEP CD-Rom.
IAU and the United Nations Environment Programme - Paris (UNEP) jointly produced a CD-ROM on Sustainability Communications - A Toolkit for Marketing and Advertising Courses.
It provides resources on Sustainability Communications for educators training tomorrow's marketing and communication professionals as well as for marketing and advertising trainers in the corporate field. It is a flexible, interactive tool which provides a synthesis of theoretical and methodological knowledge illustrated by specific case studies. It offers numerous pedagogical resources - short presentations, campaign analyses, exercises, web links, bibliographies and more than 300 downloadable documents - to encourage students and communication experts to engage with sustainable development-- one of the major issues facing society today.
The CD-ROM: 1. Demonstrates and analyzes the marketing and communications potential of sustainable development in the framework of corporate social and environmental responsibility; 2. Allows the current and future marketing and communication professionals to become fully aware of the key role they could and should play by responding to new consumer demand for sustainability through the promotion of sustainable products and services; 3. Provides the necessary tools to develop both effective corporate communications strategies that build confidence in greener brands and powerful marketing campaigns on sustainable goods.
The CD-ROM contains both English and French versions. It is downloadable online
GHESP - Global Alliance to promote higher education for sustainable development (2002-2007)
In 2002, four international organisations with a strong commitment to making sustainability a major focus of higher education formed a Global Higher Education for Sustainability Partnership (GHESP).
The four founding partners of the initiative - the IAU, the University Leaders for a Sustainable Future (ULSF) and UNESCO - joined forces to mobilise universities and higher education institutions to support sustainable development in response to Chapter 36 of Agenda 21.
The partnership which came about as a result of the work program of the Commission on Sustainable Development (CSD) and in anticipation of the 2002 World Summit on Sustainable Development (WSSD), was based on the consensus that higher education must play a central role within the overall process of achieving sustainable development. The partnership ended due to lack of funding yet former partners are still convinced that the leaders of higher education institutions and their academic colleagues in all disciplines are to adopt sustainable development as a central academic and organizational focus to create a just, equitable and ecologically sound future. This requires the generation and dissemination of knowledge through interdisciplinary research and teaching, policy-making, capacity-building, and technology transfer. It is critical that higher education institutions understand and accept their responsibility within the broader context of social and economic development, and the building of democratic, equitable and ecologically-minded societies.
The objectives of the partnership were to:
After having initiated projects and other activities for more than 5 years, the partnership ceased its activities due to lack of financial support.
IAU 2003 International Prague Conference on Education for a Sustainable future Shaping the practical role of higher education for sustainable development, was hosted by Charles University, in Prague, and helped shaped IAU work in support of HESD.
IAU 1993 Kyoto Declaration on Sustainable Development
Following the Ninth IAU Round Table, in Tokyo, Japan, on 19 November 1993, Participants adopted, the IAU Kyoto Declaration committed to the following:
It is recommended that each university, in its own action plan, strive to:
In adopting this Declaration, delegates underlined specifically the following points:
Propose and elaborate new actions and projects the Association could undertake to mobilize and assist its membership to share information and learn from each other as they develop strategies to:
Advise the IAU Secretariat on requests for partnership and collaboration on SD related projects;
IAU works on Higher Education and Research for Sustainable Development (HESD) since it adopted the Kyoto Declaration on Sustainable Development in 1993. Since then, IAU develops initiatives and projects, contributes to key international conferences and focuses own conferences on this topic. Key partners for IAU in this area are UNESCO, UNU-IAS, UNEP, AAU among others.
IAU Working Group Members sit on several committees (such as the Ubuntu Committee of peers, the Regional Centres of Expertise (RCEs); the UN-DESD Reference Group).
The IAU Portal on HESD is a collaborative platform centralizing and disseminating information on activities and actions promoting sustainable development undertaken by Higher Education Institutions (HEIs) around the world.
The portal provides links to as many examples that HEIs can consult and use to develop their own strategies / activities / actions.
The HESD Portal is accessible online at: www.iau-hesd.net
The HESD Portal is a collaborative portal, it will be all the more useful if leaders, academics, students and other HESD stakeholders enter information on their projects, expertise, theses and publications, and share their news with the IAU Working Group on HESD. Your input is the key to success.
A second reason to contribute is: the portal is a direct contribution to the UNESCO Global Action Programme on Education for Sustainable Development (UNESCO GAP). IAU is a key partner network to Priority Action 2: Transforming learning and training environments.
The portal offers your institution and your work to become know and shared. Become involved and send us information on the work you undertake to respond to the SDGs and the 2030 Development agenda.
Participation is free of charge with full visibility for IAU Members; your input will not be re-used without your prior consent.
Dr. Hilligje van’t Land, IAU Director Membership and Programme Development
Frédérique Herzog, IAU Programme Officer
Equitable Access and Success in Higher Education has been one of IAU priority theme for the past five years. In 2008, the IAU General Conference adopted a new Policy Statement entitled Equitable Access and Success in Quality Higher Education (which has now been signed and endorsed by many university associations from around the world). Moving from statement to action, IAU has recently worked on a new project.
In responding to the multiple imperatives that drive our global knowledge-based economy and society, national governments recognize the need for high quality higher education for all. Preparing its citizens for the 21st century by sustaining or developing a globally competitive research/innovation base and raising employability skills are goals pursued by most, despite different national contexts. Gaining access to learning, and successful participation in higher education is becoming essential for all.
Against this backdrop, and noting a renewed sense of urgency, IAU adopted the issues of Equitable Access and Success in Higher Education as one if its priority themes during the 69th IAU Administrative Board Meeting (Alexandria, Egypt, November 12-15, 2005). It mandated an international Task Force of experts, to further the work on this topic. During the three following years, the IAU Secretariat and the Task Force worked jointly on the design of a new Policy Statement and, in 2008, the IAU General Conference adopted Equitable Access and Success in Quality Higher Education as the IAU latest Policy Statement.
To learn more about the preparation of this Policy statement please click here.
Global Access to Postsecondary Education (GAPS) aims to bring together those from across sectors and countries to meet this global challenge via advocacy and action. It has 5 objectives:
GAPS began in October 2013 at the first World Congress on Access to Postsecondary Education held in Montreal. Almost 250 people from nearly 40 countries around the world came together to explore the challenges associated with widening access to postsecondary education.
GAPS is led by a consortium of organizations including the International Association of Universities, the Lumina Foundation and Educational Testing Service (ETS) from the USA, NEON (National Education Opportunities Network) in England and the ECHO Foundation from the Netherlands, and supported by the European Access Network (EAN).
To learn more about this initiative please visit its website: www.gaps-education.org
A. The first World Congress on Access to Postsecondary Education
With the approval of the Administrative Board, and using funds from the ISIC Award, the IAU issued an invitation to all institutional Members in Good Standing to come forward if they were interested in taking part in a similar exercise as in 2010, namely undertake a self-assessment and participate in an international workshop to share lessons learned and their experiences with others. The Call for Expressions of interest was issued in February 2013 and more than 65 IAU Members responded positively.
During the first stage, the selected institutions (10) used a revised version of the self-assessment tool and reported their findings to IAU. This second project helped IAU to test the validity and usefulness of the instrument in a variety of contexts. The IAU compiled the results and prepared a report on equitable access and success policies and programmes in this sample of HEIs.
The second stage of the project brought the representatives of the participating universities together for a half-day workshop where they compared and contrasted their experiences on specific themes related to equitable access and success in HE. This workshop was part of the programme of the first World Congress on Access to Postsecondary Education: Connected the Unconnected (7-10 October 2013, Montreal, QC, Canada - www.eanworldcongress.org) organized by the European Access Network (EAN). Through this IAU - EAN partnership, IAU Members were also able to take part of the Congress at reduced rates. The outcomes of the workshop discussion were also presented during the Congress.
To access the report of this IAU project please click here.
B. Developing a multi-dimensional analysis of Romanian HEIs with a focus on access and social cohesion policies
A second activity within this priority theme was a project in Romania. The Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) invited the Secretary General of IAU to coordinate a study on higher education policy on social cohesion both at state and at institutional level. This was part of the country’s recent higher education reforms which involved the development of a classification of HEIs and a ranking of study programs managed by UEFISCDI. The study in which IAU was involved was part of a large project to increase the capacity of public administration for evidence-based policy making: “Higher Education Evidence Based Policy Making: a necessary premise for progress in Romania”.
IAU was asked to work on two dimensions: internationalization of higher education and equity/social cohesion. It was agreed that two distinct working groups composed of Romanian and international experts would each focus on one of these two areas, both coordinated by IAU and supported by IAU and UEFISCDI staff.
The project methodology in both areas was the same and included workshops, policy analysis and case studies by 3-4 Romanian universities, site visits and a conference. In the case of equity and social cohesion, the IAU self-assessment instrument on equity in access and success was used by the selected Romanian universities, having been adapted to some extent to the Romanian context. The expected results of this initiative included an overview of Romanian institutional policy with regard to equity and social cohesion paying special attention to overarching trends or consistent omissions that could be addressed in policy recommendations; an analysis of Romanian national policy with regard to this area; and, based on the findings at both levels, a set of policy recommendations targeted at policy makers in public institutions, the National Ministry of Education and other agencies. A final conference, on equity and equality of chances was organized as a stakeholders’ consultation and dissemination event for this activity in November 2013.
IAU-identified experts included Jamil Salmi formerly of the World Bank who had worked with IAU on the pilot project mentioned-below, Mary Tupan-Wenno, President of the European Access Network (EAN) (the Netherlands), and Claudio Dondi, President SCIENTER (Italy).
The project was coordinated by Eva Egron-Polak in collaboration with Élodie Boisfer.
On 23 May 2012, the Association received the 2012 ISIC Award (see: www.isicassociation.org)in recognition for its work to promote issues of widening participation and success in higher education which began with the statement mentioned above. The IAU received €20,000.00 to support the continuation of its work to reduce barriers to education opportunities.
The IAU 2011 International Conference was hosted by Kenyatta University (KU) in Nairobi, Kenya from 14 to 16 November 2012. It examined the extent to which government and institutional policies and programs around the world seek and succeed in responding to the imperative of increasing equitable access and success in higher education. The goals are clear and easily stated. Achieving the objectives is far more complex and requires clarity of purpose, shared commitment, adequate resources and expertise and time.
To learn more about this conference, to glance through the programme and read some of the presentations, please click here.
Ten higher education institutions in Asia and the Americas joined the IAU pilot project on Equitable Access and Success in Quality Higher Education designed to learn more about and share lessons about institutional approaches to improving both entry and progression for students from under-represented groups.
Working in collaboration with members of its international Task Force, the IAU designed an Institutional Self-Assessment Instrument to enable institutions to examine their policies and programs for improving access and success for learners from usually marginalized groups. The questionnaire is also designed to help universities collect information and analyze their practices in this area. The ten pilot institutions are from ten different countries in the Americas and Asia and are quite diverse in profile. This pilot project received support from the World Bank. The results obtained allowed the IAU to produce a comparative review of access and success programs in the pilot universities.
On 18 and 19 November 2010, the International Association of Universities, the University of Arizona and The World Bank co-organized, with the support of Lumina Foundation (USA), a two-day workshop in Tucson (Arizona, USA) bringing together representatives of the universities involved in the IAU pilot project, as well as Members of the IAU Task Force and several other experts from the United States and the United Kingdom.
This workshop was designed to probe further the findings of the 10 universities which undertook a critical self-assessment of their policies and practices in regards with the issues of equitable access and success (retention). It also served as an opportunity for the participating HEIs to meet and learn from each other. How do institutions attract learners who are in one way or another marginalized in their nations? Who are these under-represented minorities? How do institutions assess their potential and how do they accompany these students’ progress were among some of the questions guiding the discussion over these two days.
The Workshop participants were Rectors, Vice Rectors, and senior leaders responsible for policy development in this area. They were also invited to critically review the Institutional Self-Assessment Instrument developed by IAU and applied by them in preparation for the Workshop. Testing this instrument among a highly diverse set of pilot universities was deemed a way to help IAU determine the potential for an even more generalized use of this tool around the globe.
Last but not least, this meeting was an opportunity for the IAU with its Task Force, partners and participating universities, to determine what next steps as well as other initiatives the Association could develop to pursue the ‘equitable access and success agenda’. A brief report of the workshop is also available.
If you would like to share information on Access and Success (upcoming conferences, articles, seminars, research papers, innovative policies, effective practices etc.) please contact: firstname.lastname@example.org
A new booklet, summarizing the IAU’s work on the theme of Equitable Access and Success in higher education was produced in 2011.
Following the adoption of the Policy Statement entitled Equitable Access and Success in Quality Higher Education (please see below), the IAU launched, in 2010, a pilot project on the issues of equitable access and success. Ten pilot HEIs from Asia and the Americas took part in the project designed to learn what approaches these institutions put in place to improve both entry and progression for students from under-represented groups (to learn more about this project, please click [here].
This booklet was produced and introduced on the occasion of the IAU 2011 International Conference in Kenya, and was disseminated to all the IAU Members in February 2012. It presents the actions and results the Association has achieved so far in regards to the twin issues of equitable access and success in higher education. This pilot project benefited from the on-going advice of the IAU international Task Force focusing on Access and success. The IAU also gratefully accepted financial and in-kind support from the World Bank, Lumina Foundation and the University of Arizona.
To download the booklet, please click here
Equitable Access, Success and Quality in Higher Education: A Policy Statement by the International Association of Universities advocates a number of key principles upheld by IAU and includes recommendations for both higher education institutions and governments. It is the result of a broad-based consultation among IAU Members and experts, which probably explains the ease with which the Statement was approved and adopted at the 13th IAU General Conference, July 15-18, 2008 in Utrecht, the Netherlands.
This newest IAU Policy Statement has been widely disseminated to IAU Members as well as to all national, regional and international associations of universities, IAU invites endorsement of the Statement by those interested and committed to its principles. The Statement has also been sent to UNESCO in the hope that its substance may provide input to the deliberations and final outcomes of the World Conference on Higher Education, organised by UNESCO’s Higher Education Division for July 2009, in Paris, France.
The Policy Statement has been endorsed by the following:
Should your association wish to endorse this Policy Statement, please contact: email@example.com
This Working Group is chaired by a member of the Administrative Board and can, in addition to Administrative Board members, include experts from any IAU Member institution or organization. Building on the IAU policy Statement: Equitable Access, Success and Quality in Higher Education and the related activities, the Working Group advises the Administrative Board and the Secretary General on possible actions that would improve IAU’s contribution to the efforts of widening participation and success in higher education by all learners and especially those from groups otherwise less represented. The Working Group provides recommendations on how to extend the work undertaken by IAU to date and is also invited to propose new avenues to pursue by the Association within this policy area in the interest of IAU Members. The Chair and Members of the Working Group are:
Access and equity: comparative perspectives / Heather Eggins. - Rotterdam : Sense, 2010 . - 169 p. References.Tables. - ISBN 9789460911842
The next 25 years : affirmative action in the United States and South Africa / David L Featherman, Martin Hall, Marvin Krislov, Eds. . - Ann Arbor : University of Michigan Press, 2010 . - 389 p. ISBN 978-0-472-03377-5
Abstract: This book explores the history and future place of affirmative action in higher education. Comparative essays describe debates in the United States and South Africa to elucidate the legal, political, social, economic and moral dimensions of affirmative action in higher education and its role in creating a more equitable society. While affirmative action policies have been restricted in the United States by the Constitution, in South Africa equity policies are legally required to address continuing disadvantage. The historic and legal contexts in which affirmative action arose in both countries is described and the key legal rulings concerning affirmative action policies at universities presented. The contribution of higher education participation to labour market access and social mobility is also examined. In South Africa, despite increasing participation by black students, a two-tiered higher education system persists. The book also explores research on the importance of student diversity on intellectual engagement, academic achievement and civic engagement. Finally, the book discusses whether there is a continued need for affirmative action.
The Perpetual Education Fund: providing higher education loans in the voluntary sector / Benjamin J. Lough . - In: International Journal of Educational Development, v. 30, no. 4, pp. 345-350, 2010 Incl. abstract, bibl. . - ISSN 0738-0593
Abstract : Although many strategies are proposed to reduce the opportunity gap in higher education between and within countries, student loans with cost recovery measures are often preferred during times of fiscal constraint. This study briefly reviews the benefits and challenges of student loans over other forms of financial aid and presents the case for voluntary sector involvement in contexts where government and market failures constrain effective solutions. It describes an innovative program that has emerged to meet this challenge - the Perpetual Education Fund. This program utilizes public-private partnerships, a large financial corpus, pre-existing administrative structures, personal relationships, local vocational schooling, and intergroup solidarity to administer loans and recover costs. Because voluntary sector participation in loan financing and administration is relatively new, the experiences and innovative survival strategies of this program have valuable implications for other emerging programs.
Should you wish to read more about the issues of equitable access and success in higher education around the world and/or find more references, please do not hesitate to consult the International Bibliographic Database on Higher Education (HEDBIB) or contact firstname.lastname@example.org
See the full bibliography
See more links
5-8 October 2015, Sunway University, Kuala Lumpur, Malaysia, GAPS Kuala Lumpur 2015: Meeting the global challenge of building equitable knowledge economies - More information - The IAU, one of the partners supporting the Global Access to Post-Secondary Education (GAPS) initiative, is pleased to announce the Kuala Lumpur Meeting.
1-3 July 2015, University of South Wales, Treforest campus, UK, FACE 2015 Annual Conference - Closing the Gap: Bridges for Access and Lifelong Learning - More information
13-19 June 2015, United-Kingdom, Adult Learners' Week 2015 - Adult Learners’ Week is the UK’s largest and longest running learning campaign. Held each year, it encourages thousands of adults, whatever their age and background, to give learning a go - More information
7-9 June 2015, Hotel Bristol Conference Centre, Oslo, Norway, 24th EAN Annual Conference - Advocating for access, equity, inclusion and diversity in higher education: Politics, Policies, Power and Persuasion - More information
The different lists proposed below are neither exhaustive, nor representative. They serve as an interactive, dynamic listing of interesting projects, conferences, papers and/or organizations involved with access and success issues in several parts of the world. If you have recently attended an exciting conference on access, written or read an article/paper/dissertation or book on the topic and would like to share this, send us the information! ↩
Innovative Approaches to Doctoral Education in Africa
After analysing the data reported throughout Phase I of the project, carried out with our partner pilot institutions - the University of Douala, Cameroon, University of Ilorin, Nigeria, Kenyatta University, Kenya, Université des Sciences et Technologies du Benin, Université Gaston Berger de Saint-Louis, Senegal, and the National University of Rwanda – IAU published a report of our findings on the IAU website. (Please click here for the full report).
Phase II of the project incorporates a new series of sub-Saharan African institutions who completed the survey questionnaire in order to form a more robust report of trends and reforms affecting doctoral programmes on the continent. The sample of universities taking part so far include a wide variety of institutions that represent the diversity of doctoral programme operation and implementation in sub-Saharan Africa and thus incorporates a wide range of perspectives and practices in the IAU project.
The IAU Questionnaire and Survey dually functions as an institutional self-assessment tool, developed and tested in the first phase of the project, enhanced during the second phase, and which proved to be extremely effective for information gathering and for promoting reflexion on policy issues and ways to improve the quality of doctoral programmes. Institutions are able to review and, where needed, adjust their data storage and collection mechanisms, which enhances their ability to develop evidence-based strategies and responses to the challenges facing doctoral programmes in Africa.
The information and data collected from the participating institutions have also played a large role in determining the content and structure for the IAU interactive portal on innovative approaches to doctoral education in Africa which has been developed in partnership with IAU Members and in particular with the partner Universities, with ACUP – the Catalan Association of Public Universities and FUOC – the Open University of Catalonia, thanks to financial support provided by Swedish International Development Agency (Sida) and the Spanish International Development Agency. The Portal was launched at the IAU 14th General Conference, on 30 November 2012. Contact: Dr van 't Land
IAU - ACUP International Seminar on Innovative Approches to Doctal Education and Training, EiABC, Addis Ababa, Ethiopia, July 2012
Hosted by the Ethiopian Institute of Architecture, Building Construction and City Development (EiABC), Addis Ababa University, Addis Ababa, Ethiopia, 12-13 July 2012.
The International Association of Universities (IAU) and the Association of Catalan Public Universities (ACUP) were pleased to co-organize the international seminar on doctoral education and research training in Africa.
Bringing together participants from 19 higher education institutions, representing 14 countries, and 8 different higher education associations and organizations, the Seminar allowed for a discussion of the current state of doctoral education in Africa and was also the opportunity for participants to present various success stories. The participants also set out a series of recommendations and steps for future action to improve doctoral education.
The seminar programme and presentations can be accessed here.
The list of institutions and countries represented is available here.
For pictures from the seminar, please click here.
The Seminar Report and the Addis Conclusions and Declaration are available here.
IAU and ACUP are also delighted to announce the creation of an Interactive Web based Portal on Doctoral Education in and for Africa. Developed by IAU and ACUP, in cooperation with the Open University of Catalonia (UOC), this portal on doctoral education and training is to encourage the exchange of information and ideas related to doctoral programs and their overall management. The portal will be launched in October.
Dr. Hilligje van’t Land, Director, Membership and Programme Development (email@example.com)
Nadja Gmelch, Project Manager(firstname.lastname@example.org)
Phase I of Changing Nature of Doctoral Programmes in sub-Saharan Africa
In 2009, the IAU secured funding support from the Swedish International Development Agency (SIDA) to work on The Changing Nature of Doctoral Programmes in Sub-Saharan Africa. In the context of globalization and internationalization, and noting the constantly evolving higher education landscape, the purpose of this two year pilot study was and is to identify what changes are taking place in doctoral programmes in sub-Saharan Africa; to analyse the impact of these changes on training for research in six Anglophone and Francophone higher education institutions (HEIs) in sub-Saharan Africa; to understand if and how institutions have developed their institutional practices and how this impacts on and improves the management and functioning of their doctoral programmes; and to identify the challenges or difficulties encountered and solutions being tested in different institutions.
The six pilot institutions selected to take part in the pilot study were:
An additional purpose of the study was to stimulate focused debate on models of Doctoral training that have proven to be most appropriate to developing nations or those that need yet to be tried, and to offer a new and dynamic networking opportunity to a small set of HEIs to facilitate joint elaboration of comparative approaches and answers to the challenges they individually face. The study considered programmes in several branches of science, namely: the life sciences, the applied sciences, the social sciences and the humanities. The project WebPages provide details about the project, related actions and outcomes.
For further information, please contact: Dr. H. van’t Land, Director Membership and Programme Development
Phase II of Changing Nature of Doctoral Programmes in sub-Saharan Africa
Implications and Usefulness of Survey Results
The responses gathered thanks to the IAU Survey questionnaire on Doctoral education developped for the project have served as a true foundation for the other initiatives developed as part of this project. During Phase II of the project, the updated version of the survey questionnaire has been distributed to a new set of institutions. The 2012 survey is to assist HEIs in Africa to identify aspects of doctoral program management, development and implementation that require specific attention. The analyses of the responses received and discussions of the results with the members of the institutional teams taking part in the project, is to help review the way doctoral education is managed and developped. It allows the review team to make recommendations for reviews and reforms in areas such as programme management and delivery, institutional organization. For information on initiatives developped under phase I and leading to this second phase, please read information provided below.
The IAU, in collaboration with the Catalan Association of Universities (ACUP) works on the development of an online interactive portal, informed by the needs and demands of sub-Saharan African institutions as determined through this project. This portal will be launched at the IAU 14th General Conference in Porto Rico, on 30 November 2012.
To take part in the project, please contact Dr. Hilligje van’t Land, Director of Membership and Programme Development at email@example.com.
Report on the IAU-ACUP International Seminar on Innovative Approaches to Doctoral Education and Research Training in sub-Saharan Africa. EiABC - Addis Abeba University, Addis Abeba, Ethiopia, July 2012.
The IAU Report on the Changing Nature of Doctoral Studies in sub-Saharan Africa - Challenges and Policy Development Opportunities at six universities in Sub-Saharan Africa.
This report is the result of the pilot project IAU developed on the Changing nature of doctoral programmes in sub-Saharan Africa. Convinced that strong knowledge systems and research based knowledge are central to national development, IAU created an international Task Force and invited six of its Member institutions from across the African continent to take part.
A research question was developed, an institutional self-assessment instrument developed, institutional teams created and institutional self-assessments undertaken and complemented by institutional site visits. The institutions described the current state of their doctoral programmes, how they are shaped, organised and transformed. The data collected show how important doctoral programmes are for each institution and for their countries; the growing enrolment rates at doctoral level are telling, as are the changes that are being envisaged or implemented.
During a study and research seminar held in November 2010 (in Nigeria) and a data gathering and strategic planning seminar held in March 2011 (in Cameroon), the issues raised in the draft report were discussed, notes and experiences exchanged with colleagues from other pilot HEIs, and recommendations were made for the future.
The major conclusions presented in the report focus mainly on three areas: 1. the link between doctoral education and the institutional research strategy; 2. doctoral supervision and career development; and 3. the internationalisation of doctoral education, strategic planning and the crucial role of data collection and management.
Contact: Dr H. van’t Land, IAU Director Membership and Programme Development
The Report is one of the outcomes of the IAU project which included a number of interlinked actions, as listed below:
• Creation of an IAU international Task Force – this Task Force was composed of IAU Board Members and international experts, and provided advice and guidance to IAU throughout the project.
• Development of an institutional self-assessment tool – The project started with the development of an in-depth self-assessment questionnaire by IAU, the Members of the Task Force and with input from other experts and institutional team leaders. The questionnaire covered the following: A. the context in which the institution is operating; the country’s research system and the institutional profiles; the nature of doctoral studies and characteristics of students and supervisors associated with the doctoral programmes. B. The key challenges institutions face in doctoral programme delivery, management and organisation; C. Identification and analysis of policy reform areas for the improvement of the delivery of doctoral studies at institutional and national levels. Data collection was managed by the institutional teams and completed during institutional site visits by IAU team.
• A pilot of six IAU member institutions was created –pilot institutions were selected according to the following criteria and had had to:
• Creation of Institutional teams - At the institutional level, the Rectors, Vice-Chancellors or Presidents appointed an Institutional Team with which the IAU project team worked in close collaboration. To ensure comprehensive coverage and a genuine institutional approach, and full involvement of IAU Member institutions in the process, the teams were composed of individuals representing the following institutional levels / positions / areas:
• Institutional site visits: these took place in June and July 2010 at Kenyatta University, Kenya; University of Ilorin, Nigeria; National University of Rwanda, Rwanda; Université des Sciences et Technologies du Benin, Benin; Université Gaston Berger de Saint-Louis, Senegal.
• Reporting, three steps: draft report on initial findings; debate on the initial conclusions during IAU Study and Research Seminar (University of Ilorin, Ilorin, Nigeria); final report submitted to pilot institutions and Members of the Task Force; submitted for publication.
• Three Seminars :two in Nigeria and one in Cameroon:
a. IAU Study and Research Seminar, University of Ilorin, Ilorin, Nigeria, November 2011: the Seminar focused on : 1. The Place of Doctoral Programmes in Institutional Research Strategies 2. Doctoral Student’s Supervision and Career Development and Monitoring 3. Internationalization of Doctoral Education and Strategic Planning and the Role of Data Collection. Key conclusions of the seminar are presented on the Documentation pages.
b. Special Session for Nigerian HEI leaders - following up on the University of Ilorin Seminar, a special session was hosted by and held at the University of Ilorin for Nigerian HEI leaders and other Nigerian colleagues involved and interested in the changing nature of doctoral programmes in sub-Saharan Africa. The results of the Seminar and of the initial phase of the project were presented to them and this led to a good discussion on the status of doctoral education in Nigeria. Outcomes: 1. The Nigerian Higher Education Institutions who attended the Workshop are investigating whether they can undertake a self assessment of their own Doctoral programmes, using the IAU tool; 2. the Association of African Universities (AAU) expressed interest in pursuing this project with their members.
c. Douala Seminar on Data collection and management for improved governance of doctoral programmes - Follow-up on one of the conclusions of the project, namely that better data collection on all operations relating to doctoral programmes would allow institutions to develop evidence based strategies for improving their doctoral programmes. IAU partnered up with the Douala University, Cameroon and with the University of Ottawa, Canada to organize a seminar on data collection and management. It took place at the University of Douala in March 2011. The seminar gathered 50 participants from seven state universities in Cameroon. Outcomes: the participating universities are evaluating their respective doctoral programmes using the IAU self-assessment tool in order to make recommendations for improvement to the Cameroonian Rectors Conference to take place later in 2011.
Terms of reference
Role of The Members of the Working Gruop for the project Innovative Approaches to Doctoral Education in Africa
Members of the Working Group
Members (in alphabetical order)
Abdul Ambali, Vice-Chancellor, University of Ilorin, Ilorin, Nigeria
Judy Backhouse, Associate Professor in Information Systems, University of the Witwatersrand, Johannesburg, South Africa
Gilles Breton, Graduate School of International and Public Affairs, University of Ottawa, Ottawa, Canada
Julie Brittain, Director of Programmes, Deputy Executive-Director, INASP, UK
John Ddumba-Ssentamu, Vice Chancellor, Makerere University, Kampala, Uganda
Etienne Ehile, Secretary-General, Association of African Universities (AAU), Ghana
Stephen Freedman, Provost, Fordham University, New York, USA
Phyllis Freeman, JD, Professor Emerita, University of Massachusetts, Boston, USA; Co-Editor, Journal of Public Health Policy
Nadja Gmelch, Project Manager, Association of Catalan Public Universities (ACUP), Barcelona, Spain
Inger Lundgren, Research Advisor, Division for Research Cooperation, Dep. for Global Cooperation, Swedish International Development Cooperation Agency (Sida), Sweden
Goolam Mohamedbhai, Former Secretary-General AAU, Former President IAU, Former Vice-Chancellor, University of Mauritius
Olive Mugenda, Vice-Chancellor, Kenyatta University, Nairobi, Kenya
Yaa Ntiamoa-Baidu, PhD Coordinator, University of Ghana, Accra, Ghana
Patricia Pol, Policy Advisor for European and International Affairs, Agence d’évaluation de la Recherche et de l’Enseignement supérieur (AERES), Former VP International, Université Paris 12 - Val de Marne, France - Université Paris 12
Morshidi Sirat, Expert, University Sains Malaysia, Minden, Malaysia
Julie Stackhouse, Research Manager, Association of Commonwealth Universities (ACU), UK
IAU Project Coordinator:
IAU Study and Research Seminar, University of Ilorin, Ilorin, Nigeria – Seminar Programme, List of Participants and Initial Conclusions
IAU Seminar on Doctoral programmes related data collection and Management, University of Douala, Cameroon, March 2011 – Seminar Programme
For publications (books, papers) on doctoral education please consult HEDBIB the database on higher education systems, administration, planning, policy, and evaluation, maintained by the IAU since 1988. Suggested words to search HEDBIB: doctorat; doctoral programmes; doctoral education.
The idea of "intercultural dialogue" takes as its starting point the recognition of difference and multiplicity of the world in which we live. These differences of opinion, viewpoint, and values exist not only within each individual culture but also between cultures.
'Dialogue' seeks to approach these multiple viewpoints with a desire to understand and learn from those that do not see the world in the same way as we do. An effective 'dialogue', therefore, is an enriching and opening interaction which encourages the respectful sharing of ideas and an exploration of the different thought-processes through which the world is perceived and understood. This interaction emphasizes opportunities for broadened and deepened self-knowledge and worldview. As a process, intercultural dialogue encourages an identification of the boundaries that define individuals, and then asks them to relate across those boundaries and even to call them into question.
As an international representative of the universities of the world, one of the IAU's primary functions is to identify and research issues that are of concern and interest to university institutions. In this capacity, the IAU has been working on the issues of globalization and internationalisation for some time, and has also focused specific attention on the Role of Higher Education in fostering intercultural Dialogue. In this context, the Association organises events and participates in Conferences and Meetings on related topics.
Following up on an International Conference organised by the Council of Europe, the International Consortium for Higher Education, Civic Responsibility and Democracy, the Wergeland Center and IAU in Oslo,in June 2011,the following book has been published:
Reimagining Democratic Societies: a new era of personal and social responsibility, by Sjur Bergan, Ira Harkavy and Hilligje van't Land (eds.) (2013): Strasbourg, Council of Europe Publishing - Council of Europe Higher Education Series No.18, ISBN: 978-92-871-7537-3
Reimagining democratic societies, although a demanding task, is one in which higher education must engage. As societies change, our understanding of democracy must also evolve. We need democratic institutions, but also democratic culture and democratic innovation. Citizen participation, as a cornerstone of committed citizenry deeply involved in creating and sustaining diverse democratic societies is essential for human progress democracy, must go beyond citizen mobilisation on just a few issues. The authors – academics, policy makers and practitioners from Europe and the United States – argue this point, making the case for why democratic reimagination and innovation cannot succeed without higher education and why higher education cannot fulfil its educational, academic and societal missions without working for the common good. Case studies provide examples of how higher education can contribute to reimagining and reinvigorating democracy.
It is hoped that this book will inspire others to develop new initiatives to promote Intercultural Learning and Dialogue and education for democratic citizenship around the globe. Follow up events are being discussed.
To order the book, please go to: http://book.coe.int/EN/ficheouvrage.php?PAGEID=36&lang=EN&produit_aliasid=2753IAU
IAU Members in good standing can obtain a free copy of this publication by writing to Dr. ****H. van't Land, IAU Director Membership and Programme Development @ firstname.lastname@example.org
Following up on the IAU International Conference 2009 on the role of Higher Education in fostering Intercultural Dialogue, a book has been published:
New: Council of Europe and the International Association of Universities book on the Role of Higher Education in promoting intercultural dialogue
Edited by Sjur Bergan of the Council of Europe and Hilligje van't Land of the IAU (International Association of Universities), Speaking across borders - volume 16 of the Council of Europe Higher Education Series - explores the role of higher education in developing intercultural dialogue in our societies. It complements Intercultural dialogue on Campus (Higher Education series No. 11) and the issue of the IAU journal Higher Education Policy (HEP, vol. 18.4) on the same topic and includes contributions from Europe, the Middle East, Africa, Asia and North America. The book demonstrates that education will need to play a key role in developing the ability to conduct intercultural dialogue, which is an integral part of democratic culture. It sets out the political context for intercultural dialogue, explores how universities can become actors of intercultural dialogue and offers examples of good practice from various parts of the world.
To order, please go to: http://book.coe.int/EN/ficheouvrage.php?PAGEID=36&lang=EN&produit_aliasid=2573
The International Association of Universities and Notre Dame University - Louaize (NDU) jointly organized this international event.
The theme was and is in line with the IAU's goal to promote cooperation and understanding at the international, regional and national levels and contribute to freedom and justice, human dignity and solidarity through teaching and learning, research and service. Given Lebanon's diversity and the country's need to find a harmonious way to life for all its citizens, Notre Dame University - Louaize (NDU) was particularly pleased to host this IAU international Conference.
The conference brought together higher educational leaders, scholars and students to discuss how higher education today, contributes or could contribute to creating a culture of dialogue at the institutional, local, regional and international levels.
The Budapest Seminar: Organized by the International Association of Universities (IAU) and the Central European University, Budapest (Hungary) In collaboration with the Central European University (CEU), Budapest, Hungary, the International Association of Universities (IAU) organized an International Expert Seminar on Intercultural Learning and Dialogue, in November 2004. This Seminar was also sponsored by the Ford Foundation, the UNESCO Participation Programme, Foreign Affairs Canada, and the Agence de la francophonie (AUF).
The Seminar brought together a group of academics and campus practitioners to assist in the development of a concrete actions IAU could undertake on Intercultural Learning and Dialogue. The Seminar allowed taking stock of actions undertaken at higher education level in this field, around the world. Please click on the following link to read the Report (rtf, 216 kb). The WebPages entitled 'Case studies' will lead you to the texts presented in Budapest.
The central purpose of the work undertaken by the IAU Working Group on higher education and intercultural learning and dialogue is to foster interest and expertise in order to help staff and students prepare to function effectively and harmoniously in a multicultural society.
"On the occasion of the IAU Experts' Seminar on Intercultural Learning and Dialogue in Higher Education (November 2004, see report), the Seminar participants presented Papers and Case Studies outlining institutional strategies, policies and practices or programs in place or to be developed by their respective institutions of higher education, and beyond. This Seminar was sponsored by the Ford Foundation, the UNESCO Participation Programme, Foreign Affairs Canada, and the Agence de la francophonie (AUF).
The papers and Case Studies posted online exemplify some of the challenges faced by institutions in this domain, such as integration of ethnic minorities and foreign students, gender disparities, inter-religious dialogue and highlights some concrete initiatives. Vol 18, no. 4 of Higher Education Policy, which focuses on Intercultural Learning and Dialogue will appear this month. It gathers some 11 texts and Case studies presented in Budapest. These texts are currently being translated, thanks to the financial support provided by AUF and will be made available online soon.
Should you wish to contribute a Case Study presenting the strategies developed within your institution on intercultural learning and dialogue, please contact us at email@example.com."
Intercultural Dialogue in Action, Australia (rtf, 52 kb)
Intercultural Learning & Dialogue, Practical Approaches, Iran (rtf, 16 kb)
Dialogue among Civilizations / UNESCO.-- 2006. 271 p.
MEETING: Asia -Pacific Regional Conference on Dialogue among Cultures and Civilizations for Peace and Sustainable Development. Hanoi, Viet Nam, 2004.
A New paradigm for higher education and culture in East Asia / Lee, Jeong-Kyu.-- IN: Higher Education Review, vol. 38 no. 3, pp. 53-63, 2006 - ISSN: 0018-1610
CONTENTS: This article explores how cultural identity reveals itself in East Asian higher education. The following questions are addressed. First, what is culture and what is the characteristic of East Asian culture? Second, what are the cultural situations of East Asian higher education? Third, how does the cultural identity of East Asia reveal itself in higher education? Finally, what are new paradigms in East Asian higher education? The article offers a theoretical basis to establish new paradigms of higher education in East Asia.
The Tarragona Declaration for Dialogue and Cooperation between the Euro-Mediterranean Universities, 2005 (rtf, 24 kb)
Declaration de Mexico, 2004
Approuvée à la deuxième Réunion interaméricaine des Ministres et Hauts Fonctionnaires chargés de la Culture, Mexico, 24 août 2004
Declaration on intercultural dialogue and conflict prevention, 2003
Conference of the European Ministers of Culture - 20-22 October 2003 - Opatija, Croatia
New Delhi Declaration, 2003
Adopted at the UNESCO International Ministerial Conference on the Dialogue among Civilizations - Quest for New Perspectives, New Delhi, India, 9-10 July 2003
Opatija Declaration on Intercultural Dialogue and Conflict Prevention adopted by the European Ministers responsible for Cultural Affairs, in Opatija (Croatia), on 22 October 2003
For more information on its background, see: http://www.coe.int/T/E/Com/Files/Ministerial-Conferences/2003-Culture/
Universal Declaration on Cultural Diversity, 2001
Adopted by the 31st Session of the General Conference of UNESCO, Paris, November 2, 2001
Global Agenda for Dialogue Among Civilisations, 2001
Resolution adopted by the United Nations General Assembly, November 21, 2001. Resolution number A/res/56/6
ISESCO Tunis Appeal on Dialogue among Civilisations, 2001
Final declaration of a Symposium on "dialogue among civilizations: theory and practice" organized by the Islamic Educational, Scientific and Cultural Organization,Tunis, November 13, 2001
Berlin Declaration 1999
Final declaration of an International Conference on Dialogue of Cultures - The Future Relations between Western and Islamic Societies, Berlin, April 23, 1999
Thank you for providing us with information on projects and others initiatives in the field of higher education and Intercultural Dialogue (firstname.lastname@example.org).
The Center for Intercultural Studies and Multicultural Education
Adelaide University, Australia http://www.adelaide.edu.au/cisme/
Pioneer in teaching and research on multiculturalism and ethnic diversity in Australia; development of culturally inclusive curricula; resource for public actors and professionals.
The Center for Culture Renewal
McGill University, Canada http://www.culturalrenewal.ca/qry/page.taf
A cross-disciplinary center that focuses on the fundamental connections between public policy, culture, moral discourse, and religious conviction to the end of providing public actors with quality resources.
International Academy for Intercultural Research
University of Hawaii at Hilo, Hawaii http://www.intercultural-academy.org/index.html
The Academy serves as a forum for exchanging ideas, theories, research and know-how for senior intercultural researchers, academics, and trainers. The Academy fosters high-level interdisciplinary research and scholarship on intercultural issues by organizing conferences, publishing a newsletter and maintaining a website with papers and other resources.
Center for International Migration and Ethnic Relations (IMER) - a multi-disciplinary research group
University of Bergen, Norway http://imer.uib.no/
The center addresses in depth issues of identity, plurality and multiculturalism in the urban environment; and of accommodating diversity in society in general. The center also researches gender issues in cultural diversity; as well as citizenship, mobility and migration. A newsletter and a magazine in English or Norwegian are published regularly and available online.
The European Research Centre on Migration and Ethnic Relations (ERCOMER)
Utrecht University, The Netherlands. [hhttp://www.uu.nl/faculty/socialsciences/nl/organisatie/Departementen/ASW/Onderzoek/Ercomer/Pages/default.aspx]
The Center seeks to encourage comparative multi-disciplinary research on the topics of migration, multiculturalism, ethnic exclusionism and ethnic conflict, racism and nationalism. Apart from research, the center also provides expert analysis and information on key issues, as well as instruction and training; it organizes seminars, publishes extensively and serves as a host institute for researchers.
Centre d'études amérindiennes
Université du Québec à Chicoutimi - Canada
Centre d'anthropologie culturelle
Université Libre de Bruxelles - Belgium
Centre d’Etudes Nord-Américaines de l’ULB (CENA)
Université Libre de Bruxelles - Belgium
Centre interculturel euro-libanais
Université Saint-Joseph de Beyrouth - Lebanon
Centre de recherche et d'études arabes
Université Saint-Joseph de Beyrouth - Lebanon
Centre de recherche sur les identités nationales et l'interculturalité
Université de Nantes - France
Centre de recherche sur les conflits d'interprétation
Université de Nantes - France
Policies and principles
Charte d'accueil des étudiants étrangers
Université Catholique de Lille - France
Policy on internationalising the curriculum
University of Tasmania - Australia
Politique cadre d'internationalisation
Université du Québec - Canada
Université du Québec à Montréal - Canada
Université du Québec à Trois-Rivières - Canada
Department of Languages and Intercultural Studies
Aalborg University, Denmark. http://www.sprog.aau.dk/index-uk.htm
The Department undertakes teaching and research within the areas of intercultural communication and inter-country interaction and influence on each other with special focus on language and culture and emphasis on their intercultural, comparative, and historical aspects.
INTERACT : Intercultural Active Citizenship Education
The Danish University of Education, Denmark. http://www.ces.uc.pt/interact/index.htm
This project analyses the impact and implications for education of the political changes resulting from EU integration, enlargement and globalization. It focuses on the intercultural element of citizenship education and aims to provide guidelines for teacher education.
Professional development programmes - Training Courses 2008
Chaire d'anthropologie interculturelle
Université Saint-Joseph de Beyrouth - Lebanon
Chaire Jean Monnet et Centre d'études sur l'union européenne (Centre d'excellence)
Université Saint-Joseph de Beyrouth - Lebanon
Chaire de Francophonie
Université Saint-Joseph de Beyrouth - Lebanon
Groupe de recherche sur la construction interculturelle des mondes sociaux
Université Libre de Bruxelles - Belgium
University of Tasmania - Australia
What students say about culture shock
Moving across cultures in Education
Internationalisation of the curriculum
Establishing an international support program
Encouraging Cross Cultural Interaction and Understanding Online Using WebCT
Supporting international students in academic writing
Internationalising the curriculum
University of Tasmania - Australia
Modern Science and Dialogue Among Civilizations website
National University of Singapore -Singapour
Multicultural Curriculum Transformation Task Force website
Northern Illinois University - United-States
Master's Program of Intercultural Encounters - Department of Comparative Religion at the University of Helsinki, Finland.
A multi-disciplinary program giving a strong theoretical basis for understanding situations where cultures interact, while at the same time developing the practical skills for intercultural interaction and personal cultural sensitivity. The program also works to promote research and education in intercultural interaction.
Executive Master in Intercultural Communication - University of Lugano, Switzerland
This multidisciplinary program is designed to furnish the practical tools necessary for analyzing multicultural situations, resolving conflicts arising in such situations, and communicating efficiently in different professional contexts. The overall aim of the program is to improve the intercultural communication in everyday life as well as in the public and private spheres.
Bachelor and Master's Program in "Business, Language and Culture" - The Department of Intercultural Communication& Management, the Copenhagen Business School, Denmark.
The programs combine the study of business with language, communication, cultural education. The curricula seek to provide the intercultural knowledge through a cross-disciplinary, international and comparative approach. In addition, the Department offers courses in "Languages, Communication and Cultural Studies" and a bachelor's degree in "International Business Administration and Modern Languages".
Course on "Intercultural Dialogue and Intercultural Education" - Bourgas Free University, Bourgas, Bulgaria. http://portal.unesco.org/shs/en/ev.php-URL_ID=4824&URL_DO=DO_TOPIC&URL_SECTION=201.html
The course was introduced in the context of the initiative of UNESCO chair on Human Rights and Culture of Peace, in Bourgas, Bulgaria in the effort to promote human rights, democracy and intercultural dialogue. Contact person: Prof. Rumen Valchev
Certificat en immigration et relations interethniques
Université du Québec à Montréal - Canada
Certificat en éducation interculturelle
Université du Québec à Montréal - Canada
Master en médiation interculturelle
Université Saint-Joseph de Beyrouth - Lebanon
Initiatives for students
L'Association des Etudiants internationaux Autour du Monde of the Université de Nantes aims to facilitate the integration of the foreign students within and around Nantes by encouraging contact with French students and organizing intercultural activities. It proposes activities such as conversation clubs, city visits, dinners at university restaurants, foreign film festivals, etc.
AIESEC (Association Internationale des Etudiants en Sciences Economiques et Commerciales) is an international organization present in more than 800 universities throughout the world and made up of students devoted to the promotion of international understanding and co-operation. Through the programs international training courses, the students can acquire valuable work experience at foreign companies, allowing them to increase their level of cultural awareness, social responsibility and entrepreneurship.
Student mobility programs: CREPUQ http://www.crepuq.qc.ca
AFS, previously known as "American Field Service", is a not-for-profit international organization offers to support intercultural relations training. This network based in 50 countries, offers student exchange programs between one another.
April 16- 17, 2011: Nanjing, Jiangsu Province, China
Crossing Borders: Traveling, Teaching, and Learning in a Global Age
27-30 April 2011: Exeter, United Kingdom
The 8th International Gender and Education Association Conference
For a list of Specialized Institutions please click here
The new IAU program of advisory services for advancing internationalization.
ISAS (2.0) consists of several different but complementary services offered to IAU Members, other Higher Education Institutions (HEIs), individuals at HEIs, national governments and organizations.
ISAS (2.0), offered by IAU as of 2016, builds on the foundation of the initial Internationalization Strategies Advisory Service (ISAS), created in 2010 to help HEIs develop or review their internationalization policies, strategies and programs.
The new program goes beyond the original ISAS initiative in two important ways. First, it offers a greater variety of specific and tailored services to a more diversified audience. It seeks to assist single HEIs, groups of HEIs within a country, individual professionals, and policymakers in their distinct efforts to enhance internationalization of Higher Education (HE). Secondly, it offers a learning badge for each service as a way of acknowledging the learning journey that has been undertaken.
The main services within ISAS (2.0) include:
Please find here the ISAS (2.0) promotional leaflet.
To know more about the original ISAS program please consult the following pages: ISAS program 2010 - 2016
The following IAU webpages contain a variety of resources – articles, studies, good practice examples and models, policies etc., covering and discussing higher education internationalization processes in all their different aspects. As these processes are continuously changing and evolving, these webpages will hopefully keep up with the evolution, most especially with readership input. Therefore please do not hesitate to send relevant resources or comments for improving the website to the Manager, HE and Internationalization policy and projects, Giorgio Marinoni, mentioning internationalization in the subject line.
In addition to the documentation presented in the following pages, other references can be found in the HEDBIB database, an international database of references on higher education policy, systems, management, planning, and evaluation.
In April 2014 the IAU published the report of the IAU 4th Global Survey on Internationalization of Higher Education
To order the 4th Global Survey report, please complete and return the order form available here
Each of these reports, as described below, provides a unique analysis of global and regional level data on trends and developments in the field of international higher education and related policy making. The IAU Global Survey reports have become an invaluable resource for anyone working on or interested in internationalization of higher education.
For more information contact the Manager, HE and Internationalization policy and projects: Giorgio Marinoni
Internationalization of Higher Education – Growing expectations, fundamental values
Published on April 1 2014, the IAU 4th Global Survey reports analyses responses from 1,336 higher education institutions in 131 different countries. The report presents the largest and most geographically comprehensive collection of primary data on internationalization of higher education available today.
In preparing the IAU 4th Global Survey, the Association benefited from the support of the European Commission, British Council, NAFSA: Association of International Educators, and the European Association for International Education (EAIE). As well, and Advisory Committee of experts aided in the formulation of the questionnaire used in the survey.
Some highlights of the report include:
• Institutions world-wide are focusing on internationalization. Over half of the respondents report that their institution has an internationalization policy/strategy, and 22% report that one is in preparation. Just over 15% indicate that internationalization forms part of the overall institutional strategy.
• Student mobility and international research collaboration are the highest-priority internationalization activities within institutions
• Student knowledge of international issues is the most significant expected benefit of internationalization. This is the same finding as in the IAU 3rd Global Survey (2009) and the 2nd Global Survey (2005).
• International opportunities being available only to students with financial resources, was ranked by respondents as the most significant potential risk of internationalization for institutions while the most significant societal risk is noted as commodification/commercialization of education
• In the majority of regions, respondents indicated that their geographic focus for internationalization was on their own region. Europe is also a strong focus for most regions.
• Limited funding is the major internal and external obstacle to advancing internationalization. This finding was also true in the two previous IAU Global Surveys.
• Respondent institutions report that they seek to promote values of equity and sharing of benefits through their internationalization strategy and activities.
The book includes approximately 100 figures and tables presenting, comparing and analysing aggregate and regional results. It is an invaluable resource for anyone working on or interested in internationalization of higher education.
Times Higher Education - 1,300 univerisities, one shared fear
University World News - Key findings of a global study on internationalization
European Association for International Education - Results of the IAU Global Survey on Internationalization released
International Unit - International focus - Internationalization high on the agenda for institutions worldwide
Internationalization of Higher Education: Global Trends, Regional Perspectives
Published in 2010 the report includes more than one hundred Figures and Tables presenting, comparing and analyzing global (aggregate) results as well as those specific to the six world regions. The report is based on responses from 745 higher education institutions and close to 20 national university associations in 115 different countries.
Analysis of the regional findings is supplemented by commentaries from senior higher education experts in internationalization from each of the regions. Where appropriate, comparisons are drawn with the results of the IAU 2005 Global Survey on Internationalization, showing both continuity and change.
A detailed analysis of how enrolment size affects the form and function of internationalization within HEIs and a review of the Association’s perspectives and role in internationalization is also included.
To order the report, please complete and return the order form.
Internationalization of Higher Education - New Directions, New Challenges
Second in the series, the 2005 IAU global survey expanded its geographical coverage and broadened the survey to include in addition to higher education institutions, university associations from around the world. At the start of 2005, questionnaires were sent to more than 3,000 higher education institutions, more than 100 national university associations and 17 regional university associations around the world.
Internationalization of Higher Education: Practices and Priorities
In early 2003, the International Association of Universities surveyed its institutional members on the practices and priorities of internationalization at their institutions.
This Working Group is chaired by a member of the Administrative Board and can, in addition to Administrative Board members, include experts from IAU members and partner institutions. Building on the IAU policy statements which include: Sharing Quality Higher Education Across Borders: A Statement on Behalf of Higher Education Institutions Worldwide and past IAU achievements in this area, the Working Group will provide advice to the Administrative Board and the Secretary General on the strategic direction to be pursued in this policy area. The Working Group will also benefit from the work of the Advisory Committee on the IAU Global Survey on Internationalization and the ad hoc Group of Experts on rethinking internationalization. More specifically, the Working Group will provide recommendations on how to improve the visibility and response rate for the above cited survey and how to enhance the presentation and dissemination of the results in the interest of IAU Members. The Working Group will also provide recommendations on how to operationalize the Call for Action: Affirming Academic Values in Internationalization of Higher Education. Finally it will assist in the promotion of the Internationalization Strategies Advisory Service (ISAS) offered by the IAU, offer comments on how to improve it and more generally advise IAU on what other useful services it could propose to the academic community. The Chair and Members of the Working Group are:
ean (UDUAL), Mexico
Bringing together a growing number of scholars and practitioners who are questioning the current developments in internationalization, the Ad-hoc Group builds on the lively discussion that took place during the 4th IAU Global Meeting of Associations in Delhi, India, in April, 2011 and poses a number of conceptual questions:
Is the concept and the definition of internationalization keeping up with developments in higher education?
Is there a shared understanding of the concept?
Has internationalization lost sight of its central purposes?
IAU is posing these and other questions in a reflection directly in line with the findings of the 3rd Global Survey on Internationalization.
The Survey clearly points out the differences in why internationalization is pursued in different parts of the world and how it impacts on various institutions in vastly diverse contexts. Furthermore, this initiative is a natural sequel to past normative efforts of the Association, such as the Policy Statement and Declaration and Checklist for Good Practice.
The Ad-hoc Group brings together perspectives from all parts of the world inter alia to: assess the extent to which internationalization activities fit the current conceptual umbrella, to critically examine the causes that are leading to some questioning and even criticism of the concept and to investigate the ways to address these concerns. The Group has met for the first time 'virtually' in July 2011. The Agenda lists the main questions and issues that were covered.
The Notes, prepared by IAU following this first meeting, summarize what was actually a wide ranging beginning to a rich discussion. IAU and all the members of the Group are committed to continue this discussion and move forward in concrete ways in an effort to reposition/reinvent internationalization as a valuable and transformative process of change in higher education in the current context.
For example in April 2012 the IAU published - Affirming Academic Values in Internationalization of Higher Education: A Call for Action
This new IAU Call for Action, which is available here is the main output of the Ad-hoc Group, to date.
In addition, several group members also contributed to a special double issue of IAU Horizons, whose In–Focus theme was on the topic of Re-thinking Internationalization. Published in early 2012, the magazine (Vol.17 No.3 and Vol.18 No.1 ) can be viewed here
Since the publication of the Call all Group members have agreed to keep moving the re-thinking internationalization agenda forward, and sharing inputs that various audiences may make to the discussion.
Finally, IAU built a virtual resources center for sharing related papers and documents on its webpages devoted to internationalization. Should you have a paper or a presentation that you wish to make known to the Group, or simply to comment on this initiative, please contact Eva Egron-Polak or Giorgio Marinoni.
From its unique stand point as a global association of institutions and organizations of higher education, IAU has developed advocacy positions on key issues including on internationalization of higher education.
As follow-up to the 2004 statement, the same four Associations (the Association of Universities and Colleges of Canada (AUCC), the American Council on Education (ACE), the Council for Higher Education Accreditation (CHEA), and the International Association of Universities (IAU) elaborated a practical Checklist for Good Practice to be used by institutions. The Checklist is designed as a tool to help institutions ensure that the principles promoted by the Statement were being respected.
The statement identified a set of principles that should guide the provision of cross-border education and set forth a series of recommendations. This document, was prepared by the IAU, the Association of Universities and Colleges of Canada (AUCC), the American Council on Education (ACE) and the Council on Higher Education Accreditation (CHEA), and was circulated to higher education membership associations worldwide for comment in 2004.
Prepared for the UNESCO World Conference in Higher Education 1998, formally adopted by the 11th IAU General Conference as part of the IAU Policy 2000.
Should you wish to join IAU’s Roster of Experts, for the ISAS programme, and the Association's other internationalization of higher education projects, please complete and submit the registration form
Currently, there exists no international code or guidelines on ethical conduct for higher education institutions that articulates how, as institutions, they promote academic and scientific integrity and prevent academic dishonesty and unethical behaviour by actors and stakeholders that form the academic community.
During the IAU International Conference entitled “Ethics and Values in Higher Education in the Era of Globalization: What Role for the Disciplines?”, held at Mykolas Romeris University, Vilnius, Lithuania, in November 2010, it was agreed that, together with the Magna Charta Observatory (MCO), IAU would examine the feasibility of developing an international code or set of guidelines concerned with ethical conduct of and in higher education.
The Joint IAU-MCO Working Group on Ethics in Higher Education was set up, consisting of representatives from IAU Member Institutions as well as the MCO. The first meeting was held during the Fourth Global Meeting of Associations (GMA IV) held in New Delhi, India on 13 April 2011 where it was decided to work on a set of guidelines for institutions wishing to put in place their own code of ethics.
During the second meeting, held on 3 October 2011 at the Council of Europe offices in Paris, France, the first draft was debated and elaborated, before being sent for wider consultation.
The final meeting of the drafting phase was hosted by Sabanci University, Istanbul, Turkey, 17-18 May 2012 where the final draft of the Guidelines was put forward, and which can now be viewed here.
The IAU-MCO Guidelines for an Institutional Code of Ethics in Higher Education were approved by the IAU Administrative Board and the Magna Charta Council and, after wide dissemination to IAU Members, also approved at the IAU 14th General Conference, held at the Inter American University of Puerto Rico, USA in November 2012. The final version is now available.
For more information, or to send comments, contact Nicholas Poulton
IAU welcomes all examples of institutional codes of ethics that may already exist. Copies, in English or French, can also be sent to Nicholas Poulton.
This Working Group is chaired by a member of the Administrative Board and can, in addition to Administrative Board members, include experts from any IAU Member institution or organization. Building on the Guidelines for an Institutional Code of Ethics in Higher Education developed jointly by IAU and the Magna Charta Observatory (MCO), the Working Group advises the Administrative Board and the Secretary General on the overall strategic directions to be pursued to increase the visibility and use of the Guidelines by institutions of higher education. It is also invited to propose new and alternative actions that IAU could undertake to support its Members in this policy area or to continue the discussion of ethics-related issues. More specifically, the Working Group provides recommendations on how IAU could assist its Member institutions make the best use of the Guidelines to develop, improve or strengthen their policies. The Working Group is also expected to make recommendations on other, related activities that might be undertaken to promote ethical conduct and to improve understanding the ethical challenges or potential dilemmas that HEIs may face. The MCO will be invited to continue the collaboration in this area.
Stephen FREEDMAN, Chair, Provost, Fordham University, USA
Santiago ACOSTA, Vice-Rector, Universidad Técnica Particular de Loja, Ecuador
Nicholas POULTON, Administrative/Editorial Assistant
Contact: Nicholas Poulton (n.poulton(at)iau-aiu.net)
The links below will take you to several seminal documents which were taken as a starting point by the Joint IAU-MCO Working Group as they worked on the drafting of the Guidelines.
Open Educational Resources are growing in prevalence and importance, yet they not equally distributed worldwide and not as used and re-used as expected. With this in mind, the IAU investigated the reasons for these dichotomies and concluded that associating and working in collaboration with academic librarians, who play a central role in providing access to information resources and technology within their institutions, could be a solution to increasing OER creation, use and reuse in higher education globally.
The IAU Project
The IAU Project was developed by the IAU in 2013. It aims to train and support academic librarians – in priority in developing countries – to be able to identify and provide information on existing OER and inform faculty members and graduate students in the use, re-use and production of OER.
To validate the project for the Sub-Saharan African region, the IAU held a Workshop with librarians. This took place in Accra, Ghana in September 2013.
Open Educational Resources (OER)
OER refer to digitized as well as non-digitized teaching and learning materials either openly released or released in the public domain that can be used and reused by all, everywhere. The term was first introduced at a conference hosted by UNESCO in 2002. The UNESCO Paris OER Declaration was adopted in 2012.
Librarians and OER
An international survey of librarians found a clear need to promote the role that libraries and librarians can play in OER initiatives, highlighting the expertise and competencies which libraries and librarians can offer (The roles of libraries and information professionals in Open Education Resources (OER) initiatives: Survey Report G. Bieno-de-la-Fuente, R. J. Robertson and S. Boon, JISC CETIS, 2012).
IAU and OER
The Association has a Policy Statement on Universities and Information and Communication Technologies, adopted in 2004, which includes the promotion of Open Educational Resources as a strategy in stimulating exchange of expertise in ICTs.
For further information
The IAU hosted an online mini-seminar on 11 March 2015 as part of Open Education Week. The event was organised with those who participated in the Validation Workshop for the IAU Training and Support Programme for Academic Librarians on Open Educational Resources (OER), in Accra, Ghana in 2013. It provided an opportunity to discuss recent developments in OER in libraries and universities in Africa and to agree follow-up actions.
The first stage of the IAU project, the Validation Workshop, took place in Accra, Ghana on 12 and 13 September 2013. It received funding from UNESCO's Participation Programme and was organised in partnership with the Association of African Universities (AAU), an IAU Member organization.
The objectives of the Validation Workshop were:
Twenty-six participants from ten African countries took part in the Workshop. These included university librarians from IAU Member higher education institutions in Botswana, Ghana, Kenya, Lesotho, Nigeria, South Africa, Swaziland, Tanzania, Uganda, and Zimbabwe.
Isabelle Turmaine, IAU – Presentation of the workshop
Catherine Ngugi, OER Africa, Kenya – OER in Africa: use & re-use for library services
Susan d’Antoni, Athabasca University, Canada (through Skype) – World map of OER initiatives
Buhle Mbambo-Thata, UNISA Head Librarian, South Africa – OERs at UNISA – a perspective from the library
Isabelle Turmaine, IAU – The IAU training and support programme for academic librarians on OER use, reuse, and production
For further information
Amanda Sudic, IAU Librarian / Documentalist
Isabelle Turmaine, IAU Director, Information Projects and Services
The quality of higher education leadership, while becoming ever-more challenging, is central to the well-being of universities. The expectations and responsibilities of higher education institutions are expanding while the local and global context is continuously changing with leadership becoming more complex. To support new and future leaders of Higher Education Institutions, the International Association of Universities (IAU) has developed a leadership programme entitled: Leading Globally Engaged Universities (LGEU). Discover the brochure and sign up here !
The programme is for successful institutional leaders who wish to extend their experience by engaging with peers from other countries. It is of particular value to those in senior leadership roles:
To gain maximum benefit from the programme, participants will be expected to be comfortable and confident conversing and engaging with others in English.
The participants will gain:
Over time, the wider community of participants from successive programme sessions will create a unique international network of colleagues, a resource which will be of considerable long-term value to the participants and their institutions. Beyond the individual, the programme also benefits each institution since LGEU graduates will bring back ideas and approaches from other contexts that can be adapted and implemented at home. Institutions will gain from the rich bank of resources made available and from the network established among peers in different parts of the world. LGEU will act as a catalyst for the establishment of partnerships and longer-term collaborations between participants and their respective institutions.
The fourth session (LGEU-4) will be hosted by the University of Botswana in Gaborone, from 21 to 26 May 2017. Sign up now!
-IAU Member: 5,800 € (Euro)
-Non Member: 8,700 € (Euro)
The registration fee includes programme delivery and material, accommodation and meals but excludes travel to the workshop venue.
Applicants from developing countries may also apply for financial support from IAU which will be considered on a case-by-case basis and subject to available subventions.
Each session is limited to 15-20 participants. If you wish to apply to attend the programme, please complete and return this brief online application form.
The deadline for applications for LGEU-4 is 1 April 2017.
Read the brochure here !
LGEU-1: hosted by University Malaya (Kuala Lumpur, Malaysia) in November 2015;
LGEU-2: hosted by University College Dublin (Ireland) in April 2016;
LGEU-3: hosted by Universidad EAFIT, Medellin (Colombia) in December 2016.
To support Members in developing countries and promote inter-Membership collaboration IAU offered the Leadership Development for Higher Education Reform (LEADHER) Programme from 2007 to 2015. The programme has been discontinued due to lack of funding. See all selected projects from past competitions here:
Since the launch of the Education for All (EFA) goals, adopted within the Dakar Framework of Action at the World Education Forum in 2000, considerable political and social commitment have been harnessed to support this global education initiative. Countries have galvanised significant human and capital resources both nationally and internationally in achieving these goals.
Soon afterwards, in 2005, IAU began to advocate for greater inclusion of higher education in EFA, both at the national and international levels. The IAU has strong reasons to believe that higher education, as a sector, indeed has much to contribute to achieving EFA:
Thus far, IAU has been successful in advancing the idea that higher education and research should be considered as a major actor for reaching EFA. In March 2011, IAU was instrumental to have higher education and research officially recognized for the first time by the EFA High-Level Group responsible for setting the global agenda. More recently, education ministers, cooperation agencies, research institutes and the private sector agreed that higher education and research indeed contributed to EFA (GEM Statement, Paris, 2012). Nonetheless, it’s too premature to stop raising awareness and advocating for higher education participation. The reasons being that:
Learn more about the different multi-year HEEFA projects:
For further information:
Nadja KYMLICKA, Consultant in Education;
Isabelle TURMAINE, IAU Director, Information Centre and Communication Services and Project Director
The HEEFA Portal is a collaborative platform to disseminate information of the work being undertaken by higher education in EFA-related fields and to build up a like-minded community. Its aim is to provide access and visibility to data on higher education projects, documents and experts active in EFA.
WHO CAN ACCESS THE PORTAL?
The Portal is designed for two types of users:
WHAT IS AVAILABLE?
HEEFA Newsletter: With +1,000 subscribers and growing, this quarterly newsletter featured news on the IAU HEEFA project and the EFA Movement, events, and publications related to higher education engaged in EFA (in English).
The first page of the Portal offers information on the latest additions in databases and higher education for EFA news as well as a set of pre-defined functionalities as follows:
Several Menu Options (left-hand side): Search the database (for all users); Share your experience (for contributors only); Participate in the community (for contributors only); Subscribe to the Newsletters (for all users)
The possibility to change languages from English to French and vice-versa.
WHY SHOULD I CONTRIBUTE?
The HEEFA Portal is a collaborative portal, it will only be useful if academics and students enter information on their projects, expertise, and theses, share their news with the IAU team to feed the HEEFA Newsletter, and participate in the Forum.
Consequently, your input is not only greatly welcome but necessary.
Register and give additional visibility to your projects, expertise and theses and become part of the HEEFA Community. All processes have been developed to be as simple and straightforward as possible, but please feel free to contact us if you encounter any problem.
Participation is free of charge and your input will not be re-used by our services in any other material without your prior consent.
To accompany the 2011-2015 IAU Project on Higher Education for EFA, the 2008-2010 Reference Group expanded to include a greater number of viewpoints from non-OECD countries, with a particular emphasis given to Africa. Experts were selected based on written statements of interest and expertise while respecting the gender and geographical balance. Most founding members of the 2008-2010 Group renewed their commitment to continue working with IAU.
advise on and contribute to the development of the activities defined within the IAU Project;
assist in communicating products and results;
share expertise, technical materials and work in a collaborative manner;
promote the importance of higher education for EFA internally within the higher education institution/ organization as well as externally with partners and networks.
The 2008-2010 IAU Project was supported by the 2008-2010 Reference Group which served as an advisory group to develop, implement and communicate activities. Members were participants at the IAU Experts’ Seminar held in Maputo, Mozambique (January 2007) and invited experts engaged in or advocating for higher education for EFA, coming from higher education institutions, cooperation agencies and associations, and the IAU.
International Meeting "HEEFA to SDG4: Building on Achievements"
The Final Report of the International Meeting "HEEFA to SDG4: Building on Achievements" organised by the IAU, in partnership with the Jaume Bofill Foundation, has been released. The meeting took place in Barcelona, Spain from 7 to 9 October 2015 and brought together representatives from higher education institutions and organisations in 26 countries as well as UNESCO. Building on the success of the IAU HEEFA (Higher Education for Higher Education for All) project, the international meeting provided an opportunity for the higher education community to discuss the place and role of higher education in the Education 2030 Framework For Action that supports the Sustainable Development Goal No. 4 on Education.
IAU HEEFA-ICT4IAL Follow-up Seminar:
As the third phase of the IAU HEEFA Project draws to close, the IAU organized a 2-day invitation-only Follow-up Seminar. Organized in collaboration with the Hacettepe University, an IAU member, it was held on 18-19 November 2014 in Ankara, Turkey. It was also co-organized with a second project in which IAU plays a partner role: the ICT for information accessibility in learning (ICT4IAL) Project led by the European Agency for Special Needs and Inclusive Education. 32 Participants from 22 countries reviewed the outcomes of the IAU HEEFA Workshops and the HEEFA Portal, discussed the IAU position on higher education after 2015 and provided feedback on the draft e-accessibility guidelines.
Download the final report of the Seminar.
IAU organised an Innovation Conference on Higher Education/Research and EFA/education-related MDGs and end-of-project Meeting (Paris, December 2010). 50 experts and representatives from international organisations, NGOs and development agencies, including the IAU Reference Group on HEEFA, evaluated progress made for improved inclusion of higher education in EFA, reviewed the IAU project’s outcomes and explored ways forward. A special session was organised on possible links between higher education and other education sectors in the wake of a natural disaster starting from an examination of Haiti with first-hand accounts from Haitian and Caribbean universities.
The IAU Experts’ Seminar (Maputo, January 2007) validated a real need for further exploration of the linkages between higher education and EFA and for IAU to spearhead this work, thus serving as a springboard for the next phase.
Organized in partnership with an IAU Member institution/organisation, the IAU Collaborative Workshop: A three-step activity to envision higher education for Education for All locally brings together high-level representatives from the higher education community, relevant Ministries, educational bodies, civil society and schools, to discuss how to draw higher education more effectively and efficiently into local EFA activities. Participants are invited in a three-step process to “think out of the box” and to collectively develop a concrete action plan to strengthen higher education’s contribution in achieving EFA within the host country.
Step one is data collection from the participants who must reflect on how they perceive the link between higher education and EFA by completing the IAU Questionnaire on how higher education institutions could be better involved in EFA-related actions at the regional/national level. Step two is the Workshop during which participants analyze the questionnaire results and identify EFA priorities and ways how to better engage higher education. Step three is the follow-up actions undertaken by the participants to implement the Workshop outcomes.
Wish to collaborate in organising a Workshop? Read the Call for Participation.
IAU has already organised Workshops with:
Portal on Higher Education/Research for Education for All (HEEFA Portal): A collaborative platform to build on work undertaken by higher education in related-EFA fields, find an expert, or read publications, articles and discussions.
IAU Information Kit, Why and How Can Higher Education Contribute to All Levels and Types of Education?, clearly and concretely answers the essential questions of what, why, how, where, and who to enhance the awareness of higher education institutions for a better involvement of the higher education sector in EFA and related MDGs. It highlights cases of how higher education and research is and/or could be engaged (Published in July 2009).