AIOU Assignment BEd 1.5 Year 8625 Higher Education Assignment 2
Course Higher Education (8625)
Level Bed (1.5Year)
Assignments NO 02
Q.1 Describe the system of higher education in Germany ,compare this system with higher education system of Pakistan.
Germany, higher education are offered at three types of Higher Education Institutions.o Universities(Universitäten)
These institutions offer the whole range of academic disciplines. In the German tradition, universities focus in particular on basic research so that advanced stages of study have mainly theoretical orientation and research-oriented components.
o Universities of Applied Sciences (Fachhochschulen)
These institutions concentrate their study programmes in engineering and other technical disciplines, business-related studies, social work, and design areas. The common mission of applied research and development implies a distinct application oriented focus and professional character of studies, which include integrated and supervised work assignments in industry, enterprises or other relevant institutions.
o Universities of Art/Music (Kunst- und Musikhochschulen)
These institutions offer studies for artistic careers in fine arts, performing arts and music; in such fields as directing, production, writing in theatre, film, and other media; and in a variety of design areas, architecture, media and communication. Besides these three main types, which may be either state institutions or private institutions recognised by the state, some special categories exist, like church-maintained colleges, universities of cooperative education (Berufsakademien), colleges of education or colleges of public administration. In their operations, including the organisation of studies and the designation and award of degrees, all types are subject to higher education legislation.
Types of programmes
German higher education used to be offered in integrated "long" (one-tier) programmes leading to Diplom- or Magister Artium degrees or completed by a Staatsprüfung (State Examination).
German higher education is currently adapting to the three cycle degree system of the European Higher Education Area. Therefore, the old one-tier programmes are successively being replaced by a the new system. Bachelor and Master's programmes are now offered at most institutions instead of the integrated "long" programmes, except for most study programmes in law and medicine. The Bachelor and Master's programmes are designed to provide an enlarged variety and flexibility to students in planning and pursuing educational objectives and they also intend to enhance international compatibility of studies and thus international mobility. Increasingly, higher education institutions offer study programs taught in English to attract a larger number of incoming students. Doctorate or PhD programmes are for the most part not yet subject to state regulations, but there exists a clear trend towards more integrated programmes.
Overview degree structure
Comparison Between Germany and Pakistan Higher Education:
INIDICATORS FOR THE QUALITY IN HIGHER EDUCATION OF PAKISTAN
Higher educational policy making is a very important aspect for the quality of Higher Education, because all the planning, implications, controls, results etc. are included in this policy making discussion and indicators can be effectively used for policy decisions (Cohen, 1980). In Pakistan National Educational Policy in 1979 had been decided that the universities would be facilitated with adequate educational scientific equipment and laboratories facilities, libraries with update equipment. A national System for admission in a university has been developed and launched (Read Pakistan, 2015).
Pre- and In-service teacher training programs had been organized by the national academy of Higher Education. And the standard amendment in university act has been made for the betterment of the university management. According to the factors/indicators which had been decided in the national education policy 1979, the first university in the private sector, the Agha Khan University was established in 1983, then Lahore university of management science (LUMS) in 1985. This has set the trend for establishment of other private universities in the private sector according to these standard indicators. Factors like the administration management, quality of teachers, accreditation, student clubs, and 80% attendance strict call have also been included in policy in 1992. 1998-2010 policy brought additional to upgrade the quality of Higher Education by bringing teaching, learning and research process in line with international standards. Furthermore quality of students like standard of student intake and infrastructure e.g. curricula are considered as the major quality factors of Higher Education. For all these things policy making and its implementation is a very important issue.
It can also assumed that there is no uniform implementation criteria of HEC for universities. Although the universities are passing through a transition period e.g. due to lack of enough financial resources, the proper yardstick of HEC to assess the quality of the universities is violated badly by the institutes. For example private universities violate the standard criteria for selection of the appropriate faculty members and for the admission of students. Public universities have competitive faculty compared to private institutes but the infrastructure of public universities is not so standard. So both public and the private universities have strengths and weaknesses.
It is responsibility of HEC to develop and maintain the standard uniform quality criteria. This is to ensure the provision of quality education at Pakistani Universities. Nevertheless it is now quite interesting to know about the quality of a higher educational system of Germany.
1 SHORT INTRODUCTION OF HIGHER EDUCATION OF GERMANY
There are different higher educational institutes with equivalent status in Germany, which provide the different types of Higher Education.
The higher educational institutes are based on universities, universities of applied sciences and colleges of art and music. These institutes are accredited and are private, state higher educational institutions and financed and run by state, recognized private institutions, the protestant and catholic churches. Some universities are area specific such as Medicine, Art, and Technology. Whereas the practical work contained area of Engineering, Business and Social Sciences have been offered by applied sciences university’s which mostly private higher educational institutes of this country are. However, the overall educational institutes have been decreased, but the Higher Educational institutes in Germany have risen to 24% from 1996/7 (Bildungsbericht, 2014).
Due the founding of in the meanwhile large number of applied universities, but with less number of students the number of higher educational institutions becomes more and more. Students are mostly being registered in state universities. One reason can be the significant rising number of study courses on offer, which are approximately 9500 Bachelor and 7000 Master programs (Autorengruppe Bildungsberichterstattung (2014), Bildung in Deutschland 2014). .
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Q.2 Explain the concept and nature of financing in education. how stage in higher education can be minimized.
Concept and nature of financing in education:Financial literacy is important because it equips us with the knowledge and skills we need to manage money effectively. Without it, our financial decisions and the actions we take—or don’t take—lack an informed foundation to maximize their success. And this can have dire consequences.
- Nearly half of Americans don’t expect to have enough money to retire comfortably.
- Credit card debt has reached its highest point ever.
- Forty percent of Americans can’t afford a $400 emergency expense.
To explore the importance of financial literacy, we turned to personal finance experts working in colleges, high schools, and credit unions. Together, the populations they serve span a broad range of ages, incomes, and backgrounds. These educators witness first-hand the impact that financial literacy—or the lack of financial literacy—can have on a person’s life.
The following basic questions were formulated before the methodology development:
• What basic principles should be used as a basis for the methodology?
• Should the ranking be presented in the format of a traditional system of leagues or a system of comparison/correlation of the universities?
• What data should the ranking be based on?
Round University Ranking (RUR) is an international ranking of leading world universities published by the RUR Ranking Agency (Moscow, Russia). The ranking provides comparison of 930 leading universities from 80 countries around the world for 8 years (2010-2017) according to 20 indicators distributed into 4 areas: teaching, research, international diversity, and financial sustainability. Such a wide coverage, both geographically and temporally, makes RUR ranking a unique tool for choosing universities for study and work, as well as comparing higher education institutions on a global scale. Round University Ranking (RUR) is based on the data provided by Clarivate Analytics (formerly the IP&Science business of Thomson Reuters).
• a navigator in the world of higher education enabling applicants and their parents to choose the appropriate higher institution and the way of training;
• a tool for students helping to choose a higher education institutions for their short-term programs or change their main place of study;
• a tool for teachers and professors enabling them to find suitable vacancies and make decisions about cooperation with their colleagues in the other universities;
• an assessment tool for the management of universities evaluating the competitiveness of a university on the national and global scale and making the appropriate management decisions aimed at comprehensive improvement of the university’s international competitiveness;
• one of the assessment tools for business evaluating the university and making decisions about cooperation with a particular higher education institution;
• a tool for the state to comprehensively assess the country's higher education system as well as a way of maintaining national prestige.
Publication bias
Publication bias is an issue that can lead to biased results in a meta-analysis. Publication bias occurs when not all research has been published or reported. Studies may not be reported or published because of non-significant results, or because the results are not valued properly by journal editors or by other researchers. When these studies report different results from those in the analysis, bias arises. The majority of the studies used in this review are journal articles (46.15%). Roughly half of the studies are located outside journals, and the possibility exists that we do not have to cope with publication bias. However, we also want to draw attention to two caveats. First of all, most articles in this review sample are in the field of education economics. A tradition in this field is that unpublished articles are often made available online because of the long time that elapses before publication. As a result, some of our “unpublished” papers may be published in the future. Secondly, it is not really clear what unpublished means in the digital area. Indeed, most documents can be easily obtained via internet searches independently of being controlled by commercial publishers.
Q.3 Discuss the scope and significance of assessment in higher education. Identify different kinds of assessment techniques use d by the university teacher .
Scope and significance of assessment in higher education.I'm sure you know the feeling of anticipation when you are about to take a quiz or test. Did you take detailed class notes and study enough? And you surely have been assigned with various essays. Did you give yourself enough time to research, write, and revise your essay in order to meet the requirements.
Exams and essays along with speeches and projects are forms of assessment. Assessment is a critical step in the learning process. It determines whether or not the course's learning objectives have been met. A learning objective is what students should know or be able to do by the time a lesson is completed. Assessment affects many facets of education, including student grades, placement, and advancement as well as curriculum, instructional needs, and school funding.
The Effects of Assessment
Let's look at a couple of the main effects of assessment:
Assessment is a key component of learning because it helps students learn. When students are able to see how they are doing in a class, they are able to determine whether or not they understand course material. Assessment can also help motivate students. If students know they are doing poorly, they may begin to work harder.
Imagine this situation:
Johnny is a chemistry student. He just took his first exam in his class. He earned a 56%; he needs a 79% to pass the class. The low exam score lets Johnny know that he missed something important he should have learned. Perhaps, he did not understand the material, or maybe he did not study long enough. Whatever the case, the assessment results let Johnny know that he did not successfully learn the material and that he must try something new in order to earn a better score.
Just as assessment helps students, assessment helps teachers. Frequent assessment allows teachers to see if their teaching has been effective. Assessment also allows teachers to ensure students learn what they need to know in order to meet the course's learning objectives.
Pre-assessment or diagnostic assessment
Before creating the instruction, it’s necessary to know for what kind of students you’re creating the instruction. Your goal is to get to know your student’s strengths, weaknesses and the skills and knowledge the posses before taking the instruction. Based on the data you’ve collected, you can create your instruction.
Formative assessment is used in the first attempt of developing instruction. The goal is to monitor student learning to provide feedback. It helps identifying the first gaps in your instruction. Based on this feedback you’ll know what to focus on for further expansion for your instruction.
Summative assessment
Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits can be determined by following students who attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes.
When your instruction has been implemented in your classroom, it’s still necessary to take assessment. Your goal with confirmative assessments is to find out if the instruction is still a success after a year, for example, and if the way you're teaching is still on point. You could say that a confirmative assessment is an extensive form of a summative assessment.
This compares a student’s performance against an average norm. This could be the average national norm for the subject History, for example. Other example is when the teacher compares the average grade of his or her students against the average grade of the entire school.
It measures student’s performances against a fixed set of predetermined criteria or learning standards. It checks what students are expected to know and be able to do at a specific stage of their education. Criterion-referenced tests are used to evaluate a specific body of knowledge or skill set, it’s a test to evaluate the curriculum taught in a course.
Ipsative assessment
It measures the performance of a student against previous performances from that student. With this method you’re trying to improve yourself by comparing previous results. You’re not comparing yourself against other students, which may be not so good for your self-confidence.
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Q.4 Highlight the future trends in higher education and role of technology in distance mode of learning.
The Future of Higher Education:The most important challenge involves a shift in the way students consume higher education. Instead of attending a single institution, students receive credit in multiple ways, including from early-college/dual-degree programs, community colleges, online providers, and multiple universities. Students are voting with their feet, embracing online courses and undermining core curricula, which served as a cash cow, by turning to alternate providers, and pursuing fewer majors that require study of a foreign language.
As a result, colleges must become more nimble, entrepreneurial, student-focused, and accountable for what students learn. I am a historian and far better at interpreting the past than forecasting the future.” This report goes on to predict 15 innovations that will alter the face of higher education.
We have put together 4 articles consisting of educated predictions, research, and reports that can provide an indication as to what the future holds for universities and business schools: “The most important challenge involves a shift in the way students consume higher education. Instead of attending a single institution, students receive credit in multiple ways, including from early-college/dual-degree programs, community colleges, online providers, and multiple universities. Students are voting with their feet, embracing online courses and undermining core curricula, which served as a cash cow, by turning to alternate providers, and pursuing fewer majors that require study of a foreign language.
As a result, colleges must become more nimble, entrepreneurial, student-focused, and accountable for what students learn. I am a historian and far better at interpreting the past than forecasting the future.” This report goes on to predict 15 innovations that will alter the face of higher education.
Full Story: The Chronicle
Everything from the emergence of MOOCs to new learning styles and mounting financial and sustainability pressures are impacting the education landscape. Every day higher education leaders are developing new strategies to leverage these developing challenges and opportunities.
The common denominator amidst all this change: students. To best recruit and retain students, universities need to evaluate how they offer a student life experience that prepares students to be healthy and dynamic people in the future. That means universities need to embrace sustainability and wellness as key components of campus life. Spelman College recently differentiated itself by diverting all of its athletic funding to create a “Wellness Revolution,” focused on best promoting the health of its students.
The concept of ‘Distance Education‘ is not new, and can be traced as far back as the first century. The Apostle Paul wrote to the early Christian Churches, teaching them from a distance even from his prison cell. But, organizational use of distance learning methods was first introduced in the 19th century. One of the first universities to deliver distance learning in an organized manner was Pennsylvania State University which established its first distance learning network in 1886.
Today, distance education calls upon an impressive, range of technologies to enable teachers and students who are separated by distance, to communicate with each other either in real time (synchronous) or delayed time (asynchronous). Due to modern communication and technologies, today the educational transactions through distance mode is being utilized by students and teachers engaged in both formal and open system of education. Rai (2000) has defined three types of distance education systems, viz., Institute-centered, Person-centered and Society-based.
Before discussing the various media and technologies of distance education, appropriate to deliberate upon its objectives in brif the distance education attempts :
to provide an opportunity of education to those who had discontinued their formal education due to one reason or other at any age and class. The working persons, economically and otherwise disabled persons or persons residing in remote areas may improve and advance their academic career through distance education;
to provide quality education and training to large number of students at lower costs than conventional education system;
to make access to higher education;
to provide a flexible and diversified innovative education system which is open in the methods of learning, pace, place, eligibility criterion as well as in every operation of the program;
to promote courses leading to gainful employment, tailored to specific vocational/professional needs, as also being relevant to local needs;
Q.5 Write the comprehensive note on the following
a) Quality and Access in higher education.Assessment is a systemic process in higher education that uses empirical data on student learning to refine programs and improve student learning.[1] As a continuous process, assessment establishes measurable and clear student learning outcomes for learning, provisioning a sufficient amount of learning opportunities to achieve these outcomes, implementing a systematic way of gathering, analyzing and interpreting evidence to determine how well student learning matches expectations, and using the collected information to inform improvement in student learning.
Quality in education
Access to education is important, but just as important is actually learning basic knowledge and skills in the classroom. Many children across the world cannot read, despite of having attended school for several years.
High-quality education is a prerequisite for learning and human development. Quality is affected by factors both inside and outside the classroom – everything from the availability of a teacher and teaching aids to the child’s starting point when it comes to mother tongue language or general health, for example.
Overall, securing high-quality education is a considerable challenge, particularly for countries with limited resources, where educational systems are prevented from functioning normally. Assessment in higher education can focus on the individual learner, a course, an academic program, or the institution.
2. Program-level Assessment
Assessment embedded at the course level (sometimes referred to as embedded assessment or authentic assessment) typically involves the use of assignments.[3] Students receive feedback on their performance on assignments and faculty gain knowledge of student learning to use for grading.[4] The work assessed within courses best relates to specific program-level student learning outcomes. Angelo and Cross[5] believe assessment in the classroom is an important part of the faculty feedback loop which can provide meaningful information about their effectiveness as teachers while also giving students a measure of their progress as learners.
Quality of Feedback on Assessment[Timing is crucial in the delivery of feedback to students.[9] Kift and Moody claim that the complexity of the assignment should dictate how soon feedback should provided. For simpler tasks, feedback should be provided within 24 hours. However, if the task is more complicated, giving students time for reflection before providing feedback is more beneficial. "Effective feedback should be task related and focus on student performance rather than personal attributes of the student." [10] Studies have shown that the way feedback is delivered can have
either positive or negative effects on the student.[11] Corrective feedback helps to move student learning forward and improves future assessments.
b). Life long Learning
Lifelong learning is the broad term for education that is conducted beyond school. Therefore it’s voluntary, rather than compulsory, and is completely self-motivated – with the main goal being to improve personal or professional development. here are many different ways to carry on your education – whether it’s by taking a course, or continuing your personal development in a less formal setting. And it doesn’t necessarily have to come at a cost.
To help you see which options are open to you, here’s everything you need to know about lifelong learning: some examples of lifelong learning?
Because it’s such a broad term, there are many different ways you could continue adding to your knowledge.
Some examples of lifelong learning include:
Internships and apprenticeships
Vocational courses
Teaching yourself a new language
Studying a new subject
Learning to use new pieces of technology
Playing a new game or sport
Adding to your skillset during employment
Gaining knowledge and learned behaviours from your environment
What are the benefits of lifelong learning?
There are a number of advantages to this form of studying. Including:
To gain a new qualification
To add to your transferable skills
To increase your employability and promotion prospects
To earn more money
To fill a skills gap
To broaden your knowledge
To better contribute to the community
Mental stimulation
Personal and professional satisfaction
sing that formal qualifications aren’t the only way to identify desirable staff.
The knowledge gained through previous experience, as well as any skills which have been self-taught or learned along the way, could greatly benefit the business.
Lifelong learning also ensure their employees continue to develop, and shows their desire to grow on a professional level. f you’re considering continuing your education but you’re not sure where to start, here are some of our top tips:
Ask your employer – If you’re already in work, ask your employer to help you with personal development planning. Chances are they already offer a lot of training internally, and may even subsidise the cost of a new certification if it helps add value to the business.
Stay motivated – Because this form of learning is completely voluntary, it will often require self-motivation and dedication to stay focused. Offer yourself incentives to keep going, or ask a friend or family member to help you stay on track.
Add some structure – Try setting aside the same amount of time for studying each night, or each week, make sure you stick to it, and try and write down a goal for each session. Take your learning seriously, and you’re far more likely to stick to it.
Take every opportunity – It isn’t just a new certification you can gain from lifelong learning. There are plenty of opportunities out there to add to your knowledge, from taking a class in the local community centre, to joining reading groups or even watching webinars.
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