https://www.um.edu.mt/library/oar/handle/123456789/1779 2026-06-14T00:31:25Z https://www.um.edu.mt/library/oar/handle/123456789/108691 Title: Tertiary education in small states : planning in the context of globalization Editors: Martin, Michaela; Bray, Mark Abstract: Small states have in common a number of challenges and opportunities. They face particular constraints in the organization of a diversified and cost-effective tertiary education offer because of their limited pool of highly qualified human resources and difficulties in achieving economies of scale in administration and management. However, more positively, in some regions of the world they benefit from the opportunities arising from longstanding regional collaboration and strong donor support. In many small states, the tertiary education sector has undergone considerable change and reform as a result of rapidly growing enrolments, a diversification of the institutional fabric, the use of technology-based and networked models, and the emergence of cross-border providers, including degree mills. While some small states have found effective solutions to increasing social demand, others are still looking for appropriate responses. Divided into four major parts, this book identifies recent trends in the environment of small states as well as emerging challenges which have a bearing on tertiary education systems. It presents varied country experiences, and synthesizes some policy options to respond to the challenges. The first part deals with concepts and goals, commencing with what may be called the small-states paradigm. The second part of the book presents selected regional and national experiences. Perspectives cover the Caribbean and the South Pacific, regions with strong concentrations of small states, and which are both served by regional universities. The University of the West Indies (UWI) serves 16 small states, while the University of the South Pacific (USP) serves 12 such states. Thus, between them they serve 28 states and a considerable share of all small states worldwide. The third part of the book focuses on specific themes through cross-national analysis. The last part of the book pulls threads together with comments on ways in which small states can seize opportunities and balance constraints. It maps small states on a matrix which considers population size and the degree of regional integration. Use of these two criteria shows that the policy challenges and responses of small states can vary considerably. Through this and other analysis, the chapter identifies lessons from comparative analysis. It remarks on various directions for development, with comments on the roles of international agencies as well as national governments and institutional actors. 2011-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/108644 Title: A survey in co-operative education of engineers Abstract: One of the constitutional responsibilities of UNESCO is the promotion of education at all levels. In this connection the Organization recognizes that todays rapid technological changes require new, creative and efficient efforts in technical education and training, and within this concept greater integration between education and the world of work is promoted. By 1970, education-industry relations had become part of UNESCO's Regular Programme, and in subsequent years the Engineering Education section of the Science Sector has been actively engaged in this programme. The section has undertaken a number of projects, including the organization and sponsorship of many regional and international meetings, in its efforts to promote greater integration between industry and engineering education. Within UNESCO's Approved Programme and Budget for 1981-1983, the sbction included studies and surveys on different aspects of education-industry co-operation in the education and training of engineers. These efforts are seen as contributions to the broad objective of strengthening links between education and the world of work. The survey on co-operative education programmes for engineers across UN members reported here represents one such contribution. 1985-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/108307 Title: The intersection of gender equality and quality of education in four Mediterranean countries Authors: Fuller, Sarah Abstract: The framework of the 2030 Agenda for Sustainable Development acknowledges that the 17 Sustainable Development Goals (SDGs) and their targets are integrated and indivisible, balancing the economic, social, and environmental dimensions of sustainable development. The interlinkages between education and gender equality clearly illustrate this. For example, girls born into poor families (Target 1.2) and forced to marry early (Target 5.3) are more likely to drop out of school (Target 4.1), and experience early and unintended pregnancy (Target 3.7) and violence (Target 5.2) than girls from higher income families who marry later (UN Women, 2018). Put in similar terms, the quality and outcomes of education are not only impacted by gender inequality, among many other factors, but also have an important role to play in ensuring gender equality in society. Inclusive, quality education and gender equality are not only two of the SDGs but are also means for the realization of the remaining 15 Goals. While SDG 4 may be the central focus for ensuring that all children access high-quality, inclusive education, the Goal and its Targets cannot be achieved without integrated approaches that address persistent forms and sources of exclusion. If we are to reach those who are left behind—and, especially, reach the furthest behind first—educational inclusion and outcomes cannot be separated from issues of gender equality. The 2030 Agenda for Sustainable Development calls on countries to use a broad resource base, standards, tools, and disaggregated data to monitor progress toward the interconnected issues of gender equality and education (UNESCO, 2018a). The Global Education Monitoring (GEM) Report 2018 Gender Review acknowledges that the interconnectedness of these two issues is even broader, covering gender norms, values, attitudes, legal or policy environments, and other institutions (UNESCO, 2018a) (Figure 1). Thus, this report conceptualizes the multifaceted system of interlinkages between gender and education as the nexus between SDGs 4 and 5 and analyzes progress toward and persistent challenges to gender equality in and through education in four Mediterranean countries: Cyprus, Greece, Malta, and Turkey. Issues of gender equality must also be viewed closely in relation to equity. Equity is at the heart of the 2030 Agenda and cannot be separated from issues of fairness and justice2. It is concerned with ensuring that the education of all learners is viewed as equally important and acknowledges that inequalities arise from aspects of the education system itself, such as organization, accessibility, the learning environment, and methods of teaching and evaluation (UNESCO, 2017a). A focus on equity, together with inclusion, should translate into education policy that values learners’ diversity, prioritizes their participation and achievement, acknowledges systemic and contextual barriers and, guided by evidence, works to eliminate these barriers for all learners by building a more equitable and inclusive system with strong intersectoral and community cooperation. In this light, equity should be viewed as a foundational principle that lies at the center of all education sector analyses, policies, planning, budgeting, and implementation. Doing so can contribute to improved educational quality for all learners, increased gender equality in educational outcomes, and, by consequence, improved gender equality in society. In fact, gender equality is achieved when “women and men have equal conditions for realizing their human rights and for contributing to, and benefitting from, economic social, cultural, and political development” (UNESCO, 2017a, p. 7). Thus, it is crucial to analyze progress toward gender equality both in and through education, focusing not only on gender parity in participation, attainment, and learning outcomes, but also on equity in social and economic contexts, including gender norms and institutions, and the education system as a whole, including laws, policies, practices, environment, and resources (UNESCO, 2019a). This holistic approach is reflected in UNESCO’s Strategy for Gender Equality in and through Education (2019-2025), based on three pillars: better data for informing action; better legal, policy and planning frameworks for rights; and better-quality learning opportunities (UNESCO, 2019b). This report examines multiple issues at the intersection of these two issues of education and gender equality, serving as a regional extension of the report The Intersection of Gender Equality and Education in South-East Europe: A Regional Situation Analysis of the Nexus between SDG4 (Quality Education) and SDG5 (Gender Equality) (Fuller, 2019), published by the UNESCO Regional Bureau for Science and Culture in Europe (Venice, Italy) in May 2019. It therefore applies a similar approach of considering SDGs and targets that lie at this critical nexus (Figure 2) to analyze the situation of gender equality in education—including gender parity in participation, learning quality, and policies that impact the primarily female teaching force—as well as education’s role in addressing other issues at this intersection, including social norms, gender-based violence, early and unintended pregnancy, and child marriage. This report uses the most recent available data from the UNESCO Institute of Statistics (UIS), as well as supplemental data including from UNICEF, UN Women, and the Organization for Economic Cooperation and Development (OECD), to descriptively analyze rates for girls, boys, women, and men to identify where progress in gender equality has been made and where actions are needed to ensure gender equality in and through education. Such an analysis relies on accurate, up-to-date, and disaggregated data. Similarly, progress toward the achievement of all 17 SDGs requires quality, accessible, timely data collection (United Nations General Assembly, 2015), high-quality monitoring and evaluation processes with up-to-date information systems and adequately trained personnel, and careful analysis that provides key insights into progress and persistent challenges. However, many indicators are missing data in these countries, impeding both monitoring and progress. Thus, in addition to analysing the situation of gender equality in education and education’s role in the achievement of gender equality in society, this report briefly explores these data gaps, while also presenting a series of recommendations for addressing the challenges that remain at the nexus between quality education and gender equality in Cyprus, Greece, Malta, and Turkey. 2019-12-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/108293 Title: Family literacy : experiences from Africa and around the world Editors: Desmond, Snoeks; Elfert, Maren Abstract: The term “family literacy” can be used to refer to literacy practices within families as well as to describe an intergenerational educational programme with a focus on literacy. In this book both references will be used, with a focus on programmes. In the past 30 years many different forms of family literacy programmes have been developed, mostly in the United States of America or the United Kingdom where they target preschool and primary school children and their parents and are based in schools or community centres. Educational programmes with literacy components involving families are found in countries all over the world, but not always under the term “family literacy”. Also, in Africa, intergenerational learning is a familiar practice, but is less institutionalized and more community-oriented. Family literacy does not only enhance literacy skills but also has wider effects. It can bring about changes in the school culture and in relationships within families. Evaluations have shown that family literacy increases the self-confidence of parents and often is the entry point for their re-engagement in education. Many parents continue with further education opportunities after participating in a family literacy programme. Some parents become “ambassadors” for family literacy programmes and help to recruit other parents for such programmes. Schools are often isolated and outside of the community instead of being a part of it, and family literacy can build a bridge between the community and the schools. The chapters in this book give an overview of the practice of intergenerational literacy learning in the African region. The chapters are very different from each other in many ways, but underlying every programme is a strong belief in the role of parents. Many chapters show that the need for adult basic education is so strong that it becomes a focus of the programme even when this was not the original rationale. The chapter from Uganda by Ronald Ssentuuwa shows that a programme that aimed at building classrooms and training teachers by involving adults in the community soon led to requests for adult basic education. These groups use the Reflect approach and, as well as building literacy skills, are also discussing other issues, such as health, that affect their lives. The chapter from Mali by Souleymane Kanté is about a World Education programme aimed at adults to support them in their literacy development and help them become more effective in community structures. As adults engage in this non-formal education, they become aware of and supportive of their children’s formal educational needs. Four chapters are from South Africa. The chapter on the Family Literacy Project by Snoeks Desmond tracks a project set up to address concerns about low levels of early literacy skills and shows how it expanded to include adult literacy teaching and a range of post-literacy activities where adults practise their skills, work with their children, and share information with neighbours. The chapter by Kerryn Dixon and Kelly Lewis describes a piece of research designed to find out how teachers and parents saw their roles in developing early literacy skills in children. The planned interviews, as well as unexpected reactions of some teachers, provide an interesting view of the need to align school and family approaches to literacy development especially where the language of teaching and learning is not the same as the home language. The chapter by Lucy Thornton and Juliana Thornton shows how a simple and effective activity of making books has helped children and adults at home, in preschools and in other care situations. We have included some family literacy experiences from outside Africa. We asked Farid Abu Gosh from the Palestinian communities, Maureen Sanders and Ruth Hayden from Canada, Sandro Spiteri from Malta and Vivien Bleakley from Australia to contribute to this volume. The Canadian chapter focuses on the Centre for Family Literacy in Alberta, a unique institution that offers a range of services and has found favour from families through to government. The chapter also contains descriptions of fun activities around literacy development for families that are underpinned by research and evaluation of their impact and how this has in turn led to support for the professional development of family literacy practitioners. The chapter from Malta documents the outstanding and innovative work that has been done by the Foundation for Educational Services with regard to the development of different forms of family literacy programmes. Malta is a unique case as parental involvement is now integrated as a key principle in the National Minimal Curriculum. The chapter from Australia describes in depth three sessions aimed at encouraging parents to read to their children. This attention to detail allows others to replicate these sessions with a clear understanding of the reasons behind the activities. 2008-01-01T00:00:00Z