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Trends in Glb HEI/ Tracking an Academic Revolution (P. Altbach)
Ngày đăng 06/06/2020, 20:19

Trends in Glb HEI/ Tracking an Academic Revolution (P. Altbach)
Mã sách: 378.A465 Trend G 1e (2009, FUV)

  1. Massification
  2. Tech/new approach w/ tech – edu for demand (in quantity) of HEIs/GNZ; in some cases, under the age of surveillance capitalism, the new paradox for “division of learning societies” in which few might get the truths and quality of learning; while the rest shall get the 2nd texts extracted from humans; but all info and the ways to think/read/get influences by algorigthms/tech companies and some powers. -> trends on online/hybrid/virtual/personalized/and commercial edu? Vs. Education for All?
  3. Privatization/Commercialization of HEIs (àlowering the academic standards + compromising the academic freedom and professionalism + the real needs of society: the case for teaching/teaching quality and teachers’ jobs – 69mil lacking in the whole for SDG 2030?)
Q: Who develops the GNZ/INZ of HEIs “trends” in the modern society? In the GNZ that J. Stigliz and many intellectual economists defined “global inequality” caused by the worng management of global governance and structures for ALL?  And how long to solve “global inequality” from views of massification of edu?

Reflected back to “The Affluent Society” – Garbreith/Harvard, discussing about “over production” for few benefits and paid by all, for the trends of consuming created by private corporate and for “push” to sell their over production besides adv for commercialization of ALL. New “classes” in society cannot have any chance to develop in society ladder; and teachers are the one in the worst cases of working class – how do we discuss about “knowledge – based economy” for new humalities?

-> Rise and Fall of Nations. Forces to change + FUV’ Tom Valley “agent of change” for society from leading people/students/universities?

[Agent of Change for current society: lessons from WWII?  INDZ? Post – INDZ?

Whether change of society = tech? or by smart machines or smart people?

Q:  Society -> Private or Public Good? Or how to design PPP that not allowing Private Good for Few; and paid for All Public?

Public: define that they are teachers? People/communities? Society Progress by GDP or by People’ progress -> Common Good? Exp. OER --> individual – community – society? How do tech impact to Common Good via OER?

From private and public good + educating All -> Costing Matters? Who benefits?
2016 GUNi +    -> HEIs lead the society’ change by how?
-> under the concept of “massification access” at HEIs s. quality of learning outcomes [HEIs under CMZ = FMCGs + fast moving/change frequently + political fashion show; not the real values for whole society and learners ?]
Global Inequality === brain drains, esp. from at least developing/developing countries vs. developed countries -> 69 mil teachers are lacking for SDG 2030
Future trends (at Altbach’ views) 2009:
  1. Changing patterns of enrollment
  2. Access to completion
  3. Diversification?
  4. Privatizing & Funding ?
  5. New tech – edu -> question for surveillance and learning qualities
  6. Soul of HEIs?
  7. -> HEIs for public benefits? For public good? Roles of HEIs; when GNZ is wrong managing by some few giants; + tech is not for all and currently developing a division of learning societies?
Q for professionalism: HEIs’ Management and Leadership
HE Enterprises -> too large; too complex; without professionalism -> the key is NOT having enough ethical conduct?
  • Global ranking and geopolitics of HEI, Understanding the Influence and Impact of Rankings on Higher Education, Policy and Society (2017 Altbach) COMPARED with Trends of Global HEIs (2009) and INZ of HEI in US and EU, Hans de Wit, (2002); and the key is Master of Illusion – Poverty of Nations (1995); Global Inequality: New Approach in the Age of Globalization (2016)  + The Age of Surveillance Capitalism (2019)
-> Global Talent Competition/Migration/Labor and Structuring for the World?
Trade/World New Eco?

“Winners/Losers in the global inequality” and from the quality of education for all?

Q for looking a new pattern:

Professionalism in HEIs -> emerging patterns in the academic profession; while HEIs : free thinking – freedom in academia vs. force to develop a pattern of professionalism? New design of think in schools ? that most are the external mechanism of control

Design of thinking in schools for humans? How to develop the creativity? How to max the rules of brains for learning, from youth to adults; assuming that Kant’ philosophy for “being humans are the ones to be free and mature for himself and for all community

Q for CQ? Cultural Intelligence under the crash of civilization? Culture shall be the key to solve all problems with knowledge or shall be a crash? []

-> Tư duy về thời đại giám sát tư bản – đạo đức tư bản và những tranh luận về “thắng thua” trong cuộc đua tư bản vs. XHCN; và những giá phải trả, trong lịch sử nhân loại, khi nào định nghĩa được về Con Người – Nhân Dân? Hay tất cả chỉ là để marketing + sản xuất vượt quá nhu cầu đến mức độ biến tất cả thành “tù” trong thế giới được tạo nên bởi trends (The Affluent Society?)
-> Thời đại của tranh chấp về hiểu thế nào là Con Người ở thế kỷ 21?  Nếu từ trong thời nào của lịch sử, con người đã hướng tới tự do cho mình? Nay, dùng những phương tiện để khống chế và chứng minh về lạm dụng trí não con người, nhằm đạt những mục đích gì? Khi đọc “Multivariations Data Analysis -à missing data, nhưng quan trọng nhất, mis-interpretation of data và Fits To Purposes -> để lý giải tại sao toàn bộ các học thuyết, các chỉ số đo lường, nếu chỉ nhìn đến giá trị Con Người Tiến Bộ - Tự do thì hình như đều sai cả; và giả thuyết lý giải tại sao chúng ta toàn sai trong các “học thuyết”, “chủ nghĩa”, mô hình phát triển; và những gì liên quan đến Con Người….  
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