This book offers both a theoretical collection of ideas and real insight into the politics, policies, and legislation that surround across-border interactions. And it puts a greater emphasis on South-North interactions rather than the usual North-South flow.
The Universal Declaration of Human Rights endorsed in 1948 by member states of the United Nations continues to remain very much valid as it provides the solid foundation for most actions and activities that are aimed at guaranteeing the rights of everybody. The rights enunciated in the Declaration are comprehensive and two that are relevant to the content of this book are the right to education and the right to learn. The right to education and the right to learn are known to have been hotly debated by politicians, policy makers, and implementers. Sometimes, the rights in question here have found their way into political parties' manifestoes, and advocates oftherighttoeducation andtherighttolearnhavebeenquicktobringintojudgment politicians who have not lived up to their promises. Even at that, many member states of the United Nations have taken steps to ensure that access to learning is jealously guarded. For education and lifelong learning remain among the primary forces that can guarantee individual, community and national development, as they had always been from time immemorial. Globally, there has been ample evidence of efforts made by governments to p- mote the widening of access to participation in learning activities. Even so, the literature on the subject of access and participation has not captured suf ciently what has happened across the world in terms of providing access outside national boundaries in the context of globalization and the rapid creation of the knowled- based economies of the 21st century.
Preface; M. Omolewa. Acknowledgements. 1. Introduction: Crossing Borders is Inevitable in Higher Education; M. H. Field. 2. From Innocence to Experience: the Politics and Projects of Cross-border Higher Education; Sir J. Daniel et al. 3. Cross Border Education and its Impact on National Systems of Education; N.V. Varghese. 4. The Interconnection between Australia's International Education Industry and Skill Migration Programs; K. Tsukamoto. 5. Scientific Capacity Building Across Borders in Latin America: A Case Study on Inclusion; L. M. Romero. 6. Reflections on the Cross-cultural Delivery of an Information Systems Degree in China; C. Keen, D. Steer. 7. E-learning in European Higher Education - An Analysis of Present Practice in Ireland, Portugal, and the UK with Lessons for the Bologna Process; B. Holmes et al. 8. Borrowing Ideas Across Borders: Lessons from the Academic Advocacy of 'Chinese-English Bilingual Education' in China; H. GuangWei. 9. A Support Network for Primary School Teachers in the Punjab: Challenges of Policy and Practice; R. Zia, R. McBride. 10. Perspectives and Perplexities regarding Transnational Teacher Migration between South Africa and the United Kingdom; S. Manik. 11. Developing a collaborative community: Guidelines for establishing a computer-mediated language learning project with a developing country; D. Hoven. 12. Pathways in International Education: An Analysis of Global Pathways Enabling Students to Articulate from Secondary School to Higher Education in a Transnational Context; T. Adams et al. 13. Regional Universities in the Global Market: the case of HUE; M. Crawford, M. H. Field. Conclusion. Postscript: Passion and Professionalism; P. Snowden. Bios. Index.
Emphasizing South-North interactions
Global in scope and contributors
Presents essential supplemental reading material for a variety of courses, levels and academic purposes