African universities suffer constraints and challenges unknown to Western institutions. One consequence of this is their absence, apart from South Africa and, to a lesser extent, Egypt, from top places in international rankings. In 2014 the whole of the African continent contributed five universities, four South African and one Egyptian, to the top 500 of the Shanghai Academic Ranking of World Universities. That is less than Israel, Austria or Sweden. More...
Latin American and Spanish and Portuguese universities have not performed very well in research-based global rankings. None can be found in the top 100 of the most recent Academic Ranking of World Universities produced by the Shanghai Center for World-Class Universities and the best performer is the University of São Paulo in the 151-200 band. More...
Rankings by subject illustrate that many universities not visible in major academic rankings, perform remarkably well in a limited academic fields and study areas.
There is hardly an institution which can claim to perform equally well in all fields and study programs and get confirmation of this by external quality assessment such, academic rankings. At the same time a diverse institutional landscape of higher education reveals that a number of universities have a remarkable performance in a limited academic fields and study areas. Therefore, some national, global, and specialized rankings, in addition to the whole-institution assessment, prepare and publish rankings covering specific academic disciplines or study programmes. More...
The purpose of the IREG Ranking Audit, conducted by independent experts, is to verify and attest that ranking under review is done professionally, with a transparent methodology, observes good practices and responds to a need for relevant information of various stakeholders, in particular students, higher education institutions, employers and policy makers. More...
Rankings that passed the IREG Ranking Audit and received IREG Approved certificate:
National rankings:
International rankings
By Gabriela Miranda Moriconi. January marks the preparation for the academic year in the Southern Hemisphere, where the school year spans from February/March to November/December. More than simply allocating time for classes and other extra-curricular activities, it is an opportunity to reflect on how to make the best use of classroom time, in order to maximise learning opportunities for all students. The new Teaching in Focus brief “Improving school climate and opportunities to learn” provides some useful insights into how school climate issues affect actual learning time and discusses some initiatives that could be promoted to make the most of the time that students spend in the classroom. More...
The Australian Bureau of Statistics (ABS), like many other National Statistic Offices, is transforming its systems and processes to change the way we disseminate statistics. This transformation will deliver the first large scale Australian digital Census in 2016, increase efficiency, develop new solutions, and ensure the ABS provides a better evidence base for use by government and the community. More...
The Europe 2020 Strategy on the verge on its mid-term review. Simultaneously with the crisis, inequalities have increased in European education and training systems where vulnerable groups are particularly disadvantaged. The level of low-skilled adults, increased numbers of people at the risk of social exclusion and rising unemployment levels in most Member States show that a lot more is to be done in order to reach the 2020 targets. This will require a renewed political commitment to foster lifelong learning at European level with a stronger focus on the social dimension of education, training and youth policies and funds.
Read EUCIS-LLL Position Paper on EU2020 strategy (January 2015). More...
On 6-7 February 2015, European Voice is organising the 16th edition of its EU Studies Fair in Brussels, Belgium.
The event programme will include a keynote address by a senior representative from the DG Education, Culture, Multilingualism and Youth of the European Commission, and seminars on the topics of European and international studies and Business and Law. For more information about the event, see the poster here or visit: www.eustudiesfair.com and follow us on Facebook. More...
The Erasmus Student Network actively participated in the fourth LLL-week that took place from the 8th to 11th of December in the premises of the European Parliament. Several organisations participated together with ESN in the LLL fair where several promotional materials were distributed to stakeholders and decision makers such as MEPs and different state representatives. ESN had a successful representation and actively contributed to the debates and panel discussions organised by EUCIS-LLL. More...
Sous la responsabilité de la Directrice, Adhésions et développement des programmes de l’AIU, le/la Chargé/e de Programmes contribuera à l’élaboration des programmes et projets de l’AIU relatifs au thème de l’Enseignement supérieur pour le développement durable et de l’Education dans l’agenda de développement post-2015, tel qu’il a été défini par les Nations Unies. Le travail du/de la Chargé/e de Programmes comprend notamment le développement du Portail mondial de l’AIU sur l’enseignement supérieur pour le développement durable (HESD) : www.iau-hesd.net/fr.
Le/la Chargé/e de Programmes participera également à la rédaction d’AIU Horizons, le magazine de l’Association.
Le/la Chargé/e de Programmes sera tenu de collaborer avec les autres membres du personnel de l’AIU ainsi qu’avec un vaste réseau d’experts de l’enseignement supérieur et du développement durable dans des établissements et organisations du monde entier. More...
