UWI Regional Conference on Institutionalising Best Practice in Higher Education 2015 Proceedings
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Browsing UWI Regional Conference on Institutionalising Best Practice in Higher Education 2015 Proceedings by Subject "Caribbean"
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Item Continuous curriculum development: An approach for quality curriculum development in the Caribbean(2015-07-15) Chisholm, Mervin E.This is a case study of a curriculum reform and development project in the Anglophone Caribbean. The presentation reports on an ongoing project. Four phases of the curriculum reform process are identified, and these are important for the institutionalising of best practices. These are the situational analysis, visioning, curriculum development and alignment, and coordination and redevelopment. An important concern of the project was to create space for the Caribbean concerns to be heard and to deal meaningfully with approaches to the development of the ideal Caribbean person/worker. Some important practical approaches to the process of continuous curriculum development are highlighted, including time, data collection, and ongoing quality assurance checks.Item Defining best practice: Contextual relevance in the Caribbean [PowerPoint](2015-07-15) Harvey, ClaudiaThe word "best" is heavily value laden and, therefore, "best practice" can only be discussed within a particular context; in this instance, higher education in the Caribbean. The Strategic Plan for the Caribbean Community (CARICOM 2014), outlines the strategic priorities for the region until 2019 as: strong economic growth and reduction in poverty and unemployment; improved quality of life; reduced environmental vulnerability; and an integrated community with equity for all. The Plan envisages a strong role for tertiary education in preparing its graduates to deliver on these priorities. Drawing on the UWI Survey of the Literature on Global Best Practices in Higher Education (Harvey, 2012), this keynote presentation examined the problematique of defining best practice in higher education. The paper then examined the definition in terms of higher education helping to meet the defined priority needs of the Caribbean. An attempt was made to illustrate the definition by drawing on examples of "best practice" in higher education in Cuba, a country operating within severe economic strictures, yet able to meet their particular societal needs and have such "best practice", particularly in medicine, as to help serve the whole world. From the derived definition, the presentation examined some of the implications for application to higher education institutions and programmes and quality assurance agencies in the Caribbean.Item New models for old: Funding UWI for the long haul - West Indies Group of University Teachers (Jamaica)(2015-07-15) Devonish, HubertThis presentation is based on a notion that higher education and The University of the West Indies (UWI), in particular, constitute economic activities that must be incentivized in the same way that other productive enterprises are. It argues that UWI provides both significant immediate contributions to the economies and GDP of campus territories, in addition to providing the public good for which they were set up. The contributing territories are becoming increasingly reluctant or unable, depending on one's perspective, to fund the students for which they have responsibility at UWI, according to the existing funding arrangement. The consequence is that UWI is in an ongoing battle for survival, with shrinking financing from the governments, and expectations of doing more with less. The presentation seeks to shake that perception that UWI is a drag on the public purse by proving, in relation to the operations of UWI in Jamaica 2011, that the Government of Jamaica, through taxation and statutory deductions, as well as consumption taxes, collected from the operations of UWI approximately the same sum as its subvention to UWI in that same year. This was in addition to the benefits in relation to foreign exchange earnings of the country. Using UWI as a model, the presentation posits that the net contribution to UWI from its campus territory contributors is at or very close to zero. In effect, the public good for which UWI has been set up, is being provided for free. The presentation poses the problem of how that public good can be paid for since, if it is not, the goose that lays the golden egg will die for the want of feed. It goes on to explore a variety of models for funding UWI, which would both enhance its immediate economic benefits to the contributing territories, while also funding UWI in its public good mission. These models are based on the notion of UWI functioning as a provider of higher education services within the global marketplace.Item Strategies for financing higher education [PowerPoint](2015-07-15) White, TeresaThis presentation explores the panel topic under three main headings: 1) The Private Sector Perspective, with particular attention to the development of an exmployable and engaged workforce; 2) The Win-Win Value Proposition, with particular attention to the experience of Ansa McAl's support of The University of the West Indies (UWI) and regional strategic leadership; and 3) Securing and Sustaining Private Sector Support.Item Strategies for financing higher education: The Caribbean context [PowerPoint](2015-07-15) Downes, Andrew S.This presentation examines 1) stakeholders' perspectives of financing higher education, 2) recent trends in financing higher education, 3) some socio-economic considerations, and 4) "best practice" in the Caribbean context.Item UNESCO perspectives on best practices of regional quality assurance networks: Implications for Latin America and the Caribbean [PowerPoint](2015-07-15) Hönow, JochenThis presentation examines regional quality assurance in Latin America and the Caribbean, and identifies the implications for quality assurance agencies in the region.