Staff of the Arizona State University led by Dr. Marek Wosinski, UCP-SARnet Facilitator held discussions with staff of some orphanages in the economic capital, Douala, over the week-end. This follows the presentation to the officials of the Ministry of Youth Affairs last November 29 of a plan of creating a model of collaboration between the government, local universities, community organisations and global organisations involved in realisation of the Millennium Development Goals.

Last week-end the delegation visited the Nouvelle Destinée, an orphanage hosting 50 children between 1-16 years and DORCAS Association. Discussions with staff of DORCAS Association, an association regrouping all orphanages in Douala, centred on possibility of placing orphanages in Cameroon, like in other countries of the continent, on a website to help philanthropists and generous individuals the world over have access to structures hosting orphans. They promised a set up a Computer Lab for orphanages in Douala and library for schools. The goal is to encourage direct funding and aid to orphanages while improving the futures of such children. Also, the collaboration which encourages government to include study modules on community leadership in all state universities equally seeks placement opportunities for the students with orphanages. “Orphanages are structures for good community leadership experience,” Dr. Marek Wosinki.

Through its programme dubbed University-Community Partnership for Social Action Research (UCP-SARnet), the University will collaborate with the Cameroon government in the area of educating community leaders. In other African countries, Kenya for example, this model with the support of African Union and World Youth Alliance will be implemented. Government has promised support for the project and advised close collaboration between UCP-SARnet, Ministry of Foreign Affairs and Ministry of Youth Affairs and Civic Education, as well as with the US Embassy in Cameroon. UCP-SARnet is expected to present to all three parties involved a detailed plan of action in which the first implementation step will be the Regional Leadership Summit in August 2012. Osee Romeo Tcheupgoum, Regional Coordinator of the network for Africa & North America, explained that the new strategies can help integrate and develop the appropriate pedagogy as holistic education systems responsive to our needs and to build dynamic knowledge societies.

Source : allafrica

Source: euronews

Mentioned below is the list of Scholarships for International Students in USA this year for Undergraduate studies. Please have a look into the snapshot of Scholarships given below through which you can easily search Scholarships information for Undergraduate students according to your area of interest.

2012 International Student Scholarship at Musicians Institute, USA
Organization: Musicians Institute
Subject: Guitar, Bass, Drums, Keyboards, or Vocals
Country: USA
Eligibility: Be accepted to a guitar, bass, drum, keyboard or voice Certificate, Associate or Bachelor Degree program at Musicians Institute for the Spring 2012 start.
Application Deadline: October 21, 2011
http://scholarship-positions.com/2012-international-student-scholarship-at-musicians-institute-usa/2011/09/13/

2012- 2013 AHA International Scholarship at University of Oregon, USA
Organization: University of Oregon
Subject: Any
Country: USA
Eligibility: Applicant must be enrolled as a full-time, degree-seeking undergraduate student at the UO. 
Application Deadline: November 1, 2011, April 10, 2012
http://scholarship-positions.com/2012-2013-aha-international-scholarship-at-university-of-oregon-usa/2011/06/08/

International Student Scholarships and Financial Aid at Texas A&M University, USA
Organization: Texas A&M University
Subject:
Country: USA
Eligibility: M.Sc. or equivalent degree in Life Sciences or related fields with two years relevant research experience. Candidates should have practical experience in Molecular/Cell Biology techniques and cell culture. suite….

Source: scholarship-positions.com

Study Subject(s):Biomedical and related sciences, including physical and mathematical sciences.
Course Level redoctoral
Scholarship Provider: HHMI
Scholarship can be taken at: USA

Eligibility:
have demonstrated exceptional talent for research, • are currently in the second (or third) year of graduate study, • have entered a laboratory in which they will conduct their dissertation research, and • are not U.S. citizens, noncitizen nationals, or permanent residents of the United States.

Scholarship Open for International Students: Yes

Scholarship Description: The term of the fellowship will be three years. Continuation of support beyond the initial year will be contingent on annual demonstration to HHMI that the fellow has made appropriate research and academic progress in the previous year. The term must be for three consecutive years unless an approved leave of absence is granted by the fellowship institution and HHMI.

How to Apply: Online

Scholarship Application Deadline: December 1, 2011

Further Scholarship Information and Application

Source :scholarship-positions.com

This week Learning World looks at the American education system and the challenges facing the US presidency as it tries to reform it.

One of the more controversial measures is a programme of privatisation. Charter schools are privately managed but open to the public. To some people they represent freedom of choice but for others they mean selling education to Wall Street.

To watch this video in French.

Source: Euronews Learning World

The MCC delegation, when received on Friday by Interim Education Minister Taieb Baccouche, enquired about the national educational policy.

The Education Minister pointed out that the Ministry re-launched the educational institutions’ councils in order to involve pupils, parents, educators and the administration in devising the internal educational policies and managing the knowledge institutions, underscoring the need to consecrate the culture of citizenship, human rights and freedom of expression in education, so as to strengthen dialogue and open up new horizons to innovation and creation.

The talk was attended by U.S. Ambassador to Tunisia.

Source: TAP

Carnavale, A. and Rose, S. (2011) The Undereducated American Washington DC: Georgetown University Centre n Education and the Workforce

This short report by two prestigious economists argues that the gap between supply and demand for people with a degree has been slowly widening since 1990. Forty-two percent of U.S.25- to 34-year-olds have college degrees, far below the 55 percent college degree completion rate attained by young adults in Canada, Japan,and South Korea. (Some parts of Canada are now aiming for 70%)

To bring supply and demand back into line, the USA needs to increase the number of Americans (or rather USAnians) with either an associate or bachelors degree or a at least one year of post-secondary education by 20 million by the year 2025. This would mean increasing the growth in the numbers with post-secondary education from the current rate of 1% per annum to 2.6% from today.

They also point out that there is an income premium for those with degrees and thus increasing the number of graduates will reduce income inequity in the USA (but not for those without a degree).

Comment

First, it’s good to know that someone in the USA still thinks a college education is not just worthwhile, but economically essential. Certainly the relatively well paid jobs in manufacturing for people with high school diplomas or less are disappearing rapidly, and the growth in jobs is mainly in the knowledge economy, which requires in general high levels of education for its workers. So they are probably correct in arguing that if the USA is to remain economically competitive, it needs to increase the proportion of workers with a high level of education. Nevertheless, there are several points in their argument that concern me.

The first is that their argument is based mainly on extrapolating past trends to the future. Thus it assumes demand for graduates will grow at the same rate over the next 20 years. However, this is not true if the US economy tanks again, and unemployment spikes, especially if this happens in the financial services industry. (No, that could never happen).

Second, it assumes that an associate or bachelor’s degree is the most appropriate form of post-secondary education for nearly everyone. However, we could and should be thinking of other routes to lifelong learning not based solely on a full-time education on campus.

Furthermore, is the need for more abstract thinkers, or for people who are creative and innovative in practical terms? In other words, do we have enough power engineers and too many social anthropologists?

Also, it is not just a quantity issue but also a quality issue: are enough universities teaching in a way that produces the type of people that will be needed in society and the workforce 20 years from now?

And lastly, will having more people with a degree reduce income inequalities in the USA? I don’t think so, when nearly all the rewards from economic growth over the last 20 years have gone to just 3% of Americans, the über-rich (middle class incomes have stagnated, allowing for inflation).

There is really only one way that the USA is going to get out of its economic decline and that is to tax the very wealthy (it’s no good taxing people who don’t have the money – just ask the Greeks) and use the revenues for improving health, education and infrastructure. But I don’t see that happening, and if it doesn’t, the proportion of Americans going to college will actually decline, as will its economy, because it won’t have the numbers of educated people needed in the workforce. So in the end, it’s not an educational or even an economic issue – it’s a political or ideological issue. They are slowly killing themselves because they are not willing to pay taxes. Time to grow up, guys.

Source: Tonybates.ca

Who are international Students: International students are those who travel to a country different from their own for the purpose of obtaining education.

This scholarships catalog includes some of the most prestigious scholarships which can be applied by Non-U.S. Citizens.

AAMC Financing Your Medical Education
www.aamc.org/students/financing/start.htm
A series of programs to assist students in managing loans and preparing for future financial stability within the Medical field.

AAMC Medical Scientist Training Program
www.aamc.org/research/dbr/mdphd/programs.htm
Grants made available of varying quantities in all the sciences.

AIA / AAF Minority/Disadvantaged Scholarship
http://www.archfoundation.org/aaf/aaf/Programs.Scholarships.htm
Grants ranging from $500-$2,500 for high school seniors and first-years.

Albright Institute Fellowships
http://www.aiar.org/fellowships.html
A grant of up to $252,000 for students who will live at the Albring Institute and study a specific field in archaeology.

Alexander Graham Bell Association for the Deaf and Hard of Hearing
http://nc.agbell.org/NetCommunity/Page.aspx?pid=486
Students who were diagnosed with hearing loss before the age of seven are eligible for a grant ranging from $1,000-$10,000.

Allen Lee Hughes Fellowship
http://www.arena-stage.org/about/employment/fellow_info.shtml
Individuals interested in artistic and technical production, arts administration and community engagement. Fellowship provides a modest stipend and is intended to increase participation of people of color in the arts.

All-USA College Academic Team
http://www.usatoday.com/news/education/2002-11-04-allstars_x.htm?Loc=vanity
Recognition program for exceptional full-time undergraduates at four-year institutions in the USA and its territories.

Amelia Earhart Fellowships (Zonta International Foundation)
http://www.zonta.org/site/PageServer?pagename=zi_issues_programs_amelia_earhart
Women of any nationality with a superior academic record and a bachelor’s degree in science or engineering. Fellowships carry a stipend of $6,000; approximately 35 are awarded annually. Deadline: mid November.

American Architectural Foundation and Sir John Soane’s Museum Foundation Traveling Fellowship
http://www.archfoundation.org/aaf/aaf/Programs.Scholarships.htm
These scholarships are open to high school seniors and college freshmen who plan to study architecture at a NAAB-accredited program. Scholarship amounts range between $500 and $2,500 and are determined by evaluation of financial need information provided by the student and the school.

American Association for University Women – International Fellowships
http://www.aauw.org/fga/fellowships_grants/international.cfm
Full-time study or research to women who are not U.S. citizens or permanent residents; graduate and postgraduate study is supported… Read more.

Source: Scholarship-positions.com

Study Subjects: Social sciences: anthropology, economics, education, geography, history, law, linguistics, political science, psychology, social work, or sociology, and interdisciplinary field.

Course Level: PhD.

Scholarship Provider: Vera R. Campbell Foundation.

Scholarship can be taken at: USA.

Eligibility:

• Applicants must be nationals of developing countries that are currently eligible to borrow from the World Bank.
• Applicants should be pursuing research in one of the social sciences: anthropology, economics, education, geography, history, law, linguistics, political science, psychology, social work, or sociology, or in an interdisciplinary field that incorporates two or more of these disciplines.
• To facilitate full engagement in the SAR intellectual community, applicants must demonstrate their fluency in English, such as through their record of professional interaction in written and spoken English.

Scholarship Open for International Students: Yes.

Scholarship Description: One six-month fellowship is available for a female social scientist from a developing nation, either a PhD candidate or post-doctoral scholar, whose work addresses women’s economic and social empowerment in that nation. The goal of the program is two fold: to advance the scholarly careers of women social scientists from the developing world, and to support research that identifies causes of gender inequity in the developing world and that proposes practical solutions for promoting women’s economic and social empowerment.

How to Apply: By Post.

Scholarship Application Deadline: 1 November 2011.

Further Scholarship Information and Application.

Source: Scholarship-positions.com

Lokken, F. (2011) Trends in eLearning: Tracking the Impact of eLearning at Community Colleges: 2010 Distance Education Survey Results Washington DC: Instructional Technology Council.

This carefully conducted survey by the Instructional Technology Council of community colleges in the USA is the latest in a series of similar surveys going back to 2005. However, the sample is small (about 11% of all colleges, although representative by categories of college).

I provide a summary below of the main points, but the full report contains much more information and is well worth reading.

Growth in DE enrollments of 9% in 2009-2010.

Campuses reported a nine percent increase in distance education enrollments—which is higher than the seven percent increase in overall student enrollment at all higher education institutions, and the eight percent increase at community colleges, according to the National Center for Education Statistics. This is lower though than the 21% growth rate reported by Sloan-C. This is because the surveys covered different samples (Sloan covered the full range of HE institutions, not just two year colleges, and a slightly different time period.)

Blackboard products decrease as a percentage

In 2010 51% of colleges reported using a Blackboard LMS (including WebCT and Angel) down from 56% in 2009. Moodle has been stable for four years at around 10% of the colleges, and Desire2Learn has been slowing increasing each year as a percentage, but still remains below 10% of this market.

Online class enrollments capped

81% said that they capped online class enrollments, typically at 30 students or less per class.
Servers mainly outsourced.

Just under 40% of colleges maintained their own server for the LMS. 13% were shared, either with other colleges or at a state level, and the rest were outsourced from third party suppliers.

Main problem: lack of adequate support staff

Finding adequate support staff continues to be a challenge to community college administrators—especially those support staff who are experienced in instructional design.

Mainly in-house development

71% of colleges develop their own content, 21% use publishers’ content and the rest license materials from a content provider. Although not explicit about OERs’ this suggests that few colleges are actually using them to any extent so far. However, a dedicated question on the use of open educational resources ought to be included in the next survey.

A move to more blended/hybrid courses

65% of colleges surveyed offer fully online courses, compared with 75% the previous year, and 21% blended/hybrid courses (defined as at least 30% online), compared with 15% the previous year.

Faculty receive 8 hours or more of training for online teaching

Just under two-thirds of colleges have mandatory training for faculty who teach online. The proportion of full-time faculty teaching online (roughly two thirds) is the same as the proportion teaching on campus.

Students split 50:50 between ‘traditional’ and ‘mature – but the older ones do best

The ITC Survey confirmed that older students are just as likely to take online classes as their younger counterparts. Older “nontraditional” students are interested in the access and flexibility online courses provide. Although this age group might not be as comfortable with technology as younger students, they are more motivated to succeed and have higher GPA and completion rates than those who just graduated from high school. (p.19)

Demand for online learning greater than supply

Over two-thirds of colleges reported demand exceeded supply. Still plenty of room for growth then in online learning.
(US) law is an ass.

The Federal government has passed a law (the Higher Education Act Program Integrity Issues) that requires a college to ascertain that it is accredited in another state if it offers courses to any student in that other state. If the college is not accredited in a particular state, students in that state will not be eligible for Federal financial aid. Since there are 52 states, getting accreditation is a bureaucratic nightmare for out-of-state institutions, and students could enroll from anywhere, this places a huge bureaucratic disincentive against offering online programs to students out of state. Just another example of the terrible way the US goes about accrediting institutions, and how it affects financial aid.

It’s not just me that thinks this. See:

Lederman, D. (2011) Fixing accreditation, from the inside Inside Higher Education, May 13.

Although quite specific to the USA this is a valuable study and provides a very good picture of what is happening with online distance education in two year community colleges in the USA.

Source: Tonybates.ca