Here are some process models that may interest you:

http://www.csu.edu.au/special/wpp/resources/reference-model

http://www.slideshare.net/shanecolvin/primary-processes-in-higher-education-part-1

http://www.sciencedirect.com/science/article/pii/S2212567114007795

Here are some process models that may interest you:

http://www.csu.edu.au/special/wpp/resources/reference-model

http://www.slideshare.net/shanecolvin/primary-processes-in-higher-education-part-1

http://www.sciencedirect.com/science/article/pii/S2212567114007795

Emilija:

I can speak a little from being in a School of Education in which the emphasis is more on a 100% course work with limited examinations. Students can retake their failed courses until they pass these. However, if they are enrolled in the Gate (Government Assistance for Tuition Expenses) in which the Government pays 100% of their tuition fees, they would have to pay for retaking their exams if they do not finish their programmes within the stipulated time by GATE.

Best regards,

Debra

https://www.ttconnect.gov.tt/gortt/portal/ttconnect/!ut/p/a1/jdDNCoJAEMDxZ-kFnNFlK48blF-QaJm2l1DYNst2wyR7_LRTQVlzG_gN_BngkAFX-a2UeVNqlVf9zse7ILKQejZBx05MtOKILSe-R9ClHdi-gjB2Fh2YU9MNNgQR_7vHL8N-3q-EghT4IOsr3sGHzCcY6PCBy0oX3U_SGXBnHYdz1tczVZCpBF6LvahFbRz0tYGsbVtDai0rYTQNXM5JdveO9JSy0QMqHT7g/dl5/d5/L2dBISEvZ0FBIS9nQSEh/?WCM_GLOBAL_CONTEXT=/gortt/wcm/connect/gortt+web+content/TTConnect/Business/Role/AJobSeeker/ScholarshipsandFunding/GATE+-+Government+Assistance+for+Tuition+Expenses

I have been in the public schooling system of the US all of my life (even for college). Even through my small lifetime, it has changed dramatically especially with different laws, movements, regulations, and ideas. There is normally always a debate with what is best and what is not so I will not go into my opinion of that.

In general, what has stayed the same is:

Educational advancement applied first by age 5-6 y.o. (entering school) and then by testing (to move up despite your age).

The testing is normally individual by subject and by the end of the term (semester/quarter/etc.) is comprehensive. At the end of the school year, there is state testing to see where you lie among your class, school, and state.

Schools and teachers are then graded on where they lie in national standards in their teaching and learning standardization through the tests taken by the students themselves. The comparison of schools does not effect the students ability to pass or not.

A student passes through a collaboration of assignment, tests, attendance, and participation. A school counselor will normally (supposed to but not always) get involved to help the more troubled or advanced students to either help them pass, or move them up through other educational programs such as summer school, detention, or AP.

However, each school may approach these differently.

At the time of graduation, they either graduate or they don't. If they graduate they may receive rewards for their excellent and advanced work. If they don't graduate they either stay in school, make up the courses by another approved matter, or get schooling somewhere else to get a GED. Some people get their GED before graduation with the rest of their peers at the same age (17-18 y.o.). Many never get either for various reasons.

The biggest debate and comparative characteristic between schools within the country and with others is the quality of education and the advancement into adulthood (education, career, or job expertise). Although there is a set curriculum (thus the rating of schools and students based on end of year tests), the personalities and teaching styles of students vary dramatically and sometimes it is an honest luck of the draw. Programs have been set in place to try to help that but here we just bring in more debates.

I'm in Kazakhstan. You can study for degrees using Kazakh, Russian, or English languages. President Nazarbayev encourages Kazakhs to speak these three languages. I work at Nazarbayev University which is an English-medium university. It is very new. The first graduates were in 2015.

Higher Education in India is more a self learning process punctuated with dessertations, thesis and degrees.  More often it stops after obtaining the qualification. Education should be continued beyond the degree.

Dear Emilija

   Recently, University Grants Commission(UGC) ,NEW DELHI (INDIA) has introduced new Choice Based Credit Scheme(CBCS) . You can get full information from the site of UGC.

Thanks and regards

R S SINDHU

Emilija:

Higher education in the United States has a very complex history, and how students are currently evaluated is equally complex, and diverse. I believe, however, that it is important for you to understand that both state and federal governments, and the business sectors they are related to, stress the importance of student development of the following 21st century skills: critical thinking; complex reasoning; critical reflection; and strong written communication skills. Arum and Roksa (2011), and other system actors, discuss this extensively albeit for different reasons and from diverse ideological perpectives.

My own experience, at a two-year community college (where I secured a transfer degree to a four-year institution), and at the University of Washington, to secure a bachelor degree in Law, Societies and Justice, and at Antioch University, where I secured two Masters Degrees (communication and organizational development), and at my current institution (Northeastern University Boston) where I am pursuing my Doctoral Degree in curriculum, teaching, leading and learning, is that there is no hard-and-fast structure or format and process for course taking and assessment.

At the community college level, knowledge acquisition and testing was based upon the banking system (Freire, 1996). This is about amassing knowledge and then demonstrating that knowledge through written essay, or test taking (both shirt quizzes and comprehensive exams). Certain core courses in STEM areas (science, technology, English and math) were non-negotiable. This same format was used at the University of Washington; however, oral presentations were added into the mix as were collaborative group projects, and internships/externships. Grading ranged along a numerical scale from A to F (with F designating failure). A course with a substandard grade could be repeated with the permission of the professor, and the resulting higher grade would replace the lower grade with the net result of improving the student’s overall transcript. I am not certain that this practice occurs at other universities around the nation.

At Antioch University, where I completed my two Masters Degrees, no grades were issued, and the banking system of knowledge acquisition was not in use. Students demonstrated mastery of material through written deliverables (literature reviews, and individual and group-based writing projects and presentations), and by demonstrating their ability to engage in consulting and project-based work with external system actors. A capstone project was the final deliverable where students worked with an external organization of their choice to instigate meaningful social change. There were a range of possible deliverables: documentary movies, interactive presentations with presenters using activities to stimulate participatory action within the audience. Other students would use a stand-and-deliver format (sort of like a Ted Talk) using PowerPoint or some other media to demonstrate overarching points. Evaluation of student performance at Antioch was documented via an electronic portfolio that all the professors posted to. A detailed discussion of the student’s performance (both successes, failures, strengths and weaknesses) was emphasized. It should be noted that this system of student evaluation is not always accepted by other universities for the purpose of transferring credits (which essentially allow a student to avoid taking some introductory courses because they have taken similar courses at other institutions). In addition to emphasizing the areas of critical thinking; complex reasoning; critical reflection; and strong written communication skills, Antiochian students were also required to master systems thinking.

At Northeastern University in the College of Professional Studies (where I am pursuing my Doctoral Degree) learning occurs through a hybrid approach (in class rooms and online). Course material hinges on heavy reading (journal articles, books and other publications) vis-à-vis core courses and one’s concentration. Students are also expected to view and evaluate various forms of online media, and they are expected to: read and comment upon each other’s work; post to online discussion boards, engage in individual and collaborative projects, become familiar with and sometimes adept at diverse forms of technology and software; understand a range of qualitative and quantitative research strategies, and; move through the thesis/dissertation process. Grading at NU's College of Professional Studies is based upon a numerical system, banking of knowledge is certainly present, however, learning is also highly experiential; which is consistent with progressive education principles proposed by John Dewey (1938). Learning at this level is rigorous (sometimes I lay in bed at night and think to myself…”this is grueling”). Continuing on to secure one’s terminal degree is based on performance, and one has to satisfy their thesis advisor, an Internal Review Board, and defend their thesis before a panel.

Emilija, you have also put in a request for formal documents that will provide you with hard data. In order to satisfy a request of that nature, it would be helpful for you to be very specific about what you are looking for (what is your working theory, conceptual framework, why is this an area of interest), and, how able you are to access documents and information via the internet?

 All the best, Keven

Works Cited

Arum, R. &. (2011). Academically Adrift: Limited learning on college campuses. Chicago, Ill: University of Chicago Press.

Dewey, J. (1938). Experience & education. New York, N Y: Kappa Delta Pi.

Freire, P. (1996). Pedagogy of the oppressed. England: Penguin Books.

The Philippines is now heading towards the full implementation of outcomes-based education (OBE) in colleges and universities in the years to come. You can search the website of our commission on education (www.ched.gov.ph) for relevant memorandum orders regarding OBE.

Emilija:

I'm sending the question in this post as my messages are full:

https://www.researchgate.net/post/Should_we_focus_on_the_faces_of_students_with_disabilities_or_the_learning_environment_in_promoting_inclusive_education

Many thanks,

Debra