Advancing Transnational Higher Education in Ethiopia: Policy Promises and Realities

Autor/inn/en	Tamrat, Wondwosen; Teferra, Damtew
Titel	Advancing Transnational Higher Education in Ethiopia: Policy Promises and Realities
Quelle	In: Journal of Studies in International Education, 26 (2022) 5, S.623-639 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tamrat, Wondwosen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153211042088
Schlagwörter	Foreign Countries; Higher Education; Educational Trends; Enrollment Trends; Human Resources; Educational Quality; Educational Policy; Policy Analysis; Human Capital; Economic Development; Social Integration; Barriers; International Education; Student Mobility; Faculty Mobility; Study Abroad; Universities; Accreditation (Institutions); Institutional Characteristics; Institutional Cooperation; Educational Cooperation; Quality Assurance; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Humankapital; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Politikfeldanalyse; Wirtschaftsentwicklung; Soziale Integration; Internationale Erziehung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; University; Universität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Institute; Co-operation; Cooperation; Kooperation; Education; cooperation; Qualitätssicherung; Äthiopien
Abstract	Ethiopia boasts more than a million students in its burgeoning higher education sector which has witnessed phenomenal growth over the last two decades. In this context, transnational higher education (TNHE) has been widely touted as a viable means of addressing human resource capacity building needs and quality educational provisions. Using documentary analysis, survey questionnaire and structured interviews as principal data sources, this study explored the major rationales, policy directions and gaps in the provision of TNHE in Ethiopia. The findings of the study indicate that despite policy directions informed by the theories of human capital development and social inclusion, which are widely advanced by multilateral agents like the World Bank and Organization for Economic Co-operation and Development, the gains so far have been marginal and fraught with a plethora of challenges. The study proposes mechanisms for addressing these challenges and enhancing the contribution of TNHE in the context of developing countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01