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In the historical higher education (HE) context of early post-independence Africa, little was done to unpack or critique the dominant notion of African universities as "developmental" and to create workable models for the future. The resultant conflictual role of African universities, caught between the demands of academic excellence, on the one hand, and local demands of development and regional and communal impact, on the other, have not yet been adequately resolved. Conceptually and organisationally, "engagement", "transfer" and "outreach" activities serve as mechanisms to bridge the divide between the traditional academy and the needs and expectations of societal stakeholders located outside of formal HE structures. This is now often referred to as the third mission (TM) of HE, the first and second missions being teaching and research. In recent years, many of the existing DAAD (German Academic Exchange Service) African Centres of Excellence (ACE) have established partnerships and networks with actors from the political, social and economic sector to increase their relevance and impact in their regions, especially relating to Sustainable Development Goals. Against this backdrop, a qualitative exploratory study was conducted to determine the experiences and perceptions of participating representatives from ten ACE, located in their different and specific regional and societal contexts, about their university-society community engagement (CE) or TM activities. This article reports on the findings of this study, which contributes to the larger aims of identifying long-term synergies and collaboration potential and the development of conceptual models that are scalable. The findings of this study can form an adaptable basis for future TM-CE projects and for possible future research projects about such activities in HE. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Texting has been identified as a tool that has the potential to enhance informational exchanges between academic advisors and students. We use focus group and survey data from a recent texting intervention to assess student and advisor receptivity to texting as a new mode of communication. The data reveal that most students immediately saw the benefits of this new tool. In contrast, advisors initially were very skeptical of its value. They raised concerns about having a voice in the content of the messages and the time commitment that would be needed to respond to students' texts. Over time, this feedback led to modifications in the texting protocol and, in turn, advisors came to view texting as an important mechanism for improving communication with students. Our study ends with a discussion of texting best practices within the context of academic advising. [ABSTRACT FROM AUTHOR]

This article reflects on the creation of bilingual spaces, focusing on writing centers as facilitators of academic dialogue regarding academic writing and culture. The writing centers of Pontifical Javeriana University and Florida International University jointly explore how these centers can serve as bridges to promote effective communication and cultural exchange in educational environments where different languages coexist. The analysis addresses the significance of these spaces in fostering linguistic diversity and the impact on academic development. Este artículo reflexiona sobre la creación de espacios bilingües, centrándose en los Centros de Escritura como facilitadores del diálogo académico en torno a la escritura académica y la cultura. Los Centros de Escritura de la Pontificia Universidad Javeriana y de la Universidad Internacional de Florida exploran conjuntamente cómo estos centros pueden servir de puentes para promover la comunicación efectiva y el intercambio cultural en entornos educativos donde coexisten diferentes lenguas. El análisis aborda la importancia de estos espacios en el fomento de la diversidad lingüística y su impacto en el desarrollo académico. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Foreign Policy Journal (CFPJ) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Shanghai Physical Education Institute / Shanghai Tiyu Xueyuan Xuebao is the property of Shanghai Physical Education Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Enrollment pressures and other considerations spur Master of Public Administration online offerings, and specific skillsets are needed for implementation. Online program management providers (OPMs) are for-profit companies that bundle services to establish academic programs in exchange for tuition revenue sharing agreements, upfront fees, or a combination of the two. In such relationships, principal-agent problems may arise in which a company's profit motives conflict with a university's larger set of goals and, as a result, stakeholders should recognize the dynamic. However, the lack of industry transparency and emerging business models impede easy understanding. Analysis of contracts obtained through open records requests and other documents (a) identifies available services and (b) reveals potential problems as well as mitigation tactics. Findings contribute to our understanding of what OPM agreements entail, including the contributions made by faculty and other university personnel. [ABSTRACT FROM AUTHOR]

: Development and acquisition of communication, logical thinking, team-building, critical appraisal, critical thinking and person-centred multi-disciplinary care planning must be considered as skill sets and global core competencies for a dental professional. Therefore, an international online study course to foster undergraduate dental students' skill sets in these areas was established and this study aimed to report the perceptions of participants. An international online course consisting of three levels pertaining to the school year was delivered to dental undergraduates of Japan and Thailand from September to December in 2021. An online questionnaire survey was conducted to obtain feedback from the participants and assess the implementation of the course. In total, 64 responses were obtained from students who participated in all the assigned online sessions and completed the questionnaire (a response rate of 88%). More than 95% of students from each level felt that the programme increased their motivation to study clinical dentistry, and was beneficial for their future and made them appreciate the importance of participating in international exchange. The ratio of favourable respondents was more than 90% with a 95% confidence interval. Fostering globally competent dental students is important and the acquisition of necessary skill sets could be enhanced through international virtual team-working, problem-solving and person-centred multi-disciplinary care planning activities. These are beneficial for undergraduate dental student training so that they graduate with a broader global perspective and an appreciation of the importance of delivering person-centred culturally sensitive dental care. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Fomento Social is the property of ETEA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Fomento Social is the property of ETEA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main goals of the study were, on the one hand, to develop and validate an instrument to measure students' perceptions of the use of ICTs and educational technologies in times of the COVID-19 pandemic, and on the other hand, to know about the participants' attitudes towards the educational use of ICTs and other educational software. Some specific objectives of the research were (i) to identify the disposition of the students towards the use of ICTs, (ii) to characterize the Interaction with others through the use of ICTs, (iii) to identify the interaction of the students with LMS and ICTs, and to (iv) validate the instrument to measure students' perceptions about the use of ICTs and educational technologies, among others. An in-depth theoretical review allowed the authors of this paper to construct an instrument to measure students' perceptions about the use of ICTs and educational technologies in times of the COVID-19 pandemic. Concerning the statistical analysis, descriptive techniques were used to find out the perceptions of a group of Chilean university students about the online learning process through the use of ICTs, and then, the characteristics of the instrument itself were examined in-depth with exploratory factor analysis. Finally, in order to make the factor analysis more complex and to find proposals for improving the instruments for future research, the percentages of the variables grouped into factors were analyzed, as well as the reliability of each one of them. This research was financially supported by the German Academic Exchange Service (DAAD) as part of the project "Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017" (Project Nr. 57334905). [ABSTRACT FROM AUTHOR]

Purpose: Gesar's timeless valor and cultural significance tales demonstrate the educational value of storytelling and narrative. This systematic literature review investigates the connection between the aesthetic evolution of Gesar and cross-media communication, focusing on the Chinese educational system. Using MAXQDA, 56 of 97 downloaded academic papers were selected for review. The results indicate that Gesar's aesthetic evolution substantially affects cross-media communication in the Chinese educational system. The study highlights the significance of cultural and educational factors in shaping the aesthetic development of Gesar, as well as the need for cross-cultural media communication and academic endeavors to effectively convey the cultural significance of Gesar to a wider audience. The study illuminates the potential of Gesar as a cultural icon for cross-media communication and emphasizes the need for additional research to advance academic knowledge. The findings have important implications for designing effective communication and educational strategies that can utilize the aesthetic evolution of Gesar to promote educational exchange via cross-cultural media communication. Such research can shed light on the broader significance of the epic in cross-cultural communication and deepen our comprehension of the intricate relationship between aesthetics, culture, and communication. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A personal narrative is presented in which the author shares his role experience after being assigned to the U.S. Liaison Office (USLO), an unofficial organization representing U.S interests in the People's Republic of China (PRC) in the absence of an official embassy.

Flipped Learning is a pedagogical method that gives an active role to the student in order to promote learning. This method proposes an educational innovation by exchanging the use of spaces in such a way that instruction is done at home and homework is done in the classroom. The benefits of Flipped Learning have been the subject of study in numerous studies which conclude that there are interesting benefits at different levels (i.e. educational, social, health, digital), highlighting the use of information and communication technologies, very present in our society with a view to future employment and / or academic. In accordance with the current world situation, characterized by the impact of the pandemic, this pedagogical method seems to be interesting when it comes to developing classes in this context and guaranteeing deep and meaningful learning for the students. [ABSTRACT FROM AUTHOR]

Copyright of Universidad & Empresa is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the context of the COVID-19 global pandemic and the health measures derived from it, emergency online learning (EOL) became the only possible alternative to be able to continue the training process in the university context. The general objective of the present research is to know the perceptions and evaluations of students at a Chilean public university about the "emergency" online learning process that occurred in the context of the COVID-19 pandemic. Based on several previous works related to online learning (OL), an instrument (questionnaire) was developed and implemented with the participation of 117 students. The research is quantitative-descriptive and had the following specific objectives: (1) To determine the attitude of university students towards EOL; (2) To characterize the learning experience of students in online modality; (3) To know about the available resources of students for EOL; and (4) To validate the developed questionnaire through a factor structure analysis. In general, the results show that students are proficient in the aspects related to self-management of learning, but have a low level of motivation for EOL and suffer a deficit in aspects related to interaction with others (teachers and peers). These results provide a first approximation of Chilean students' perceptions of EOL and allow us to identify several aspects that should be improved by professors and university authorities. This research was financially supported by the German Academic Exchange Service (DAAD) as part of the project “Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017” (Project Nr. 57334905). [ABSTRACT FROM AUTHOR]

Copyright of Migration & Ethnic Themes: MET / Migracijske i Etničke Teme is the property of Institut za istrazivanje migracija / Institute for Migration Research (IMIN) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article reports about the arrest and detention of Mas'ud, the suspected maker of the bomb that destroyed Pan American Flight 103 over Lockerbie, Scotland, in 1988, brought back memories of the tragic event and raised questions about what was known in advance. The author recalls a weekly meeting in Moscow in mid-December 1988, where they received an unclassified FAA warning.

BACKGROUND In contrast to global trends in which education hypogamy occurs when a reversal in the gender gap has taken place, an increase in women's education in India is closely followed by hypogamy, although women are still the less-educated gender. Two trends associated with this development suggest that educational hypogamy is a product of status exchange: an increase in educational hypogamy among lower-caste groups and a slow rise in caste exogamy. OBJECTIVES The primary objective of this study is to determine whether status exchanges can explain educational hypogamy in India. The initial assumptions are that educational hypogamy can be explained by the desire of women to 'marry up' to attain the caste of the husband and of women who belong to higher castes (who have less to gain by caste status) to 'marry up' to benefit from the occupation of the husband. METHODS AND RESULTS The Indian Demographic and Health Survey 2015--2016 dataset and logistic regression models were used to address the research question. The findings suggest that the educational trade-off with social and economic exchanges is interconnected, which is affected significantly by the caste groups to which the women and their prospective husbands belong. When marrying less-educated men, the preference to rise by caste is high among lower-caste women, whereas the preference to rise by occupation is important among women belonging to higher castes. CONTRIBUTION This study solves the Indian hypogamy puzzle by applying status-exchange mechanisms through education, caste, and occupation in the marriage market. It also shows that the growth in educational achievement for Indian women does not diminish social inequalities but provides other means by which social status can be exchanged. [ABSTRACT FROM AUTHOR]

Copyright of Medunarodni Problemi is the property of Institute of International Politics & Economics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Global networking and e-learning courses are an effective strategy for sharing educational content and there is potential scope to use e-learning technology in dental education. Therefore, this study aimed to explicate the challenges encountered in international e-learning use and decipher optimum solutions for disseminating course/systems on an international scale. An e-learning course with four computer-assisted simulation materials developed among international faculties was provided to dental undergraduates at dental schools in Japan and Vietnam in 2020. A post-questionnaire survey plus pre- and post-tests were conducted to obtain learners' feedback and assess the success of the course's implementation. Altogether, 41 students participated, with a response rate of 78.8%. The mean post-test score was significantly higher than that of the pre-test (p < 0.001). Students from both groups felt that e-learning was beneficial, useful for their future, and should be continued. This study showed that e-learning/course provision could be achieved at an international level by using a common online system, which is beneficial for students to gain a wider perspective and global dental education. Learners indicated that they learned without any major problems in learning operations. This type of educational material creation and course implementation is extremely important in global networking and dental education in the present era; and communication and cooperation between the faculties was important for course provision. More countries should be included in future studies to ensure that it has global application. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We developed a three-level template for education and learning data usage policy in Japan and published it on the Academic eXchange for Information Environment and Strategy website. We found that clarifying the purpose of use and obtaining subjects' consent are central to education and learning data usage, including personal information, and there is a responsibility to manage the data appropriately. The template allows for using education and learning data for research in compliance with the Act on the Protection of Personal Information. It can also be used to create anonymously processed information from such data for sharing among universities. [ABSTRACT FROM AUTHOR]

The article details a visit by a delegation from the Parliament of Trinidad and Tobago to the Legislative Assembly of Ontario in Canada, highlighting their twinning partnership aimed at fostering collaboration and mutual understanding.

The article discusses the state of U.S. in communist times. It mentions that size and importance of the Soviet Union meant that relatively large numbers of prominent Americans, including politicians, passed through Moscow. It reveals that despite the existence of cultural and scientific exchange agreements between our two countries, formal activity was modest in scale.

'Emergency remote learning' (ERL) has been undertaken as an emergency response globally to facilitate online shift of medical education due to COVID-19. Although medical students world-wide have reported an increased level of anxiety, factors in the academic setting during ERL that influenced anxiety levels have not been studied yet. The present study aimed to evaluate anxiety levels of first year medical students and its correlation with academic factors during ERL. ERL for neuroanatomy was conducted for six weeks mainly by online small group teaching. At completion, feedback was collected from students (n = 97) which included a GAD-7 questionnaire for anxiety levels and a modified VARK analysis to record changes in learning styles. Of 97 students (M46, F51) 43.30% had minimal, 31.96% mild, 10.31% moderate and 14.43% severe anxiety. Academic exchanges such as student–teacher interaction (80.41%), tutor feedback (90.72%) and mentor meetings (81.44%) were reported to be advantageous. There was a significant (p = 0.0056) correlation between enjoyment of small group discussion and lower GAD-7 scores. There was significant change in perceived learning styles during ERL. Video calls (p = 0.018) and gaming (p = 0.022) were significant modes of stress relief. There was significant correlation (p = 0.022) between gaming and GAD-7 scores. About one-fourth of the students faced anxiety issues during ERL period. Small group interactions with focus on promoting connectedness and interaction, augmented by feedback, mentorship, familial and social support are important in reducing anxiety which should be kept in mind by educators while delivering such learning experiences. [ABSTRACT FROM AUTHOR]

Copyright of Comunicação, Mídia e Consumo is the property of Escola Superior de Propaganda e Marketing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article emphasises the discord between 'mobile childhoods' and 'immobile schools' as the fundamental problematic of educational inclusion of migrant children in India. Formal schooling system predicated upon static ideals of age, grade, learning, curriculum and language, fails to accommodate the lived realities of migrant children. By drawing upon field work narratives with migrant children in Bangalore, I show that migrant children's educational exclusion cannot be understood in terms of their mobility alone, instead it needs to be problematised in the context of dominant spatio-temporal ideals of childhood and schooling. [ABSTRACT FROM AUTHOR]

Copyright of Revista CESUMAR: Ciências Humanas e Sociais Aplicadas is the property of Revista Cesumar - Ciencias Humanas e Sociais Aplicadas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Our study addresses a systemic issue facing higher education - a lack of rigorous educational research alongside new technology-assisted ways of teaching and learning. The issue highlights the disciplinary disconnect as many academics do not research outside their discipline, yet are tasked with educational modernisation through trying out new educational technology. Addressing this issue, we present our conceptual framework, the course transaction space (CT-space), and use it to analyse the impact of an intervention we designed that involved the use of regular online pre-lecture quizzes in a university mathematics course. The aim of the intervention was to optimise the effect of distributed (spaced) practice on long-term retention. Our findings suggest that a relatively small change in course instruction can improve the efficiency and effectiveness of educational exchange. Our analyses of data from multiple sources provide evidence that our intervention resulted in a sustained increase in the frequency of students' engagement with the content, increased attendance of lectures, and improved grades. Additionally, we discuss the impact of our intervention on the quality of student engagement with reference to competence related beliefs and self-efficacy. Finally, we discuss how our intervention can be used in other contexts for supporting an evidencebased approach to teaching and learning. [ABSTRACT FROM AUTHOR]

[2] English-language explications of Japanese laws written by Japanese legal scholars are published several times a year on the "news" feed of Waseda University's Institute of Comparative Law website, URL: https://www.waseda.jp/folaw/icl/news/?tag=legislation,precedent,recent, accessed 18 April 2021. Because Japanese law and precedents are not well understood in the English-speaking world, Mark encouraged me to publish on this topic as it relates to queer issues in English. My first encounter with Mark was at Sexualities, Genders, and Rights in Asia: 1st International Conference of Asian Queer Studies in Bangkok in July 2005. [Extracted from the article]

Bohm, Davis, Meares, and Pearce (2002) predicted a fourfold increase in the number of students pursuing an international higher education degree from 1.8 million students in 2000 to 7.2 million in 2025. Some of these students will be international exchange students from the continent of Africa, taking courses in Western countries, but a significant population will prefer to remain in their home country and use online learning facilities, and technologies as substitutions (Knight, 2012) (Waterval, Frambach, Driessen, & Scherpbier, 2015). A major catalyst is Transnational Education (TNE) defined as movement of people, programs, curricula in HEIs across national jurisdictional borders (Harris, 2019). TNE is a subset of educational internationalization and can be part of development projects, academic exchange programs, and commercial initiatives. How can African countries improve HEIs? Advances from online learning, and cross border partnerships may be an answer (Harris, 2019). Consider Nigeria, Ghana, South Africa, and Kenya uniquely positioned to develop effective HEIs, beyond the present-day footprint. [ABSTRACT FROM AUTHOR]

Pedagogical regression through Service-learning uses dialogue and deliberation as active learning tools. Reciprocity is a consequence rooted in this engagement with diverse communities. The aim of the study was to analyse how reciprocity manifests during service-learning. Data collected from students, Grade 12 learners, radiography facilitators, and conference delegates were analysed. Students indicated that service-learning enhanced their learning through selfdiscovery and group interactions, but nothing academic was learned from the learners. They experienced personal growth and increased levels of social responsiveness. Grade 12 learners reported no educational exchange with the students. Radiography facilitators agreed that servicelearning cultivates reciprocity through application of knowledge and elevates personal growth and social responsiveness in students. Conference delegates said that service-learning enhances the curriculum and cultivates social responsiveness in students. Reciprocity in service-learning is polygonal and needs to be redefined in terms of its equal mutualistic nature, of all communities benefitting from a broadly defined exchange. [ABSTRACT FROM AUTHOR]

This review critiques Julie Mathews-Aydinli's International Education Exchanges and Intercultural Understanding. Consisting of a series of ten essays from a diverse body of educators and administrators, this book highlights the importance of examining the purpose and impact of intercultural exchange in the twenty-first century. This review will evaluate the arguments made throughout the chapters and examine why this topic is important for those interested in the field of international education. [ABSTRACT FROM AUTHOR]

The Technische Universität Dresden (TU Dresden), Faculty of Education and the Universidad de Santiago de Chile (USACH) Faculty of Engineering, collaborate for the period from01.01.2017 to 31.12.2020 in the research and development project " Strengthening engineering training at Chilean universities through practice partnerships, STING Project (in german "Stärkung derIngenieurausbildung an chilenischenHochschulen durch Praxispartnerschaften"). This paper presents goals, activities and results of the STING Project, focused on the needs of academic training related to the different pedagogical and technological aspects that influence the training of engineers in the engineering faculty of the USACH. The STING-Project is oriented to the development and testing of training modules for students (either for electrical or mechanical engineers) and teaching qualifications of teaching staff in academic engineering education based in demands and employment- requirements of German and Chilean companies. For this reason, was developed a questionnaire by the TU Dresden and the USACH as part of a stage of information gathering to obtain the strategic positioning and future development of the participant enterprises. The goal of the application of this questionnaire is to know the opinion of strategic staff of the enterprises regarding the actual needs and the projected future scenario for engineers and the type of "technology transferences" between university-company. The results of this survey were used in the development of two training modules for students at the USACH. This project is financially supported by the German Academic Exchange Service (DAAD) as part ofthe program "PraxispartnerschaftenZwischenHochschulen und Unternehmen in Deutschlandund in Entwicklungsländern ab 2017" [ABSTRACT FROM AUTHOR]

The developments at various fields of technologies are due to the contribution of both industry and academia of the country and India is playing a major role in the rapid change of technology. The current problems of the society can be meet by the industry and institution by working together for the new creations. Producing skilled, globally competent professionals through quality technical education and to prepare them for immediate employment should be goal of any technical institute. To produce capable graduates ready for the industry, it is the need to know the requirements of the industries through a sustainable model industry-institute interaction and engraving best practices to arrive with desired outcome. Hence, a better and vibrant mechanism with strategic action to bridge gap is absolute need. To build good bond between both of them, to maintain trust between two pivots can be defined through a formal and most common process of entering to MoU between institutes with the industries is adopted by most of the organizations across the globe. This research paper describes the several types of activities in context to interactions between an industry and institute maintained in BVM addressing to present global perspective. The various Ingenuities& Approaches, types of exchanges of academic institute for industry are discussed in details. Impact of III has resulted in more innovation and more placement. Industry and Institute together playing a vital role in the development of the nation. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)