Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as "skills for innovation": subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills.This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects

Didactics of the arts --- art appreciation --- kunstopvoeding --- Kunsten --- Kunstzinnige vorming --- Cultuur --- Cultuureducatie --- 611 --- #SBIB:316.7C316 --- #SBIB:316.334.1O340 --- Naslagwerken muziekpedagogiek en didactiek - algemeen onderzoek --- Vormingswerk --- Onderwijs en sociale verandering, onderwijs en samenleving --- Kunst en onderwijs --- Kunst --- Toerisme --- Verbeelding --- Art --- Education --- Study and teaching --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In the past decade, many countries have designed explicit internationalisation policies for their higher education systems, acknowledging the benefits of international exposure to prepare students for a globalising economy as well as the many opportunities of cross-border mobility for innovation, improvement and capacity development in higher education and in the economy. Cases of fraud and opportunistic behaviour have shown that these promises come with risks for students and other tertiary education stakeholders though. It is precisely to help all stakeholders to minimise these risks and strengthen the dynamics of openness, collaboration and transparency across countries that UNESCO and OECD jointly developed the Guidelines for Quality Provision in Cross-Border Higher Education. This book monitors the extent to which tertiary education stakeholders complied with the Guidelines in 2014. It will be of interest to policy makers, leaders of tertiary education institutions and quality assurance agencies, as well as to academics and other parties interested in higher education and its internationalisation.

Transnational education --- Foreign study --- Student mobility --- Education and globalization --- Education, Higher --- Education, Special Topics --- Education --- Social Sciences --- College students --- Higher education --- Globalization and education --- Academic mobility --- Mobility, Student --- International study --- Study abroad --- Studying abroad --- Offshore higher education --- TNE (Education) --- Transnational higher education --- Postsecondary education --- Universities and colleges --- Globalization --- Migration, Internal --- Transfer students --- Students, Foreign --- Transnational education. --- Student mobility. --- Foreign study. --- Education, Higher. --- Education and globalization.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as “skills for innovation”: subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills. This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.

Art --- Education --- Study and teaching