 OUS headquarters | |
| Type | Public [1] |
|---|---|
| Established | 2002 |
| Location | , , |
| Website | www |
The Open University of Sudan (OUS) is a public university based in Khartoum, Sudan that provides bachelor and postgraduate courses through distance education. [2] The university is a member of the Federation of the Universities of the Islamic World. [3]
Motto
Education for All
Mission
To be a leading and distinct institution in the open, distance education locally and globally.
OUS Vision:
Ensuring national identity and affirmation of the cultural heritage through the curricula and academic programs.
Inculcating new educational and behavioral norms, which promote the values of self-reliance and continuous self-education as well as the cultivation of talents and enhancement of mental, physical, aesthetic and creative faculties and the refinement of spiritual and moral values.
Realization of democratization of education by providing equal educational opportunities for all without any form of discrimination through the expansion of higher education and training for the benefit of those who missed out education and the provision of opportunity to pursue education in combination with employment.
Dissemination of continuous education and community education.
Provision of qualified and trained manpower, sufficiently competent to meet the requirements of national development.
Contribution in the development and improvement of quality education through the use of modern multi-media technology.
Strengthening educational and cultural cooperation with local, regional, and international institutions.
Contribution to enlightenment and cultural initiatives.
OUS Objectives:
To expand higher education opportunities in response to the increasing social demand through the diversification of academic programs and provision of easy access to them.
To offer alternative opportunities for those who missed higher education due to social, cultural, economic or geographical barriers.
To offer in-service training and continuous education for different groups in the labor market to meet the needs of vocational development to improve proficiency, performance, and production.
To offer education to learners and students at their residences.
To extend the participation of the different sectors of the community in local development.
To strengthen of cooperation between the traditional campus university education and the ODL to facilitate the movement of learners across the different educational institutions.
To create suitable environment for graduate studies and scientific research relating to the needs of the various communities.
To adapt and appropriately use modern technology to insure effective delivery of academic programs.
To strengthen links with public and private educational institutions to help in addressing their needs in planning courses and curricula and to offer academic and technical advice as needed.
To create cultural orientation of disciplines and affirmation of the primacy of Arabic and English and inculcate the importance of other languages and translation.
To involve the documentation of cultural, spiritual and environmental heritage.
Vocational education is education that prepares people for a skilled craft. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET and TAFE. TVE refers to all forms and levels of education which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVE focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
In education, a curriculum is the totality of student experiences that occur in an educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit, the excluded, and the extracurricular.
Continuing education is an all-encompassing term within a broad list of post-secondary learning activities and programs. The term is used mainly in the United States and Canada.
The Universidad de Zamboanga is a private university founded in Zamboanga City in the Philippines. It is owned by the Eustaquio family. In 2012, the president of the univesrity, Arturo F. Estaquio III, was shot and killed in Zamboanga.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
Education in Lebanon is regulated by the Ministry of Education and Higher Education (MEHE). In Lebanon, the main three languages, English and/or French with Arabic are taught from early years in schools. English or French are the mandatory media of instruction for mathematics and sciences for all schools. Education is compulsory from age 3 to 14.
The history of formal education in Estonia dates back to the 13–14th centuries when the first monastic and cathedral schools were founded. The first primer in the Estonian language was published in 1575. The oldest university is the University of Tartu which was established during the reign of King Gustav II Adolf of Sweden in 1632. The beginnings of the Estonian public education system appeared in the 1680s, largely due to efforts of Bengt Forselius, who also introduced orthographical reforms to written Estonian.
The Technical and Vocational Training Corporation (TVTC) is a training institute in Saudi Arabia. In existence since 23 June 1980, it has branches in all major Saudi cities.
Education in Somalia refers to the academic system within Somalia. The Ministry of Education is officially responsible for education in Somalia, with about 15% of the nation's budget allocated to scholastic instruction. The breakaway republic of Somaliland maintains its own advanced Ministry of Education.
Open education is an educational movement founded on openness, with connections to other educational movements such as critical pedagogy, and with an educational stance which favours widening participation and inclusiveness in society. Open education broadens access to the learning and training traditionally offered through formal education systems and is typically offered through online and distance education. The qualifier "open" refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning. One aspect of openness or "opening up" education is the development and adoption of open educational resources in support of open educational practices.
The National Curriculum Framework 2005 is the fourth National Curriculum Framework published in 2005 by the National Council of Educational Research and Training (NCERT) in India. Its predecessors were published in 1975, 1988, 2000.
Tribal colleges and universities (TCUs) are a category of higher education, minority-serving institutions in the United States defined in the Higher Education Act of 1965. Each qualifies for funding under the Tribally Controlled Colleges and Universities Assistance Act of 1978 or the Navajo Community College Act ; or is cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994.
Knowledge and Human Development Authority(KHDA) (Arabic: هيئة المعرفة والتنمية البشرية) is the educational quality assurance and regulatory authority of the Government of Dubai, United Arab Emirates which is responsible for evaluation and accreditation of higher educational institutions and universities in the Emirate of Dubai. Established in 2006 by the country's Vice President and Prime Minister Sheikh Mohammed bin Rashid al-Maktoum, it is the main body that oversees the growth of private education sector in the emirate, including early childhood education centers and schools.
Yellowhead Tribal College is an educational institution located in Edmonton, Alberta, Canada, which is run by four member nations of Treaty 6 with the four members being Alexander First Nation, O'Chiese First Nation, Sunchild First Nation and Alexis Nakota Sioux Nation.
University of El Imam El Mahdi is a public Sudanese university based in the town of Kosti, Sudan. The university was founded in 1994 as a public university funded by the Ministry of Higher Education and Scientific Research. It is named in honor of Muhammad Ahmad al-Mahdi, the leader of the Mahdist revolution which overthrew the Ottoman-Egyptian administration and established their own "Islamic and national" government in Sudan (1885–1898).
Open educational practices (OEP) are part of the broader open education landscape, including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER, there is a strong connection between the two concepts. OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
Inclusive education in Latin America aims at giving all people of the region the right to access education. Its development consists of four aspects that may define the position of the debate on inclusive education in the region:
Newcomer education is the specialized teaching of refugees, migrants, asylees and immigrants who have resettled in a host country, with the goal of providing the knowledge and skills necessary to integrate into their country of refuge. Education is the primary way by which newcomers can adjust to the linguistic, social, and cultural environments of their new communities. Newcomer education aims to empower newcomers with a sense of self-efficacy and social integration, as well as giving them the skills to pursue employment or higher education. Newcomer education also aims to help address trauma, culture shock, and other negative effects of forced displacement. Education for newcomers can provide long-term prospects for stability of individuals, communities, countries and global society.
15°33′54″N32°33′45″E / 15.5651°N 32.5626°E
| International | |
|---|---|
| National | |
 | This Sudan university, college or other education institution article is a stub. You can help Wikipedia by expanding it. |
