Rhiannon D Williams

Internationalizing higher education: Critical collaborations across the curriculum

Higher education is facing unprecedented change as today’s graduates need particular skills, awareness, and knowledge to successfully navigate a complex and interconnected world. Higher education institutions and practitioners are under pressure to be attentive to internationalization initiatives that support increasingly diverse student populations and foster the development of global citizenship competencies which include, “problem-defining and solving perspectives that cross disciplinary and cultural boundaries” (Hudzik, 2004, p. 1 as cited in Leask & Bridge, 2013).

Situating Early Childhood Care and Development Quality

Today, compared with the aims of large-scale investment in child-survival programs throughout the 1970s and 80s, the goal of Early Childhood Care and Development (ECCD) among NGOs operating in majority-world contexts is not only to promote survival but also to promote survivors’ physical, intellectual, social, and emotional development (World Bank, 2004). The term “majority-world” refers to the countries in which the majority of the children live, as opposed to the “minority-world” or developed countries, in which the minority of the world’s children live.