Comparative analysis of goals and policies of higher education in Canada, Australia, Italy, Qatar and the United Arab Emirates

Zakersalehi, Gholamreza; Keykha, Ahmad

doi:10.22034/jstp.2024.11468.1684

Comparative analysis of goals and policies of higher education in Canada, Australia, Italy, Qatar and the United Arab Emirates

Document Type : Original Article

Authors

¹ Professor, Institute for Research & Planning in Higher Education, Tehran, Iran.

² Ph.D., Department of Educational Planning Management, University of Tehran, Tehran, Iran

10.22034/jstp.2024.11468.1684

Abstract

Abstract
In this article, the policies and goals of higher education in several selected countries have been analyzed and compared, and the appropriateness of these policies for Iran has been examined from the point of view of their desirability and localization. In the framework of the research, the goals and macro policies of the selected countries have been calculated and then their commonalities and differences have been identified. The results showed that: Australia acts in line with the approaches and policies of the Commonwealth of Nations (in line with Great Britain). In these countries, higher education has emerged as a profitable industry. As it is in England, which is the leader of this group of countries. Italy behaves within the framework of EU policies and the implementation of the Bologna process. This process has created the European Higher Education Area under the Lisbon Convention. Canada has its own policies and programs, and in the framework of internationalization, it was able to pursue its goals regarding the international mobility of professors and students and gaining wealth through innovation, even during the Corona era. This country intends to be a leader in innovation and the central core of that is the universities. Qatar and the UAE are looking for a rapid scientific leap by relying on regional facilities and advice from the United States and England, and their higher education system is still state-run. Finally, from the point of view of the degree of desirability and the possibility of localization, the various policies and goals of these countries were ranked by higher education experts.

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