I entered the university in the Soviet Union and graduated in the Russian Federation. My studies coincided with one of the most painful periods in the history of my country. Conditional sentences were our favourite grammar structure: “If only we had a copier…”. Or: “If only we had enough copies of books…”. Each cassette, book or film brought from abroad was a treasured possession, and we made the most of every page, leaflet, postcard we could get. Life has changed so much since then, and access to information in foreign languages is no longer a problem.
In particular, although there are many innovative ‘projects’, often dependent on the work of inspired and hard-working individual instructors, and although many institutions have put in place learning technology and faculty development initiatives, there appears to be little systemic change
The UNESCO Forum on Higher Education, Research and Knowledge is an initiative focusing on research in and on Higher Education and Knowledge, with the objective to widen our understanding of systems, structures, policies, trends and developments in higher education, research and knowledge with a special focus on low and middle income countries.
The purpose of this report is to provide educators working within primary, secondary, further and higher education with a guide to how learner voice is currently being used to shape policy and practice in education...