Academic literature on the topic 'Political aspects of Higher education'
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Journal articles on the topic "Political aspects of Higher education"
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Neave, Guy. "Higher Education and Aspects of Transition." Higher Education Policy 19, no. 1 (March 2006): 1–5. http://dx.doi.org/10.1057/palgrave.hep.8300115.
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Mense, Evan G., Christopher J. Garretson, Pamela A. Lemoine, and Michael D. Richardson. "Global Marketing of Higher Education E-Learning." International Journal of Technology and Educational Marketing 8, no. 2 (July 2018): 59–74. http://dx.doi.org/10.4018/ijtem.2018070104.
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Many business and political leaders speculate that globalization is rapidly connecting all aspects of international political, economic, cultural, and social life. One of the most used aspects of globalization is the continued development of instructional technology, particularly e-learning. As a result, e-learning and distance learning technologies have accelerated tremendously during the last decade. e-learning necessitates changes in development and delivery of instructional content, including altered instructional methods and the expansion of support services for e-learning activities. These new information technologies significantly influence most aspects of higher education, both globally and locally. Changes in teaching and learning have impacted everyone associated with applying technology to the global delivery of learning services. E-learning has increasingly become the vehicle of choice for many higher education institutions and corporate clients who are actively engaged in creating diverse international markets for their goods and services.
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Antonyak, Iryna P. "Organizational Aspects of Higher Historical Education Functioning in Lviv between 1944?1957." Universum Historiae et Archeologiae 1, no. 1-2 (December 25, 2019): 44. http://dx.doi.org/10.15421/2611806.
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The key issues of this work are the definition of all the development patterns and trends of higher historical education in Lviv during 1944?1957. During this period, it was possible to gain an education in history at the Lviv State University and at the Lviv State Pedagogical Institute. The main attention is paid to the problems faced by the history faculties in the post-war years: material and technical support, selection of teaching staff, recruitment of students for studying, and also the introduction of an ideological component into all areas of higher historical education. Demand for "ideological direction" had a significant impact on the educational-methodological and ideological process, which led to theestablishment of Soviet historical concepts, changes in the content of historical education and its unification under theSoviet style. The influence of party politics reflected on the teaching staff of the history faculties, because in this period attention was focused not only on professional qualities, but also on political convictions. This position was justified for the purpose of preventing the influence of teachers whose views were "ideologically and politically unverified" on the student environment. So-called "re-education" or "re-thinking" methods were applied to the teaching staff. The purpose of these methods was to recognize the correctness of the Soviet historical concepts and the Soviet world outlook in general. Significant requirements were placed on the students as well. Only students “with a clean political past” had the right to enter higher educational institutions. Educational and independent work with students at the historical faculties was based on the confirmation of the correctness of Marxist theories on the grounds of historical material, which was meant to become the basis for the formation of the Soviet world outlook among students of historians faculties. However, the change of the political course and redirecting education to be more technical in nature led to the elimination of the historical faculty at the Lviv State Pedagogical Institute, which established the Lviv University as the only center of higher historical education in Lviv.
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Vissing, Yvonne, and Jane Williams. "A Review of Human Rights Education in Higher Education." World Studies in Education 20, no. 2 (December 1, 2019): 23–59. http://dx.doi.org/10.7459/wse/20.2.03.
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The United Nation created the World Programme for Human Rights Education to advance implementation of human rights education (HRE). This study is an exploration of some aspects of the Second Phase of the Programme as it pertains to the incorporation of human rights education into higher education settings. It concludes that there is a global attempt to integrate HRE into higher education, particularly at the course level in medical, legal, and political departments. Content and pedagogical approaches vary significantly. The role of higher education in stimulating HRE research is under-developed. Higher education has a powerful opportunity to do much more to integrate and advance HRE in the future.
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Ageenko, N. V., S. G. Menshenina, V. V. Dobrova, and P. G. Labzina. "Practical Aspects of Academic Literacy Development in Higher Education Institutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 117–27. http://dx.doi.org/10.31992/0869-3617-2021-30-7-117-127.
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Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English Language instructors designed an academic writing course to increase the methodological and academic literacy of students and young researchers. We believe that the development of the key educational and communicative foreign language competencies for academic and professional interaction can contribute to successful integration into the international scientific environment. Course design considered foreign experience, methods and curricula in the field of academic writing and academic reading.
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Qiao, Jing. "Exploring the Integration and Development of Civic Education and Innovation and Entrepreneurship Education in Higher Education." International Journal of Education and Humanities 9, no. 2 (July 5, 2023): 130–33. http://dx.doi.org/10.54097/ijeh.v9i2.9882.
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The integration of ideological and political education with innovation and entrepreneurship education is an important part of higher education, and the fusion and development of the two have significant implications for cultivating high-quality talents with comprehensive development in moral, intellectual, physical, aesthetic, and labor aspects. Based on literature research and case analysis, this article explores the current status, existing issues, and solutions regarding the integration and development of ideological and political education and innovation and entrepreneurship education in universities. The study indicates that the integration and development of ideological and political education with innovation and entrepreneurship education in universities requires the establishment of a comprehensive, diverse, and open education model. It should focus on nurturing students' values, innovative spirit, and practical abilities. Additionally, it is necessary to strengthen the construction of the faculty team and evaluation system, and create an educational atmosphere where the entire school community of teachers and students can actively participate.
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Mercille, Julien, and Enda Murphy. "The Neoliberalization of Irish Higher Education under Austerity." Critical Sociology 43, no. 3 (October 8, 2015): 371–87. http://dx.doi.org/10.1177/0896920515607074.
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This paper discusses the transformations that have taken place in Irish higher education under neoliberalism and, in particular, during the period of austerity since 2008. We adopt a critical political economic framework conceptualizing Ireland as a prototypical neoliberal state and maintain that the period of economic crisis since 2008 has witnessed a deepening of neoliberalism. We argue that restructuring in the education sector has been shaped by forces originating from the European Union, global institutions, as well as from the interests of Irish political and economic elites. We examine several aspects of the neoliberalization of the education sector, including privatization, commercialization, labor casualization and the erosion of work conditions. Empirically, the paper synthesizes and conceptualizes available data on neoliberalism and higher education in Ireland. Theoretically, it presents a useful framework to investigate similar cases in other countries.
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Youkhana, Eva, Claudia Leifkes, and Tomás Enrique León-Sicard. "Epistemic Marginality, Higher and Environmental Education in Colombia." Gestión y Ambiente 21, no. 2Supl (December 31, 2018): 15–29. http://dx.doi.org/10.15446/ga.v21n2supl.77752.
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Due to their ecological and cultural wealth and diversity many Latin American countries suffer from the exploitation of natural resources and environmental conflicts. These are furthered by many interconnected factors: divergent world views on land and territory and the competitive interests that stem from them (land and nature as livelihood with symbolic meaning vs. land and its resources as commodity), multiple legal systems (legal pluralism), different social relations and equally divergent strategies and technologies to transform nature. In Colombia among other countries, these factors are largely responsible for the emergence and intensification of the unsustainable resource use and the exploitation of natural resources, for example through an increase of extractive activities such as mining and agricultural practices in the style of the green revolution. Both are privileged in the current conventional and neoliberal model of development, with serious destructive consequences for the natural and cultural environment (symbolic, social, economic, political and technological). Strategies to solve the mentioned problems need a critical reflection on the epistemic foundations that represent diverse perspectives on ecology, development and the environment. We assume that higher and environmental education are important aspects, political agents and protagonists for the enforcement of ideologies and interests, and should therefore be diversified to increase political participation and decrease social inequalities.
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Duke, Benjamin. "REACHING MATURITY: TEACHING HIGHER EDUCATION STUDENTS POLITICAL SCIENCE IN THE 2020S." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (April 21, 2022): 285–302. http://dx.doi.org/10.20319/pijtel.2022.61.285302.
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Purpose of the research: This article discusses the different aspects to consider when deciding the pedagogical choices by which various political sciences can be taught and learnt. Pedagogy is the educational process a teacher uses to teach a learner a new skill. Pedagogy can be teacher-centred or learner-centred, the latter focussing on students having an active role in the learning process. Research methodology: This critical review was written by conducting several internet searches using clearly relevant keywords. Grey literature, policy documents from numerous state actors, associated democratisation, higher education practitioners and stakeholders, feature extensively in this critical review. Findings: Political science students could be taught using experiential learning-centred pedagogy, to learn how equality, diversity and inclusion affect political processes. A basic understanding of political science concepts e.g., agenda-setting and media manipulation, are crucial in conceptualising the politic of equality, diversity and inclusion. Conclusions: Three factors that have caused a significant increase in political science degree applications: The 2008 election of Barack Obama as US President heralded digital democracy and E-government participation.; the rise to prominence of Greta Thunberg, climate activist with the environmentalist movement Extinction Rebellion; the #BLM social movement, re-ignited by the death of George Floyd.
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Bayer, J. P., and N. A. Churaev. "Global Changes in Higher Education: Post-Covid Times." Administrative Consulting, no. 8 (October 15, 2021): 65–70. http://dx.doi.org/10.22394/1726-1139-2021-8-65-70.
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In this article we talk about education as a global phenomenon that includes many actors with their own political interests. In this regard, the question of the anthropological component of modern education, including in the international context, arises extremely sharply: what kind of person is formed by the new global education, to whom it applies, and what values it forms. Main trends in global education policy are defined. The formation of a global educational policy has not yet been completed, and the pandemic of coronavirus infection has brought both positive and negative aspects. We name both of them: the advantages and disadvantages of pandemic situation that shifted the global higher education into the different format. Also, we make the forecast on further higher education development.
Dissertations / Theses on the topic "Political aspects of Higher education"
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Idema, Timo. "Brain power : the political economy of higher education." Thesis, University of Oxford, 2011. https://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e.
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This dissertation disputes conventional interpretations of the comparative political economy literature on higher education. In particular, I challenge the common assumption that access to higher education is structured by income. Instead, based on insights from the relevant psychology, sociology and economics literature, I argue that a child's probability of entering higher education is predominantly a function of her abilities, and that her abilities are strongly related to her parents' level of education. I develop a theory of the distributive politics of higher education solidly grounded in this relationship. The result of this model is the counter intuitive hypothesis that the initial expansions of higher education benefit the children of more highly educated parents. Moreover, more highly educated families are the net beneficiaries of free higher education and generous subsidies. Extensive survey evidence from Britain, Australia, Canada and Sweden of higher education policy preferences confirms this picture of the politics of higher education as a zero-sum distributive game between highly and lesser educated families. In order to analyse the consequences of these preference patterns for higher education policy, I develop a theoretical and empirical measure of voting power for multi-party systems. Voting power measures how many votes a party stands to gain from converting and mobilising voters by distributing resources from one group to another. Using data from 15 EU countries, I show that parliaments and cabinets, on average, stand to win more votes from pleasing highly educated voters than from targeting less educated voters. Furthermore, the conversion imperative is much stronger than the mobilisation imperative. Statistical analyses show that variations in the voting power of highly educated individuals over the government help to explain variations in higher education policy across countries and within countries over time. All in all, the theoretical and empirical analyses presented in this dissertation represent a significant contribution towards understanding the specific distributive politics of higher education, and the political economy of redistribution more generally.
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Yung, Man-sing, and 容萬城. "Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955976.
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Finn, Michael Thomas. "The political economy of higher education in England, c.1944-1974." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610463.
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Dmitrishin, Alexander. "Socio-political aspects of higher education and knowledge production : the case of university rankings." Thesis, IMT Alti Studi Lucca, 2013. http://e-theses.imtlucca.it/120/1/Dmitrishin_phdthesis.pdf.
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The dissertation deals with the topic of academic rankings.
Unlike other works in the field, it analyses the rankings as a part of the academic knowledge production system. The main question of the dissertation is how the emergence of various measurement systems, including the rankings, influenced the global academia. The impact of academic rankings is studied through the prism of incentives that the rankings produce on various levels. The three levels that are studied in the dissertation are policy, institutional, and individual level. The research shows a considerable skew that the rankings introduce into the academic system. On the policy level the rankings promote institutional mergers, re-distribution of resources in favor of more influential institutions, and priority
funding of STEM disciplines. On the institutional level, the
rankings lead to gradual separation of teaching and research, better funding of STEM departments, faculty head-hunting. On the individual level, the rankings promote prioritization of certain research topics and marginalization of other topics, quantitative tilt, and investment into development of research rather than teaching skills. In addition to the aforementioned impacts, the rankings have an impact on a whole set of sociological issues, such as power and rhetoric in global academia. Taken together these trends change the traditional features of the academic system and push it into a certain direction. To a large extent this direction is determined by the logic of the market.
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Xia, Lu Harold, and 夏璐. "Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899685.
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Why has the significant expansion of a certain social category‘s population and influences– largely resulting from the development of national economy and free market system – NOT frequently caused political instability and unrest to the authoritarian regime during the reform era? How has the regime upgraded its strategies of sociopolitical control by combining the market logics into the conventional approaches? And what strategies has the Party-state adopted so as to preempt and prevent this social category‘s potential challenges from occurring in this ever-changing period? This study undertakes the task of understanding these theoretical questions by looking at the Chinese Communist Party-state‘s sociopolitical control mechanisms over intellectuals during the reform era. Particularly, it primarily seeks to tackle the following empirical issues: How has the state-intellectual relationship in 1990s and the first decade of the 21st century been shaped differently comparing with that in the previous period? Why has it been shaped in that particular pattern? In the face of what kinds of institutional and intellectual challenges has the CCP inherited and created a number of different forms of sociopolitical control mechanisms over intellectuals for the persistence of its authoritarian rule in China? And to what extent could this particular pattern of state-intellectual relationship drawn upon the case of China be extended to other transitional countries?
The author seeks to solve these questions by developing a theoretical framework of Politicized Academic Capitalism. The core of such a framework is a kind of hybrid institutional arrangement designed by the Chinese Communist Party-state with the employment of the market logics as the important means of interest-sharing with and hence the sociopolitical control mechanism over intellectuals who serve in higher education institutions. By highlighting the scarcity and competition as the primary logics of the market, the author further holds that scarcity is the natural and logical prerequisite for the competition, and the competition is manipulated by the Party-state to keep intellectuals being in a constantly busy situation and working along the line drawn by the state. Moreover, shaping scarcity is an effective way to show the significance of key resources and the related interests that could be shared with the Party-state, and then manipulating competition becomes the only manifested way to enjoy this interest-sharing privilege.
This study is conducted on a basis of a variety of data sources, including historical documents, media accounts and reports on currently related events, organizational charts and regulations, university archives, interviews with key persons, and a set of biographies and memoirs of renowned intellectuals. These intensive empirical probes into the complex relations among the Chinese Communist Party-state, institutions of higher learning, and the intellectual community have revealed that economic reforms have strengthened the state capacity and facilitated the state‘s means of social control. And the Politicized Academic Capitalism can be viewed as a hybrid institutional arrangement designed by the Party-state to employ the logic of the market to impose sociopolitical control over university intellectuals during the reform era.published_or_final_version
Politics and Public Administration
Doctoral
Doctor of Philosophy
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Poon, Scarlet, and 潘穎思. "Colonialism and English education at the University of Hong Kong,1913-1964." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29521531.
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Batisienė, Nadia. "Lietuvos aukštojo mokslo reformos klausimas: finansavimo aspektas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20090128_112449-24262.
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Šiuolaikinės visuomenės raidai reikia kokybišką aukštąjį išsimokslinimą turinčių žmonių, todėl universitetai turėtų siekti aukštos studijų kokybės, peržiūrėti siūlomas studijų programas, nuolat kaupti intelektinį potencialą, atnaujinti materialiąją bazę. Išanalizavus Lietuvos aukštojo mokslo finansavimą teoriniu, teisiniu aspektais, išryškinant finansų politikos modelius aukštojo mokslo sistemoje, panagrinėjus su finansavimu susijusias problemas, valstybė galėtų racionaliai ir objektyviai skirstyti lėšas aukštosioms mokykloms.
Pastaruoju metu ypač aktyviai kalbama apie mokslo ir studijų sistemos reformos būtinumą. Šiandien galime pastebėti, kad universitetai atsitvėrę nuo rinkos, trūksta finansavimo, neracionaliai vykdomas finansavimo valdymas, per mažai finansuojami moksliniai tyrimai ir finansai atiduodami mokslinėms įstaigoms, o ne programoms, moksliniai tyrimai nesukuria pakankamo kiekio pasaulinio lygio produkcijos.
Finansavimo sistema yra pagrindinis aukštojo mokslo reformos tikslas ir manoma, kad jį įgyvendinus bus išspręsta dauguma aukštojo mokslo sektoriaus problemų. Siekta išanalizuoti mokslinę problemą: ar aukštojo mokslo finansavimas bei studijų apmokestinimas turėtų būti pagrindinė aukštojo mokslo reformos ašis? Ar finansavimo didinimas ir įmokų už studijas įvedimas pagerintų studijų kokybę?
Anketinėje apklausoje dalyvavo 165 Lietuvos valstybinių universitetų studentai ir buvo siekta ištirti jų nuomonę apie aukštojo mokslo reformos pradžios etapus, studijų... [toliau žr. visą tekstą]Modern society development needs high-quality higher educated people, so universities should seek high-quality studies, to review the proposed study programs, constantly collect intellectual potential, to update the material base. The analysis of Lithuania higher education funding the theoretical, legal aspects, with emphasis on financial policies, models of higher education system, the basis of funding problems, the state could rationally and objectively allocate funds for universities. Recently, particularly active in the research and study the need for reform of the system. Today we can observe that the universities away from the market, lack of funding, irrational management of the funding, too few funded research and finances are put to scientific institutions, rather than programs, research does not create a sufficient quantity of global level production. The funding system is the main objective of the reform of higher education and believed that it will solve most of the higher education sector problems. Aimed to analyze the scientific issue: whether higher education funding and taxation of study should be the main axis of the higher education reform? Is the increase in financing and the introduction of fees for studies to improve the quality of study? Participated in the survey (using questionnaires) to 165 Lithuanian State University and was aimed to explore their views on higher education reform in the beginning stages of the study to improve the quality of the... [to full text]
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Gazetas, Aristides. "Imagining selves : the politics of representation, film narratives and adult education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25053.pdf.
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Maes, Renaud David. "L'action sociale des universités à l'épreuve des mutations de l'enseignement supérieur en Europe." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209345.
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Les réformes de l'enseignement supérieur européen reconfigurent en profondeur les missions et l'organisation des universités. L'objet de notre thèse est de décrire les caractéristiques de la « nouvelle université capitaliste » telle qu’elle émerge progressivement par la mise en application du « modèle » de l’université de marché.Dans une première partie, nous questionnons l'origine de ce modèle d'université de marché, en le confrontant aux différents "modèles historiques" qui ponctuent l'histoire des universités modernes. Nous étudions alors l'évolution des missions de recherche et d'enseignement des universités.
Afin d'interroger la description ainsi offerte de la nouvelle université capitaliste à l'aune de constat empiriques, nous interrogeons dans la seconde partie les différentes manières par lesquelles elle contribue à reproduire les inégalités sociales, à produire des héritiers et des « miraculés ». Cela nous permet de raffiner la description et de montrer quelques propriétés particulières de l'université en cours d'avènement.
Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished
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Pokross, Amy Elizabeth. "The American Community College's Obligation to Democracy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5129/.
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In this thesis, I address the dichotomy between liberal arts education and terminal vocational training in the American community college. The need is for reform in the community college in relation to philosophical instruction in order to empower citizens, support justice and create more sustainable communities. My call for reform involves a multicultural integration of philosophy into terminal/vocational programs as well as evolving the traditional liberal arts course to exist in a multicultural setting. Special attention is focused on liberating the oppressed, social and economic justice and philosophy of education.
Books on the topic "Political aspects of Higher education"
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Kimball, Gove Samuel, Stauffer Thomas M, and Policy Studies Organization, eds. Policy controversies in higher education. New York: Greenwood Press, 1986.
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Salter, Brian. The state and higher education. Ilford, Essex, England: Woburn Press, 1994.
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K, Wilson John. The myth of political correctness: The conservative attack on higher education. Durham, N.C: Duke University Press, 1995.
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C, Paulino Romero. Planificación y régimen legal de la educación superior. Panamá: Librería Universitaria, 1992.
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Montrosset, Luisa. Les universités & l'identité culturelle européenne: Essai de réflexion et de mise en perspective. Louvain-la-Neuve: Academia-Bruylant, 2007.
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Lea, John. Political correctness and higher education: British and American perspectives. New York, NY: Routledge, 2008.
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D, Mayer Jeremy, and Fritschler A. Lee 1937-, eds. Closed minds?: Politics and ideology in American universities. Washington, D.C: Brookings Institution Press, 2008.
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G, Altbach Philip, Berdahl Robert Oliver, and Gumport Patricia J, eds. American higher education in the twenty-first century: Social, political, and economic challenges. Baltimore: Johns Hopkins University Press, 1999.
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E, Calvert Robert, ed. To restore American democracy: Political education and the modern university. Lanham, Md: Rowman & Littlefield, 2006.
Find full textBook chapters on the topic "Political aspects of Higher education"
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Hashim, Datuk Abdul Rahim. "Redefining the Role of Universities in a Rapidly Changing Landscape." In The Promise of Higher Education, 245–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_38.
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AbstractOver the past few decades, the Malaysian higher education sector has experienced important reform, particularly guided by the Malaysia Education Blueprint for Higher Education 2015–2025 to stimulate continued excellence in the system. However, the dawn of 2020 has unfolded many challenges as COVID-19 rages across the globe bringing sudden paralysis to the whole world. Indeed, the pandemic has affected the world and greatly impacted our lives not only from a health perspective, but also from the political, economic, and social aspects. To date, universities in Malaysia have been closed for more than four months, although the Ministry of Higher Education has recently permitted postgraduate students undertaking full-time research programmes to return to the university should their research necessitate their physical presence in laboratories, workshops, design studios or to use specific equipment available only on campus. For other university students, online or virtual teaching and learning is set to continue until the end of this year, although identified groups of students will be allowed to return to the campus in stages.
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Egan, Suzanne. "Deploying Rose and Abi-Rached to ‘Make Sense’ of the Rise of the ‘Brain Sciences’ in the Field of Violence Against Women." In Using Social Theory in Higher Education, 77–90. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39817-9_6.
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AbstractThe neurosciences have been afforded increasing explanatory power in relation to a broad range of social issues, in fields as diverse as education, health, child protection, and criminal justice. Rose and Abi-Rached (2013) have termed the 2000s the decade of the ‘brain sciences’, the decade in which neuroscience dispersed from the laboratory and entered key sites of social and political discourse. This chapter engages with Rose and Abi-Rached’s work to explore aspects of the uptake of a neurobiological approach to trauma in feminist sexual assault organisations. This is a field of practice, which with its origins in the second wave women’s movement continues to be governed by an explicitly political social change agenda. Yet, in the Australian context, it has also been an ‘early adopter’ of the neuroscience of trauma. In this chapter, I first briefly the source of my interest in this issue as well as my engagement and discomfort with the positioning of trauma discourse in much feminist academic work. I then share some of my struggles in deciding how to use Rose and Abi-Rached’s ideas to help me progress my own thinking and research.
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Bergan, Sjur, and Irina Geanta. "Toward a Permanent Bologna Secretariat?" In European Higher Education Area: Challenges for a New Decade, 483–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_30.
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Abstract The question of a permanent Bologna Secretariat has been raised both within and outside of the BFUG, mostly after the 2015 Ministerial conference and as an element of the discussion of “the EHEA after 2020”. So far, discussions have mainly identified a number of obstacles. The article explores both political and practical aspects of establishing a more permanent Bologna Secretariat. Politically, whatever structure is chosen for the Secretariat needs to enable Ministers, the BFUG, and other key actors to develop and implement their priorities for the EHEA for the next period, realistically 2023–2030, since a permanent Secretariat cannot be established already from 2020. The organization of the Secretariat will have a clear impact on the shape of the EHEA and its policy making bodies and structures. The paper outlines the key tasks for the Secretariat, its formal status and considerations for deciding on its location; financial, staff; governance issues; and relations between the Secretariat and the authorities of the country hosting it as well as with those of the countries hosting Ministerial conferences.While the paper does not argue that a “permanent” Bologna Secretariat is the only possibility, it does explore and propose solutions to key obstacles and demonstrates that if it is judged politically desirable to establish more permanent Secretariat, it is practically possible to do so. The paper also lays a solid basis for developing such a Secretariat”.
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Ranieri, Maria. "Educazione degli Adulti e Tecnologie dell’Educazione: intersezioni disciplinari tra passato, presente e futuro." In Educazione degli Adulti: politiche, percorsi, prospettive, 169–80. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.14.
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The essay shows the historical and theoretical connections between adult education and distance learning, showing how the latter has made use of the many theories developed since the Andragogic challenge and how it has been able to offer itself as a catalyst for the former. Especially starting from MOOCs, this dual nature of distance learning – that of concretizer and that of reflective catalyst of adult education – are transformed into a research that touches pedagogical aspects (related to continuing education and its strategic role), teaching aspects (related to the methods of structuring training actions), but also and above all ethical-political apects, related to the democratization of Higher Education.
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Milani, Raquel, Ana Carolina Carolina Faustino, Lessandra Marcelly Sousa da Silva, Débora Vieira de Souza Carneiro, Jeimy Marcela Cortés Suaréz, and Reginaldo Ramos de Britto. "6. Aspects of Democracy in Different Contexts of Mathematics Classes." In Landscapes of Investigation, 95–114. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.06.
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This article aims to discuss relations between aspects of democracy and different mathematics classrooms with the potential to become landscapes of investigation. The theoretical framework is based on the concepts of mathemacy, dialogue, representativeness, equity, inclusion, collaboration and criticism, which are essential for the maintenance and promotion of democracy. Three episodes of different mathematics classrooms are reflected upon: a class on functions in Brazilian higher education, high-school students visiting a quilombola community, and a mathematics class with Colombian adolescents. The likelihood for the three episodes to move into landscapes of investigation is discussed. Aspects that could have led these classes away from the path of landscapes of investigation are highlighted: these include the demand of the school institutions for teachers to follow a specific teaching material and/or regulate class time, students’ movements to reinforce the culture of exercises, and the failure of education managers to legitimise work aimed at the development of democracy. The analysis of the episodes showed the presence of aspects that could contribute to the promotion and maintenance of democracy: the dialogical posture of the teacher, and both teachers and students’ opportunities to discuss social, cultural, political and ethnic issues in mathematics classes.
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Le, Hieu Nam Trung. "Another Kind of Vietnamization: Language Policies in Higher Education in the Two Vietnams." In Vietnam Over the Long Twentieth Century, 127–43. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-3611-9_7.
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AbstractThe reform and expansion of higher education was a priority for both of Vietnam’s postcolonial regimes, the Democratic Republic of Vietnam (DRV) in the nation’s north and the Republic of Vietnam (RVN) in the south. “Vietnamization,” or the adoption of Vietnamese as the language of instruction, was seen as a central part of that reform. However, the two regimes pursued Vietnamization by different means and on different timelines. This chapter argues that the history of the Vietnamization of higher education reflects the different political systems of the two regimes. In the DRV, Vietnamization would be initiated by the central authorities and carried out by decree. By contrast, in the south Vietnamization was shaped by the efforts of individual educators and linguists, associations, and student participation. Exploring the process of Vietnamization thus sheds light on a crucial aspect of the process of decolonization and highlights the divergent paths to independence taken by the two Vietnams after 1945.
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Peterson, Rodney D. "Higher Education." In Political Economy and American Capitalism, 177–90. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3874-1_12.
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Merlo, Antonio. "Higher education." In Political Economy and Policy Analysis, 157–68. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429490309-11.
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Moraes, Reginaldo. "Higher education." In The Political Economy of Lula’s Brazil, 209–17. New York: Routledge, 2018. | Series: Routledge frontiers of political economy: Routledge, 2018. http://dx.doi.org/10.4324/9781315168920-11.
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Manning, Kathleen. "Political." In Organizational Theory in Higher Education, 155–71. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003349068-8.
Full textConference papers on the topic "Political aspects of Higher education"
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BYURAEVA, Yulia. "INSTITUTIONAL AND REGIONAL ASPECTS OF MODERNIZATION OF HIGHER EDUCATION." In Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-198-200.
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Krbec, Denisa. "Shaping New Paradigms In The Higher Education Development: Dilemmas For Transitional Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2516.
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Higher education in Croatia, as well in the other transitional countries, is undergoing significant changes. Those reforming activities affect not only institutions directly but also their relationship to society at large. Recognizing that higher education plays also a crucial role in the various aspects of transitional transformation, many scientist and expert’s reviews place it in the current political, economic, cultural and social environment in which they operate. In this sense, and despite the specific reform start-point of each country, there is a general consensus on the need for regional cooperation. According the Bologna Declaration, the CEE countries need certain compatibility, which means certain similar structures of the educational system in order to strengthening the educational structure of the CEE region. This paper reviews different aspects of higher education challenges. Among many others, the use of IT in higher education effectively requires good tactics as well as a sensible strategy.
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Huculova, Eva, and Lucia Solcova. "Cluster Analysis of Digital Performance in Educational Techniques in Conditions of EU." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8138.
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Global technological trends affect broad spectrum of areas in our life, and through the implementation of particular tools, they are affecting the development of educational levels in particular countries and also educational process itself. This study is aimed at the comparison and revealing of the effect of digitalization and e-skills on the level of education in 20 selected EU member countries by using Factor Analysis and Cluster Analysis. As a result, we consider four clusters of countries with similar characteristics in terms of education, digital literacy and public funding and expenditure on development of ICT and education. Population e-skills demonstrated almost identical levels. The implementation of technological trends into the educational process does not depend only on its positive effects on the educational level, but also on the real opportunity to use these modern tools within the educational process. This is determined by a number of socio-economic, political and cultural aspects. Their detailed examination requires the access to more structured data. Those conditions also create a platform for a subsequent research.
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Nguyen Thi, Huyen, Hanh Luong Minh, Truong Nguyen Quang, and Dong Hoang Anh. "BASIC BENEFITS OF DIGITAL TRANSFORMATION IN HIGHER EDUCATION." In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.15.
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Digital transformation is an important issue for economic, cultural, social, and educational development...in the current context, it stands out as an important aspect of the Fourth Industrial Revolution. Therefore, the 13th National Party Congress (2021) identified 6 key tasks, including implementing national digital transformation, developing the digital economy. Not an exception to the above trend, the education sector, especially higher education, has also been very actively implementing the digital transformation process in recent years because of the benefits brought by digital transformation. In the article, the author pointed out some basic benefits of digital transformation in higher education to help managers, lecturers, and students understand the importance and benefits that digital transformation brings, thereby actively participating in the digital transformation process in higher education.
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Jawed SHARQI, Nisreen. "Academic accreditation in higher education institutions (curriculum as a model)." In V. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress5-9.
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Reliability is one of the “modern philosophies that emerged as a result of global competition between various productive institutions in the developed world, and as a result of this success, philosophy began to be introduced in educational institutions to improve education in all its aspects, in order to adapt and interact with the political, economic and social changes” accompanying the scientific and technological explosion and expansion Academic accreditation is one of the effective scientific programs, as it is a certificate granted by an international body called the “Academic Accreditation Commission” to an educational institution, if that institution can prove that its program complies with the standards of competence and quality set for that body. So, it is the recognition that the educational institution's programs comply with the approved standards and regulations published by the Commission. The issue of the curricula is one of the issues that occupies the minds of the importance of the role it plays in educating the current and future generations. Perhaps what concerns educators is how to perform the curricula as it is the main pillar of the process of developing education and educational institutions, as attention to curricula makes progress in all fields, so It is imperative that we think seriously about developing the curricula, so that educational institutions adopt development of all kinds for all categories of students, As a means to achieve urgent goals and objectives, not as goals in themselves, and this can only be achieved by the presence of effective, developed curricula that keep pace with progress and development, to bring society to stages of progress and development, like developed countries. Higher, paying attention to academic accreditation to provide the requirements for the sustainability of the development of the university and keep pace with the needs of society and the labor market. As for the recommendations, including access to global experiences in developed countries that apply academic accreditation in their institutions, to be a model to be used in accreditation in higher education institutions
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Bolborici, Ana-Maria. "The Need for Coherent Educational Policies in School Institution Management." In Eighth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/limen.2022.265.
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The presentation aims to emphasize the acute need for the existence of coherent educational policies in educational institution management. It is anchored in the concrete example of these concerns in Romania in recent decades. Pre-service and in-service training of school managers is argued as a necessity. A possible professionalizing of this occupation is highlighted, following examples derived from a brief presentation of the problem in the world. A curricular approach aiming at educational managers’ training within a concrete program of master’s studies existing at Transilvania University from Brașov is presented synthetically. Some universally valid aspects of this training are highlighted. The presentation stresses the idea that all these aspects must be understood in depth both by the educational policymakers, by the curriculum designers, and by those who implement the respective curricula. Awareness and accountability in this field increase the effectiveness both of school managers’ pre-service training and implicitly the quality of the educational approach at all levels of the education system, from early education to higher education.
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DUCU, Adrian-Gabriel. "POWER DISTANCE INDEX AND ITS ROLE IN THE EFFICIENT FUNCTIONING OF MULTINATIONAL ORGANIZATIONS." In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.9.
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Enveloping a wide-range spectrum of political, cultural, and ethical aspects, the power distance index essentially summarizes the acceptance of hierarchical structures. The number of micro ecosystems in which hierarchy and power-centered forms of organization prevail is undoubtedly large, given the fact that authoritarian regimes have been mostly abolished and invalidated during relatively recent history, and many people are still unconsciously reminiscing on their unwritten rules of conduct. This paper intends to take a closer look into the impact that various power distance index values have on organizational culture, with multinationals being the niche thoroughly studied. By analyzing official performance reports in correlation with dr. Geert Hofstede’s premises, the author intends to give insight into how overall worker performance is affected by autocracy, inequality, and responsibility centralization, which are all consequences of high-power distance indexes.
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Hak, Kimlong. "The Impact of COVID-19 on Education: From Students’ Perspectives." In International Research Symposium on How did a Health Crisis Translate to an Economic Crisis? The Impact of the COVID-19 Pandemic. ALLIED PUBLISHERS PVT. LTD., 2021. http://dx.doi.org/10.62458/camed/oar/symposium/2021/167-180.
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INTRODUCTION The spread of the novel Coronavirus or COVID-19 has severely disrupted international peace and security and posed a serious concern to the global politics and socio-economic aspects. Escalated in Wuhan, China at the end of 2019, the New Coronavirus has been officially declared as a Pandemic by the World Health Organization (WHO) in March 2020, during which 118,000 cases were confirmed (Ducharme, 2020). The Outbreak of COVID-19 has been widespread globally, now affecting more than 200 countries, and roughly 52 million confirmed cases with approximately 1.2 million death tolls (Worldometer, 2020). The impacts of the global pandemic have become a turning point of global health security, which will put a larger strain to the recession of many sectors, one of which is the educational sector. Coherent and cooperative responses from all relevant stakeholders from sub-nationals to the international level are essential to jointly combat the virus and seek preventive measures to resist a global crisis. Education has become one of the sectors which has been affected by the global pandemic as most of the infected nations including Cambodia are forced to impose lockdowns and restrictions on all institutions, entertainment venues and workplaces. Schools and educational institutions are too being suspended. There was no exemption for the educational sector when it came to the outbreak of COVID-19. The closure of all educational institutions amid the global pandemic had unprecedentedly shifted the learning behaviors of students in all levels from primary to higher education. In March 2020, the Ministry of Education, Youth and Sport (MoEYS) of Cambodia announced the nationwide closure of all private and public schools and universities (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020). Particularly in developing countries like Cambodia, the suspension of physical classes largely contributed a number of impacts on education during the pandemic period as there is a wide social gap and inequality in terms of social welfare for higher education, affecting millions of youth who were pursuing academic degrees (Flynn & Himel, 2020).
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Nikolovski, Marjan, Marjan Mladenovski, and Frosina Nikolovska. "TYPES OF CORRUPTION IN UNIVERSITY EDUCATION." In SECURITY HORIZONS. Faculty of Security- Skopje, 2020. http://dx.doi.org/10.20544/icp.11.01.20.p23.
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Corruption as a phenomenon today is one of the most serious threats to the rule of law. It means that instead of the rule of law and its norms, individuals are governed, guided by lucrative goals and in accordance with their interests. It is a form of government dominated by self-love and self-government as a manifest form, followed by a reference to (often business) interests. Furthermore, it is a social situation and practice that adversely affects overall social development, slows down economic processes, deteriorates social security and undermines perceptions and beliefs about the value of principles, in particular the principles of legality, equality, and freedom. Corruption poses is a serious threat to democracy, justice and human rights, justice and social justice and impedes the economic development of states. Corruption runs counter to the principle of the rule of law and poses a direct threat to democratic institutions and the moral foundations of society. There are various forms of corruption, such as: political corruption, corruption in the judiciary, health, police, education and so on. One of the less researched forms of corruption is corruption in education with a particular aspect of higher education, a form of which is little talked about and the under-researched types of corrupt practices in higher education. From this point of view, the Faculty of Security conducted a five-year research on “Public opinion of the citizens of the Republic of Macedonia on corruption where a significant space is devoted to corruption in education with 158 emphasis on the university education. The paper also provides an analysis of the Erasmus court case, which specifically addresses corruption in university education. Key words: corruption, shapes, corruption in university education, types
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Komanovics, Adrienne. "HUNGARY AND THE LUXEMBOURG COURT: THE CJEU’S ROLE IN THE RULE OF LAW BATTLEFIELD." In The recovery of the EU and strengthening the ability to respond to new challenges – legal and economic aspects. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2022. http://dx.doi.org/10.25234/eclic/22413.
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After the introduction of the then Article F.1 TEU by the Amsterdam Treaty, later supplemented by the Nice Treaty, Hungary has earned the dubious reputation to be the first Member State against which an Article 7 TEU procedure has been triggered. While the predominantly political process is apparently stalled for the time being, the Court had to deal with various aspects of the deteriorating rule of law situation. Although forming part of an undeniably fragmented approach, the Court’s judgments nevertheless clearly attest the retrogressive developments in Hungary since 2010. The analysis of the Court’s jurisprudence is based on the qualitative measurement of the rule of law indicators drawn up by the Venice Commission of the Council of Europe. The identification of the cases pertinent to our investigation presents a challenge by itself as there is no label attached to a case dossier titled “rule of law”. In addition, several relevant cases deal with issues which prima facie do not have a bearing on this topic. Thus, e.g. the case relating to the radical lowering of the retirement age for Hungarian judges apparently revolves around age discrimination in the workplace while in fact these measures were politically motivated and had an adverse effect on judicial independence. The subject-matter of the cases identified so far range from the independence of the judiciary and regulatory bodies to the functioning of NGOs and higher education institutions; from the criminalisation of assistance for asylum seekers to the judicial challenge of the conditionality regulation. Most cases are infringement proceedings initiated by the European Commission but the Court was also turned upon through preliminary reference or actions for annulment. By analysing the submissions of the parties, the opinions of the Advocate General as well as the Court’s assessment thereof, the paper aims to evaluate the role of the Court: its potential and the limitations. While not denying the Court’s contribution to the provision of consistent responses against the systemic threats against EU values, there are various institutional and procedural constraints hampering the Court’s ability to secure compliance in the subject area.
Reports on the topic "Political aspects of Higher education"
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Buitrago García, Hilda Clarena. The Ins and Outs of Colombian Higher Education System. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gclc.37.
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In this critical reading, the importance of learning about some aspects related to the history, evolution, regulations, achievements, and challenges of higher education in Colombia is raised. This knowledge is especially relevant for tertiary education teachers. With this purpose in mind, the beginnings of such an educational system in the colonial period, as well as the transformations and milestones reached during the various historical, political, and economic changes that our country has had, are described. A description of the current state of tertiary education in Colombia is also offered through statistical data. Additionally, the laws, decrees, and resolutions that make up the legal framework, as well as the governmental bodies in charge of regulating its operation and guaranteeing the quality of the programs, are explained. It also examines the role that icts have in innovation processes and the changes and legislation that have arisen because of the COVID-19 pandemic. It is concluded that, despite its evident evolution, Colombian higher education still faces challenges that require the proposal of pedagogical, technological, and political measures that adjust to the needs of all the agents involved.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.
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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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KLIMENKO, I. M., and O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.
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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.
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Lopez, David, Mariana Weiss, José Francisco Pessanha, Karla Arias, Livia Gouvea, and Michelle Carvalho Metanias Hallack. The Effects of the Energy Transition on Power Sector Employment in Latin America. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004715.
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The present study analyzes the relation between energy transition and the job creation potential in Latin America. It capitalizes on companies' characteristics to infer potential hiring process drivers in forthcoming years. The analysis is based on an econometric model on cross-sectional data to explain the dependent variable "potential hiring rate" depending on the firm's size (based on the number of clients), area of activity or technology, employees' level of education, and the existence of labor policies. The data came from 338 companies interviewed, including generation, transmission, distribution, energy transition services, oil and gas, and construction companies in six Latin American Countries (Bolivia, Chile, Costa Rica, Mexico, Panama, and Uruguay). The econometric study focused on 135 companies that declared hiring new employees in the next year concerning the time they were interviewed. The results show that the smaller energy companies with a larger participation of a qualified workforce will tend to have a higher expected hiring rate in the forthcoming year, implying an inverse relationship between a firm's size and potential hiring rate. The model findings convey that as the workforce is compounded with more qualified employees, the higher the expansion of the company's labor force will be, particularly in renewable generation companies. There is an additional aspect worth considering about the factors behind the company's potential hiring rate, and it is the question of job quality. The results suggest that firms hiring more are those with a lower number of policies in place. It can be explained by the fact that more traditional companies tend to have better-established policies, such as hydrocarbon and utilities. These are not the companies with the highest increase in the workforce. This takeaway raises a discussion about whether a change in the job's quality is associated with the energy transition or if it is just associated with new entrants that will become traditional in the following years. Moreover, it also helps to explain some of the political economies of the labor market that may play a role in the energy transition process. Therefore, one of the present study's main takeaways is the need to analyze deeper and promote job quality in smaller energy companies.
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Kent, Rollin. Institutional Reform in Mexican Higher Education: Conflict and Renewal in Three Public Universities. Inter-American Development Bank, February 1998. http://dx.doi.org/10.18235/0008791.
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This paper examines the institutional reform conducted at three public universities in Mexico: the University of Sonora, the University of Guadalajara, and the University of Puebla. In the universities analyzed here, reform came on the heels of conflict resulting from institutional collapse. These organizations had seen their internal control systems dissolve and their external legitimacy relationships crumble. The focus is on policy reform at the governmental level and on changes at the institutional level, especially on the political and management dimensions.
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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.
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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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Chaves, Fernanda, Maria Alvarez, Liliana Rodrigues, Marilene Souza, and Tiago Silva. The educational inclusion of trans people in higher education: a systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0021.
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Review question / Objective: What are the means of intervention (I) for the inclusion (O) of trans people (P) in higher education? Condition being studied: Identification of scientific production on the work of education professionals who promote the inclusion of trans people in Higher Education and analyze the potential of studies; Understanding of epistemological approaches and theoretical-methodological concepts involved in the inclusion process of access, permanence and success of trans students; Apprehension of strategies and actions of education professionals, to achieve the consecration of the sociocultural, economic and political rights of trans students; Research on the interventions adopted in Higher Education Institutions have fostered the integral development of trans academics.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Merrien, François X. Reforming Higher Education in Europe: From State Regulation Towards New Managerialism? Inter-American Development Bank, May 2000. http://dx.doi.org/10.18235/0010752.
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The present study describes the changes in the traditional European model of higher education, its successes as well as failures. The remarkable expansion of higher education in Europe during the postwar period was the result of a shared belief in the virtue of higher education per se. The traditional model of higher education assumes a stable relationship of fair exchange between the State and the academics: the State gives power to the academics in the belief that in this way it will receive in return the forms of knowledge, basic research, and advanced education that will be of most value to itself. In Europe-as was the case in Latin America-the policy of developing the higher education sector was supported by the elite and by the middle classes, both of whom considered higher education to be a means for training professional workers and a way to enhance economic development and social mobility. The 1980s marked the beginning of some radical changes on the two continents in terms of higher education. This evolution can be associated with a shift from a more interventionist, Keynesian welfare state to a more neoliberal and supervisory State. This shift meant diminution of the belief that bureaucratic institutions could respond correctly to society's needs and increased currency of the belief in the virtues of markets or quasi-markets. The aim of the study is not to compare trends in Europe with those in Latin America. Nevertheless, it is interesting to note that from the beginning of the 1970s radical changes were also introduced into the Latin American systems of higher education, partially for economic and political reasons.
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.
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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.