scholarly journals The Fallacy of the Bolted Horse: Changing Our Thinking About Mature-Age Aboriginal and Torres Strait Islander University Students

2015 ◽  
Vol 44 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Suzanne Plater ◽  
Julie Mooney-Somers ◽  
Jo Lander
Keyword(s):  
Higher Education ◽  
University Students ◽  
Torres Strait Islander ◽  
Developing Nations ◽  
University Education ◽  
Alternative View ◽  
The Public ◽  
Extrinsic Value ◽  
Working Age ◽  
Torres Strait

The aim of this article is to critically review and analyse the public representations of mature-age university students in developed and some developing nations and how they compare to the public representations of mature-age Aboriginal and Torres Strait Islander university students in Australia (‘students’ also refers to graduates unless the context requires specificity). Relevant texts were identified by reviewing education-related academic and policy literature, media opinion and reportage pieces, conference proceedings, and private sector and higher education reviews, reports and submissions. What this review reveals is striking: very few commentators are publicly and unambiguously encouraging, supporting and celebrating mature-age Aboriginal and Torres Strait Islander university students. This strongly contrasts with the discussions around mature-age university students in general, where continuous or lifelong learning is acclaimed and endorsed, particularly as our populations grow older and remain healthier and there are relatively lower numbers of working-age people. While scholars, social commentators, bureaucrats and politicians enthusiastically highlight the intrinsic and extrinsic value of the mature-age student's social and economic contributions, the overarching narrative of the mature-age Aboriginal and Torres Strait Islander student is one of ‘the horse has bolted’, meaning that it is too late for this cohort and therefore society to benefit from their university education. In this article we examine these conflicting positions, investigate why this dichotomy exists, present an alternative view for consideration, and make recommendations for further research into this area.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

scholarly journals Statistical analysis of the structure and dynamics of material and human resources in public education over the past two academic years in Bacau

2010 ◽  
Author(s):  
Eugenia Harja
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Public University ◽  
University Education ◽  
Public Higher Education ◽  
The Public ◽  
Material Resources ◽  
The Past ◽  
Structure And Dynamics ◽  
Material Basis

The public university education in Bacau, represented by “Vasile Alecsandri” University from Bacau has developed over the past two years not only in terms of student numbers, but as human and material resources available to them. After the number of students per teacher, public higher education from Bacau is situated on the second place after Iasi, the number of teachers representing 1% of the country. The structure by scientific degrees of teachers has improved in the last year, reaching over 36% professors and lecturers and 144 PhDs. Over 55% of the teachers are younger than 40 years. The material basis has improved both quantitatively and qualitatively by putting into use a new building, bringing an additional 27 classrooms and 11 seminar rooms and providing the conditions of modern higher education.

The Need for Separating University Management and Administration from Service Delivery

2016 ◽  
pp. 365-382
Author(s):  
Jonathan Bishop
Keyword(s):  
Higher Education ◽  
People With Disabilities ◽  
University Education ◽  
Access To Higher Education ◽  
University Management ◽  
Teaching And Research ◽  
The Public ◽  
Best Value ◽  
Economic Climate ◽  
Energy Companies

This chapter looks at how suitable the current equality policies of Wales's universities are to compete in the current economic climate and the changes needed to deliver best value to people with disabilities and all other taxpayers. The chapter makes the finding that universities are too bloated, by carrying out functions, which in Wales could be better handled by the public sector that is under direct control of the Welsh Government's education minister. This would involve learning from how the telecoms and energy companies work UK wide, so that HEFCfW becomes an infrastructure provider, Estyn would become responsible for ensuring the equality of access to higher education and ensuring the standards of university education. Universities would thus consist mainly of teaching and research staff, optimising how they use the infrastructure to attract the most students to their degrees, which are homogenised. The chapter makes clear, however, that whilst this policy would likely work in Wales, it would be unlikely to in England, perhaps allowing “clear red water” between governments.

Challenges Facing African Universities: Selected Issues

2004 ◽  
Vol 47 (1) ◽  
pp. 1-59 ◽  
Author(s):  
Akilagpa Sawyerr
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
University Education ◽  
Strategic Choices ◽  
Education Systems ◽  
African Countries ◽  
Knowledge Resources ◽  
Higher Education System ◽  
The Public ◽  
Higher Education Systems

Abstract:With notable exceptions, modern university education in Africa is a phenomenon of the last half century. Universities were established either immediately before or within a decade after political independence in most African countries. Since then, both the number of institutions and enrollment have expanded rapidly and continuously across the continent. The coverage of university education, nevertheless, remains inadequate for the needs of the knowledge society. With the relative decline of state support during the severe economic crisis of the 1980s, Africa's universities suffered substantial deterioration: overcrowding, infrastructure deficiencies, and inadequate access to international knowledge resources. These deficiencies led to problems of access, equity, quality, and relevance, and to an aging faculty. At the same time, higher education systems were complicated by the diversification of categories of student, types of institutions, and the kinds of knowledge demanded. In the resulting situation of institutional complexity and policy dynamism, Africa's universities were compelled to develop strategies for coping and innovation. The result has been a halt in the decline in many instances, and revival and growth in several others. Accompanying these positive results, however, have been new forms of social exclusion as well as a loss of focus on the public purpose of universities as institutions concentrate mainly on increasing institutional incomes and producing graduates for the labor market. To address these and other problems, it is necessary to insist on the irreducible responsibility of the state for the maintenance of the higher education system and the need for a proper focus on the public purposes of higher education. Systems-level policy frameworks need to be negotiated and established to guide the strategic choices that have to be made by all players in the education sector.

scholarly journals Estudio contrastivo de la oferta académica de Grado y anterior al Plan Bolonia en las Universidades Públicas de la Comunidad de Madrid

2015 ◽  
Vol 13 (1) ◽  
pp. 231 ◽  
Author(s):  
Carlos Oliva Marañón
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Bologna Process ◽  
University Education ◽  
Educational Goals ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Contrastive Study ◽  
Double Degree ◽  
Carlos Iii

<p>La estructura de las enseñanzas universitarias se ha modificado para servir a unos objetivos sociales y educativos más amplios, por lo que, a raíz de la implantación del Espacio Europeo de Educación Superior (EEES), ha aumentado la oferta universitaria de titulaciones de Doble Grado y Posgrado. En este nuevo ámbito educativo se crea un Marco de Cualificaciones de carácter internacional para facilitar la transferencia y el reconocimiento de los estudios cursados en otros países. La mutua confianza entre instituciones de Enseñanza Superior y el reconocimiento de las titulaciones que expiden tiene como soporte básico una metodología común, contrastada, de evaluación y de acreditación de la calidad. Los objetivos de esta investigación son analizar y comparar la oferta académica tanto de Grado como de Ingenierías, Licenciaturas y Diplomaturas de las universidades públicas madrileñas; así como discernir sus señas de identidad. Se ha realizado un estudio contrastivo de titulaciones de Grado, Doble Grado, bilingües, online y anteriores al Plan Bolonia por áreas de conocimiento; de los estudiantes matriculados; y del número de docentes. Los resultados constatan una oferta académica heterogénea; la prevalencia de titulaciones bilingües y online en las Universidades Carlos III y Rey Juan Carlos, respectivamente; la mayor presencia de alumnos matriculados en el área de Ciencias Sociales y Jurídicas en las Universidades Complutense y Rey Juan Carlos; y la adecuación de la oferta académica a las demandas empresariales, lo que sitúa a los universitarios de la Comunidad de Madrid a la vanguardia del conocimiento en la Sociedad de la Información.</p><p><strong>ABSTRACT</strong></p><p><strong>Contrastive study of the academic offer Degree and pre-Bologna Process in Public Universities of Madrid.</strong></p><p>The structure of University education has been modified to serve wider social and educational goals, so that, following the implementation of the European Higher Education Area (EHEA) has increased University offering Undergraduate and graduate Double Degrees. In this new educational sphere, an international qualifications framework character is created to facilitate the transfer and recognition of the studies undertaken in other countries. Mutual trust between institutions of Higher Education and recognition of qualifications they issue are as basic support a common, proven, evaluation and quality accreditation methodology. The objectives of this research are to analyze and compare both academic offerings as Engineering Degree, Degrees and the others Degrees previous of Bologna Plan; as well as to discern the identity of the Public Universities of Madrid. It is performed a contrastive study of undergraduate Degrees, Double Degree, bilingual, online and pre-Bologna areas of knowledge; the students enrolled Degree in teaching; and the number of teachers. The Results indicate a heterogeneous academic offerings; prevalence of bilingual and online Degrees at the Universities Carlos III and Rey Juan Carlos, respectively; the increased presence of students in the area of Social Sciences and Law at the Universities Complutense and Rey Juan Carlos; and the adequacy of academic offerings to professional trends, which places the students of Madrid at the vanguard of knowledge in the Information Society.</p>

Indigenous Research: Three Researchers Reflect on their Experiences at the Interface

2007 ◽  
Vol 36 (S1) ◽  
pp. 23-31 ◽  
Author(s):  
Deanne Minniecon ◽  
Naomi Franks ◽  
Maree Heffernan
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Standpoint Theory ◽  
Indigenous Research ◽  
Research Project ◽  
Cultural Interface ◽  
Research Questions ◽  
Torres Strait

AbstractUtilising Nakata’s (2007) description of the “cultural interface”, two Indigenous researchers and one non-Indigenous researcher examine their development of Indigenous research in and with Aboriginal and Torres Strait Islander communities conducted from within an institution of higher education. The authors reflect on their experiences in developing an Indigenous research project and use Indigenous standpoint theory as a device to explore these experiences. The framing of priorities and research questions, ethics processes, the treatment of project information or data, the managing of competing accountabilities, and the role of non-Indigenous researchers in Indigenous research are all explored in these reflections.

… but what about the Aboriginal and/or Torres Strait Islander Health Worker academic? Transcending the role of ‘unknowing assistant’ in health care and research through higher education: a personal journey

2020 ◽  
Vol 49 (2) ◽  
pp. 119-126
Author(s):  
Janet Stajic
Keyword(s):  
Higher Education ◽  
Health System ◽  
Health Worker ◽  
Indigenous Peoples ◽  
Torres Strait Islander ◽  
Clinical Skills ◽  
Educational Institutions ◽  
Australian Health ◽  
Torres Strait ◽  
Torres Strait Islander Health

AbstractThe Aboriginal and Torres Strait Islander Health Worker/Practitioner (A&TSIHW) workforce provides not only clinical skills but also responds to specific social and cultural needs of the communities they serve bringing knowledge derived from lived and embodied knowledges. The A&TSIHW is a recognised health professional within the Australian health system; however, this workforce continues to be under-supported, under-recognised and under-utilised. A common discourse in literature written about A&TSIHWs focused on the need to empower and enhance the A&TSIHW capabilities, or rendered the A&TSIHW as part of the problem in improving the health of Indigenous peoples. In contrast, articles written by A&TSIHWs, published in the Aboriginal and Islander Health Worker Journal, tell a different story, one about the limitations of the health system in its ability to care for Indigenous peoples, recognising A&TSIHW leadership. This paper deals with two interrelated tensions—the undervaluing of the A&TSIHW as a clinician and the undervaluing of the A&TSIHW as an academic—both of which the author has had to navigate. It explores the specific challenges of the A&TSIHW academic who too seeks recognition beyond that of ‘assistant’ within the research enterprise, drawing upon personal experiences and engagement with educational institutions, including higher education.

Reinventing Another Unaipon: Indigenous Science Leaders for the Future

2017 ◽  
Vol 47 (2) ◽  
pp. 216-225
Author(s):  
Karen Trimmer ◽  
Graeme Gower ◽  
Graeme Lock
Keyword(s):  
Higher Education ◽  
Torres Strait Islander ◽  
Small Sample ◽  
Indigenous Science ◽  
Stem Programs ◽  
Science Technology ◽  
Torres Strait ◽  
And Mathematics ◽  
Education Science ◽  
Australian Universities

The education of Indigenous and Torres Strait Islander students in Australian universities has received considerable attention in both the literature and government policy in the 21st century. The participation and graduation rates for Indigenous and Torres Strait Islander students in higher education Science, Technology, Engineering and Mathematics (STEM) programs have remained low and are becoming a particular focus in universities across Australia. This paper reflects on the life and contribution of David Unaipon, the enrolment data from a small sample of universities across Australia and the literature to discuss potential strategies for improving the access to, participation in and graduation from higher education STEM courses.

University education of students with disabilities with the example of Pope John Paul II State School of Higher Education in Biała Podlaska

2020 ◽  
Vol LXXXI (2) ◽  
pp. 108-119
Author(s):  
Joanna Waszczuk ◽  
Helena Konowaluk-Nikitin ◽  
Ewa Pawłowicz-Sosnowska
Keyword(s):  
Higher Education ◽  
University Students ◽  
Students With Disabilities ◽  
People With Disabilities ◽  
University Education ◽  
School Level ◽  
State School ◽  
Pope John Paul Ii ◽  
John Paul Ii ◽  
Central Statistical

Interest in the problem of the participation of people with disabilities in public, social, professional and, in particular, educational life has increased over the past few years both worldwide and in Poland. The literature on the subject includes numerous publications concerning the education of children and youth with disabilities. This is not surprising since education at the primary as well as secondary school level is obligatory in Poland. It is also a condition for taking up higher education. The functioning of students with disabilities in higher education institutions is not so widely commented on in the literature. According to the data by the Central Statistical Office (GUS), the number of university students with disabilities amounted to 22,988 in 2007, and it increased to 31,613 by 2012. However, there has been a decline in the number of university students with disabilities since 2013. There were 28,940 university students with disabilities in 2013, while only 25,121 strived to receive third-level education in 2016, which constituted 1.86% of the total number of students in Poland. The fact that only 4.6% of people with disabilities had third-level education in 2002 is also worth noting. Since 2006, the number of students with disabilities at Pope John Paul II State School of Higher Education in Biała Podlaska has maintained a relatively permanent level of 50 people, representing 1.7% of the total number of students at the school. The objective of the study was to define the specificity of the functioning of the students with disabilities at Pope John Paul II State School of Higher Education in Biała Podlaska in the context of educational conditions offered to them by the school. The findings show that students with disabilities point to their difficult individual situation rather than to the conditions provided by the university as the source of their difficulties in studying.

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