scholarly journals An Astronomy Degree Course in the U.K.: Syllabus and Practical Work

1990 ◽  
Vol 105 ◽  
pp. 11-22 ◽  
Author(s):  
M.M. Dworetsky
Keyword(s):  
Higher Education ◽  
Current Practice ◽  
Practical Work ◽  
Education Systems ◽  
University System ◽  
England And Wales ◽  
Higher Education Systems ◽  
The University

What is the purpose of an astronomy degree? Why should students wish to take such a course? What will they do after graduation? In what way would such a course uniquely differ from a physics degree with a little astronomy tossed in? And given that we are called upon to provide such a course, what syllabus might we teach? These are some of the questions that occurred to me as I was preparing this paper.One obstacle to giving clear answers is that the higher education systems of various countries differ greatly in structure. As one who was trained in one system (U.S.A.) and who teaches in another (U.K.), I am perhaps in a better position than most to appreciate the differences in approach, and to weigh the advantages and shortcomings of each system. But, as Shakespeare’s Dogberry said, “Comparisons are odorous,” and I do not propose to do this! What I describe refers to current practice in the university system of England and Wales, and I will use my own institution’s long-standing astronomy degree as an example.

scholarly journals Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

2019 ◽  
Vol 11 (1) ◽  
pp. 119-137
Author(s):  
Małgorzata Grzywacz ◽  
Grażyna Miłkowska ◽  
Magdalena Piorunek ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

scholarly journals VIETNAM - FRANCE HIGHER EDUCATION SYSTEMS AND UNIVERSITY - UNIVERSITY COOPERATION IN JOINT TRAINING PROGRAMS

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Vu Ngoc Tu ◽  
Nguyen Phan Quang
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Training Programs ◽  
Education Systems ◽  
Higher Education Systems ◽  
Joint Training ◽  
Two Systems ◽  
University Cooperation ◽  
Similarities And Differences ◽  
The University

France is said to be the nation which brought the modern higher education to Vietnam with the establishment of the University of Indochina in 1906, the first modern university in Vietnam. France is also the country which trained the first professors and managers in the first half of the 20th century. The cooperation between the two countries chiefly that in joint training programs has continuously developed despite all ups and downs in the relation of the two countries. This paper, therefore, looks at these two systems respectively. On the basis of their respective characteristics, challenges and achievements, it points out some similarities and differences between them and some influences that the French higher education (HE) may have on the Vietnamese HE system as well as the role played by joint training programs in Vietnamese - French university - university cooperation.

scholarly journals Burton Clark's The Higher Education System: Academic Organization in Cross-National Perspective

2010 ◽  
Author(s):  
John Brennan
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
System Level ◽  
Recent Analysis ◽  
Education Systems ◽  
Business World ◽  
Higher Education System ◽  
Higher Education Systems ◽  
The University

In The Higher Education System , Burton Clark provides a model for the organisational analysis of higher education institutions and systems. Central to the model are the concepts of knowledge, beliefs and authority. In particular, Clark examines how different interest groups both inside and outside the university shape and subvert the management of change. Within the university, Clark notes the tensions between the 'enterprise' and the 'discipline' and at the system level between the state authority, the market and the academic oligarchy. In considering the applicability of Clark's model to an understanding of today's higher education systems and institutions, one can note a weakening of boundaries both within higher education institutions and between them and other institutions of society. Arguably, there has been a lessening of the organisational distinctiveness of universities and an invasion by the language and ideas of the business world. The broadening of the social functions of modern higher education systems may be one of the reasons why academic authority seems to be subject to greater external challenge. Nevertheless, much of Clark's analytic model remains highly relevant to our understanding of higher education systems and institutions even if their empirical manifestations have changed over the intervening years. Clark's model shares much in common with a more recent analysis of the changing relationship between higher education and society conducted as part of a recent project of the European Science Foundation, although changes in emphasis and in authority relationships are also revealed.

scholarly journals THE STRUCTURAL FEATURES OF THE HIGHER EDUCATION OF THE FRENCH REPUBLIC

2018 ◽  
pp. 113-120
Author(s):  
Alla Durdas ◽  
Keyword(s):  
Higher Education ◽  
Structural Features ◽  
Educational Process ◽  
University Education ◽  
Educational Institutions ◽  
French Society ◽  
Education Systems ◽  
Specialized Schools ◽  
Higher Education Systems ◽  
The University

The article deals with the complex and multistage system of higher education in the French Republic. The main types of higher educational institutions in France and their peculiarities have been determined. A large variety of educational institutions, including specialized schools, have been emphasized in the article. The ability of French higher education establishments to be clearly oriented in the training of specialists for the requirements of the present has been specified in the article. The university education, consisting of several cycles, and the conditions for entering the institutions of higher education in France have been analyzed. The scale of grades has been outlined. A special system of French diplomas has been considered in the article. A role of grand schools in the French society has been stated. A national character of the French higher education has been specified in the article. The degrees of higher education in the French Republic and in Ukraine have been disclosed. The peculiarities and advantages of the French university education have been determined. Forms of organization of the educational process in the universities of France have been disclosed. A French analogue of the MBA has been described and the features of business education in the French Republic have been stated. The peculiarities of the specialized higher education in France have been outlined. The role and activities of the Agency for the Evaluation of Quality of Scientific Research and Higher Education in France have been determined. The regulatory bodies and the laws in the higher education systems in France and in Ukraine have been stated. A comparative analysis of the higher education systems of the French Republic and Ukraine has been carried out.

Talkback Television: A Successful Statewide Instructional Distribution System

1982 ◽  
Vol 10 (3) ◽  
pp. 293-296
Author(s):  
James A. Dechenne
Keyword(s):  
Higher Education ◽  
Distribution System ◽  
Current Practice ◽  
Higher Education Institutions ◽  
The State ◽  
Educational Opportunities ◽  
Education Systems ◽  
Remote Areas ◽  
Higher Education Systems ◽  
Faculty Time

The current practice of physically transporting professors to remote areas of a state to teach classes is a tremendous drain on faculty time. In such instances, it would be advantageous to adopt or develop a more efficient statewide instructional distribution system. Talkback Television (TBTV) is one such system currently being employed in the State of Oklahoma. TBTV is proving to be a successful method of instructional distribution which enables individuals throughout the state to remain in their home areas and enroll in classes offered by several higher education institutions. In addition to effectively and efficiently meeting its objective of making “quality postsecondary educational opportunities available to Oklahomans on a statewide basis,” it also provides several other benefits to the state's higher education systems.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

The Indian University in a Comparative Perspective

2018 ◽  
Author(s):  
N.R. Madhava Menon
Keyword(s):  
Higher Education ◽  
Competitive Advantage ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Comparative Perspective ◽  
Policy Changes ◽  
University System ◽  
Current State ◽  
The World ◽  
The University

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

Sign in / Sign up

Export Citation Format

Share Document