College is a Rich, Han, Urban, Male Club: Research Notes from a Census Survey of Four Tier One Colleges in China

2013 ◽  
Vol 214 ◽  
pp. 456-470 ◽  
Author(s):  
Xiaobing Wang ◽  
Chengfang Liu ◽  
Linxiu Zhang ◽  
Yaojiang Shi ◽  
Scott Rozelle
Keyword(s):  
Survey Data ◽  
Education System ◽  
Equal Opportunity ◽  
Tertiary Education ◽  
Female Students ◽  
Rural Poor ◽  
Main Question ◽  
Incoming Freshmen ◽  
Urban Males ◽  
Urban Male

AbstractThe opportunity to attend college and earn a degree has increased dramatically in China. However, that does not mean that everyone has an equal opportunity. Historically, there has been well-documented systematic discrimination against minorities, women and the rural poor. The main question of this paper is whether or not this discrimination has persisted since the recent expansion of China's tertiary education system. Using a census of incoming freshmen from four tier one universities, this paper assesses if certain types of students are over-represented while other types of students are under-represented. Comparing the shares of students from different socioeconomic and ethnic backgrounds from our primary survey data with government generated census statistics, we conclude that poor, minority and rural female students are systematically under-represented. In contrast, rich, Han, urban males are dominant in college.

“... As Long as Power Relations Exist ... Yes, There are Inequalities…” Social and Educational Inequalities in Greece According to the Views of Female and Male Students of Tertiary Education Institutions

2017 ◽  
Vol 7 (1) ◽  
pp. 35-48
Author(s):  
Argyris Kyridis ◽  
Christos Tourtouras ◽  
Theodoros Thanos
Keyword(s):  
Education System ◽  
Sociological Theory ◽  
Tertiary Education ◽  
Male Students ◽  
Minor Importance ◽  
Main Question ◽  
Educational Inequalities ◽  
Greek Society ◽  
Areas Of Interest ◽  
The University

Abstract The issue of social and more specifically educational inequalities in Greek society and education seems to concern the Greek society less and less nowadays. Scientific research and the contemporary sociological theory have focused on specific areas of interest of the phenomenon, neglecting the issue in its macro sociological dimension, without, of course, this meaning that the frames and fields of analysis that have emerged are of minor importance. The main question that concerns this research is, if social and educational inequalities are recognized today by the Greek social body and on which fields they focus. Do social and educational inequalities exist in Greece? Are they recognizable and how are they manifested? Our research was carried out with two research tools: a questionnaire which includes two attitude scales (social and educational inequalities) (N=800) and another one which contains a single question, which concerns the expression of opinion about whether the sample considers that there are inequalities in the Greek education system, and the justification of its views (N=800). The questionnaires were answered by female and male students of Greek Universities and Technological Educational Institutes. We chose the university student status in the sample, in order to record attitudes and opinions of young people who are considered “favored” by the education system. The analysis showed that the sample considers that, indeed, there are inequalities in Greek society as well as in Greek education and it is able to recognize a significant range of indications of the phenomenon. It seems that the experienced inequality prevailed against the “favorable” treatment which the system “reserved” in this specific sample.

Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

scholarly journals PENDIDIKAN KARAKTER DAN EKSISTENSI PEMUDA

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Arhanuddin Salim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Education System ◽  
Tertiary Education ◽  
National Development ◽  
Learning System ◽  
National Education ◽  
Childhood Education ◽  
National Education System

To realize the vision of national development, namely to realize a society of noble character, morality, ethics, culture and civilization based on the Pancasila philosophy, the national education system must be the main focus that must be addressed. Based on the functions and objectives of national education, it is clear that education at every level must be organized systematically to achieve that goal. This concerns the reality of education in educational units from early childhood education to tertiary education which is currently experiencing fading and degradation in terms of forming the character of its students. All of this is due to the absence of a learning system focused on the direction of the formation of superior character values. Keywords:education, character education, youth and the future of the nation Untuk mewujudkan visi pembangunan nasional, yaitu mewujudkan masyarakat berakhlak mulia, bermoral, beretika, berbudaya dan beradab berdasarkan falsafah Pancasila, maka sistem pendidikan nasional harus menjadi fokus utama yang harus dibenahi. Berdasarkan fungsi dan tujuan pendidikan nasional, jelas bahwa pendidikan di setiap jenjang, harus diselenggarakan secara sistematis guna mencapai tujuan tersebut. Hal ini menyangkut realitas pendidikan di dalam satuan pendidikan dari pendidikan usia dini sampai perguruan tinggi yang saat ini mengalami pemudaran dan degradasi dalam hal pembentukan karakter peserta didiknya. Semua ini disebabkan karena tidak adanya sistem pembelajaran yang terfokus pada arah pembentukan nilai-nilai karakter unggul. Kata Kunci:pendidikan, pendidikankarakter, pemuda dan masa depanbangsa

scholarly journals Impact of Education on Sustainable Economic Development in Emerging Markets—The Case of Namibia’s Tertiary Education System and its Economy

2020 ◽  
Vol 12 (21) ◽  
pp. 8814
Author(s):  
Moritz Jellenz ◽  
Vito Bobek ◽  
Tatjana Horvat
Keyword(s):  
Economic Development ◽  
Education System ◽  
Tertiary Education ◽  
Qualitative Interviews ◽  
National Development ◽  
Development Program ◽  
Multidimensional Poverty ◽  
Transformation Process ◽  
Economic Sectors ◽  
Sustainable Economic Development

The research’s fundamental investigation elaborates on interactions between tertiary educational factors and Namibia’s sustainable economic development. Sequential mixed-research-method guides the investigation towards its results: A quantitative statistical data analysis enables the selection of interrelated educational and economic factors and monitors its development within Namibia’s last three decades. Subsequent qualitative interviews accumulate respondents’ subjective assessments that enable answering the fundamental interaction. Globally evident connections between a nation’s tertiary education system and its economic development are partially confirmed within Namibia. The domestic government recognizes the importance of education that represents a driving force for its sustainable economic development. Along with governmental NDP’s (National Development Program) and its long-term Vision 2030, Namibia is on the right track in transforming itself into a Knowledge-Based and Sustainable Economy. This transformation process increases human capital, growing GDP, and enhances domestic’s living standards. Namibia’s multiculturalism and its unequal resource distribution provoke difficulties for certain ethnicities accessing educational institutions. Namibia’s tertiary education system’s other challenges are missing infrastructures, lacking curricula’ quality, and absent international expertise. The authors’ findings suggest that, due to Namibia’s late independence, there is a substantial need to catch up in creating a Namibian identity. Socioeconomic actions would enhance domestic’s self-esteem and would enable the development of sustainable economic sectors. Raising the Namibian tertiary education system’s educational quality and enhancing its access could lead to diversification of economic sectors, accelerating its internationalization process. Besides that, Namibia has to face numerous challenges, including corruption, unemployment, and multidimensional poverty, that interact with its tertiary education system.

scholarly journals Continuing Education in Italy: A Case Study

2018 ◽  
Vol 7 (5) ◽  
pp. 29
Author(s):  
Sha Ha
Keyword(s):  
Adult Education ◽  
Continuing Education ◽  
Education System ◽  
Tertiary Education ◽  
Education And Training ◽  
Training System ◽  
Upper Secondary Education ◽  
Education Courses ◽  
And Training ◽  
The Eu

According to the ‘International Standard Classification of Education’ (ISCED), ‘Continuing Education’ is composed of the ‘Continuing Primary and Lower Secondary Adult Education’ (ISCED1, ISCED2), followed by the ‘Adult Education and Training’ System (ISCED3), including an ‘Upper Secondary Education System’ (ISCED4 and finally, the ‘Tertiary Education’ (ISCED5, ISCED6 and above). In 2016 the percent of ‘early leavers’ from education and training amounted in Italy to 13.8%, while the EU average amounted to 10.7%. In the same period the attendance to ISCED1-ISCED3 Adult Education Courses (age 25-64) amounted to 8.3%, while the EU average amounted to 10.8%. As for ‘Tertiary Education’, the percent attainment of a university degree amounted to 29.5% among Italians and to 13.4% among foreigners residing in Italy, while the EU averages amounted to 39.9% and 35.4% respectively. According to the Author, the relatively higher percent of early leavers from education and training in Italy and the relatively low attendance to ‘Continuing Education’ programs is due to the low employment rate in the Country, particularly significant in the age range 20-34, as a consequence of the severe economic crisis which hit the country in 2008 and still persists, causing the closure of many private enterprises and the block of the turn-over at public educational institutions. In spite of all that, the quality of the Italian Primary, Secondary and Tertiary Education System is of an excellent level, as compared with that of similar institutions all over the world. In Author’s opinion, increasing the investment in the educational system would increase the attendance to Secondary and Tertiary Adult Education courses, with a positive feedback on productivity.

scholarly journals The Importance of Polytechnics for Africa's Development

2017 ◽  
pp. 30-31
Author(s):  
Goolam Mohamedbhai
Keyword(s):  
Higher Education ◽  
Education System ◽  
Tertiary Education ◽  
African Countries ◽  
Higher Education System ◽  
British Colonies

Most African countries that were former British colonies replicated the British higher education system and created both universities and polytechnics. However, in order to increase their tertiary education enrolment, these countries are gradually upgrading their polytechnics to universities. This article argues that this is a wrong move as polytechnics are as important as universities for Africa’s development, and calls for a re-consideration of the polytechnics conversion policy. 

scholarly journals The implications of the new regulations for the universities

Curationis ◽  
1985 ◽  
Vol 8 (2) ◽  
Author(s):  
Barbara Robertson
Keyword(s):  
Nursing Education ◽  
Education System ◽  
Tertiary Education ◽  
Nursing Profession ◽  
Quality Service ◽  
Health Consumer ◽  
New System

The inclusion of nursing education into the tertiary education system of the country is indeed a milestone in the development of the nursing profession. Nursing education has now been recognised by the country and it is up to all of us to ensure that nurses educated through this new system are competent and can provide quality service to the health consumer.

TIME MANAGEMENT METHODS AND TECHNIQUES ON THE EXAMPLE OF STUDENTS OF THE FACULTY OF MANAGEMENT, THE UTP UNIVERSITY OF SCIENCE AND TECHNOLOGY (UNIWERSYTET TECHNOLOGICZNO-PRZYRODNICZY – THE UTP) IN BYDGOSZCZ

2020 ◽  
Vol 21 (2) ◽  
pp. 193-206
Author(s):  
Kamil Rezmer
Keyword(s):  
Learning Process ◽  
Education System ◽  
Time Management ◽  
Tertiary Education ◽  
Current Control ◽  
Management Learning ◽  
Stop Time ◽  
Management Area ◽  
Scheduling Method ◽  
The Many

Time limitation is a difficulty that affects everybody. So far no one has managed to extend the day or stop time, but we can reduce the unpleasantness related to this issue. One of the many objectives of the education system is to educate future generations of Poles. The aim of this study was to assess the awareness of the need for time management by students and their use of methods to improve this process. However, the results of the survey indicate that many participants of the Polish education system are dissatisfied with the level of teaching process in time management. Education significantly determines the progress of the civilization. The study presents the most popular ways of handling with time organization among the respondents, including the calendar, scheduling method, current control of the work performed and the SMART technique. The study refers to an element of the management and quality studies discipline which largely uses and develops the above mentioned methods. It presents the results of a survey carried out on 100 students. On this basis, among others, the knowledge and skills of the respondents in the field of time organization were examined, as well as their opinions on management learning process at the secondary and tertiary level. The results collected indicate the need to pay more attention to time management area of learning process as according to the respondents, the level of teaching these skills in secondary and tertiary education is low and unsatisfactory.

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