Washington Insider

2008 ◽  
Vol 41 (04) ◽  
pp. 923
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Education ◽  
Graduate Education ◽  
Colleges And Universities ◽  
Federal Programs ◽  
Student Aid ◽  
Higher Education Act ◽  
Language Studies ◽  
Education Act

After five years of discussions and extensions, Congress has passed and the president has signed the first reauthorization of the Higher Education Act (HEA) since 1998. Although most of the HEA deals with federal student aid, the legislation also includes many federal programs affecting colleges and universities, including support for international education and foreign language studies and graduate education. The new law also has a number of provisions reflecting some of the policy controversies affecting higher education.

The Higher Education Acts Contrasted, 1965-1986: Has Federal Policy Come of Age?

1987 ◽  
Vol 57 (1) ◽  
pp. 49-68 ◽  
Author(s):  
Francis Keppel
Keyword(s):  
Higher Education ◽  
Educational Opportunity ◽  
Higher Education Finance ◽  
Full Potential ◽  
Student Aid ◽  
Higher Education Act ◽  
Education Community ◽  
The Social ◽  
Education Act ◽  
Commissioner Of Education

Francis Keppel, former United States Commissioner of Education, 1962-1965, and Chairman, National Student Aid Coalition, 1981-1986, here gives his view of the evolution of the historic Higher Education Act of 1965 from the time of its passage to its reauthorization in 1986. He focuses particularly upon those sections of the law that deal with undergraduate education and student financial aid, for which the act is now best known. While the basic intent of the act — increasing equality of educational opportunity — has remained constant, there have been important shifts both in the methods chosen to approach that goal and in the social context within which the act operates. The present political and economic atmosphere differs markedly from that of 1965. Federal support for higher education has shifted in emphasis from financing of physical resources to support for students themselves, and has come to rely increasingly on loan programs. Priorities for serving different kinds of institutions and student populations have changed in attempts to meet new needs. Yet, the author remarks, several difficult challenges and unresolved problems in the field of higher education finance remain. Careful collaboration among the branches of government and the higher education community will be required if we are to achieve the full potential of the Higher Education Act in the coming years.

Assistive Technology in Rehabilitation: Improving Impact Through Policy

2012 ◽  
Vol 26 (1) ◽  
pp. 33-41
Author(s):  
W. Madaus Joseph ◽  
S. Kowitt Jennifer ◽  
R. Lalor Adam
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Rehabilitation Counselors ◽  
Student Aid ◽  
Higher Education Act ◽  
Education Act ◽  
First Time ◽  
Education Opportunity

The Higher Education Opportunity Act of 2008 (HEOA) contains several important provisions that make postsecondary education more accessible and affordable for young adults with disabilities. This is particularly true for students with intellectual disabilities, as the law created new comprehensive transition and postsecondary programs and provided access to federal student aid to this population for the first time. This article presents a brief summary of the original Higher Education Act of 1965, as well as a detailed summary of the HEOA. Portions of the legislation specific to students with disabilities are highlighted, and specific implications for rehabilitation counselors and pre-service students are presented.

America’s College Promise

2016 ◽  
Vol 45 (1) ◽  
pp. 52-70 ◽  
Author(s):  
Allison L. Palmadessa
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Access To Higher Education ◽  
Student Aid ◽  
President Obama ◽  
Federal Policies ◽  
Higher Education Act ◽  
Proposed Model ◽  
Education Act ◽  
The Impact

Purpose: America’s College Promise (ACP) is a legislative initiative introduced by President Obama to increase access to higher education, to build the economy, and to support his earlier American Graduation Initiative. This legislation has the potential to settle among the ranks of the most influential federal higher education aid and access legislation passed in the 20th century, and influence the next administration’s higher education agenda. The purpose of this article is to situate ACP in that historical hierarchy and position the initiative within the literature regarding federal policy directed toward student aid and access. Particular attention is given to federal policies relevant to community colleges and the dependence of this initiative on community colleges as this research may help multiple constituencies shape the direction of this policy as it unfolds, and offer a framework for implementation. Proposed model: Through historical analyses of federal policies, scholarly critiques, and public presidential speeches and the impact of these policies and documents on the community college specifically, scholars and practitioners are provided a work that places ACP in context and may offer a better understanding of how this policy may affect the institution, students, and business and industry partners. Conclusion: Considering these relationships and the potential impact of ACP, it is determined that this policy has the potential to have an equally profound impact on higher education to that of the Higher Education Act (HEA) of 1965 but warns of ideological influences on its execution.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

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