scholarly journals “Mobilization of Ethnicity” as Europe-Asian Project: Constructing a Higher Education Policy

2019 ◽  
Vol 71 ◽  
pp. 05009
Author(s):  
N.F. Tagirova ◽  
E.I. Sumburova ◽  
Yu.A. Zherdeva ◽  
A.S. Zotova
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Higher Education Policy ◽  
Middle Volga Region ◽  
Higher Education System ◽  
Cultural Autonomy ◽  
National Educational Policy ◽  
Soviet Russia ◽  
Ethnic Policy ◽  
National Languages

The article discusses the ethnic policy in the field of higher education in Russia between the First and Second World Wars. The "mobilization of ethnicity" in the educational policy of the first years of Soviet power is presented in the study as the "European-Asian project" of Soviet Russia - an attempt to create a single supranational economic, political and cultural space in a significant part of Eurasia. Based on the materials of the multicultural region of the Middle Volga region, the authors analyze the process of integration of the Volga peoples (Tatars, Mordovians and Chuvash) into the higher education system. The study showed that at the first stage of designing the new policy (1920s), the key direction was to provide ethnic groups with relative cultural autonomy (preserving and supporting national languages, religious customs and social traditions) in exchange for recognizing the legitimacy of the new government. At the second stage (1930s), the national educational policy of the state became more straightforward, integration processes intensified and, as a result, the mutual economic dependence of the capital and regions.

scholarly journals THE NATIONAL EDUCATIONAL POLICY OF THE STATE IN HIGHER EDUCATION IN THE 1920-1930S (BASED ON THE MATERIALS OF THE MIDDLE VOLGA REGION)

2020 ◽  
Author(s):  
Elena Ivanovna Sumburova ◽  
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Census Data ◽  
Volga Region ◽  
Middle Volga Region ◽  
Soviet Government ◽  
Government Action ◽  
Archival Documents ◽  
National Educational Policy ◽  
Middle Volga

The article is devoted to studying the aspects of the educational policy of the Soviet government in the 1920-1930s among the numerous non-Russian peoples who lived in the USSR. On the basis of census data and archival documents of higher education institutions in the Middle Volga region, the author analyzes the main directions of government action and methods for improving the educational level among the indigenous population of the region.

scholarly journals Common Legacy: Evolution of the Institutional Landscape of Soviet Higher Education

2018 ◽  
pp. 45-72 ◽  
Author(s):  
Isak Froumin ◽  
Yaroslav Kouzminov
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Education System ◽  
Higher Education Policy ◽  
Crucial Role ◽  
Educational Institutions ◽  
Structural Description ◽  
Institutional Diversity ◽  
Higher Education System ◽  
Institutional Landscape

AbstractThe chapter describes the peculiarities of higher education policy and higher education landscape in the USSR republics during last decades of Soviet era. The authors provide an overview on the rationale for Soviet educational policy concerning higher education. Then the chapter proceeds with a structural description of the Soviet higher education system and its institutional diversity. The authors present a sustained account of factors that played a crucial role in the formation of Soviet higher educational institutions and the higher education landscape. The authors finally attempt to present the variations of the institutional landscape across Soviet republics.

scholarly journals Paradoxes of Doctoral Studies in Education Sciences in the Czech Republic

2021 ◽  
Vol 17 (1) ◽  
pp. 60-71
Author(s):  
Miroslav Dopita ◽  
Jana Poláchová Vašťatková
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Educational Policy ◽  
Higher Education Policy ◽  
Doctoral Degree ◽  
University Education ◽  
Doctoral Studies ◽  
The Czech Republic ◽  
University Studies ◽  
Educational Sciences

Adequate staffing of university studies with qualified academics was completed thanks to the reimplementation of three-stage university education during the post-socialist restoration of higher education in the Czech Republic. Thus, the doctoral degree of education has been attained by more than four-fifths of academic staff, with over two-fifths of them being aged 50+. The current course of university studies, including doctoral study programs, is influenced by their focus on educational and research strategy. With regards to the regulations for graduating in doctoral studies, doctoral candidates act as homo oeconomicus following neo-liberal educational policy. The conditions for doctoral studies, namely, those in educational sciences, thus lead to paradoxes caused by the current higher educational policy. The objective of the paper is to analyze the neoliberal set-up of the higher education policy of the Czech Republic in the field of doctoral studies in educational sciences in particular and its possible impacts in the area of labor-market integration of graduates and university training of academics.

scholarly journals Dropout Policy in Czech Higher Education: Can Universities Serve Several Masters?

2015 ◽  
Vol 9 (1) ◽  
pp. 126-136 ◽  
Author(s):  
Václav Švec ◽  
Aleš Vlk ◽  
Šimon Stiburek
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Third Mission ◽  
Environmental Pressures ◽  
Factors Affecting ◽  
Higher Education System ◽  
The Social ◽  
Economic Nature

Abstract The purpose of this study is to explore the way higher education institutions adapt to environmental pressures. These pressures can be represented either by various demands or by specific policies. Dropout policy is examined on a Czech case study in order to demonstrate that at the end of the day, higher education institutions respond mainly to the most pressing challenges of an economic nature in the most rational way. As a result, their traditional mission (teaching, research, the third mission), and mainly the social function of the higher education system, may be at stake. At the same time, this study illustrates how difficult it is to introduce any higher education policy without thorough evaluation of other policies in place and of various factors affecting institutional behaviour.

scholarly journals Development of Digital Competence in the Training of Future Teachers in Ukraine and China

2021 ◽  
Vol 7 (1) ◽  
pp. 103-112
Author(s):  
Tetyana M. Sobchenko
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Professional Competence ◽  
Modern Society ◽  
Educational Process ◽  
Academic Disciplines ◽  
The European Union ◽  
Future Teachers ◽  
Digital Competence ◽  
National Educational Policy

The relevance of the issue of developing the digital competence of future teachers in higher education is obvious, as technological progress is developing at an extremely rapid pace, and digitalisation has already penetrated into all spheres of life, including the education system. The purpose of the study is to compare the approaches of state educational policy to the development of digital competence of future teachers in China and Ukraine. To obtain new results, the following theoretical methods were used in the study: analysis of pedagogical literature, regulations, online platforms, educational sites, systematisation, and generalisation of research, organisation of training courses for future teachers – to compare different approaches to digital competence of future teachers. It is noted that digital competence is key in lifelong learning, as well as one of the components of a teacher's professional competence, according to the Standard Standard for Primary School Teachers, General Secondary Education Teachersб and Primary Education Teachers. The concept of digital competence is defined and it is substantiated that its significance changes in accordance with the development of digital modern society. The national educational policy of Ukraine and the People's Republic of China is analysed, in particular the regulatory base, which regulates the development of digital competence in the countries. It has been found that the problem of digital competence is relevant in both countries, in particular in China, where its solution is more progressive, due to powerful resource opportunities. An example of the content of academic disciplines, namely “Digital Training Tools”, “Cybersecurity”, “Media Education” (Ukraine), “Fundamentals of Computer Use”, “Use of Multimedia Technology” (PRC), their place in the educational process, hours on study, form of control of educational and cognitive activities, etc. These disciplines are aimed at developing the digital competence of future teachers in higher education institutions of Ukraine and China. It is noted that further research will relate to the study and analysis of national educational policy of the European Union on the development of digital competence, in particular in the training of future teachers

scholarly journals Higher Education System: Key Subjects of Educational Policy

Eduweb ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 152-169
Author(s):  
Tatyana N. Vasyagina ◽  
Natalya V. Osipova
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Education System ◽  
Social Life ◽  
Secondary Analysis ◽  
The State ◽  
Sociological Research ◽  
Higher Education System ◽  
National Education ◽  
Leading Role

The article is devoted to the key subjects of educational policy, on which the quality of the educational sphere depends. One of these subjects is teachers of higher educational institutions as a special social group, which has a leading role in shaping the intellectual, professional and scientific potential of society. A lot of research is devoted to the problems of teachers, but the issues of their self-identification remain relevant and, at the same time, insufficiently studied. The capacity of narrow professionals to solve the complex tasks of social life is insufficient. Another key subject of educational policy is the state as a guarantor of quality higher education. In most European countries, the state, due to historical traditions and resources, remains the main guarantor of the national education system. In the article, on the basis of our own sociological studies conducted in one of Moscow universities among teachers and students, as well as a secondary analysis of sociological research data conducted in a number of regions and universities of the country, some problems were identified that prevent the creation of an effective management model in the field of education.

scholarly journals University decentralization as regional policy: the Swedish experiment

2004 ◽  
Vol 4 (4) ◽  
pp. 371-388 ◽  
Author(s):  
Roland Andersson ◽  
John M. Quigley ◽  
Mats Wilhelmson
Keyword(s):  
Higher Education ◽  
Regional Development ◽  
Educational Policy ◽  
Higher Education Policy ◽  
Regional Policy ◽  
Economic Effects ◽  
Post Secondary Education ◽  
Post Secondary ◽  
The Past ◽  
Decentralization Policy

Abstract During the past 15 years, Swedish higher education policy has emphasized the spatial decentralization of post-secondary education. We investigate the economic effects of this decentralization policy on productivity and output per worker. We rely upon a 14-year panel of output and employment for Sweden's 285 municipalities, together with data on the location of university-based researchers and students, to estimate the effects of exogenous changes in educational policy upon regional development. We find important and significant effects of this policy upon the average productivity of workers, suggesting that the economic effects of the decentralization on regional development are economically important. We also find evidence of highly significant, but extremely localized, externalities in productivity. This is consistent with recent findings (e.g., Rosenthal and Strange, 2003) on agglomeration in ‘knowledge industries.’

Higher Education Reform in Time of Crisis

2021 ◽  
Vol 45 (1) ◽  
pp. 123-149
Author(s):  
Foteini Asderaki
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Economic Crisis ◽  
Education System ◽  
Higher Education Policy ◽  
Higher Education Reform ◽  
European Level ◽  
Higher Education System ◽  
Coalition Governments ◽  
Policy Choices

Abstract This study examines the transformation of the Greek higher education system at a time of crisis focusing on syriza/anel governance (2015–19). It aims to contribute to the literature on coalition governments’ policy choices. It also intends to enrich the research on the new party cleavages triggered by the economic crisis which hit both Europe and Greece in 2008/9, across pro- vs anti-Europeans/Eurosceptic and pro- vs anti-austerity parties, and on how these cleavages are reflected in higher education policy. It argues that these divides and the politicisation of higher education at the national and European level mobilized partisan entrepreneurs to pursue their strategies and ideological preferences in framing the agenda, to offer solutions based both on an anti-EU and an anti-austerity platform to reverse and reform the previous governments’ laws and forward their own reforms.

Setting the Catherine wheel in motion

2013 ◽  
Vol 37 (2) ◽  
pp. 125-150 ◽  
Author(s):  
Clive W. Earls
Keyword(s):  
Higher Education ◽  
Language Shift ◽  
Education Reforms ◽  
Higher Education System ◽  
International Language ◽  
Higher Education Systems ◽  
Competitive Disadvantage ◽  
Expanding Circle ◽  
English Speaking ◽  
National Languages

In today’s world, internationalisation is the key to survival for higher education institutions (HEIs). Many argue that English has become the most used language worldwide, the international language of wider communication in a variety of domains ranging from the professional to everyday life. Consequently, non-English speaking countries have entered into a process of introducing English-medium higher education as a means of overcoming any competitive disadvantage associated with their particular linguistic situation. As a result, an ideology has emerged amongst HEIs in non-English-speaking countries that internationalisation is synonymous with the introduction of English-medium degree programmes. This development has implications for the position of national languages in their higher education systems, and consequently as international languages of communication. It is, therefore, necessary to investigate the extent to which the adoption of such language-in-education reforms may potentially act as an impetus to a wider language shift in the countries comprising Kachru’s “expanding circle.” This paper explores the current process of “Englishization” within the German higher education system. By means of Strubell’s “Catherine Wheel” conceptual model, a potential language shift from German to English is postulated and its ramifications for German’s status and role as an international language are discussed.

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