Mapping violence, naming life: a history of anti-Black oppression in the higher education system

2017 ◽  
Vol 30 (8) ◽  
pp. 711-727 ◽  
Author(s):  
Jalil Bishop Mustaffa
2021 ◽  
Vol 6 ◽  
Author(s):  
Huang Yan Jun ◽  
Tan Chee Seng

The ancient dynasty was deposed in 1911, and a new republic took its place. It is found that China made great development in all areas of life throughout the Republican era (1912-1949) excepting Anti-Japanese War. During the time when the last Quing dynasty would approach its end, China is in the primary stage in building a higher education system.  In a republican era, China developed its modern higher education system which is composed of public universities, private, universities, and voluntary universities. The war with Japan was certainly the most momentous event in the History of China during the Republican era. The methodology indicating the Reformation era is thoroughly examined during the war. The new development of the war has highlighted a higher education system. Consequently, this paper examines the evolution of China's higher education system from 1937 to 1945, during Japan's anti-war era. In this paper, a descriptive methodology is used to get reliable results. Besides, secondary data such as journals, peer-review, papers, books, articles, were used to get information for the topic. 


Author(s):  
Glen A. Jones

This chapter provides a detailed and extensive assessment of the Canadian high participation system (HPS) of higher education. It considers the history of Canadian higher education, system development, and the present condition of higher education in the country. System de-centralization is especially remarkable when comparing Canadian higher education to other HPS. Each Canadian province has substantial authority over higher education within its borders, and while the federal-central government plays a role, it is less involved in provision than in most other HPS. The chapter examines Canadian higher education in light of the seventeen HPS propositions. The Canadian case supports most propositions. However, the system is less stratified and produces more equitable outcomes than are suggested by the propositions.


2021 ◽  
Vol 66 (05) ◽  
pp. 136-139
Author(s):  
Məryəm Rasim qızı Məmmədli ◽  

The purpose of this study is to study and analyze the experience of distance education in the higher education system of Azerbaijan. This study is a qualitative study that explores distance learning practices, and document analysis of quality methods has been used. The study identified the history of distance education, the world's first distance education schools, higher education institutions. At the same time, during the pandemic, statistical indicators of the change of the form of education and the transition to distance education and the number of students were determined in connection with the suspension of the teaching and learning process in Azerbaijan. The decisions of the Ministry of Education regarding the introduction of distance learning were commented in the study. During the pandemic, the difficulties encountered in starting distance education were identified. Complex events held in educational institutions were discussed. It reflects how distance education is applied in higher education institutions and a number of measures taken by the Ministry of Education to adapt to this form of education, which is a sudden transition for students and educators. Key words: distance education, higher education, pandemic, education system,educational platforms


2021 ◽  
Vol 73 (1) ◽  
pp. 112-123
Author(s):  
Tomasz Kasprzak

Abstract The history of educating doctoral students with disabilities at Polish universities, at least in institutional terms, is not very long. From the very beginning, universities educated individuals with disabilities and it was possible as long as these people could cope on their own or with the help of their family and friendly academic staff. This study presents the situation of doctoral students with disabilities in the higher education system, indicates the results of research, as well as “good practices” and recommendations for the academic education system for the in-depth inclusion of people with disabilities in higher education.


2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Nguyen Huy Vi

The private higher education system has been facing many challenges in the history of its development, which was harshly handled by the different points of view of political regimes. The system in the general higher education system in all over the world has slowly and weakly improved. Until the 80s of the 20th century, the system revived and obviously developed thanks to the increasing educating demand although many countries were facing financial difficulties to support it. In Vietnam, the private higher education system appeared by 1975 in the south, but this model and the its regulations had been forgotten until the beginning of the 90s of 20th century. This research is evaluating the present higher education system in different aspects that are the international definition of private higher education, brief history and the development of the system in Republic of France as an example, privatization forms and finance for the system, and suggestions to define policies for the system in Vietnam. Keywords Model, Private Higher Education, Privatization References [1] Altbach, Philip et T. Umakoshi (éd.) (2004), Asian Universities – Historical Perspectives and Contemporary Challenge s; John Hopkins Press. [2] Ball, J.S et Youdell,D. (2007), Higher privatisation in public education, Education International 5th World Congress July 2007. [3] Banque Mondiale (2009), Statistiques de la Banque Mondiale, consulté le 15 juillet 2009, http:// go.worldbank.org/RQBDCTUXW0. [4] Blöndal S., S. Field et N. Girouard (2002), Investment In Human Capital Through Post-Compulsory Education and Training: Selected Efficiency And Equity Aspects, Département des affaires économiques de l’OCDE, document de travail No 333. [5] Cave, M., M. Kogan et R. Smith (1990), Output and Performance Measurement in Government. The State of the Art (Jessica Kinsgley, Londres). [6] Geiger, R. (1986), Private Sectors in Higher Education, Ann Arbor, The University of Michigan Press. [7] OECD (2011), L’enseignement supérieur à l’horizon 2030- Volume 2: Mondalisation, La recherché et l’innovation dans l’enseignement, Éditon OCDE. [8] Hofstadter, R. (1996), Academic Freedom in the Age of College, Transaction Publishers, New Brunswick. [9] L. Benedetto (2008), Options et tandances dans le financement des uni versités en Europe, Critique internationale, 2008/2 (n039)- CAIRN.INFO. [10] Levy, D.C. (1986), Higher Education and the State in Latin America: Private Challenges to Public Dominance, University of Chicago Press, Chicago. [11] Levy, D.C. (2002), « Unanticipated Development: Perspectives on Private Higher Education’s Emerging Roles », PROPHE (Program for Research on Private Higher Education) Working Paper #1. [12] Levy, D.C. (1986), Higher Education and the State in Latin America: Private Challenges to Public Dominance, University of Chicago Press, Chicago. [13] Levy, D.C. (2006), « An Introductory Global Overview : The Private Fit to Salient Higher Education Tendencies », PROPHE Working Paper #7. [14] Middleton, Roger (1997), Government Versus the Market: The Growth of the Public Sector, Economic Management and British Economic Performance, Edward Elgar, Aldershot. [15] Neave, G. (2000), « Universities’ Responsibilities to Society: An Historical Exploration of an Enduring Issue », in Neave (éd.), The Universities’ Responsibilities to Society – International Perspectives, Pergamon/Elsevier, Londres, pp. 1-28. [16] Neave, G. (2000), « Universities’ Responsibilities to Society: An Historical Exploration of an Enduring Issue », in Neave (éd.), The Universities’ Responsibilities to Society – International Perspectives, Pergamon/Elsevier, Londres, pp. 1-28. [17] Neave, G. (2001), « The European Dimension in Higher Education: An Excursion into the Modern Use of Historical Analogues », in J. Huisman, P. Maassen et G. Neave (éd.) Higher Education and the Nation State; Oxford: Pergamon, pp. 13-73. [18] Neave, G. (2001), « The European Dimension in Higher Education: An Excursion into the Modern Use of Historical Analogues », in J. Huisman, P. Maassen et G. Neave (éd.) Higher Education and the Nation State; Oxford: Pergamon, pp. 13-73. [19] R. Fazal (2016), Privatisation de l’éducation: tendances et conséquences, UNESCO/Paris, octobre2016. [20] ROUSSEL Isabelle (2015), L’enseignement supérieur privé: propositions pour un nouveau mode de relations avec l’État, Rapport N05 2015-047, Juin 2015 - Ministère de l’Éducation nationale, de l’Enseignement supérieur et de la Recherche. [21] Savas (2000), Privatisation and Public – Private Partnerships, academia.edu [22] Shils, E. et Roberts, J. (2004), « The Diffusion of European Models Outside Europe », in W. Rüegg (éd.), A History of the University in Europe, Vol. III, Cambridge University Press, Cambridge. [23] Thelin, J.R. (2004), A History of American Higher Education, Baltimore, John Hopkins University Press. [24] Teixeira, P., D. Dill, B. Jongbloed et A. Amaral (éd.) (2004), The Rising Strength of Markets in Higher Education, Kluwer, Dordrecht. [25] Teichler, U. (1988), Changing Patterns of the Higher Education System: The Experience of Three Decades, Jessica Kingsley Publishers, Londres. [26] Tilak, J.B.G.(2009), Higher education: a public good or a commodity for trade?, Springer International Publishing AG. Part of Springer Nature. [27] Van Vught, F. (éd) (1989), Governmental Strategies and Innovations in Higher Education, Jessica Kingsley, Londres. [28] UNESCO/OCDE (2006), Education Trends in Perspective – Analysis of the World Education Indicators, Institut de Statistique de l’UNESCO, OCDE, World Education Indicators Programme. [29] Wells, P.J., J. Sadlak et L. Vlăsceanu (éd) (2007), The Rising Role and Relevance of Private Higher Education in Europe; UNESCO – CEPES, Bucarest. [30] Wittrock, B. et W. Peter (1996), « Social Science and the Building of the Early Welfare State: Toward a Comparison of Statist and Non-Statist Western Societies », in Dietrich Rueschemeyer et Theda Skocpol (éd.) States, Social Knowledge and the Origins of Modern Social Policies, Princeton University Press, Princeton, New Jersey. [32] Wittrock, B. (1993), « The Modern University: the Three Transformations », in Rothblatt and Wittrock (éd.), The European and American University since 1800 – Historical and Sociological Essays, Cambridge University Press, Cambridge, pp. 303-62.


2020 ◽  
Vol 10 (20) ◽  
pp. 337-356
Author(s):  
Israel Rodrigues Bezerra ◽  
Francisco Amaro Gomes de Alencar ◽  
Daniel Gadelha de Oliveira

Este texto tem como objetivo apresentar uma concepção de práticas de campo e sua função na formação de professores de Geografia. A história dos cursos de formação de professores, junto com as bases legais que regem o currículo e o sistema de ensino superior demonstra a existência de uma relação integrada entre os momentos de campo e o processo de formação de geógrafos que atuarão em sala de aula. A identificação desta relação propicia um caminho de construção da sistematização das práticas de campo para que seja gerada uma concepção fundamentada teórico-metodologicamente. Os momentos de constituição das práticas de campo, planejamento, execução e avaliação integram os processos de aula e trabalho. A compreensão é gerada a partir do entendimento do sistema de relações estabelecido. O campo oferece na formação de professores de Geografia dinamicidade, integração universidade- sociedade e riqueza no ensino e aprendizagem através dos momentos do desvendar-mundo pela ótica da ciência geográfica. PALAVRAS-CHAVE Formação de professores, Práticas de campo, Método de pesquisa em Geografia, Ensino de Geografia.   FOR A GEOGRAPHY EXPERIENCED: the importance of field practices in the training of professors of Geography This text aims to present a conception of field practices and their role in the training of professors of Geography. The history of professors training courses, along with the legal bases governing the curriculum and the higher education system demonstrates the existence of an integrated relationship between the moments of field and the process of training geographers who will act in the classroom. The identification of this relationship provides a way to build the systematization of field practices, so that a theorical and methodologically based conception can be generated. The moments of constitution of the field practices, planning, execution and evaluation integrate the processes of class and work. The understanding is generated from the understanding of the system of relationships established. The field offers in the training of professors of Geography dynamics, integration university-society and richness in teaching and learning through the moments of the unravel- world from the perspective of geographical science. KEYWORDS Training of professors, Field practices, Method research in Geography, Geography teaching.


2015 ◽  
pp. 20-22
Author(s):  
Anna Chamchiyan

The article provides a historical view of the international dimension of Russian higher education, describing more than seventy years’ history of higher education internationalization in Russia and focusing on approaches, opportunities and initiatives. The aim of the study is to put forward an explanation for the visible imbalance which has arisen over the last fifteen years between the ambitions and facilities of the higher education system in Russia and actual levels of internationalization and competitiveness exhibited by the system. 


Author(s):  
Lukas Bischof ◽  
Alina Tofan

AbstractThe Republic of Moldova has a long history of shifting borders, and a short history as an independent state. The real development of higher education started only after 1944, in the form of an integral part of the Soviet system of education and research. After independence, its development was shaped strongly by market forces, a demographic decline, alternative study options abroad and last but not least, the all-too-often contradictory policy preferences of changing governments and ministers for education. As a result, on the one hand, the country perpetuated many of the Soviet institutional arrangements in the higher education system, especially the centralised governance arrangements and the academy of science system. On the other hand, the political will to break with the Soviet past and to orientate the country towards Romania and the European Union has spawned a number of policy initiatives, including the ascension to the Bologna Process, greater institutional autonomy, governance democratisation and the implementation of a quality assurance framework along European models. Their implementation, however, has often been hampered by relatively weak institutions and political factionism. As a consequence, the differentiation of the HE system of the Republic of Moldova takes the shape of a dynamic, often contradictory process in which instable institutions are attempting to cope with growing pressures of global, European and local origins.


Author(s):  
Валентина В. Яценко

The article explores the evolution of the social responsibility concept along with discussing its specifics in the area of higher education. In particular, it is noted that the core of social responsibility is the idea that organizations should strive not only to make their own profits but also to be aware of the multiple effects from their activities to society. In this context, corporate social responsibility is viewed as bringing together the interests of the company and society. Particular emphasis is put towards the analysis of the impact of corporate social responsibility which is primarily related to ethical and transparent behavior and promotes sustainable development, health and well-being in society subject to stakeholder expectations and compliance with current regulations and standards. The study reveals that like other marketing factors initially associated with the commercial settings, social responsibility has expanded to the non-commercial sector, including education. The hypothesis of the study is a statement that social responsibility of universities for their decisions and activities and their impact on society and the environment is being realized through transparent and ethical strategies. The purpose of this study is to trace the history of developing social responsibility in higher education institutions in Ukraine. To attain the research agenda, descriptive analysis, as well as research and confirmatory factor analysis were employed; quantitative data were collected through a questionnaire developed on the basis of a literature review and the qualitative research results. The study has revealed a close correlation between the economic, natural and social environments, in particular, by creating new rules for the higher education system in Ukraine. The findings present a history of interpreting the notion of social responsibility in higher education in Ukraine which reflects the understanding of the complexity and the multifaceted nature of this concept from different perspectives: economic, social or environmental. Therefore, the ultimate priorities can vary greatly. The study asserts that the contribution of social responsibility into the growth of the nation's well-being, associated with the quality and growing effects of the higher education system and its institutions, is of a critical importance. It is argued that the implementation of research-based policies and the use of best practices of European universities in a particular area of social responsibility will facilitate better understanding of the basic principles of social responsibility, illustrating and modeling its values, principles and behaviours needed to find new socially responsible solutions to modern humanity challenges.


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