Citizenship as an Aim of Higher Education

2021 ◽  
pp. 41-68
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Civic Education ◽  
Political Stability ◽  
Educational Goals ◽  
Individual Freedom ◽  
Educational Aims ◽  
Indirect Benefits ◽  
The Third ◽  
State Involvement

The focus of this chapter is on the merits of civic education as an aim of higher education. First, the chapter explains how a legitimate and justifiable liberal civic education for children must (and can) strike a balance between the goods of political stability and individual freedom. Second, it makes the make the case for extending civic educational goals to higher education. The third and fourth sections show how civic educational aims look like a promising foundation for the justification of higher education. But a closer look reveals that this justification cannot strike a balance between stability and freedom. The upshot is that while it makes sense to cherish the indirect benefits of higher education for the civic capacities of graduates, these benefits ought not be understood as the overarching aim that justifies state involvement in its management and provision.

Freedom of Religion

2018 ◽  
pp. 401-456
Author(s):  
Sandra Fredman
Keyword(s):  
Religious Beliefs ◽  
The State ◽  
Freedom Of Religion ◽  
State Responsibility ◽  
Individual Freedom ◽  
The Third ◽  
State Involvement ◽  
Freedom Of Belief ◽  
Religion And State ◽  
The Relationship

This chapter considers freedom of religion in relation to three themes. The first concerns the separation of State and religion. Although a strict separation is seen as fundamental in some jurisdictions, others see religion as central to society and therefore a legitimate area of State involvement. The second concerns individual freedom of belief and manifestation. The third is equality. Section II shows how the different themes are expressed in constitutional texts. Section III deals with the relationship between the State and religion. Section IV examines how Courts determine which beliefs count as religious beliefs for the purpose of freedom of religion. Section V assesses the legitimacy of State limitations on freedom of religion and State responsibility to accommodate religion. Section VI examines conflicts between freedom of religion and other rights, particularly equality. Freedom of religion expects tolerance of religious adherents, but can religious adherents be expected to be tolerant of others?

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

Is There a Right to Free Movement across Borders?

2018 ◽  
Author(s):  
Sarah Song
Keyword(s):  
Human Rights ◽  
Fundamental Rights ◽  
Free Movement ◽  
Individual Freedom ◽  
Freedom Of Association ◽  
Human Right ◽  
Freedom Of Movement ◽  
The Third ◽  
The Right ◽  
Logical Extension

Chapter 6 examines three rights-based arguments for freedom of movement across borders. Three rights-based arguments have been offered in support of freedom of international movement. The first claims that freedom of movement is a fundamental human right in itself. The second adopts a “cantilever” strategy, arguing that freedom of international movement is a logical extension of existing fundamental rights, including the right of domestic free movement and the right to exit one’s country. The third argument is libertarian: international free movement is necessary to respect individual freedom of association and contract. This chapter shows why these arguments fail to justify a general right to free movement across the globe. What is morally required is not a general right of international free movement but an approach that privileges those whose basic human rights are at stake.

Assessment in the Applied Studio in Higher Education

2019 ◽  
pp. 765-791
Author(s):  
Kelly A. Parkes
Keyword(s):  
Higher Education ◽  
Research Literature ◽  
The Third ◽  
Studio Teachers ◽  
Applied Studio

This chapter outlines the various lines of inquiry and research about assessment in the applied studio and makes recommendations for further research. It comprises three sections: the first focused on briefly defining the applied setting, the second on assessment of musical learning in the applied studio, and the third section on the assessment of teaching in the applied studio. The chapter explores previous research literature and illustrates the need for further work. It will be relevant for musicians preparing to become applied studio teachers, current applied studio teachers, and administrators seeking to evaluate the work undertaken in applied studios.

Higher education, post-conflict democratization and the legacies of authoritarian rule: The Tripoli University Programme for Rebuilding Libya

2021 ◽  
pp. 174619792098136
Author(s):  
Sansom Milton
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Civic Education ◽  
Authoritarian Rule ◽  
Post Conflict ◽  
Transitional Processes ◽  
The Arab Spring ◽  
The Relationship

In this paper, the role of higher education in post-uprising Libya is analysed in terms of its relationship with transitional processes of democratization and civic development. It begins by contextualising the Libyan uprising within the optimism of the ‘Arab Spring’ transitions in the Middle East. Following this, the relationship between higher education and politics under the Qadhafi regime and in the immediate aftermath of its overthrow is discussed. A case-study of a programme designed to support Tripoli University in contributing towards democratisation will then be presented. The findings of the case-study will be reflected upon to offer a set of recommendations for international actors engaging in political and civic education in conflict-affected settings, in particular in the Middle East.

DIDACTIC POTENTIAL OF MOBILE LEARNING IN HIGHER EDUCATION

2021 ◽  
Vol 1 (3) ◽  
pp. 22-27
Author(s):  
N. G. Bondarenko ◽  
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Educational Goals ◽  
Training Methods ◽  
Technological Feature ◽  
Higher Education System ◽  
System A ◽  
Student Training

The growing availability of modern mobile smartphones and tablet computers is leading to an increase in the volume of content users consumed, including educational content. The development of mobile technologies opens up many opportunities for learning in higher education institutions. However, the use of mobile learning in student training should not be a spontaneous process, it is necessary to create pedagogically substantiate approaches and training methods. This article analyzes and interprets the results of existing research in pedagogy regarding the didactic potential of mobile learning in higher education system. A classification of didactic properties and functions of mobile learning is developed and proposed. The main didactic properties of mobile learning include: by the didactic feature of mobile learning — ten properties; by the technological feature of mobile learning — eleven properties. The main didactic functions of mobile learning are: by the didactic feature of mobile learning — eleven functions; by the technological feature of mobile learning — five functions. The didactic potential of mobile learning, due to its inherent didactic properties and functions, makes the educational process more effective, as well as contributes to the guaranteed achievement of students’ educational goals and planned learning outcomes.

Higher Education in the Third World: Themes and Variations

1988 ◽  
Vol 23 (1/2) ◽  
pp. 170
Author(s):  
Susan Opper ◽  
Philip G. Altbach
Keyword(s):  
Higher Education ◽  
Third World ◽  
The Third ◽  
The Third World

scholarly journals Citizenship Education for Liberation in Nigeria

1970 ◽  
Vol 7 (1) ◽  
pp. 67-78
Author(s):  
JO Ogunbiyi ◽  
OS Oludeyi
Keyword(s):  
Higher Education ◽  
Civic Education ◽  
Citizenship Education ◽  
Democratic Governance ◽  
Civic Consciousness ◽  
Political Crises ◽  
Religious Intolerance ◽  
Economic Progress ◽  
The World ◽  
Low Levels

Across the globe, nations face a problem of low levels of civic consciousness and prevalence of harmful stereotypes like ethno-religious intolerance, prejudice and crises. In many parts of the world, these have degenerated into political crises, youth hooliganisms, prostitution, examinations malpractices, rape victimisation, terrorism and national insecurity. In the Nigerian context, these vices truncate the practical and transparent democratic governance while threatening the country’s federalism and cohesion. Since the purpose of any functional education is to enlighten and liberate the beneficiaries, ensuring that they live a sustainable life while contributing meaningfully to the upkeep of their immediate community, this paper takes a look at citizenship liberation using qualitative civic education. It examines, inter alia, the aims and objectives of qualitative citizenship education and how the principles of civic education can be instilled in the citizens for liberation and peaceful co-existence. The paper further discusses how the spirit of patriotism, unity, love and oneness can be installed in the minds of Nigerians and how they can serve as a lubricant to the wheel of socio-political and economic progress of the nation through adequate citizenship education.Keywords: Higher education for development; Sustainability; Lifelong learning.

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