The Right to Higher Education and the Problem of Unequal Benefits

2021 ◽  
pp. 155-186
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Education System ◽  
Public Funding ◽  
Special Significance ◽  
Moral Intuitions ◽  
The Public ◽  
Primary Good ◽  
The Right

This chapter turns to the question of who should pay for an education system founded on the right to higher education. First, it explains how moral intuitions about fair funding can challenge the claim that higher education should be allocated as an entitlement or primary good. Second, its show how these intuitions are conventionally justified in terms of a distribution’s effects on socioeconomic equality. Third, it argues that there are also liberty-based reasons for the public to fund higher education. Finally, it shows why these liberty-based reasons take on a special significance in the context of the right to higher education, warranting full public funding so long as two other distributive conditions (non-exclusivity and support for diverse conceptions of the good) are satisfied.

scholarly journals Limits of exercising the rights to leasing out property by public institutions of higher education

2020 ◽  
pp. 7-12
Author(s):  
Mykola Moroz
Keyword(s):  
Higher Education ◽  
Real Estate ◽  
Educational Institution ◽  
Public Institutions ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Higher Educational Institutions ◽  
The Public ◽  
Higher Educational ◽  
The Right

Problem setting. Leasing out property that is involved in educational, academic, training and production, scientific activities by the public institutions of higher education often leads to violation of the rights of other participants in educational activities. They are sure to be a result of violating the limits, established by the current legislation, of exercising the rights to leasing out property by the public institutions of higher educational. Analysis of recent researches and publications. The issues of state property lease have been studied by many scholars. Basic research in this area has been conducted by I. Spasibo-Fatieieva, O. Lipetsker, Ye.Kazarenko, V. Steshenko, M. Pronina, S. Puhinsky, T. Potapenkova, Yu.Basin, D. levenson, N. Khashchivska, N. Milovska and other scientists. Target of research. The aim of the paper is a comprehensive study and analysis of the limits of exercising the rights by the public institutions of higher education to leasing out their own property. To achieve this goal the following tasks should be solved: 1) to define the limits of exercising the rights by the public institutions of higher education to leasing out their own property; 2) to determine the legal consequences of concluding lease agreements by the public higher educational institutions in violation of current legislation. Article’s main body. The article conducts a general study and analysis of the right of the public institutions of higher education to lease property. The author emphasizes that public higher educational institutions have the right to lease out only real estate and other individually identified property. The legal consequences of concluding lease agreements by public higher educational institutions in violation of the current legislation have been studied. Conclusions and prospects for the development. Summarizing the results of the study we can formulate the following conclusions. The public institutions of higher education have the right to lease out real estate and other individually determined property in the manner prescribed by law and subject to statutory restrictions (without the right of redemption and sublease, when it does not worsen the social and living conditions of persons studying or working in the educational institution). While leasing the property, the public higher educational institution realizes primarily their own property interests, at the same time, indirectly realizing the property interests of the state. If the lease agreement of real estate and other individually determined property of higher educational institutions is recognized as invalid, it may be recognized as invalid only for the future.

scholarly journals FEATURES OF RESULT BASED FINANCING HIGHER EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 50-57
Author(s):  
Iryna Kalenyuk ◽  
Olena Grishnova ◽  
Liudmyla Tsymbal ◽  
Deniss Djakons
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Public Funding ◽  
Negative Consequences ◽  
Financial Flows ◽  
Higher Education System ◽  
The World ◽  
Financing Higher Education

The key role of the education system in the formation of a knowledge society is raising the issue of improving its financing. In the face of new challenges and aggravation of global competition, the mechanism for financing the higher education system is being transformed. The need to increase funding is manifested in expanding financial sources and improving the management of various financial flows. Increasing the effectiveness of public funding is becoming an important issue, which remains the main source of financial revenues for institutions of higher education in countries of the world. A promising practice in the world is the use of funding based on the results of activity, which is becoming more widespread in various areas of economic activity. The purpose of this article is to study the current world-wide practice of applying results-based financing of higher education and defining promising directions for its implementation in Ukraine. The essence and features of RBF - Result Based Financing (RBF) method, including in the system of higher education, are revealed. The existing approaches to financing higher education institutions in the world based on results are systematized, the main criteria for their definition are identified: on the basis of inputs, process, output, output. The world practice of using higher education institutions financing based on the results, positive and negative consequences of its implementation is highlighted and summarized. The necessity of using RBF funding in the system of native education is proved, the main directions and areas of its use are determined. The application of a two-tier model of financing higher education institutions in Ukraine is proposed, which combines the traditional cost-oriented approach and funding based on the results of the activity.

scholarly journals At gøre det rigtige alt for godt – ressourcestærke forældre og undervægt

2013 ◽  
Vol 24 (4) ◽  
pp. 37-63
Author(s):  
Annette Quinto Romani
Keyword(s):  
Higher Education ◽  
Social Inequality ◽  
Key Words ◽  
Health Knowledge ◽  
Sociological Perspective ◽  
The Public ◽  
8Th Grade ◽  
Perceived Weight ◽  
The Right ◽  
Shed Light

Overvægt spiller en stor rolle i den offentlige debat, mens undervægt til dels er et overset problem. Formålet med denne artikel er at belyse undervægt ud fra et sociologisk perspektiv med fokus på individ- og strukturperspektivet. Til at belyse denne problemstilling anvendes data fra Projekt 3A, som omfatter 1.092 skoleelever i Aalborg Kommune. Undersøgelsen blev foretaget i 2008-2011 med dataindsamling i 2008, da eleverne gik i 6. klasse samt i 2010, da eleverne gik i 8. klasse. Resultaterne viste, at piger med højt uddannede mødre havde en større sandsynlighed for at blive undervægtige end piger af lavt uddannede mødre. Endvidere fremgik det, at sandsynligheden for undervægt steg på de skoler, hvor eleverne blev udsat for en intervention, som øger viden om egen sundhed og til dels en intervention, som er rettet mod adfærdsændringer. Det fremgik desuden også, at interventionen, som øger viden om egen sundhed, øgede den sociale ulighed i vægt. ENGELSK ABSTRACT: Annette Quinto Romani: Overdoing the Right Thing – Advantaged Parents and Underweight Overweight is an important topic in the public debate, while underweight is an often ignored problem. The purpose of this article is to shed light on underweight in a sociological perspective focusing on both individual and structural perspectives. To illustrate this I use data from Project 3A, which includes 1.092 schoolchildren in the Municipality of Aalborg. The study was conducted in 2008-2011, where data was collected in 2008 when the schoolchildren attended 6th grade and in 2010 when they attended 8th grade. The results indicate that girls with mothers having a higher education are more likely to be underweight as opposed to girls with lower educated mothers. In addition, the results indicate that the likelihood of underweight to some extend increased among the schoolchildren who were exposed to an intervention that increased their own health knowledge, and to a behavioral altering intervention. Social inequality in weight was increased by the intervention that increases own health knowledge. Key words: Underweight, social inequality, self-perceived weight, issue of elite.

scholarly journals The Development of Higher Education in Albania, Problems and Challenges

2019 ◽  
Vol 1 (1) ◽  
pp. p21
Author(s):  
Dr. Mirela Tase ◽  
Dr. Manjola Xhaferri
Keyword(s):  
Higher Education ◽  
Civil Society ◽  
Comparative Analysis ◽  
Education System ◽  
The Other ◽  
Educational Systems ◽  
Higher Education System ◽  
Communist System ◽  
Sensitive Issue ◽  
The Right

Education is considered as one of the main pillars of society. An educated society leads the development of a nation. Education is also one of the areas which is also strongly influenced by it and social change. The fact that the educational systems are in permanent change does not show instability. But rather on the other side, they serve to better adapt the society which is changing. Starting from the beginning the education system in Albania has experienced changes after the collapse of the communist system and the approach of society to these changes has been a sensitive issue. These changes were not very studied, since they were in a very unfavorable environments, in which our education system came from a widespread politicization, and they did not always have the right fruits which was often perceived by us as experiments. These changes have not passed without debate, not only by academics, but also by students and civil society. Methodology: The work is based on a comparative analysis over these three decades, relying also on INSTAT’s statistical data.Main results: In this paper, I will show the transformation of the higher education system and how today the Law on Higher Education after three years of implementation has encountered a number of problems where the state and universities are moving from one to the other and finally that those who suffer the consequences of this law are the Albanian young who are not finding themselves in the Albanian market.

Should the public pay for higher education? Equality, liberty, and educational debt

2017 ◽  
Vol 15 (1) ◽  
pp. 38-52
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Good Life ◽  
Public Funding ◽  
Fair Play ◽  
Education Funding ◽  
Higher Education Funding ◽  
The Public ◽  
Educational Debt ◽  
Play Analysis ◽  
Education Equality

As governments shift costs from the public to students, a higher education has become synonymous with educational debt. Liberal egalitarians have justified educational debt on the grounds that it facilitates socioeconomic equality. On this view, the public should only fund access for those students who are so poorly off that educational debt would be too risky. In this article, I offer a ‘fair play’ analysis of higher education funding in order to show that socioeconomic equality is a necessary, but insufficient, criterion for assessing the fair contribution of public funding to higher education. In particular, I argue that higher education is instrumental to the free pursuit of a good life. I then argue that educational debt is unjust when it constrains borrower’s freedom to pursue a good life relative to those who do not have to borrow. In such cases, public funding should cover the attendance of students who would otherwise have no choice but to borrow in order to access a higher education.

Funding UK Higher Education

1990 ◽  
Vol 4 (4) ◽  
pp. 262-266
Author(s):  
Maggie Inchley
Keyword(s):  
Higher Education ◽  
Education System ◽  
Self Assessment ◽  
Higher Education System ◽  
The Public ◽  
The Uk ◽  
Uk Higher Education ◽  
Funding Gap ◽  
New System

The UK higher education system is going through a period of self-assessment: looking outwards to expand education provision; looking inwards to devise a new system of funding. This article discusses how and why the system will be expanded and examines how the funding gap will be filled by the public, industry and the students themselves.

scholarly journals The marketization of English higher education and the financing of tuition fees

2016 ◽  
Author(s):  
David Palfreyman ◽  
Ted Tapper
Keyword(s):  
Higher Education ◽  
Undergraduate Student ◽  
Public Funding ◽  
Green Paper ◽  
The Political ◽  
Tuition Fees ◽  
Economic Changes ◽  
The Public ◽  
Political Consensus ◽  
Student Funding

This article explores the marketization of English higher education with particular reference to the introduction of undergraduate student tuition fees. It argues that the breakdown of the political consensus that underwrote the public funding of undergraduate student funding was the consequence of ideological and economic changes that, following the threat of some universities to impose top-up fees, resulted in the appointment of the Dearing Committee and thereafter the steady introduction of variable fees up to a ceiling of €9,000 per annum, repayable through income-contingent loans. It reviews the contemporary breaking of the political consensus on this issue, as evidenced by the Labour Party's promise in the 2015 general election campaign to lower the maximum annual fee to €6,000, with the further possibility of replacing income-contingent loans with a graduate tax. It concludes by putting forward the policy options that are likely to emerge in the context of the publication of the current government's Green Paper on higher education.

scholarly journals Supporting the activities of curators who do not have a basic pedagogical education at S. Seifullin Agro Technical University

2021 ◽  
Vol 273 ◽  
pp. 12009
Author(s):  
Almagul Zhussupova ◽  
Svetlana Shmachilina-Tsibenko ◽  
Gulmira Suleimenova ◽  
Dinara Shakhmetova ◽  
Ainagul Yermekova
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Teaching Practice ◽  
Student Groups ◽  
Higher Education System ◽  
Research And Teaching ◽  
Pedagogical Competence ◽  
Technical University ◽  
The Right

At present, the priority goal of the higher education system is the formation of a personality not only professionally competent, but also tolerant, capable of creativity, able to predict his role in a dynamic world, responsible and passionate. Actually, all these characteristics are set by the labor market for the training of qualified and competitive personnel. However, as scientific research and teaching practice show, not all students can independently achieve the necessary results due to their lack of adaptation to higher education. Therefore, we need specialists who can help them in this and show them the right direction. In this regard, there is a growing interest in the study of curatorial activity, its role and place in the higher education system. The article, within the framework of the "School of Curators" created at S. Seifulin Agro Technical University, analyzes the results of diagnostics in order to identify the pedagogical competence of curators, focuses on a number of reasons that impede their activities, as well as a number of tested areas of activity that contribute to their elimination, offers a number of measures aimed to improve the pedagogical culture of curators of student groups who do not have a basic pedagogical education.

TODAY’S HIGHER EDUCATION AT A CROSSROADS - The critical point and paradigm shift in the educator’s role

2021 ◽  
pp. 265-277
Author(s):  
Cezar Scarlat ◽  
Keyword(s):  
Higher Education ◽  
Critical Point ◽  
Education System ◽  
Paradigm Shift ◽  
Information Technologies ◽  
Expert Knowledge ◽  
Relevant Information ◽  
Policy Makers ◽  
The Subject ◽  
The Right

Observing the different progress rates of the available data, information and knowledge (on one side) and human capacity to process these available data, information and knowledge (on the other side), the author becomes aware of the higher pace of the first –in the midst of impetus of new communication and information technologies –and argues that, at this point in time, we are eye-witnessing a real education paradigm shift. The education system is at a critical point in time (call it critical point in education –CPE) when the educator’s role must change from knowledge repository to skilled, expert knowledge explorer and identifier, switching from teaching the subject to teach students how to pick the right and relevant information related to the subject –from the ocean of available data. The current corona-crisis –which started by the time when the ideas for this chapter were put together –made this question more acute, asking for re-thinking the education system and educator’s role. This chapter launches the thesis of the education paradigm shift –in that respect of the educator’s role in the predictable future, to provoke a discussion, and to open a research path, for higher education strategists, policy makers, scholars and educators.

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