The Impact of Degree Duration on Higher Education Participation: Evidence from a Large-scale Natural Experiment

ABSTRACTThis paper analyzes the proposal of the Integral Reform of Higher Secondary Education (RIEMS) to meet the training needs of teachers of that educational level and the challenges for its implementation. To put this proposal in context, data from a study carried out in the state of Tlaxcala in 2014 are retaken. One of the fields that he was investigating were professional profiles and training needs. The results of the study indicate that their needs are mainly related to fields related to didactics, and the areas of greatest deficiency revealed by large-scale evaluations. Different studies emphasize problems in training: the scarce approach with teachers to identify their needs, the absence of a pedagogical system that responds to the conditions of teachers, and few studies of the impact of training on improving teaching and learning.RESUMENEste trabajo analiza la propuesta de la Reforma Integral de la Educación Media Superior (RIEMS) para atender las necesidades de formación de los profesores de ese nivel educativo y los retos para su implementación. Para poner en contexto dicha propuesta se retoman datos de un estudio realizado en el estado de Tlaxcala en el año 2014. Uno de los campos que indagaba eran los perfiles profesionales y las necesidades de formación. Los resultados del estudio señalan que sus necesidades versan principalmente en torno a campos relacionados con la didáctica, y las áreas de mayor deficiencia que revelan las evaluaciones de gran escala. Distintos estudios enfatizan como problemas en la formación: el escaso acercamiento con los docentes para identificar sus necesidades, ausencia de un sistema pedagógico que responda a las condiciones de los profesores, y pocos estudios del impacto de la formación en la mejora de la enseñanza y el aprendizaje.

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Institutional Traps of Digitalization of Russian Higher Education

Высшее образование в России ◽

10.31992/0869-3617-2021-30-3-59-75 ◽

2021 ◽

Vol 30 (3) ◽

pp. 59-75

Author(s):

M. A. Golovchin

Keyword(s):

Higher Education ◽

Large Scale ◽

New Technologies ◽

Teaching Staff ◽

Original Matrix ◽

Russian Higher Education ◽

The Matrix ◽

Institutional Traps ◽

The Impact ◽

Russian Universities

In 2016-2018 the state in Russia adopted a package of program documents, which implies the transfer of education to the large-scale introduction of digital technologies. This phenomenon has been called “digitalization of education”. In scientific literature, electronization and digitalization are increasingly called one of the institutional traps for the development of Russian universities, since the corresponding institutional environment has not yet been formed due to the forced nature of innovations. As a result, the processes of introducing new technologies into education are still not regulated. Within the framework of the purpose of the study, the manifestations of the trap of electronization and digitalization of Russian higher education were analyzed on the basis of sociological data, and the theoretical modeling of the process of adaptation of educational agents to the institution of digitalization was carried out.In the course of the study, the approaches were summarized that have been developed in discussions on educational digitalization. The article presents the author’s vision of the studied phenomenon as an institutional trap; as well as understanding of the institutional features and characteristics of electronization and digitalization in education.The research method is the analysis of estimates obtained in the course of an expert survey which was conducted by the Vologda Scientific Center of the Russian Academy of Sciences among the representatives of the teaching staff of state universities in the Vologda region. In the course of this analysis, the indicators of educational digitalization as an effective innovation were clarified such as an increased accessibility of educational resources; simplification of communication and the process of transferring knowledge from teacher to student; increased opportunities for training specialists for the new (digital) economy; improving the quality of education in universities, etc. Based on the results of the empirical study, it has been determined that the conditions for the development of digitalization in Russian universities are currently ambiguous, which is closely related to the level of competitiveness of the educational organization.The scientific novelty of the research consists in the presentation of an original matrix describing the process of university employees adaptation to the conditions of digital transformation of education. The matrix is proposed on the basis of a sociological analysis of the impact of the trap of electronization and digitalization on the activities of educational agents. The matrix can be taken into account in the practice of higher education management.

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Higher Education as an Instrument of Social Integration in Tanzania: Challenges and Prospects

Research in Comparative and International Education ◽

10.2304/rcie.2011.6.4.366 ◽

2011 ◽

Vol 6 (4) ◽

pp. 366-373 ◽

Cited By ~ 3

Author(s):

Daniel Mkude

Keyword(s):

Higher Education ◽

Visionary Leadership ◽

Economic Prosperity ◽

Equity Issues ◽

Disadvantaged Groups ◽

Depth Study ◽

Higher Education Participation ◽

Education Participation ◽

Support Programmes ◽

The Relationship

In developing countries, higher education is a powerful instrument for social mobility and economic prosperity. An in-depth study of the relationship between higher education and certain equity issues has revealed that in Ghana and Tanzania there is inadequate effort to widen higher education participation to include traditionally disadvantaged groups. The article argues that provided they have strong and visionary leadership, universities can spearhead efforts to make higher education accessible to such disadvantaged groups through the judicious use of their admissions and selection criteria, and the mounting of special make-up and support programmes.

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Higher education participation in “high-income” universal higher education systems

Asian Education and Development Studies ◽

10.1108/aeds-07-2017-0061 ◽

2018 ◽

Vol 7 (2) ◽

pp. 184-204 ◽

Cited By ~ 10

Author(s):

Ewan Wright ◽

Hugo Horta

Keyword(s):

Higher Education ◽

High Income ◽

Risk Society ◽

Education Systems ◽

Content Type ◽

Mass Higher Education ◽

Higher Education Systems ◽

Higher Education Participation ◽

Education Participation ◽

Participation In Higher Education

Purpose Global participation in higher education has expanded greatly since the late twentieth century. The implications for the cultural, social, and economic fabric of societies have been substantial. To explain transitions from elite to mass higher education systems, theoretical insights from Technical-functionalism, Neo-institutionalism, World Academic System, and Credentialism perspectives have been put forward. It is the contention of this paper that there are emerging and complementary factors driving steadily growing participation in “high-income” universal higher education systems. The paper aims to discuss these issues. Design/methodology/approach With reference to Ulrich Beck’s concept of the “risk society”, it is discussed how higher education participation is increasingly a response by young people (and their families) seeking to mitigate heightened instability in work and employment under a “risk regime”. Publicly available data from national and supra-national organisations are used to evidence trends and support the arguments put forward by this paper. Findings Participation is perceived as quasi-compulsory to “survive” amid concern that those without higher education attainment are being “left behind” in modern labour markets. This environment has contributed to more students from more diverse backgrounds viewing higher education as the only viable option to secure a livelihood regardless of rising private costs of participation and rising uncertainty over graduate employment outcomes. The expansion of higher education has therefore potentially developed a self-perpetuating dynamic as the perceived cost of non-participation escalates. Originality/value It is shown that to better understand higher education participation in “high-income” countries with universal higher education systems, one needs to consider the conceptual idea of “survivalism”, that underlines risk and the vulnerabilities of modern societies.

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Comparative Data on High Participation Systems

High Participation Systems of Higher Education ◽

10.1093/oso/9780198828877.003.0002 ◽

2018 ◽

pp. 39-67 ◽

Cited By ~ 1

Author(s):

Patrick Clancy ◽

Simon Marginson

Keyword(s):

Higher Education ◽

Comparative Data ◽

Statistical Measures ◽

Data Limitations ◽

High Participation ◽

Higher Education Participation ◽

Education Participation ◽

Participation In Higher Education ◽

Participation Index

This chapter provides and discusses existing comparative data on higher education participation between various countries. The chapter starts with a review of the principal measures of participation, noting an inevitable tradeoff between optimum statistical measures and what is feasible given data limitations. After surveying participation in higher education in all countries, and noting that almost three-quarters have achieved enrolment ratios of at least 15 per cent, the chapter provides more detailed comparisons of the OECD member countries. The chapter proposes a composite Higher Education Participation Index which combines enrolment and output measures.

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Widening access to higher education for low-income students: a Brazilian case study (1990s-2016)

Revista Brasileira de Educação ◽

10.1590/s1413-24782018230023 ◽

2018 ◽

Vol 23 (0) ◽

Author(s):

LEONARDO CIVINELLI TORNEL DA SILVEIRA

Keyword(s):

Higher Education ◽

Low Income ◽

Student Loans ◽

Higher Education Institutions ◽

Access To Higher Education ◽

Higher Education Access ◽

Widening Access ◽

Education Participation ◽

The Government ◽

The Impact

ABSTRACT This article analyses the widening access policies implemented by Brazil during the 1990s and in 2016. It cites and evaluates the different strategies used by the government, such as student loans, needs-based and race-based quotas. In the context of a highly privatized sector, in which for-profit higher education institutions account for over half of the existing higher education institutions in Brazil, the results display a relative growth in higher education access based on minorities and needs-based communities. However, it also showcases some trends not achieved as originally planned by the government (specially increasing higher education participation in regions other than the south and the southeast) and serves as a point requiring further research to evaluate the influence on the lives of students and graduates. This study uses government and publicly available sources to analyse the impact of this strategy over time.

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