Overcoming linguistic barriers in Portuguese higher education: The case of international African students

2020 ◽  
Vol 19 (2-3) ◽  
pp. 189-214
Author(s):  
Ana Raquel Matias ◽  
Paulo Feytor Pinto
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Social Dynamics ◽  
Host Community ◽  
African Countries ◽  
African Students ◽  
Linguistic Barriers ◽  
The Social ◽  
Portuguese Higher Education ◽  
The University

This article reflects about the contextual and theoretical assumptions of the project ‘Trovoada de Ideias: Linguistic and social inclusion of students from Portuguese-speaking African countries in Portuguese higher education’, an ongoing action research on Portuguese academic language teaching involving students who speak different varieties of Portuguese. By adopting a multidimensional inclusion approach (simultaneously linguistic, cultural and social), the ultimate aim is to contribute to a deeper understanding of the factors of (in)comprehension between students fluent in different norms of Portuguese and the university host community in Portugal, and consequently, building a frame for improving higher education institutions responses to multicultural challenges implied in the social dynamics of language variation.

scholarly journals Yükseköğretimdeki Suriyeli Sığınmacı Öğrenciler: Uyum ve Çatışma Alanları

2021 ◽  
Vol 7 (12) ◽  
pp. 71-106
Author(s):  
Rukiye Çorlu ◽  
Hakan Gülerce
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Social Inclusion ◽  
Education Students ◽  
Focus Group Interviews ◽  
The Social ◽  
Group Interviews ◽  
Education In Turkey ◽  
The University ◽  
Academic Year

The number of Syrian students in higher education in Turkey is increasing every year. In the 2019-2020 academic year, this number has reached 37,236. During this period, Harran University ranks first among 209 universities with 2,677 Syrian students, with the highest number of Syrian students studying in the university. One of the most fundamental facts inherent in migration is the human encounter experienced by the migrants and host communities. Both communities are affected by this encounter in various ways. In this study, social inclusion problems faced by Syrian asylum seeker higher education students throughout their education and daily life have been highlighted, and an evaluation has been made on the social experiences and problems faced by Syrian students studying at Harran University. For this purpose, two focus group meetings were held, each with six participants. The data obtained from focus group interviews were analyzed within the framework of various basic problems such as acceptance, social interaction, uncertainty, foreignness, stigmatization, and marginalization. The main problem of this study is that Syrian students have a high desire to participate in society and live together, but they continue to experience problems such as marginalization, exclusion, and deprivation of psycho-social support in different ways.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Empirical Evidence for Professional Practice and Public Policies: An Exploratory Study on Social Exclusion in Users of Primary Care Social Services in Spain

2019 ◽  
Vol 16 (23) ◽  
pp. 4600 ◽  
Author(s):  
Giménez‐Bertomeu ◽  
Domenech‐López ◽  
Mateo‐Pérez ◽  
de‐Alfonseti‐Hartmann
Keyword(s):  
Primary Care ◽  
Social Exclusion ◽  
Social Services ◽  
Professional Practice ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Life Trajectories ◽  
The Social ◽  
Study Population ◽  
The University

This study examines the social exclusion characteristics of a sample of users of primary care social services in two local entities in Spain. The objective of this study was to identify the intensity and scope of social exclusion in an exploratory way and to look at the typology of existing exclusionary situations to inform policy making and professional practice. Data from 1009 users were collected by primary care social services professionals, completing the Social Exclusion Scale of the University of Alicante (SES-UA). The dimensions with the greatest levels of social exclusion in the study population were those related to work/employment, income and education and training. The dimensions with an intermediate level of exclusion were those related to housing and social isolation. Social acceptance, family and social conflict and health were the dimensions with the lowest levels of exclusion. The analysis also showed the existence of five significantly different groups, that showed five different life trajectories along the continuum between social exclusion and social inclusion. The results show the importance and utility of developing professional and policy intervention protocols based on research evidence, with the objective of improving the quality of life of the users.

scholarly journals Las políticas supranacionales de educación superior ante la «tercera misión» de la Universidad: el caso del aprendizaje-servicio

2020 ◽  
pp. 256
Author(s):  
Juan García-Gutiérrez ◽  
Carlos Corrales Gaitero
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Global Scale ◽  
Third Mission ◽  
Social Commitment ◽  
Social Mission ◽  
The Social ◽  
American Citizenship ◽  
The University ◽  
The Relationship

The constant transformation that the institutions of higher education experiment and, particularly, the university assumes a re-consideration of their shapes, methodology, and missions, as well as the relationships established with society. Therefore, we shall consider that a “social mission” of the university or their “third mission” constitutes an umbrella that shelters a wide diversity of reflex conceptions, and at the same time, the relationship university – society. Additionally, take into consideration that this civic and social commitment in higher education should incorporate an integrator approach, involved with an idea of European or Latin-American citizenship, in any case, incorporated in the development of their supranational policies. Therefore, the objective of our work is double. On one side, to meet and analyze the notion of a “social mission” or “third mission” of the university and their conceptual network, to clarify the language and in which sense the different denominations are used, according to the different economical, sustainability or civic approaches to be adopted. Secondly, the treatment of these ideas will be addressed at the supranational policies of higher education both in Europe and Ibero America, according to what had been structured at the Higher Education European State and whether it has been promoted by the OEI. Also, it will be attended the way that this supranational policy aboard the civic and identity components, that linked to the social mission cooperate for the promotion of common citizenship. As a result of the analysis made we can affirm that the approach of the learning-service constitutes an emergent tendency on a global scale, appropriate to develop effectively the third mission or social mission of the university.

scholarly journals Students from Portuguese Speaking African Countries in Portuguese Higher Education

2021 ◽  
Author(s):  
Joyce Aguiar ◽  
Cristina Sin
Keyword(s):  
Higher Education ◽  
Labour Force ◽  
Steady Increase ◽  
Highly Qualified ◽  
African Countries ◽  
Institution Type ◽  
The Public ◽  
Studying Abroad ◽  
Portuguese Higher Education ◽  
Degree Level

Recently, African countries have been making efforts to expand their higher education systems. However, neither capacity nor quality have kept pace with demand, leading to a steady increase in students studying abroad. In this paper, we aim to analyse the development of enrolments in Portugal, one of the main destinations for students from Portuguese-speaking African countries (PALOP). Descriptive analyses were performed, disaggregating enrolments according to degree level, disciplinary area of study, and institution type. The results show that the choices of students from PALOP countries have followed different trajectories, in some cases with similarities. The public sector has the largest presence of these students, and polytechnic institutions have been the most frequent choice. Most of the students were enrolled in first degrees, except for those from Mozambique. Enrolments in Health, Services and "hard" sciences have increased, which may reflect the growing demand for highly qualified labour force in these countries. This paper highlights the continued importance of PALOP students for the internationalisation of Portuguese higher education and the need to avoid considering them as a homogeneous group of students.

SOCIO-PSYCHOLOGICAL PROBLEMS OF TRAINING THE HEAD OF A SOCIAL SERVICE ORGANIZATION AT A UNIVERSITY (MASTER'S LEVEL)

2020 ◽  
Author(s):  
Мария Валерьевна Созинова
Keyword(s):  
Higher Education ◽  
Social Service ◽  
Professional Training ◽  
Psychological Problems ◽  
Service Organization ◽  
Master's Level ◽  
Social Service Organization ◽  
The Social ◽  
The University

В статье автором раскрывается необходимость подготовки руководителя организации социального обслуживания в вузе на уровне магистратуры. Выделяются особенности подготовки руководителя организации социального обслуживания в высшей школе, а также дана характеристика социально-психологических проблем их профессиональной подготовки. In the article, the author reveals the need to train the head of the social service organization at the University at the master's level. The article highlights the features of training the head of a social service organization in higher education, as well as the characteristics of socio-psychological problems of their professional training.

Higher Education, Social Welfare, and Corruption

2019 ◽  
pp. 54-78
Author(s):  
Marlene M. Mendoza-Macías
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Wealth Distribution ◽  
Sustainable Human Development ◽  
The Social ◽  
The World ◽  
Primary Focus ◽  
The University ◽  
Social Management

The world is facing multiple changes and challenges; the environment shows inequalities, poverty, and corruption. Ecuador is not the exception. The man is declared the primary focus of the Ecuadorian Constitution to meet such changes. The objective of decreasing poverty, improving wealth distribution, and contributing to sustainable human development is unavoidable. In that context, the university has the pivotal role in generating interaction with society and its reality, to train professionals social and humanly responsible towards such facts, to promote the social management of knowledge from different action fields. The goal of this chapter is to specify the role of higher education institutions (HEIs) in a society where they take part, to draw up social responsibility of universities in Guayaquil and the challenges they face, as well as actions that contribute to the eradication of corruption and greater wellbeing of the society.

The Politcal Economy of Knowledge Management in Higher Education

2011 ◽  
pp. 2301-2313
Author(s):  
Amy Scott Metcalfe
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Social Dynamics ◽  
Postsecondary Institutions ◽  
Information And Communications Technologies ◽  
Theoretical Frameworks ◽  
Political Implications ◽  
The Social ◽  
Communications Technologies

In this chapter, I discuss the economic and political implications of knowledge management in higher education. First, I examine the linkages between KM and capitalism, with the help of theoretical frameworks that connect increasing managerialism in higher education with the promises of profit-making in the New (Knowledge) Economy. Next, I discuss the politics of information and the ways in which knowledge is stratified in postsecondary institutions. Third, the social dynamics of information and communications technologies (ICT) are explored in the context of higher education institutions. These perspectives provide a counter-balance to the decidedly functionalist views of much of the knowledge managementliterature. The intent of the chapter is to provide a foundation for the rest of the volume and the more specific studies of KM in higher education to follow.

CONCEPTOS, PERFILES, CLASIFICACIONES Y CRITERIOS EN TORNO AL DESARROLLO DE LAS COMPETENCIAS PROFESIONALES DEL DOCENTE DE LA EDUCACIÓN SUPERIOR

2017 ◽  
Vol 1 (2) ◽  
pp. 59-66
Author(s):  
Rafael Félix Bell Rodríguez ◽  
Belinda Marta Lema Cachinell ◽  
Lissette Vacacela Conforme
Keyword(s):  
Higher Education ◽  
Primary Sources ◽  
Complex Nature ◽  
Educación Superior ◽  
Educacion Superior ◽  
Linguistic Barriers ◽  
Key Factor ◽  
University Professor ◽  
Competencias Profesionales ◽  
The University

CONCEPTS, PROFILES, CLASSIFICATIONS AND CRITERIA CONCERNING THE DEVELOPMENT OF THE PROFESSIONAL SKILLS OF THE TEACHER OF HIGHER EDUCATIONRESUMENEl desarrollo de las competencias del docente de Educación Superior como factor clave para el cumplimiento de los objetivos de la formación en este nivel de enseñanza, constituye el centro de atención del presente artículo, en el que, a partir del estudio bibliográfico realizado, se exponen diferentes conceptos, clasificaciones y criterios en torno a la comprensión de las competencias del docente universitario. En ese contexto, el objetivo de este artículo es realizar, a partir del estudio de fuentes primarias, una revisión descriptiva que favorezca el análisis y la reflexión acerca de las competencias del docente de las Instituciones de Educación Superior (IES), recurriendo para ello al análisis de diversas propuestas y modelos, incluidos algunos escasamente difundidos en los países de habla hispana debido fundamentalmente a barreras de tipo lingüístico. Su esbozo permite corroborar la naturaleza compleja y el alcance global del tema objeto de estudio.PALABRAS CLAVE: educación superior, competencias profesionales, formación del profesorado.ABSTRACTThe development of the competences of the Higher Education teacher as a key factor for the fulfillment of the objectives of the training in this level of education, is the focus of the present article, in which, based on the bibliographic study carried out, are exposed different concepts, classifications and criteria around the understanding of the competences of the university professor. In this context, the objective of this article is to carry out, from the study of primary sources, a descriptive revision that favors the analysis and reflection on the competences of the teacher of Higher Education Institutions (HEI), analysis of diverse proposals and models, including some scarcely diffused in the Spanish speaking countries mainly due to linguistic barriers. Its outline allows to corroborate the complex nature and global scope of the subject under study.KEYWORDS: higher education, professional competences, teacher training.

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