scholarly journals The Academies Project: Widening Access and Smoothing Transitions for Secondary School Pupils to University, College and Employment

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Grace Farhat ◽  
Jennifer Bingham ◽  
Julie Caulfield ◽  
Sandra Grieve
Keyword(s):  
Higher Education ◽  
Informed Choice ◽  
Independent Learning ◽  
Learning Skills ◽  
College And University ◽  
Successful Model ◽  
Widening Access ◽  
University Life ◽  
The University ◽  
Clear Information

Previous research indicates that university students are not bridging the gap between school and university quickly or effectively enough. Therefore, there is a need to build a level of independence and foster a sense of empowerment prior to entering university, and create a supportive climate for successful learner development. Clear information and support on transition from school to employment could also be improved. Furthermore, there is a challenge for widening access and allowing people from different backgrounds to go into further/higher education. This paper will present the South East Scotland Academies Partnership (SESAP) as a successful model of a collaborative and pedagogical approach to the university pre-entry support stage and to employment. Academies students are S5 and S6 school pupils who attend classes at college and university while still at school. The Academies aim to widen access of young people residing in South East Scotland into Further and Higher education. They focus on preparing students for Higher Education while easing the transition between school and university, developing independent learning skills and building confidence. The project aspires to integrate students successfully into the academic and social aspects of university life; helps them gain a sense of belonging to a group and allows them to make a more informed choice about their selected course and institution. Academies also endeavour to provide students with the opportunity to experience work at their industry of choice and to present them with options and clear information to smooth the transition to employment. Results from a survey distributed to students showed that the Academies have been beneficial in developing their communication and independent learning skills, as well as their confidence. The latter aspects are considered important in enhancing transition.

On Not Believing What You Read

2018 ◽  
Author(s):  
Jonathan Rose
Keyword(s):  
Higher Education ◽  
High School ◽  
College Admissions ◽  
Reading Strategy ◽  
The Sun ◽  
Gallup Poll ◽  
The Public ◽  
University Life ◽  
The Media ◽  
The University

Every student should, before graduating, see the 2006 teen-comedy movie Accepted. It’s a broad satire built around some high-school misfits whom no college admissions officer in his right mind would accept, not even in this economy. So they commandeer an abandoned mental asylum and construct their own college based on Marxism (Groucho), and they do to higher education what A Night at the Opera did to Il Trovatore. To a flabbergasted visitor, the teenage president of the college recommends the school newspaper, The Rag. “There’s a great op-ed piece in there about not believing everything you read,” he explains. Like all absurdist comedy, Accepted poses that subversive question, “Who’s absurd here?” It stands upside-down all the pretenses of university life, including its most fundamental pretense, that if we spend years here reading, we will get closer to the truth. Is there, though, any necessary relation between reality and what we find on the printed page? It’s a question that has become particularly acute today, when it seems that every man is his own deconstructionist. When Paul Ricoeur coined the phrase “hermeneutic of suspicion,” he was only recommending this reading strategy to literary theorists, but his students took it quite seriously and in 1968 turned the University of Nanterre into, well, something like the campus in Accepted. And today that skepticism is thoroughly mainstream. According to the Gallup Poll, only 32 percent of Americans in 2016 have confidence in the media, down from a high of 72 percent in 1976, post-Woodward and Bernstein. Among millennials (18-to-29-year-olds), just 11 percent trust the media. In Britain, back in 1975, only about a third of tabloid readers and just 3 percent of readers of “quality” broadsheets felt that their paper “often gets its facts wrong.” But by 2012 no British daily was trusted by a majority of the public “to report fairly and accurately.” In something of a contradiction, the Sun enjoyed both the largest circulation and the lowest level of trust (just 9 percent).

scholarly journals The Facilitators, Obstacles and Needs of Individuals With Autism Spectrum Conditions Accessing Further and Higher Education: A Systematic Review

2016 ◽  
Vol 26 (2) ◽  
pp. 166-190 ◽  
Author(s):  
Nicky Toor ◽  
Terry Hanley ◽  
Judith Hebron
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Thematic Analysis ◽  
Social Factors ◽  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Inclusion Criteria ◽  
College And University ◽  
University Life ◽  
Qualitative Literature

Many young adults diagnosed with autism spectrum conditions (ASC) intend to go to college and/or university, yet research suggests that these individuals find aspects of college and university life challenging. To explore the views of individuals directly affected by these challenges, a systematic review of the existing qualitative literature in this area was conducted. Twelve studies met the inclusion criteria. Thematic analysis of these articles identified six superordinate themes: the involvement of professionals; academic, environmental, and social factors; wellbeing; communication; and understanding. The facilitators, obstacles and needs of students pervaded these themes and are discussed alongside implications for counsellors and psychologists working in schools.

scholarly journals Algumas dimensões culturais da trajetória de estudantes pobres no ensino superior público: o caso da UFMG

2019 ◽  
Vol 87 (216) ◽  
Author(s):  
Écio Portes
Keyword(s):  
Higher Education ◽  
Sociology Of Education ◽  
The Public ◽  
Poor Students ◽  
The Social ◽  
Education School ◽  
University Life ◽  
Institutional Strategies ◽  
Object Of Study ◽  
The University

Estuda as trajetórias de estudantes pobres em cursos altamente seletivos da Universidade Federal de Minas Gerais, como Ciência da Computação, Comunicação Social, Direito, Engenharia Elétrica, Fisioterapia e Medicina. Explica o conjunto de circunstâncias que propiciaram esse sucesso escolar. Realiza esse intento investigando a história de estudantes pobres no ensino superior no século 20, nas Faculdades de Direito de Olinda/Recife e de São Paulo e a história do atendimento a estudantes pobres empreendido pela UFMG desde o momento de sua criação. Utiliza os trabalhos que lidam com trajetórias escolares, principalmente de sociólogos franceses, como Bourdieu, De Queiroz, Lahire, Laurens e Terrail, entre outros. Os resultados confirmam a existência de estudantes pobres no ensino superior desde a implantação deste, mesmo que pouco representativa; e, como conclusão, é afirmado que a inclusão e a permanência de estudantes pobres no ensino superior brasileiro são uma tarefa de difícil execução, que se deu sem a presença de ações desenvolvidas pelo Estado. No passado, esses estudantes desenvolveram estratégias próprias que se associariam, já no século 20, a estratégias filantrópicas e institucionais empreendidas no seio da própria instituição universitária, a exemplo do que vem fazendo a UFMG ao longo do tempo. Essas ações sustentaram um grupo de estudantes pobres no interior da universidade pública, mas não puseram fim às discriminações sofridas nem minimizaram os constrangimentos econômicos perpetuados historicamente e pelos quais outros vêm passando no cotidiano universitário. Palavras-chave: sociologia da educação; trajetórias escolares; estudantes pobres; ensino superior. Abstract This work gives priority to the historic and theoretical search necessary to the understanding of the object of study, the social and school trajectories of poor students, in the past and in the present. The new data and the proposed analyses lead us to believe that the fact of poor students being included in the Brazilian higher education and remaining at the University is not an easy task and took place without any government policies. In former times, these students developed their own strategies, which became associated, in the twentieth century, to institutional strategies, organised inside the University itself, following the example of what UFMG has been doing all this time. These actions supported a group of poor students in the public University but did not hinder prejudice nor diminished economical embarrassments, which they historically have been going through in their university routine. Keywords: sociology of education; school trajectories; university life; poor students; higher education.

scholarly journals The Methodological and Didactic Aspects of Comprehensive Greening of Educational Process Towards Sustainable University

2021 ◽  
Vol 1 ◽  
Author(s):  
Yuriy Tunytsya ◽  
Ihor Soloviy ◽  
Vasyl Lavnyy
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Whole School ◽  
University Life ◽  
Holistic Integration ◽  
Green Campus ◽  
The University ◽  
Holistic Vision ◽  
New Generation ◽  
Sustainability Principles

The process of greening education is aimed to educate new generation with the holistic vision of the real world challenges, attitudes of responsibility and active social behavior as an agent of sustainability transformations. The methodological and didactic aspects of comprehensive greening of educational process discussed. It’s based on integration the competence and the whole school approaches, sustainable life style and green campus practices into sustainable university model. The preconditions for systemic and holistic integration of the sustainability principles into all fields of the university life are identified. Especial attention is paid to the recent experiences of the Ukrainian National Forestry University as the leading university in Ukraine in implementing the concept of greening higher education in Ukraine and member of new networking project “V4 Green Universities” supported by the Visegrad Fund.

scholarly journals Developing “SotonSmartSkills”: A Reflection on Scaffolded Independent Learning Programmes

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Vanessa Mar-Molinero ◽  
Christian Lewis
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Language Learning ◽  
Virtual Space ◽  
Professional Life ◽  
Independent Learning ◽  
Language Resources ◽  
Wide Range ◽  
The University

By focussing on the physical and virtual space of a Language Resources Centre and the development of a wide set of digital literacies skills, this article discusses the SotonSmartSkills (Mar-Molinero & Lewis, 2014) programme developed at the University of Southampton, UK. Through a wide range of scaffolded courses designed to support the transition to the learner autonomy required of students in Higher Education, the programme equips students with skills, strategies, techniques and tools vital for success in their language learning (for international students) and more generally, in their academic achievement and professional life. In this paper we illustrate this initiative with the specific example of an integrated SotonSmartSkills module on our Pre-Sessional English programmes

scholarly journals Los estudiantes

2012 ◽  
pp. 1-78 ◽  
Author(s):  
François Dubet
Keyword(s):  
Higher Education ◽  
Great Part ◽  
Student Life ◽  
Access To Higher Education ◽  
French Society ◽  
University Life ◽  
And Function ◽  
The University ◽  
Collective Actor ◽  
Multiple Variants

En este texto se busca establecer parámetros para responder  a la pregunta ¿qué son los estudiantes?, en el contexto de la educación superior en Francia, considerando, en principio, la aparición de dos procesos que dominan la vida universitaria de dicho país desde hace 40 años: la masificación del acceso a los estudios superiores y la diversificación de la oferta universitaria. Se revisan las múltiples variantes que arroja el traslape de estos dos fenómenos partiendo de dos premisas: los estudiantes incluyen, a la vez, a gran parte de la juventud, una juventud definida por condiciones de vida que rebasan a la propia universidad, y también son estudiantes propiamente dichos, definidos por condiciones de estudios particulares. El estudiante no se puede reducir ni a su papel ni a su condición, sino que elabora una experiencia que articula una manera de ser joven y una relación con los estudios.A través del análisis del recorrido que representa la vida estudiantil se intenta comprender, también, por qué el mundo estudiantil, pese a estar débilmente organizado, se constituye como actor colectivo durante algunas movilizaciones masivas y movimientos que plantean frecuentemente a la sociedad francesa el problema del lugar y la función de la enseñanza superior.AbstractThis article attempts to establish parameters in order to answer the question: What are students? within the context of higher education in France , considering, firstly, the appearance of two processes ruling university life in that country for the last 40 years: the mass access to higher education and the diversification of the university offer. This works reviews the multiple variants that these two overlapping phenomena yield, starting from two premises: the students include, at the same time, a great part of today's youth, a youth defined by living conditions that surpass the university itself, and they are also students, defined by conditions of particular studies. The student can not be reduced either to his/her role or to his /her condition, but he/she creates an experience that articulates a way of being young and a relationship with studies.Through the analysis of what student life represents, we also attempt to understand why the student world, in spite of being weakly organized, becomes a collective actor during some mass demonstrations and movements that frequently pose to French society the problem of the place and function of higher education.

scholarly journals Transparencia y reforma universitaria

2012 ◽  
pp. 182-189
Author(s):  
Dr. Manuel Gil Antón
Keyword(s):  
Higher Education ◽  
Public Institutions ◽  
Fundamental Question ◽  
Educación Superior ◽  
Institutions Of Higher Education ◽  
Educacion Superior ◽  
University Life ◽  
The Right ◽  
The University

A lo largo de esta ponencia el Dr. Gil Antón desarrolla un cuestionamiento fundamental en la discusión por la transparencia en las universidades: “¿Cómo se relacionan la transparencia y la reforma – la vida misma – de nuestras universidades e instituciones de educación superior públicas?” alrededor de esta interrogante va entrelazando elementos de la vida universitaria relacionados con la temática, tales como la autonomía y el derecho a la información. Sobre este último puntualiza que es un derecho que existe, que se debe divulgar y ejercer, para avanzar en la construcción de ciudadanos sabedores de sus posibilidades de acción ante la autoridad.AbstractThroughout this lecture Gil Antón develops a fundamental question in the discussion by the transparency in the universities: “How the transparency and the reform - the same life - of our universities and public institutions of higher education are related?” Around this question the author interrelates elements of the university life related to the thematic, such as the autonomy and the right to the information. On this last the author emphasizes that it is a right that exists, that is due to disclose and to exert, to advance in the construction of knowledgeable citizens of its action possibilities against the authority.

scholarly journals Life-long learning skills as a basis for individual learning style of university students

2021 ◽  
Vol 18 (3) ◽  
pp. 19-32
Author(s):  
Irina L. Smagina
Keyword(s):  
Learning Style ◽  
Individual Learning ◽  
Independent Learning ◽  
Learning Material ◽  
Learning Skills ◽  
Language Class ◽  
Life Long Learning ◽  
Structural Content ◽  
The University ◽  
The Relationship

In a current situation of society development, each person should have life-long learning skills, which allow him to be flexible, autonomous, able to adapt to different scenarios of todays unstable reality. These skills can be referred to the category of soft skills, the development of which give the students the opportunity to organize their learning process effectively, and it will also help in forming students individual learning style. Life-long learning skills formed at the university can also be considered as skills oriented to the prospect of further personal and professional development perspective life-long learning skills. Thus, the purpose of this study is to find mechanisms of the development of students life-long learning skills that also help in forming their individual learning style. Using the methods of theoretical, structural-content and comparative analysis, as well as the synthesis of ideas, it was possible to find out that life-long learning skills belong to the category of soft methodological skills, the development mechanism of which is the strategies of independent learning. Moreover, studying the relationship between such concepts as life-long learning skills, universal competencies, individual learning style showed that the development of soft methodological skills of life-long education is the basis for the formation of students individual learning style. As part of the study, it was developed a methodology for teaching students cognitive and metacognitive strategies for independent learning in a foreign language class while working on listening. As the expected results of the application of this methodology, it is assumed that having mastered the strategies and techniques of independent learning, students will be able to deal with the learning material better, which in turn will help to master the competences more successfully, to increase learning motivation and to form students subjective position. As a prospect for further research, we see the development and testing of technology for teaching students the skills of life-long education, with a detailed description of the stages and guidelines for students and teachers.

Book Review - Multiculturalism and "The Politics of Recognition"

NASPA Journal ◽  
1997 ◽  
Vol 34 (2) ◽  
Author(s):  
Kathleen Manning ◽  
Charles Taylor
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Higher Education Administrators ◽  
University Administrators ◽  
Politics Of Recognition ◽  
College And University ◽  
National Debate ◽  
University Life ◽  
Education Administrators

A diverse cultural presence on campus, political rankling among liberals and conservative, and media reprots of campus activism prevent higher education administrators from ignoring the current national debate concerning multiculturalism. College and university administrators, particularly in the area of student affairs, have taken the lead to bring the issue front and center in university life.

scholarly journals Art Education in the Age of Metrics. A critical exhibition about how we teach and learn art under neoliberal conditions

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emma Brasó
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Art Education ◽  
Teaching And Learning ◽  
The United Kingdom ◽  
University Life ◽  
The University ◽  
The Impact ◽  
Data Culture ◽  
The Town

The higher education sector in the United Kingdom finds itself immersed in a data culture that evaluates every aspect of the university life according to a metrical paradigm. Art education, an area with its own teaching and learning characteristics, is particularly incompatible with a model that favours efficiency, productivity and success over all other aspects. In this essay I describe an exhibition, Art Education in the Age of Metrics, which took place in 2017 at the campus gallery of a specialist university located in the town of Canterbury. This was a curatorial project that tried not only to represent the difficulties of art education in the current climate, but that by engaging the university community—particularly students— in the process of organizing the exhibition, tried to actively intervene in the debates on the impact of this neoliberal model in how we teach and learn art today.

Sign in / Sign up

Export Citation Format

Share Document