scholarly journals Acesso à Educação Superior: O ProUni em foco

2018 ◽  
Vol 26 ◽  
pp. 39
Author(s):  
Vera Lucia Felicetti ◽  
Alberto F. Cabrera
Keyword(s):  
Higher Education ◽  
Vulnerable Groups ◽  
Access To Higher Education ◽  
Extrinsic Factors ◽  
Non Profit ◽  
Intrinsic Factors ◽  
Baseline Characteristics ◽  
Per Capita ◽  
The University ◽  
Education In Brazil

The focus of this article is the access to Higher Education in Brazil and the University for All Program (ProUni). The research aimed to understand if ProUni is complying with its objective of creating opportunities to students from vulnerable groups for accessing Higher Education, and if there are differences in the baseline characteristics of ProUni graduates and non-ProUni graduates when admitted in a Higher Education. Using a quantitative approach with explanatory goal, data were analyzed via descriptive and inference statistics. Survey participants included 57 ProUni and 140 non-ProUni graduates; all were already Higher Education graduates from a non-profit institution in Southern Brazil and had accessed this level of education in 2005. The results show that ProUni provided access to Higher Education to a younger group of students than the non-ProUni group. The ProUni group also contained a larger number of women and a higher proportion of non-whites than the other group. Among ProUni scholarships, 12.28% had a per capita income higher monthly to three minimum wages and had a higher probability of choosing a licentiate/undergraduate degree. The graduates of the non-ProUni group tended to be more motivated by intrinsic factors, while the ProUni group is motivated by extrinsic factors when choosing courses.

scholarly journals Políticas públicas educacionais voltadas para o acesso ao ensino superior no Brasil: uma análise do programa universidade para todos – PROUNI / Public educational policies on access to higher education in Brazil: an analysis of the university for all program - PROUNI

2021 ◽  
Vol 3 (2) ◽  
pp. 1783-1800
Author(s):  
João Paulo Cavalcante Lima
Keyword(s):  
Higher Education ◽  
Educational Policies ◽  
Access To Higher Education ◽  
Politica Publica ◽  
The University ◽  
Education In Brazil

Este artigo tem como objetivo analisar, por meio de pesquisa bibliográfica e análise de dados oficiais, o Programa Universidade Para Todos – PROUNI, enquanto política pública de acesso ao ensino superior com discurso de democratização de seu acesso. Para tanto, apresentou-se um panorama geral sobre a educação superior brasileira e, em especial, sobre as políticas públicas voltadas para o acesso ao ensino superior no Brasil, por fim na sequência, aborda-se especificamente o Programa Universidade Para Todos – PROUNI. Esta pesquisa caracteriza-se quanto à natureza, como qualitativa. Quanto aos objetivos, a pesquisa classifica-se como descritiva. O estudo adota como procedimentos metodológicos a pesquisa bibliográfica e a pesquisa documental. Utilizou-se ainda a técnica de análise de discurso para analisar o discurso do Presidente Lula (coletado na biblioteca da Presidência da República) sobre o PROUNI, quando de sua implantação em 2005. Dado o contexto analisado, pode-se inferir que de fato o número de bolsas de estudos criadas pelo PROUNI cresceu nos últimos anos. Porém, não resolveu o problema do pouco acesso dos jovens nas universidades públicas. Além disso, a maioria das análises aponta para as contradições entre o discurso oficial, subjacente às políticas públicas, e a sua concretização, especialmente, no que se refere à qualidade da formação acadêmica oferecida. O presente estudo contribui pela sua relevância à medida que desperta atenção para a condução das políticas públicas e através da influência de interesses particulares externos e internos, resultando em alterações que em longo prazo podem tornar-se fontes de novos problemas devido à forma de subsídio, implicando diretamente na arrecadação de recursos do governo, principalmente quanto à ampliação da oferta pública e da qualidade do ensino, pesquisa e extensão.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals Compensatory Policies Attending Equality and Inequality in Mexico Educational Practice among Vulnerable Groups in Higher Education

2015 ◽  
Vol 4 (4) ◽  
pp. 53
Author(s):  
René Pedroza Flores ◽  
Guadalupe Villalobos Monroy ◽  
Ana María Reyes Fabela
Keyword(s):  
Higher Education ◽  
Educational Inequality ◽  
Educational Practice ◽  
Educational Opportunities ◽  
Mexican Population ◽  
Vulnerable Groups ◽  
Access To Higher Education ◽  
Governmental Agencies ◽  
Standards Of Living ◽  
And Gender

<p>This paper presents an estimate of the prevalence of social inequality in accessing higher education among vulnerable groups in Mexico. Estimates were determined from statistical data provided by governmental agencies on the level of poverty among the Mexican population. In Mexico, the conditions of poverty and vulnerability while trying to access better standards of living as well as educational inequality continue to grow at an alarming rate. The number of poor (extreme and moderate) and vulnerable people (according to income and social need) increased from 2008 through 2010 dramatically. The number of people in this situation went from 89.9 million to 90.8 million, which represents 80.64% of the total Mexican population. Only 19.36% of the population is not considered poor or vulnerable.</p><p>The access to higher education is not distributed uniformly throughout the Mexican youth since they belong to different social and economic strata: the least developed regions carry the largest share. Consequently, educational opportunities are unequally distributed mainly across age and gender factors. A distribution imbalance is also found with regard to gender throughout the population observed and analyzed: indigenous females have a significantly higher risk of not having access to higher education than males.</p>

scholarly journals Models of work-based learning, examples and reflections

2016 ◽  
Vol 8 (1) ◽  
pp. 17-28 ◽  
Author(s):  
David Major
Keyword(s):  
Higher Education ◽  
Evolutionary Development ◽  
Access To Higher Education ◽  
Content Type ◽  
New Ways Of Working ◽  
Working Practices ◽  
Public Organisations ◽  
The University ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of university-employer partnership where WBL is used as the principal means for bringing about change in the workplace. Design/methodology/approach This paper is based on the experience of one UK University with significant WBL provision and outlines the evolutionary development of a number of different models of WBL designed to meet the specific needs of employers and individual students. Findings The paper reflects on the distinctive contribution of WBL in higher education to bring about change to the culture and working practices of two public organisations, thereby improving performance and developing new ways of working. Practical implications It will also consider the impact of WBL on learners often giving them a greater sense of their own identity and professionalism and point to the way in which WBL challenges the university as much as it challenges employer partners. Social implications Widening access to higher education and increasing participation in HE. Originality/value The identification and description of a number of different models of WBL in operation in the HE sector.

Legal and Organizational Issues of the Transformation of Public Universities into Non-Profit Organizations in Kazakhstan

2020 ◽  
Vol 9 (3) ◽  
pp. 726
Author(s):  
Bakhyt ALTYNBASSOV ◽  
Zaure ABDUKARIMOVA ◽  
Aigerim BAYANBAYEVA ◽  
Sabit MUKHAMEJANULY
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Civil Law ◽  
The State ◽  
Joint Stock Company ◽  
Stock Company ◽  
Non Profit ◽  
The Government ◽  
The University

This article discusses several legal and economic problems in the process of globalization of higher education in Kazakhstan. To date, the Government of Kazakhstan has issued a resolution on the transformation of 25 national and state universities into non-profit joint-stock companies, as well as amendments to the Civil Code and other current legislation. As a result of this study, it has been found that the concept of a non-profit joint-stock company was first used in Kazakhstan and contradicted the institution of legal entities in civil law. Such changes and amendments in civil law are an unprecedented phenomenon in the legal systems of the Commonwealth of Independent States (CIS) countries. There is also a risk that the transfer of higher education institutions to non-profit joint-stock companies may become the legal basis for the illegal privatization of public universities. The authors suggest that the privatization of higher education institutions has been detrimental to the state, and that reform should be addressed based on administrative and legal considerations and through improved university governance models. The modernization of the governance model of public universities according to modern requirements is beneficial to the state and society. The study analyzes the relationship between the university and its stakeholders based on Freeman’s Stakeholder theory. It also identifies deficiencies in legislation that impede the establishment of partnerships between the university and industrial companies and suggests ways to address them.

scholarly journals Web 2.0 Use in Higher Education

2014 ◽  
Vol 17 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Michelle Rogers-Estable
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Instant Messaging ◽  
Alternative Analysis ◽  
Student Interactions ◽  
Extrinsic Factors ◽  
Web 2.0 Tools ◽  
Intrinsic Factors ◽  
Training Support ◽  
Teacher Student

Abstract This study analyzed current uses of emerging Web 2.0 technologies in higher education with the intent to better understand which tools teachers are using in the classroom. A total of 189 faculty in higher education from three western US universities were invited to participate, with 54 completing the survey. The survey included open-ended questions as well to offer an alternative analysis approach. In this study, the respondents claimed that the intrinsic factors of a lack of time and training were the main barriers to use, and reported positive views of Web 2.0 use in class, with 75% saying that these tools would benefit students and 83% saying they would benefit teacher-student interactions. In contrast to these results only 44% of the respondents used at least 4 of the 13 listed Web 2.0 tools with students. The reported uses did not match with the reported benefits, and this would support the results that extrinsic factors (time, training, support), instead of intrinsic factors (beliefs, motivation, confidence) are the main barriers to faculty in this study using more Web 2.0 in education. The top five Web 2.0 tools used, in order of preference, follow: (a) video sharing with tools like YouTube; (b) instant messaging; (c) blogs; (d) social communities, such as Facebook; and (e) podcasts or video casts. This data was originally submitted to the Abraham S. Fischler School of Education in Partial Fulfilment of the Requirements for the Degree of Doctor of Education.

scholarly journals Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia

2021 ◽  
Author(s):  
◽  
Dinath Kim
Keyword(s):  
Higher Education ◽  
Qualitative Methodology ◽  
Empirical Studies ◽  
Structured Interview ◽  
Public University ◽  
Motivating Factors ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
University Teachers ◽  
Teaching Careers

<p>The motivation of tertiary teachers in Cambodian higher education has not received much attention over the years. Specifically, very little is known about factors that motivate and de-motivate Cambodian tertiary teachers in choosing and remaining in their teaching careers. The purpose of the study is to investigate: 1) the factors which influenced teachers to choose teaching careers, 2) motivating and de-motivating factors associated with their teaching, and 3) motivations which may lead them to leave or stay in their teaching careers. It is important to examine the motivational factors that are influential for Cambodian university teachers in order to increase their teaching productivity so that the institutional effectiveness can be enhanced which will lead to improvement in the quality of Cambodia higher education. This research used a single exploratory case study within a qualitative methodology. The study was conducted at two departments in a typical public university in Cambodia. The data was collected through the implementation of one questionnaire that attracted 36 respondents and one semi-structured interview held with each of 8 volunteer participants. Thematic analysis was used to analyse interview data and open-ended questionnaire data. The findings of the study reveal that intrinsic factors were more important than extrinsic factors in influencing teacher motivation in becoming and remaining in teaching. However, extrinsic factors were de-motivating teachers in their teaching and may lead them to leave the profession. The findings are discussed in the context of some theories of motivation and previous empirical studies. Recommendations are made regarding strategies to be used and what further research can be undertaken to address the problem.</p>

scholarly journals Access to Higher Education in Canada

1984 ◽  
Vol 14 (3) ◽  
pp. 79-93
Author(s):  
Neil Guppy
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Socioeconomic Background ◽  
Language Group ◽  
Access To Higher Education ◽  
Educational Programmes ◽  
University Level ◽  
Nationally Representative ◽  
The University ◽  
Modest Reduction

This paper examines changes in access to higher education in Canada for individuals born in the first half of this century. The data show variations in attendance at, or graduation from, university or non-university postsecondary educational programmes by gender, language group, and socioeconomic background. The statistical analysis uses information from a large, nationally representative sample of Canadians. Results show a process of democratization at the postsecondary non- university level, but only a modest reduction in disparities at the university level.

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