scholarly journals DEPLOYMENT OF THE HIGHER EDUCATION POLICY FOR THE TRAINING OF LIBRAS TEACHERS

2019 ◽  
Vol 49 (173) ◽  
pp. 64-84
Author(s):  
Kate Mamhy Oliveira Kumada ◽  
Rosângela Gavioli Prieto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Higher Education Policy ◽  
Language Teachers ◽  
Education Policies ◽  
General Estimate ◽  
Childhood Education ◽  
Higher Education Policies ◽  
Brazilian Sign Language ◽  
Education Courses

Abstract The aim of this article is to identify and analyze the deployment of the higher education policies directed at the training of Brazilian Sign Language teachers in the upcoming decade, under decree 5.626 from 2005. Documentary research, based on content analysis, allowed the outlining of a panorama of the courses offered at federal higher education institutions in Bilingual Pedagogy and a Degree in Libras, from 2006 to 2015. The results revealed that the distance learning modality was the main one linked to the expansion of the number of vacancies. However, in a general estimate, there is still a small number of vacancies and higher education courses for these professionals, especially in the segment that includes early childhood education and the first years of elementary school. This shows the lack of graduates from these courses, in the national scenario.

Gender Inequality and Intersectional Disadvantage among Students in South African Universities

2021 ◽  
Vol 10 (1) ◽  
pp. 147-172
Author(s):  
Oliver Tafadzwa Gore ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Policy ◽  
Capabilities Approach ◽  
Structured Interviews ◽  
Education Policies ◽  
Higher Education Policies ◽  
Definition Of ◽  
South African Higher Education

Although policies to widen participation have been implemented in South African higher education since 1994, inequality of achievements persists in universities. The failure of the higher education policy to clearly define ‘disadvantage’ in various interventions seems to have contributed to the continuing inequalities. This study theorises disadvantage using the capabilities approach pioneered by Amartya Sen and Martha Nussbaum and argues for a more nuanced definition of disadvantage by exploring the opportunities, agency and achievements available to students in universities. The theorisation is based on findings from a qualitative case study of 26 semi-structured interviews conducted with students from one South African university. Using empirical findings, the theorisation in this study shows how the conversion factors intersect, resulting in some students achieving fewer functionings, which put them at a disadvantage. While gender equality seemingly has been achieved through enrolment figures that show parity levels, some female students are still disadvantaged through subtle forms of discrimination and sexual harassment in universities. This study therefore recommends that higher education policies should consider an expansive definition of disadvantage that encompasses the various dimensions of student wellbeing for all students to have flourishing lives.

Higher Education Policy and Women’s Citizenship

2018 ◽  
Author(s):  
Deondra Rose
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Higher Education Policy ◽  
Equal Opportunity ◽  
Political Engagement ◽  
The United States ◽  
Education Policies ◽  
Feminist Organizations ◽  
Higher Education Policies

Chapter 1 considers the role that federal higher education policies have played in the progress that American women have made since the mid-twentieth century. The conventional wisdom suggests that the 1970s—with the emergence of the women’s rights movement and fervent activism by feminist organizations—marked the crucial turning point for gender equality in the United States. Evidence suggests, however, that landmark US higher education policies enacted during the mid-twentieth century have played an important role in the promotion of women to first-class citizenship. Passed prior to and apart from the feminist movement, these programs made it possible for women to gain knowledge and skills that are valued in the labor market and also promote political engagement. Through redistributive and regulatory higher education policies, US lawmakers promoted equal opportunity for women.

Citizenship By Degree

2018 ◽  
Author(s):  
Deondra Rose
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Higher Education Policy ◽  
Policy Development ◽  
The United States ◽  
Education Policies ◽  
National Defense Education Act ◽  
Higher Education Policies ◽  
Higher Educational Attainment ◽  
Education Act

Since the mid-twentieth century, the United States has seen a striking shift in the gender dynamics of higher educational attainment as women have come to earn college degrees at higher rates than men. Women have also made significant strides in terms of socioeconomic status and political engagement. What explains the progress that American women have made since the 1960s? While many point to the feminist movement as the critical turning point, this book makes the case that women’s movement toward first-class citizenship has been shaped not only by important societal changes but also by the actions of lawmakers who used a combination of redistributive and regulatory higher education policies to enhance women’s incorporation into their roles as American citizens. Examining the development and impact of the National Defense Education Act of 1958, the Higher Education Act of 1965, and Title IX of the 1972 Education Amendments, this book argues that higher education policies represent a crucial—though largely overlooked—factor shaping the progress that women have made. By significantly expanding women’s access to college, they helped to pave the way for women to surpass men as the recipients of bachelor’s degrees, while also empowering them to become more economically independent, socially integrated, politically engaged members of the American citizenry. In addition to helping to bring into greater focus our understanding of how Southern Democrats shaped US social policy development during the mid-twentieth century, this analysis recognizes federal higher education policy as an indispensible component of the American welfare state.

scholarly journals Coercive isomorphism in higher education: Direct pressures from the state to the Turkish universities

2020 ◽  
Author(s):  
Inci Ozturk
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Liberal Education ◽  
Higher Education Policy ◽  
The State ◽  
The Other ◽  
Education Policies ◽  
Legal Entity ◽  
Higher Education Policies ◽  
Rare Situation

The universities maintain their continuity with the pressure of complying with the policies of the state and global policies. This study addresses the coercive pressure of the higher education policies of the state on the Turkish universities. The elective classes of Occupational Knowledge and Area Training to be taught at the universities may be opened when they are approved by the Higher Education Council (Yuksekogretim Kurulu, YOK) which is an institution having a public legal entity. On the other hand, the ability of the universities to determine the elective class of Liberal Education indicates a rare situation where the universities exercise their autonomy.Keywords: Isomorphism; coercive isomorphism; higher education policy, higher education, university 

A Tale of Two Cities: Comparing Higher Education Policies and Reforms in Hong Kong and Singapore

2002 ◽  
Vol 46 (3) ◽  
pp. 255-286 ◽  
Author(s):  
Michael H. Lee
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Higher Education Policy ◽  
Developing Economies ◽  
Policy Changes ◽  
Education Policies ◽  
Managerial Efficiency ◽  
Higher Education Policies ◽  
City States ◽  
The Impact

In Hong Kong and Singapore, the latest higher education policy changes and reforms have emphasised quality assurance, managerial efficiency, cost-effectiveness, market relevance and public accountability. The rise of a more utilitarian, pragmatic and market-oriented perspective in relation to public service institutions, including higher education institutions, has secured the dominance of corporate managerialism, economic rationalism, and academic capitalism in the development of higher education in the two city-states, as in other developed or developing economies. In the process of reform, there have been major changes in the relationships between the governments and the universities, including matters of finance, provision and regulation. Though the two higher education systems have been affected by similar market forces and public sector reforms, certain policy changes and reforms have differed significantly between Hong Kong and Singapore. This article compares and evaluates the reform policies adopted by the two governments and examines the impact of those policies and reform initiatives on universities and the academic profession.

COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia

2022 ◽  
Vol 14 (2) ◽  
pp. 1-16
Author(s):  
Chala Wata Dereso ◽  
Kishor Chandra Meher ◽  
Abebe Asfawu Shobe
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Education Policy ◽  
Higher Education Policy ◽  
Public Universities ◽  
Teacher Preparedness ◽  
Digital Learning ◽  
Education Policies ◽  
Higher Education Policies ◽  
The Impact

The purpose of the research is to investigate the impact of COVID-19 on higher education policies and their effect on students' academic performance at public universities in Ethiopia. The study adopts a quantitative approach followed by causal analysis by applying structural equation modeling. A sample of 384 has been selected through simple random sampling out of a large population of academic staff spread homogeneously across Ethiopia. The study variables are COVID-19, higher education policies, digital learning, teacher preparedness, and student academic performance. The findings reveal that the hypothesized model becomes a perfect fit. Based on the standardized coefficient, the most influencing path is the effect of higher education policy on digital learning, followed by the impact of COVID-19 on higher education policy, academic performance, and teacher preparedness, respectively. The study has further observed the partial effect of teacher preparedness on the students' academic performance.

Globalization, Chinese-Culture and the Expansion of Higher Education System in Taiwan

2013 ◽  
Vol 2 (1) ◽  
pp. 162-181 ◽  
Author(s):  
Tien-Hui Chiang
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Policy ◽  
Chinese Culture ◽  
Global Market ◽  
Critical Element ◽  
Education Policies ◽  
Higher Education System ◽  
Nation States ◽  
Higher Education Policies

AbstractThe global market gives nation-states no choice but to be subject to its rules. As a result, they need to modify themselves to meet its requirements in order to gain access to the considerable amount of capitalist profit available. This adjustment is manifested in their higher education policies, as witnessed by the fact that many countries have been enlarging their higher education capacity in order to cultivate more human capital. This functions as a critical element in enhancing their international competitiveness in the global market. As Taiwan is a key member of this market, the above relationship is significant in the Taiwanese context. However, although globalization exercises a profound influence on higher education policy in a society such as Taiwan, social culture also plays a role in conditioning such policy. This essay argues that the significant expansion in the Taiwanese higher education system has occurred as a result of a combination of globalization and Chinese-culture.

scholarly journals Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand

2021 ◽  
pp. 146394912198936
Author(s):  
Olivera Kamenarac
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Business Managers ◽  
Professional Identities ◽  
Education Policies ◽  
Childhood Education ◽  
Teacher Professional ◽  
Early Childhood Education Policies ◽  
Policies And Practices

The impacts of neo-liberal education reforms on the early childhood education sector have been a focal point of scholarly critiques in New Zealand. Interestingly, only a few studies have addressed how teacher professional identities and professionalism have changed in response to the neo-liberal context of New Zealand early childhood education. It has been, however, recognised that understanding the complexity of teacher professional identities within the rapidly transforming landscape of early childhood education is a key consideration in implementing and sustaining a change agenda in education policies and practices. In this article, the author draws on data from her research study about how teachers’ professional identities have been reconstructed in response to the shifting discourses in New Zealand early childhood education policies and practices. Specifically, the author explores the construction of teachers as business managers, which has emerged through an interplay of discourses of marketisation and privatisation driving some of the country’s early childhood education policies and practices. It is argued that the construction of teachers as business managers has altered core professional ethical values underpinning the teaching profession, professionalism and the purpose of early childhood education in New Zealand, which were traditionally embedded in discourses of collective democracy, equity and social justice.

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