scholarly journals Governance of Somali Tertiary Education Systems: A Case Study in Complexity

2021 ◽  
Vol 12 (1) ◽  
pp. 353-359
Author(s):  
Abdiqani Ahmed Farah
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Tertiary Education ◽  
The State ◽  
Education Systems ◽  
Higher Education System ◽  
New Graduates ◽  
Post Conflict ◽  
The Government ◽  
The Right

            Governance of Tertiary Education Systems (TES) in Somalia and how the system of coordination described by Clark (1983) which tries to introduce order of the three dominating forces of educational system: “the state, the market and oligarchy”, is examined in this paper. How comparatively Higher Education Systems (HES) is structured, or inadvertently coordinated, arranged and rearranged since the formal Higher Education (HE) has been introduced into Somali nation state will also be examined from a vantage point of whether this trend is in line with other nations’ conventional TES. In the first twenty years, the dynamic system of coordination, which according to Clark introduces order into the three dominating forces of the Somali educational system, could not have been possible, as only the state owned and bank-rolled all Higher Education Institutions (HEI) that existed at the time. Thus the “academic oligarchy and the market” took a secondary role. The incentive of job guarantees for the new graduates by the authority made difficult to estimate the ‘quality of the education’, which in turn, could have compromised their ability and efficiency in their professional contexts. In post-conflict Somalia, the higher education system has dramatically increased with over one hundred universities now open throughout the country with no or little regulations. This time round though, the other two educational forces, the market and oligarchy are playing pivotal roles while that of the government has disappeared. Over the years since the collapse of the state in 1991, the national government’s influence decreased ceding so much higher education space, to the five Federal Member States (FMSs). Thus, the situation fits with Clark’s dynamic model showing that it is a system capable of reflecting upon ongoing change within the overall socio-political situation. What seems to be developing in the Somali higher education context therefore, is a system in which each force is autonomous with no clear goals shared within the larger structure. As for tertiary education in general, complemented by the rapidly changing world of work, the consensus is 'Having the right qualifications, in the right subjects, from the right institutions' that will benefit all sectors of the economy. It is with that in mind that the disparity between the way in which HE is delivered and the world of work is also examined in this paper. If this important complementarity is not analyzed in the current situation of Somalia, it could pose huge problematic consequences for tertiary education in the country. It is the case that HEIs did not give deserved attention to job market demands as they hardly study that to better serve the needs of employers. collaborative initiatives between the Ministry of Education and Higher Education (MoEHE) and the private sector to support HE is being examined in the final part of this paper.

scholarly journals Ensuring the right to education by state university’s funding programs

2021 ◽  
Vol 20 (3) ◽  
pp. 453-468
Author(s):  
Sergei A. Belov ◽  
◽  
Alexander A. Soloviev ◽  
Vyacheslav V. Suyazov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
The State ◽  
State Universities ◽  
Right To Education ◽  
Higher Education System ◽  
Public Resources ◽  
Funding Programs ◽  
The Creation ◽  
Constitutional Right ◽  
The Right

In the article "Unity of the system of state universities in today’s Russia", published in August 2020, it was proved that the constitutional right to education implies the need to support not only the leading universities of the country with the help of "academic leadership" programs, but all universities established by the state. Firstly, the creation of a university by the state presupposes responsibility on the part of the state as the founder for ensuring the conditions of its activity; secondly, students of all state universities equally have the right to demand from the state the creation of conditions for obtaining high-quality and modern education. In the development of the concept of unity of the higher education system, this article discusses specific practical steps to implement the approaches indicated in the article in terms of the use of public resources. The authors formulated a number of proposals regarding the state policy in the field of science and higher education in relation to the distribution of financial resources and other resources between institutions of higher education, and also proposed specific measures for their implementation, described by examples from practice.

scholarly journals Corruption in Vietnamese Higher Education

2015 ◽  
Author(s):  
Dennis McCornac
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Education System ◽  
Ministry Of Education ◽  
International Standard ◽  
Higher Education System ◽  
Media Attention ◽  
Vietnamese Higher Education ◽  
The Right ◽  
And Training

There is no doubt that the Vietnamese higher education system is in need of serious reform. Corruption is epidemic, and actions must be taken to change the environment in which these practices flourish. The recent decision by the Ministry of Education and Training to adopt new, stricter measures on national exams and the increased media attention on corruption are steps in the right direction. If Vietnam desires to obtain an international standard educational system, required reforms are necessary from all parties. Perhaps, most importantly, there must be a monumental change in the attitude and thinking by students, faculty, and parents. Education is a right and privilege that is earned, not a commodity to be sold by administrators and faculty.

scholarly journals Chilean Educational Reform (2014-2018) and its Impact on Higher Education System

2021 ◽  
pp. 43-56
Author(s):  
José Manuel Morales Valdés
Keyword(s):  
Higher Education ◽  
Educational Reform ◽  
Tertiary Education ◽  
Interesting Case ◽  
The State ◽  
Special Focus ◽  
Higher Education System ◽  
Political Dispute ◽  
The Impact

During the second term of the President Michelle Bachelet (2014-2018), a transversal educational reform was carried out. To tertiary education its main purpose was to provide free tuition for higher education institutions (HEIs): Universities, Technical Training Centers (CFT) and Professional Institutes (IP). In that context, this paper analyzes the impact of this educational reform as it pertains to the Chilean system of higher education, with special focus on the implementation of free tuition as a new way to transfer resources from the State to HEIs. The methods used is the documental analysis of different legal texts, as Acts and Budget Acts. They are analyzing to identify manifestations of governmental rationality, identifying  the language-in-use or its performative dimension. The analysis considers political variables and how they influenced the process. Its focus is to see legal and institutional changes along with public budget and the impact of HEIs enrolment. The results indicate that despite the significant transformations carried out in the sphere of higher education, the reform could not achieve a significant change in the relationship between the State and HEIs due to the political dispute that arose in the process, thus achieving mixed results. Chilean higher education provides an interesting case study which can serve as reference for educational debates in other countries.

scholarly journals Analyzing the state of regional higher education systems

2021 ◽  
Vol 4 ◽  
pp. 20-37
Author(s):  
Daniil Sandler ◽  
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
The State ◽  
Teaching Staff ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Stage Of Development ◽  
Regional System ◽  
The Republic

Introduction. Higher education systems at the present stage of development are facing new serious challenges. On the one hand, universities function as independent units, on the other, they are part of the regional system, they attract and share the attention of the stakeholders interested in the system (applicants, students, research and teaching staff, business structures, etc.). The purpose of the study is to assess the competitiveness of regional higher education systems through the formed system of indicators, as well as to draw conclusions about the degree of uniformity in the development of these networks. Methods. To assess the state of the higher education system in Russia, the author uses an indicative method of analysis, which makes it possible to determine the degree of compliance of the indicator values achieved by now with the criteria that meet the set requirements for the development of society. Scientific novelty of the research. The novelty of the research consists in forming a set of indicators, which makes it possible to draw conclusions about the competitiveness of regional systems and the degree of their development uniformity, as well as the number of universities in the regional system and their influence on the entire system, according to their uniform development relative to each other. Results. Following the results of diagnosing the regional higher education systems, the author identifies the regions-leaders and the regions-outsiders. The diagnostic results are compared with the data of international rankings. Conclusions. The conclusion states that the region with fewer but equally developing universities (for example, the Belgorod region or the Republic of Tatarstan) have higher indicators of competitiveness. On the contrary, regional higher education systems, represented by a large number of universities, but with unevenly developing performance indicators, are characterized as less competitive, i.e. the performance indicators of the leading university are leveled within the system as a whole.

scholarly journals Analysis of the efficiency of higher education systems

2009 ◽  
pp. 207-214
Author(s):  
Réka Tóth
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Quality Parameters ◽  
Higher Education Reform ◽  
The State ◽  
Reform Process ◽  
Tuition Fees ◽  
Education Systems ◽  
Higher Education Systems ◽  
The Government

The aim of the higher education reform process both in Hungary and in the European countries is establishing a competitive, qualitative higher education. The Education Minister of our country regularly emphasizes in his statements that the quantitative changes of he past 15 years are completed, from now the emphasis must be on quality :„a degree in itself is not sufficient, the actual knowledge behind is necessary”. To achievethis aim, the government carried out several changes in the field of higher education in the past years, one of them was implementing a budget support system in accordance with the performance of the institutions. The objective of the three year long support agreement between the state and the higher education institutions is considering quality parameters and outputs beside and instead of normative (input-based) support. The other occurent and debated issue is the introduction of tuition fees. Although this plan was rejected by the national referendum on 9th March, 2008, some weeks ago an amendment bill was passed, which would mean bringing tuition fees back in the system.In my paper I am examining whether the efficiency of higher education systems are influenced by the extent of the contribution of the state and the private sector to their expenses. Furthermore I’d like to find the answer to the following question: Does it matter what principles and mechanisms play role by the distribution of the state support between the institutions of higher education. 

scholarly journals HIGHER EDUCATION IN BULGARIAN CONTEXT: PECULIARITIES AND CHALLENGES

SEEU Review ◽  
2017 ◽  
Vol 12 (2) ◽  
pp. 135-172
Author(s):  
Valentina Milenkova ◽  
Svetlana D. Hristova
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Tertiary Education ◽  
Rating System ◽  
Market Demand ◽  
Higher Education System ◽  
Empirical Survey ◽  
Popular Language ◽  
The Government ◽  
Professional Fields

Abstract The objective of this article is to illustrate the issues and challenges which the higher education system in Bulgaria faces, with a particular accent on the phenomenon “education per kilogram”. The latter describes, in a popular language, the up-scaling of the university graduation, related to the mass proliferation of the higher education institutions (HEIs), the facilitated access to enrolment through paid tuitions, etc. The big quantity of HEIs in the country is in a mismatch with the low percentage of GDP which the government dedicates to education. The number of HEIs is also disproportionate against its population size - 54 HEIs in Bulgaria for population of 7.2 million. The research methodology includes a desktop study based on national statistical data and data from the governmentally-supported university rating system. An empirical survey, conducted among 250 tertiary education students enrolled in four Bulgarian universities, is a valuable contribution towards disclosing the pros and cons of the teaching practices in the tertiary education in the country. The first chapter describes at large the “education per kilogram” issue with regard to its possible origins, variations and consequences for the misbalance of labour market demand for certain qualifications and the universities supplies of qualified individuals. The second chapter reveals a comparative analysis by professional fields possible through the Ministry of Education and Science’s university rating system, i.e. students’ preferences for disciplines, universities and professions; the graduates’ professional fulfilment and how the income of the recent diploma-holders is a function of attending a particular HEI. The third chapter presents a sociological survey conducted among students in four Bulgarian universities which demonstrates learners’ attitudes towards various aspects of training, teaching methods and involvement in research assignments in the context of tertiary education. The main conclusion of the article is that the “universities per kilogram” trend brought about other corresponding characteristics, such as “students per kilogram”, “academic titles per kilogram”, etc. Hence, the large number of HEIs in Bulgaria has not led to improving the quality and efficiency of education, and yet does not respond adequately to the changing labour market demands for qualified professionals.

Systematic Review Of A Nationwide MOOC Initiative In Malaysian Higher Education System

2020 ◽  
Vol 18 (4) ◽  
Author(s):  
Nour Awni Albelbisi ◽  
Farrah Dina Yusop
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Education System ◽  
State Of The Art ◽  
The State ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems

The purpose of this study is to analyze and synthesize the recent research related to nationwide MOOC initiativesin Malaysian higher education that have been published from 2014 to 2018 in order to gain an overview of the growth ofMOOC in Malaysia and to identify the issues facing implementation of nationwide MOOC initiatives in the Malaysian highereducation context. This study utilized a descriptive systematic literature review (SLR) approach using systematic contentanalysis techniques to compile and analyze publications related to nationwide MOOC initiatives in the Malaysian highereducation system. The 25 MOOC studies reviewed are categorized into three sections: Malaysia MOOC, followed by asummary of researches relevant to Malaysia MOOC and finally, issues of the nationwide MOOC implementation in Malaysia.Several recommendations are provided to expand MOOC’s nationwide initiative in Malaysian higher education systems. Thesignificance of the paper is twofold: (a) to inform researchers, designers, and teachers, about the state of the art ofnationwide MOOC initiative in Malaysia; (b) to provide suggestions for adapting the nationwide MOOC initiative in Malaysianhigher education system and other countries sharing similar interests in institutionalizing their MOOC.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

La juventud rural en Colombia: estudio crítico sobre el acceso a la formación académica superior

2016 ◽  
Vol 9 (14) ◽  
pp. 166-181
Author(s):  
Elvis Pinzón Laitón
Keyword(s):  
Higher Education ◽  
Time Lapse ◽  
The State ◽  
Media Education ◽  
Rural Sector ◽  
Life Project ◽  
Life Styles ◽  
The Right ◽  
Public Politics

El escrito demuestra que los(as) jóvenes del sector ru- ral, con relación a la educación superior, requieren de una pronta y justa atención por parte del Estado para ayudarlos(as) a superar las dificultades que afrontan una vez terminan la educación media, de modo que no vean frustrado el desarrollo de su proyecto de vida. Enfatiza en la importancia de la formulación y ejecución de polí- ticas públicas claras y adecuadas a las necesidades de los egresados de aquellos municipios distantes a las universi- dades, caso específico los de Tununguá, Boyacá, Colom- bia. Defiende la educación como el medio más importante para el desarrollo del sector rural en el país; esto implica cobertura, ayuda económica, orientación a las familias y compromiso del (la) joven para hacer parte de procesos formativos a nivel profesional en el campo de conocimien- to de su preferencia, y de esta forma acceder a otros estilos de vida para su familia, en el marco de un país que recono- ce el derecho a la igualdad.The writing shows that the young’s of the rural sector in relation to higher education, require a prompt and fair attention of the state to help to overcome the difficulties they face once, they finish their media education studies, frustrating the development of the life project, of each teenage, which is built in this time lapse. It focuses on the importance of the formulation and execution of clear public politics suitable to the necessity of the graduates of those towns distant of the universities as is the specific case of Tununguá (Boyacá, Colombia). It defends the ed- ucation line the most suitable media for the development of the rural sector in our country. It implies coverage, economic help, orientation to the families and commit- ment of the young to make part of formative processes at professional level in the knowledge field the student selects and on this way to get other life styles for their families inside the framework of a country that promul- gates the right to equality. 

THE VALUE OF LOVE IN THE SYSTEM OF FORMATION OF THE PROFESSIONAL MATURITY OF THE EDUCATOR

2020 ◽  
Vol 1 (10(79)) ◽  
pp. 12-18
Author(s):  
G. Bubyreva
Keyword(s):  
Russian Federation ◽  
The State ◽  
Educational Process ◽  
Wide Range ◽  
The Family ◽  
The Russian Federation ◽  
The Government ◽  
The Individual ◽  
The Right

The existing legislation determines the education as "an integral and focused process of teaching and upbringing, which represents a socially important value and shall be implemented so as to meet the interests of the individual, the family, the society and the state". However, even in this part, the meaning of the notion ‘socially significant benefit is not specified and allows for a wide range of interpretation [2]. Yet the more inconcrete is the answer to the question – "who and how should determine the interests of the individual, the family and even the state?" The national doctrine of education in the Russian Federation, which determined the goals of teaching and upbringing, the ways to attain them by means of the state policy regulating the field of education, the target achievements of the development of the educational system for the period up to 2025, approved by the Decree of the Government of the Russian Federation of October 4, 2000 #751, was abrogated by the Decree of the Government of the Russian Federation of March 29, 2014 #245 [7]. The new doctrine has not been developed so far. The RAE Academician A.B. Khutorsky believes that the absence of the national doctrine of education presents a threat to national security and a violation of the right of citizens to quality education. Accordingly, the teacher has to solve the problem of achieving the harmony of interests of the individual, the family, the society and the government on their own, which, however, judging by the officially published results, is the task that exceeds the abilities of the participants of the educational process.  The particular concern about the results of the patriotic upbringing served as a basis for the legislative initiative of the RF President V. V. Putin, who introduced the project of an amendment to the Law of RF "About Education of the Russian Federation" to the State Duma in 2020, regarding the quality of patriotic upbringing [3]. Patriotism, considered by the President of RF V. V. Putin as the only possible idea to unite the nation is "THE FEELING OF LOVE OF THE MOTHERLAND" and the readiness for every sacrifice and heroic deed for the sake of the interests of your Motherland. However, the practicing educators experience shortfalls in efficient methodologies of patriotic upbringing, which should let them bring up citizens, loving their Motherland more than themselves. The article is dedicated to solution to this problem based on the Value-sense paradigm of upbringing educational dynasty of the Kurbatovs [15].

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