A Study On The Equity Of Higher Education In Punjab In Context Of Equal Opportunities In Higher Education

2011 ◽  
Vol 2 (2) ◽  
pp. 23
Author(s):  
Sara Maqbool
Keyword(s):  
Higher Education ◽  
Gender Bias ◽  
Rural Areas ◽  
Public Universities ◽  
Admission Criteria ◽  
Institution Building ◽  
Access To Higher Education ◽  
Equal Opportunities ◽  
Science System ◽  
Selection Of

Higher education is central to the development of a country. Without it, countries are bound to lag behind others in the race for development. Without human resources development and institution building, a nation cannot dream of progress and prosperity. The investment in higher education does not go unrecorded and its neglect does not get ignored. The policies of the Government are placing greater stress on upgrading the skills of the vast resources of human capital in the country through measures promoting access to education, with a focus on enhancing the knowledge distribution power of the economy through collaborative network and the diffusion of technology, and providing the enabling conditions for change in the science system to maximize the benefits of technology.The objective of the study was to investigate the extent of equal opportunities in higher education in Punjab.The study was descriptive and survey type. The study was delimited to the higher education institutions of Punjab. The population included 18 public universities in Punjab. A random sampling technique was applied for selection of sample. Ten public sector universities were randomly selected for the above population. Ten teachers (5 male and 5 female) and 20 students (10 male and 10 female) were further selected from the sample universities.Data were collected through questionnaires developed with the help of experts. Data collected were tabulated, analyzed using the Likert’s five-point scale and chi-square. After drawing the conclusions, some workable recommendations were made for the improvement of higher education, bringing equity and access in higher education. The following conclusions were drawn from responses. (1) The concept of gender bias is prevailing in the developing countries of the world. (2) The study showed that there is indifferent attitude of teachers towards male and female students.(3) It was also found that the behaviour of the teachers was indifferent to rural and urban students. It creates region differences to breed. (4) The results showed that girls are not preferred to boys in selection of technical or scientific subjects. (5) The majority of the respondents pointed out those admission criteria effects the students with average grade to get enrolled in higher education. (6) Age restrictions keep the students with genuine problems away from higher education.The following recommendations were made on the basis of conclusions: (1)The authorities must assure that fair access to higher education is provided without gender bias.(2) There should be establishment of public universities in rural areas to promote equity region wise. (3)There should be equal opportunities for girls in selection of the subjects of their own choice. (4) Teachers should be trained in a way that student belonging to any group or sex have equal behaviour of teachers.(5) Admission criteria must have some relaxation for deprived students.(6) There should be an alternate way in the selection of medium of instruction.

scholarly journals Geographical differentiation in access to higher education in Sweden

2020 ◽  
Vol 13 (3) ◽  
pp. 61-81
Author(s):  
Aimee Haley
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Geographical Origin ◽  
Sustainable Communities ◽  
Access To Higher Education ◽  
Theory Of Practice ◽  
Upper Secondary ◽  
Secondary Grades ◽  
Type Of Institution

Using Bourdieu’s Theory of Practice, this study examines the practices of Swedish students when entering higher education. Logistic regression is used to examine relationships between the educational resources and geographical origins of students born 1973–1982 (N = 382,198) and 1) their probability of migration when entering higher education and 2) the type of institution they entered. The results indicate that students’ practices differ by geographical origin, suggesting that students use migration in different ways to access higher education. For example, the students with the highest probability of migration are students originating from rural areas with high upper-secondary grades and students from large urban areas with low grades. Implications for expanding access to higher education while also creating sustainable communities are discussed.

scholarly journals Rural Population and COVID-19: A Model for Assessing the Economic Effects of Drop-Out in Higher Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Alfredo Guzmán Rincón ◽  
Sandra Barragán Moreno ◽  
Favio Cala-Vitery
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Educational Level ◽  
Social Inequalities ◽  
Public Policies ◽  
Economic Effects ◽  
Drop Out ◽  
Access To Higher Education ◽  
Training Programmes ◽  
Rural Student

Higher education is one of the ways to overcome social inequalities in rural areas in developing countries. This has led states to develop public policies aimed at access, retention and timely graduation of students in those sectors, yet the high drop-out rates among the rural student population, which were catalysed by COVID-19, prevent the intrinsic and extrinsic benefits of obtaining a higher education degree from materialising. Thus, the study of the phenomenon of dropout before and after the pandemic has not sufficiently addressed the economic issues raised by this phenomenon for the different actors at the educational level. The purpose of this paper is to model the economic effects of rural student dropout at the higher education level for students and families, Higher Education Institutions (HEIs) and the State, based on public policies for access to higher education, in the pandemic and post-pandemic scenario. In order to delimit the operationalisation of the proposed model, a set of undergraduate training programmes in Colombia was taken as a reference. System dynamics was used as the main modelling technique. The model was based on data from the 20 training programmes with the highest number of students enrolled in rural areas for the year 2019, by running three computational simulations. The results showed the description of the dynamic model and the financial effects of dropout for the actors of the educational level with the current policies of access to higher education, the scenario in which COVID-19 would not have occurred and the consolidation of the public policy of tuition fee exemption in public HEIs as a result of the pandemic. It was concluded that the model developed is very useful for the valuation of these economic effects and for decision-making on policies to be implemented, given that the costs of dropout are characterised by high costs for students and their families as well as for HEIs, and where it was determined that current policies are inefficient in preventing and mitigating dropout.

scholarly journals Muslim Private Higher Educational Institutions in Malaysia: Issues and Challenges

ICR Journal ◽  
2012 ◽  
Vol 3 (3) ◽  
pp. 474-488
Author(s):  
Rosnani Hashim
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Attractive Alternative ◽  
Access To Higher Education ◽  
Integrated Education ◽  
Universities And Colleges ◽  
Private Higher Education Institutions ◽  
The Government

Privatisation of higher education is a global trend. There is an increasing demand for higher education due to the nature of work and economy today, and public universities and colleges cannot meet the demand with their limited financial resources from the government. Private higher education institutions (PHEI) seem to be the most attractive alternative to public universities and colleges in opening greater access to higher education. Malaysia is no exception, having about 25 private universities, 22 private university colleges and 410 private colleges and institutes. About a fourth of these PHEIs are Islamic institutions going by the name of the institutions or their ownership. However, private higher education institutions have their own issues and challenges. The most serious of them are preserving the philosophical goal of a balanced and integrated education despite market demands and sustaining its operation financially amidst a competitive environment. Yet, there are several opportunities for Islamic PHEIs especially in terms of international collaboration and exchanges. This article is an attempt to examine these issues and challenges or opportunities.

scholarly journals Analysis of Discourse Structure in Higher Education Hymns (Studies at State Universities in East Java)

2020 ◽  
Vol 3 (4) ◽  
pp. 2097-2105
Author(s):  
Parto Parto ◽  
Yulianto Bambang ◽  
Kisyani Kisyani
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Discourse Structure ◽  
State Universities ◽  
Simple Language ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
The University ◽  
Selection Of ◽  
Made In

The purpose of this research is to describe and find the discourse structure of college hymns through macro structure, superstructure, and micro structure. This research was conducted using a qualitative descriptive approach. Source of hymn data for seven state universities in East Java. The selection of seven state universities in East Java was based on the reason that the ways in which higher education hymns were created were similar so that the results of this study could become a reference in the meaning of university hymns in general. Based on the results of data analysis, it can be concluded that (1) the hymn of state universities in East Java has similarities in its macro structure, namely the theme of praise or worship, (2) the superstructure or schematic structure of the hymn in public universities in East Java begins with the naming or title of the hymn which is similar, namely beginning with the word hymn and followed by the name of the institution; In general, the form of a hymn is made in stanzas like a song or poetry (3) semantically a college hymn generally leads the audience to an opinion that the university is praiseworthy and proud, (4) based on the cohesion of the hymn of state universities in East Java generally the hymn descriptions are related to the title, either the overall description or the description of the sections or the comparisons, even each line in the hymn of public universities in East Java refers to or is directed at the institution whose name is mentioned in the title; active and passive sentences, (5) diction in the hymn text of state universities in East Java, like songs in general, are very concerned with the harmony of the sound of language or emphasizing rhyme and poetry, especially diction at the end of the line (6) hymns of public universities in East Java tends to use simple language, but from the analysis results it is found that several styles of language.

Re-Thinking Inclusive Higher Education for Students With Disabilities

2021 ◽  
pp. 235-250
Author(s):  
Emnet Tadesse Woldegiorgis
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Education System ◽  
Public Universities ◽  
Access To Higher Education ◽  
Higher Education System ◽  
Disadvantaged Groups ◽  
Epistemic Access ◽  
Physical Access ◽  
Depth Interviews

Several studies address the notion of inclusive higher education from the perspective of access questioning who participates, where, and how in the sense of equity, raising issues of enrolment of disadvantaged groups. This chapter approaches the concept of inclusion in the Ethiopian higher education system from an epistemic access perspective. The argument is that discussions on access to higher education for disadvantaged groups should go beyond mere physical access and should be conceptualized in a manner that reflects educational outcomes and post-enrollment experiences. This chapter aims at exploring the notion of inclusive higher education and epistemic access to students with disabilities in Ethiopian public universities. The study is based on in-depth interviews of 25 students with disabilities from five Ethiopian public universities. The chapter argues that the higher education system in Ethiopia should re-approach the notion of access and take a proactive measure to ensure epistemic access to students with disabilities.

scholarly journals NO TOPO DO MUNDO: EVEREST E AÇÕES AFIRMATIVAS NA PÓS-GRADUAÇÃO

Anos 90 ◽  
2017 ◽  
Vol 23 (44) ◽  
Author(s):  
José Antônio Dos Santos ◽  
Luciana Garcia de Mello
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Federal Government ◽  
Public Universities ◽  
Graduate Programs ◽  
Black Population ◽  
The Other ◽  
Access To Higher Education ◽  
Persons With Disabilities ◽  
Black Movement

In this article we will start presenting some aspects of process for enrollment and access to higher education proposed by the Brazilian Black Movement. Then we focus on the first document on specific policies for blacks, indians and persons with disabilities, issued by the Federal Government, and the national and international dynamics that led to the entry of these populations in public universities. The purpose of the paper is to reflect on the historical inequalities in access to higher education and about the current framework of affirmative action policies that have turned to the entrance of black students, indigenous people and people with disabilities in post-graduate programs in Brazil. In this sense, we will hold in mainly the challenges and demands for education of the black population, punctuating, where relevant, some aspects that indicate issues with the other groups.

scholarly journals 2020 Special Issue: Enabling Excellence Through Equity

2020 ◽  
Vol 11 (1) ◽  
pp. i-iii
Author(s):  
Pranit Anand ◽  
Jacinta McNamara ◽  
Liz Thomas
Keyword(s):  
Higher Education ◽  
National Association ◽  
Widening Participation ◽  
Access To Higher Education ◽  
Special Issue ◽  
Biennial Conference ◽  
The World ◽  
The University ◽  
Selection Of

The Enabling Excellence through Equity Conference 2019 was held at the University of Wollongong, Australia from 24th to 27th November 2019. This was a combined biennial conference for the National Association of Enabling Educators of Australia (NAEEA) and the Equity Practitioners in Higher Education in Australasia (EPHEA). The Conference attracted higher education educators, practitioners and researchers from around the world involved in enabling education, widening participation and pathways to higher education, and equity initiatives that promote access to higher education. This special issue contains a selection of the papers as selected by the guest editors Dr Pranit Anand, Jacinta McNamara and Professor Liz Thomas.

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