PROBLEMS OF RURAL GIRL STUDENTS IN HIGHEREDUCATIONAL INSTITUTION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
A. Selvan
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Growing Up ◽  
Access To Education ◽  
Form Discrimination ◽  
Heads Of State ◽  
Girl Students ◽  
Training Opportunities ◽  
And Training

Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: -Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society.Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.

scholarly journals Safe Space, Dangerous Territory: Young People’s Views on Preventing Radicalization through Education—Perspectives for Pre-Service Teacher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 205
Author(s):  
Saija Benjamin ◽  
Visajaani Salonen ◽  
Liam Gearon ◽  
Pia Koirikivi ◽  
Arniika Kuusisto
Keyword(s):  
Teacher Education ◽  
Online Survey ◽  
Educational Institutions ◽  
Growing Up ◽  
Safe Spaces ◽  
Violent Extremism ◽  
International Setting ◽  
Pre Service Teacher ◽  
And Training

Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E’s focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people’s views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people’s views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people’s worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.

Measuring Effectiveness in Online Instruction

2010 ◽  
pp. 1399-1403
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Instruction ◽  
Online Courses ◽  
Educational Programs ◽  
Traditional Classroom ◽  
Educational Institutions ◽  
Future Trends ◽  
Access To Education ◽  
Online Classes

To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. As online instruction increases, educational institutions, students and society need to make sure that online courses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are online courses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on the effectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.

scholarly journals The Need for Research and Training for the Higher Education Enterprise

2014 ◽  
pp. 2-3
Author(s):  
The Shanghai Statement
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Tertiary Education ◽  
Higher Education Research ◽  
Education Environment ◽  
And Training

A statement on the role of higher education research and training centers in today’s complex tertiary education environment.

scholarly journals How Efforts to Develop the Experts and Manpower Professional in Indonesia

2011 ◽  
Vol 2 (2) ◽  
pp. 1094
Author(s):  
Menara Simanjuntak ◽  
Haryadi Sarjono
Keyword(s):  
Higher Education ◽  
Descriptive Analysis ◽  
Educational Institutions ◽  
Executive Power ◽  
Vocational Schools ◽  
Work Skills ◽  
Important Conclusion ◽  
Certification Body ◽  
The Government ◽  
And Training

Development experts and skilled professionals in Indonesia is still needed today. This paper highlights the development efforts of experts and professionals in the Indonesia's executive power, as well as scientific studies which could give input for the government or educational institutions and industry. The approach used in this paper is library study by exploring the relevant references to the topic, and performed descriptive analysis. Institutions, such as universities and secondary vocational schools, are expected to produce skilled professionals with specific competence requirements. It is expected the government to prioritize opportunities to those less educated to follow a course skills, because they are the largest part of today's workforce. The weakness today is still a lot of educational institutions that do not have adequate infrastructure according to the requirements specified. The important conclusion is that the government is expected to give impetus and greater responsibility for higher education institutions, vocational schools and training centers and courses of work skills. In addition to the certification body to work more effectively because many Indonesian workers within and outside the country who do not yet have certification. 

scholarly journals SYSTEMIC CRISIS OF TERTIARY EDUCATION ON A GLOBAL SCALE: REASONS, IMPACTS AND SOLUTIONS FOR UNIVERSITIES

PRIMO ASPECTU ◽  
2020 ◽  
pp. 19-28
Author(s):  
Ekaterina L. KABAKHIDZE
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Global Scale ◽  
Educational Institutions ◽  
Scientific Publications ◽  
Normative Documents ◽  
Higher Education System ◽  
Key Characteristics ◽  
Systemic Crisis ◽  
Educational Paradigms

The article analyzes the prerequisites and consequences of the systemic crisis of higher education, highlights the key characteristics of the crisis phenomena in the system of education in Russia and on a global scale at the institutional and state levels. Applying the principles of the dialectical development of the educational system, the author reveals the contradictions between the evolutionary processes that trigger the development of society and education, postulating internal contradictions and conflicts in the coexistence of social and educational institutions. According to the author, the basic concepts of society and education are also antagonistic: knowledge and information, which are defined in the article, their roles and functions are described. The author pays special attention to the issues of trust in society towards the educational institutions, analyzes the reasons for the low level of trust. The article is based on the normative documents of UNESCO and the World Bank, analytical and scientific publications of Russian and foreign researchers. In connection with a new round of the crisis in higher education due to the Covid-19 pandemic, the article provides an analysis of the problems, describes the risks for universities during the period of functioning after the pandemic, suggests solutions to the crisis for the higher education system in the context of creating a new social and educational paradigms.

scholarly journals دور وزارة التعليم العالي في إعداد الموارد البشرية : دراسة نظرية لإعداد القوى العاملة

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
دقيل نبيل محمد
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Modern Conception ◽  
Higher Educational ◽  
And Training

دور وزارة التعليم العالي في إعداد الموارد البشرية : دراسة نظرية لإعداد القوى العاملة This study attempts to identify the role of Higher Education Institutions in the preparation and training of qualified man- power. It investigates the establishments and development of Higher Educational Institutions, their modern conception and their problems in developing countries, especially in the Sudan .Higher Education cannot meet the needs for qualified man- power unless it works according to pre-set plans

scholarly journals THE STUDENTS IN THE SYSTEM OF TERTIARY EDUCATION AS A MAIN FOCTOR FOR HR SUSTAINABLE CAPACITY EVALUATION - NATIONAL AND REGIONAL PERSPECTIVES

2019 ◽  
Vol 17 (Suppl.1) ◽  
pp. 611-618
Author(s):  
Radko Radev
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Regional Level ◽  
Male Students ◽  
Educational Institutions ◽  
Methodological Framework ◽  
Specific Result ◽  
Capacity Evaluation ◽  
Female Part ◽  
Sustainable Capacity

The main goal of the current publication is to presents the specific result from the analysis of the most important PESTEL factors, identified as crucial for the HR Sustainable Capacity evaluation. It examines the students enrolled in higher education. The methodological framework, through which the goal is achieved, consists of four steps: first - the number and the types of higher educational institutions accredited in Bulgaria is identified (there are four types of 54 institutions); second - the gender structure of the students is analyzed, which testifies to the fact that there is domination of the female part of them (the number of the women amounts to 130’803, which is 54.0% of the total of students, the male students amounting to 112’396 or 46%.); third - the number and structure of the students from different degrees is presented, as well as their geographical distribution of the higher degree students - there are four main cities with more than 10’ 000 bachelor students (Sofia, Plovdiv, Varna, Veliko Tarnovo), where 2/3 of all bachelor and master degree students are educated. The conclusion is that the number of students (including graduating ones) studying at the different universities in Bulgaria are a very important part of the HR sustainable capacity evaluation on national and regional level.

scholarly journals Alternative Strategies for Higher Education Provision at TAFE Queensland

2020 ◽  
Author(s):  
Paul Wilson
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Policy Change ◽  
Tertiary Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
State Governments ◽  
The Past ◽  
Public Provider ◽  
And Training

Australia’s tertiary education and training sector consists of Higher Education, predominantly funded and controlled by the Federal Government, and Vocational Education and Training (VET) where both the Federal and State Governments have policy and funding responsibilities.  While there has been increasing funding and stable policy in Higher Education over the past decade there has been significant change in the Australian VET sector in policy and reduced funding at the Federal and State levels.  TAFE Queensland, the public VET provider in the state of Queensland, has undergone a huge transformation of its own over this period of extensive policy change. As a result of policy and organisational changes TAFE Queensland has had to seek alternatives to ensure that students who choose to study at this public provider are able to access higher education courses. This paper outlines various policy change impacts over the past decade and TAFE Queensland’s innovative approach to ensuring that quality applied degrees are available to interested students who prefer to study with this major public vocational education provider.

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