scholarly journals POLA INVESTASI TENAGA KERJA WANITA INDONESIA DI DESA SIKANCO KECAMATAN NUSAWUNGU KABUPATEN CILACAP

2019 ◽  
Vol 7 (1) ◽  
pp. 103-128
Author(s):  
Siti Ma’sumah
Keyword(s):  
Higher Education ◽  
Informal Sector ◽  
Migrant Workers ◽  
Foreign Currency ◽  
Family Background ◽  
Female Workers ◽  
Investment Pattern ◽  
Low Education ◽  
Work Abroad ◽  
Over Time

Islam teaches that husbands are obliged to provide for their families. But not a few women are just working after they get married to help the family's economy. Family background that is not capable of causing people not to have higher education. Low education makes people work in the informal sector with relatively low salaries. The low salary received is not enough to meet daily needs, especially the needs of clothing and shelter. This shortage triggered the wives to work abroad with high salaries even though they worked in the informal sector. This study aims to describe the investment pattern of Indonesian female workers in Sikanco Village, Nusawungu, Cilacap District. The results of this study concluded that the informants who invest in savings are many but over time their savings are used up to meet their daily needs. The majority of female workers do not invest in deposits, only one person has ever invested in deposits. However, as time went on after returning to Indonesia, the deposit was used up because migrant workers did not have income, so they used the deposit money to sufficient needs. There are no migrant workers who invest in shares. This is because of the ignorance of the migrant workers and their families about investing in shares. The majority of informants invest in property because it is in the investment village because more investment villages are chosen. Investment in collectibles such as motorbikes and cars is quite attractive to informants because it can be used as a means of transportation. The majority of respondents invest in gold, because in addition to investing in gold can be used as jewelry. Many female workers who were respondents in this study kept foreign currency, but it ran out over time. There are no respondents who invest in bonds, because of the unknown knowledge of migrant workers and their families regarding bonds.

scholarly journals The Widening Socio-Economic Gap in UK Higher Education

2004 ◽  
Vol 190 ◽  
pp. 75-88 ◽  
Author(s):  
Fernando Galindo-Rueda ◽  
Oscar Marcenaro-Gutierrez ◽  
Anna Vignoles
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Education System ◽  
Family Background ◽  
Tuition Fees ◽  
Individual Level ◽  
Level Data ◽  
Uk Higher Education ◽  
The Relationship ◽  
Over Time

This paper provides up-to-date empirical evidence on the socio-economic gap in higher education (HE) participation, for the period spanning the introduction of tuition fees. We assess whether the gap has widened and ask whether the socio-economic gap emerges on entry into university or much earlier in the education system. We do this in two ways. Firstly we consider the likelihood of going to university for school leavers in poor neighbourhoods and analyse changes in this likelihood over time. Secondly, we use more detailed individual level data to model the determinants of HE participation, focusing on changes in the relationship between family background and HE participation over time. We find that the growth in HE participation amongst poorer students has been remarkably high, mainly because it was starting from such a low base. However, the gap between rich and poor, in terms of HE participation, has widened during the 1990s. Children from poor neighbourhoods have become relatively less likely to participate in HE since 1994/5, as compared to children from richer neighbourhoods. This trend started before the introduction of tuition fees. Much of the class difference in HE participation seems to reflect inequalities at earlier stages of the education system.

scholarly journals PURSUING HIGHER EDUCATION CAREERS AND THE PROCESS OF MIGRATION AMONG INDONESIAN FEMALE MIGRANT WORKERS IN TAIWAN

2019 ◽  
Vol 4 (2) ◽  
pp. 302-317
Author(s):  
Sandrotua Bali ◽  
Ming Chou Liu ◽  
Huei Hsuan Lin
Keyword(s):  
Higher Education ◽  
Migrant Workers ◽  
Labor Migration ◽  
Sense Of Self ◽  
Group Discussions ◽  
Female Workers ◽  
Education Careers ◽  
Flexible Schedule ◽  
Depth Interviews ◽  
Female Migrant

Remittance, labor migration and the significance of the female role in the process of labor migration have recently become entrenched in many developing countries, such as Indonesia. The influential role these female migrant workers play in supporting their own families and in their self-fulfillment is of significance and worthy of being fully expounded and discussed. As breadwinners, these female migrant workers strive to pursue higher education by working their way through college. Qualitative in-depth interviews and focus group discussions were used to obtain five Indonesian female migrant workers' opinion and experiences about their experience of being a worker and a student in Taiwan. The data in this study were analyzed and evaluated with thematic analysis. This study describes the factors which cause the Indonesian female workers to become migrant workers in Taiwan. This includes getting high-paid jobs, shouldering the responsibility for supporting their own families, and pursuing self-fulfillment overseas. Besides, this study has investigated the difficulties and challenges that female Indonesian migrant workers had encountered while working and studying at the same time. On the whole, as caregivers, most of them often fail to have a flexible schedule to study due to the temporary jobs assigned by their employers. Also, some employers are unwilling to allow them to pursue higher education for feat that they would not concentrate on their own work. Above all, it is these female migrant workers that can define what their lives truly mean as migrant workers on their own, and that can align their talents and ambitions with their pursuits of higher education. This study provides a new exploration of how the female migrant workers’ gained a sense of self-fulfillment by pursuing higher education with working and studying at the same time. Facing a variety of challenges and hindrances, their persistence and perseverance can be further examined for those who are interested in studying this field deeper.   Keywords: Female migrant workers, higher education, Indonesian migrant workers, labor migration, remittance   Cite as: Bali, S., Liu, M. C., & Lin, H. H. (2019). Pursuing higher education careers and the process of migration among Indonesian female migrant workers in Taiwan.  Journal of Nusantara Studies, 4(2), 302-317. http://dx.doi.org/10.24200/jonus.vol4iss2pp302-317

scholarly journals The Voice of Indonesian Migrant Workers Abroad: How is the Legal Assistance for Them?

2021 ◽  
Vol 3 (3) ◽  
pp. 257-266
Author(s):  
Fatimatul Uluwiyah
Keyword(s):  
Sexual Abuse ◽  
Saudi Arabia ◽  
Migrant Workers ◽  
Legal Assistance ◽  
Employment Contract ◽  
Female Workers ◽  
Receive Treatment ◽  
Work Abroad ◽  
The Voice

Indonesian Migrant Workers who work abroad often receive treatment that is not in accordance with what was agreed upon, during the validity period of the employment contract, Indonesian Migrant Workers or abbreviated as TKI do not get their rights as workers, and often receive bad treatment such as persecution in the form of physical. In its development, several existing cases have been found, such as several female workers working in Saudi Arabia who have experienced bad treatment, either in the form of sexual abuse or harassment by their employers, besides that in the country, there are many TKI and TKW who receive bad treatment and violations of their rights. The problems raised in this research consist on what are the requirements and procedures for submitting and providing legal assistance for Indonesian migrant workers abroad, and how is the Government's response in providing legal assistance to migrant workers.

Employers, Recruiters, and Workers

2017 ◽  
Author(s):  
Philip Martin
Keyword(s):  
Willingness To Pay ◽  
Migrant Workers ◽  
Skilled Workers ◽  
Foreign Earnings ◽  
Work Abroad ◽  
Skilled Migrant

Low-skilled migrant workers often pay high fees to work abroad, which reduces the remittances they can send to their families and is regressive because low-skilled workers pay more than high-skilled workers. No one knows exactly how much workers pay, justifying more data on this in order to reduce worker-paid costs. Media exposés of workers who paid a year’s foreign earnings to get a two-year contract may leave the impression that all workers pay such high fees, although the data collected from workers in diverse corridors do not support such a conclusion. Since the number of low-skilled workers often exceeds the number of jobs, worker willingness to pay can be a way of allocating scarce jobs among workers, although government efforts to limit what workers pay can drive payments underground.

Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

Equality and Equity in Chinese Higher Education in the Post-massification Era: An Analysis Based on Chinese Scholarly Literature

2021 ◽  
pp. 1-22
Author(s):  
Qiang Zha
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Bibliometric Analysis ◽  
Chinese Higher Education ◽  
Scholarly Literature ◽  
The Core ◽  
Research Questions ◽  
Changes Over Time ◽  
Core Issues ◽  
Over Time

Abstract This paper examines several research questions relating to equality and equity in Chinese higher education via an extended literature review, which in turn sheds light on evolving scholarly explorations into this theme. First, in the post-massification era, has the Chinese situation of equality and equity in higher education improved or deteriorated since the late 1990s? Second, what are the core issues with respect to equality and equity in Chinese higher education? Third, how have those core issues evolved or changed over time and what does the evolution indicate and entail? Methodologically, this paper uses a bibliometric analysis to detect the topical hotspots in scholarly literature and their changes over time. The study then investigates each of those topical terrains against their temporal contexts in order to gain insights into the core issues.

Patterns and Volatility in State Funding for Higher Education, 1951–2006

2018 ◽  
Vol 120 (6) ◽  
pp. 1-42 ◽  
Author(s):  
Jennifer A. Delaney ◽  
William R. Doyle
Keyword(s):  
Higher Education ◽  
Past Research ◽  
State Funding ◽  
Higher Education Funding ◽  
State Budget ◽  
State Budgets ◽  
Higher Education Leaders ◽  
Using Data ◽  
The Relationship ◽  
Over Time

Background Numerous studies have addressed the determinants of higher education appropriations. Extending prior studies that only consider the relationship between higher education and one other state budget category, Delaney and Doyle develop and test an empirical model of the relationship between higher education and all other budget categories. Delaney and Doyle propose that higher education takes the form of a balance wheel in state budgets. They find that higher education is cut more than other budget categories in bad budget years and given larger increases in good budget years. Although previous work advances understanding of how states budget for higher education, it is limited in the length of time considered. Purpose This study makes two important contributions to the literature. First, it documents changes in the amount of volatility in state funding for higher education. Second, it identifies patterns in the volatility, and does so over a longer time period than has been investigated in past research, using data that spans over a half century (1951–2006). Research Design This study uses a unique panel dataset spanning the period from 1951 to 2006 to quantitatively document changes in the extent of volatility in state funding for higher education. It also identifies and tests for patterns of volatility. Findings We find that the level of volatility in state budgeting for higher education has changed over time. We also find evidence of linear (incremental), quadratic (countercyclical), and cubic (balance wheel) patterns of volatility at different points in time. Recommendations Our findings indicate that the role of higher education in state budgets is not static and has varied over time. In policy discussions about higher education funding, we think it is important to consider both absolute funding levels and the amount of volatility in funding. We recommend that higher education leaders discuss not only funding levels with their state legislatures, but also discuss volatility in funding patterns. States and higher education have operated under different funding relationships in the past; therefore, it seems possible that policymakers and higher education officials could change their current funding relationship to conform to a pattern that better serves the needs of the state, institutions, and students.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

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