scholarly journals Navigating the tides of globalisation and neoliberalism: Possibilities for transformation and democracy in 21st century tertiary education.

Teachers Work ◽  
2016 ◽  
Vol 13 (2) ◽  
pp. 134-146 ◽  
Author(s):  
Terri Brian
Keyword(s):  
21St Century ◽  
Education System ◽  
Social Economic ◽  
Tertiary Education ◽  
Free Market ◽  
Self Determination ◽  
Self Awareness ◽  
Free Market Economy ◽  
The Past ◽  
Aotearoa New Zealand

Over the past few decades, the world has experienced a period of major social, economic and political change. Globalisation has placed increasing pressure on our work, families and communities and is continuously transforming the way we live in the 21st century. Internationally, despite renewed and intensified calls for freedom and equality, social and economic inequities continue to increase.  In Aotearoa, New Zealand, these forces have had a large impact on our society, our economy and on our tertiary education system. In an uncertain, 21stcentury world, it is our responsibility as educators to prepare learners for participation in the free market economy. It is also necessary however, to encourage the skills and attributes that will ensure a sustainable and democractic future. To achieve and balance these ideals, requires the creation of humanistic learning environments that promote a culture of self-awareness and critical reflection. This article suggests that, by resisting and reshaping the constraints of the current tertiary education system, it is possible to nurture principles of social equity and justice and to encourage self-determination,  transformation and personal freedom. 

scholarly journals Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand

2021 ◽  
Author(s):  
◽  
Allan Kalapa Mbita
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Education System ◽  
Tertiary Education ◽  
Free Market ◽  
Competitive Market ◽  
Market Model ◽  
Social Sector ◽  
Market Mechanisms ◽  
Economic Theories

<p>In the past two decades economic theories of the 'market' have permeated economic and social sector policies of both developed and developing countries. Market mechanisms have become the main policy option upon which economic and social sector reforms, including tertiary education, have been premised. In this study I have compared trends in contemporary tertiary education policy of two countries: Zambia and New Zealand. Prior to 1980 in both countries education was predominantly a public monopoly and free at all levels. However, in the late 1980s and early 1990s New Zealand and Zambia respectively embarked on radical economic and social sector reforms based on the competitive market model. I have argued that market mechanisms in education policy of both Zambia and New Zealand had their origins in economic theories of the competitive market. These theories gained popularity at a time when countries were going through unprecedented economic difficulties. Thus, although on the surface competitive market policies would seem to suggest that the aim of government was to improve efficiency and accountability and to increase equity and equality of opportunities in tertiary institutions, under conditions of increasing demand on declining public resources and at a time when demand for tertiary education was increasing, it would appear that the long-term intentions of governments in both countries were to reduce public appropriation to tertiary education by transferring part of the responsibility of funding education to institutions themselves and to the beneficiaries of tertiary education. I have also argued that because New Zealand already had a prolific education system in place and a comprehensive student support system it was in a better position to operate its tertiary education system along free market lines. An under-developed tertiary education sector and lack of comprehensive student-aid packages in Zambia have meant that the implementation of market-oriented policies in tertiary education are likely to impact more negatively on the students, education institutions and Zambian society in general.</p>

Tertiary Learning Advisors in Aotearoa/New Zealand (Part 2): Acknowledging our contribution

2018 ◽  
Vol 3 (Special Issue) ◽  
pp. 25-43
Author(s):  
Caitriona Cameron
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Professional Status ◽  
Highly Qualified ◽  
Tertiary Institutions ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Education Environment ◽  
Career Opportunities ◽  
Professional Profile

Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction

Tertiary Learning Advisors in Aotearoa/New Zealand: Part One: Building a Profile of Our Profession

2018 ◽  
Vol 3 (Special Issue) ◽  
pp. 1-24
Author(s):  
Caitriona Cameron
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Professional Status ◽  
Highly Qualified ◽  
Tertiary Institutions ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Education Environment ◽  
Career Opportunities ◽  
Professional Profile

Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction

scholarly journals Vision for Tertiary Education Under Free Market Policies: A Comparative Analysis of Contemporary Tertiary Education Policy of Zambia and New Zealand

2021 ◽  
Author(s):  
◽  
Allan Kalapa Mbita
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Education System ◽  
Tertiary Education ◽  
Free Market ◽  
Competitive Market ◽  
Market Model ◽  
Social Sector ◽  
Market Mechanisms ◽  
Economic Theories

<p>In the past two decades economic theories of the 'market' have permeated economic and social sector policies of both developed and developing countries. Market mechanisms have become the main policy option upon which economic and social sector reforms, including tertiary education, have been premised. In this study I have compared trends in contemporary tertiary education policy of two countries: Zambia and New Zealand. Prior to 1980 in both countries education was predominantly a public monopoly and free at all levels. However, in the late 1980s and early 1990s New Zealand and Zambia respectively embarked on radical economic and social sector reforms based on the competitive market model. I have argued that market mechanisms in education policy of both Zambia and New Zealand had their origins in economic theories of the competitive market. These theories gained popularity at a time when countries were going through unprecedented economic difficulties. Thus, although on the surface competitive market policies would seem to suggest that the aim of government was to improve efficiency and accountability and to increase equity and equality of opportunities in tertiary institutions, under conditions of increasing demand on declining public resources and at a time when demand for tertiary education was increasing, it would appear that the long-term intentions of governments in both countries were to reduce public appropriation to tertiary education by transferring part of the responsibility of funding education to institutions themselves and to the beneficiaries of tertiary education. I have also argued that because New Zealand already had a prolific education system in place and a comprehensive student support system it was in a better position to operate its tertiary education system along free market lines. An under-developed tertiary education sector and lack of comprehensive student-aid packages in Zambia have meant that the implementation of market-oriented policies in tertiary education are likely to impact more negatively on the students, education institutions and Zambian society in general.</p>

The Understanding of Entertainment in Press Enterprises in Turkey

2014 ◽  
pp. 105-121
Author(s):  
Cuneyt Binatli ◽  
Gozde Sunal
Keyword(s):  
Market Economy ◽  
Print Media ◽  
Free Market ◽  
Competitive Advantages ◽  
Free Market Economy ◽  
Potential Harm ◽  
The Past ◽  
Promotional Materials ◽  
The Government ◽  
Potential Customers

Marketing techniques have been developed in print media for more than a century in order to increase demand for newspapers and magazines. Readers' choices are determined to be impacted by the promotional practices that have become a crucial financing source for newspapers in the free market economy and the related competitive advantages existing in our country. As an effective promotion method used by companies at press organizations to introduce themselves to their potential customers or to increase their sales, promotional materials were distributed in the past for any entertainment and sales-boosting purposes, without considering their pedagogical effect or the potential harm to the children. It was later agreed that such materials should mainly include educational aspects, as decided by the government. Therefore, the main purpose of this chapter is to describe the recreational promotion products as well as a basic background on the reasons for distributing such products.

Tertiary Learning Advisors in Aotearoa/New Zealand (Part 3): Why do we stay?

2018 ◽  
Vol 3 (Special Issue) ◽  
pp. 44-66
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Professional Status ◽  
Highly Qualified ◽  
Tertiary Institutions ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Education Environment ◽  
Career Opportunities ◽  
Professional Profile

Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction

scholarly journals The Dual Education System as a Key Element for Future Railway Experts at the Beginning of the 21st Century

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Oleksandr Kovalenko ◽  
Keyword(s):  
21St Century ◽  
Education System ◽  
Current Situation ◽  
Soft Skill ◽  
Similar System ◽  
Historical Experience ◽  
Balanced Growth ◽  
The Past ◽  
Railway Industry ◽  
Professional Employees

The article deals with the dual education system as a key element for railway experts training at the beginning of the 21-stcentury. The author points out that the dual education system is of key importance for railway experts training as it provides balanced growth and in-depth knowledge of the major, develops the hard and soft skill of future specialists. It is stated that a similar system of education existed in Ukraine in the second half of the 21-stcentury. This system was rather successful and guaranteed new professional employees for the railway industry. The author demonstrates some information on the number of hours that were given for dual education in the past. The paper also draws out attention to the current situation in Ukraine, shows the main trends and the progress of the dual system of education nowadays. The author concludes that the most effective way of teaching future railway experts is to teach them in the enterprise giving more than 50% of total credits for practical,not theoretical courses. Thus, it is important to use historical experience and to implement it in the present education system.

scholarly journals "Impact of ICT for the 21st Century: A Change Driving Tools for Tertiary Education in Nigeria''

2020 ◽  
Vol 4 (10) ◽  
pp. 42-49
Keyword(s):  
21St Century ◽  
Tertiary Education ◽  
First Century ◽  
Tertiary Institutions ◽  
Learning And Teaching ◽  
The Past ◽  
Wide Range ◽  
Twenty First Century

ICTs on their own do not create transformation since they are only facilitators of change, innovation, and creativity. ICT has become an ordinary substance in all measures of a lifetime. Over the past years, the utilization of ICT has an essential level transformed the practices and processes of a wide range of accomplishments in the businesses and organizations. Besides instruction, ICT has instigated to have an understanding nevertheless, the usage of ICT in training fits more learners cantered settings and as often as possible this makes a couple of weights teachers and learners. Regardless, with the global moving fast into innovative multimedia and data developed, the activity of ICT in instruction is ending up being progressively huge and this hugeness will endure to create and make in the Twenty-First Century. This article features several impacts of ICT on existing tertiary education in Nigeria and examines the probable future advances. Text fights the activity of ICT is changing learning and teaching and hopes to research how this will influence the mode wherein tasks will be presented and passed on in the colleges and other tertiary institutions of learning of what might be on the horizon.

scholarly journals Algorithmic pricing and market coordination – toward a notion of “collusive risk”

2020 ◽  
pp. 241-255
Author(s):  
Juliane K. Mendelsohn
Keyword(s):  
Market Economy ◽  
Competition Policy ◽  
Free Market ◽  
Free Market Economy ◽  
Original Intent ◽  
The Core ◽  
The Past ◽  
Policy Debates

Over the past couple of years, many competition and antitrust scholars have feared the dawn of ‘algorithmic collusion’. Some have thus suggested expanding the notions of ‘collusion’ and ‘agreement’ in order to capture such coordination. Rather than using an expansive reading of ‘collusion’, the author of this article suggests an approach that works with the core and original intent of Article 101(1) TFEU: the fostering of independent conduct and prevention of market coordination. It finds this to be doctrinally undisputed and also consistent with long-standing competition policy debates, as well as an egalitarian notion of price that lays the foundation of the free market economy. On this basis, and considering given uncertainties, an operational notion of ‘collusive risk’ is put forward.

scholarly journals How do Tertiary Education Students Perceive Co-Curricular Activities under the New Education System?

2018 ◽  
Vol 11 (2) ◽  
pp. 83
Author(s):  
Helen Wong ◽  
Simon Leung
Keyword(s):  
Youth Development ◽  
Education System ◽  
Tertiary Education ◽  
Retention Rate ◽  
Education Students ◽  
The Past ◽  
Similarities And Differences ◽  
Asian Context ◽  
New Education ◽  
And Training

Co-curricular activities in general are believed to be useful for students’ development, such as improvement in academic performance, higher retention rate, enhancement of social and competency skills, and assistance of youth development and employment. With the expansion of the education sector and the implementation of a new 3-3-4 education system in Hong Kong, the background and training of students is different from the past, so it is worthwhile investigating students’ interest, understanding and perceptions about co-curricular activities nowadays in an Asian context. Comparison between the perceptions of sub-degree and degree students is discussed. Similarities and differences are found in both groups of students. Based on the findings, suggestions are made to education institutions in planning their resources on co-curricular activities.

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