scholarly journals Policy and Prediction: The Case of Institutional Diversity in Romanian Higher Education

2012 ◽  
Vol 2 (4) ◽  
pp. 53-70
Author(s):  
Lazăr Vlăsceanu ◽  
Marian-Gabriel Hâncean
Keyword(s):  
Higher Education ◽  
Policy Design ◽  
Institutional Diversity ◽  
Education Policies ◽  
Predictive Capacity ◽  
Higher Education System ◽  
Higher Education Policies ◽  
Institutional Differentiation ◽  
University Level ◽  
Historical Developments

Presenting key elements of post-1990 historical developments in the Romanian higher education system, the emphasis is put on recent (2011) policies of increasing higher education institutional differentiation. The view is that, in policy design, due attention should be paid to both historical roots and predicted developments. Building on an institutional analysis approach, we put forward a theoretical model that aims to explore the predictive implications of some recently promoted higher education policies. These policies are expected to increase institutional differentiation at the systemic level and enhance quality in teaching and research at university level. The predictive capacity of a model of reference is tested against a concurrent model. The key assumption of the latter is that of considering higher education institutions (HEIs) as “cooperative systems” that are unable to generate those outputs and  outcomes that, by aggregation, would contribute to the construction of an institutionally diverse and heterogeneous higher education landscape. 

Are national higher education policies adequate for the next decade?

2012 ◽  
Author(s):  
Paul Clark
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Education System ◽  
Education Policies ◽  
Large Measure ◽  
Higher Education System ◽  
Higher Education Policies ◽  
National Economic ◽  
The Uk

The period since the election in May 2010 has seen a number of very far-reaching reforms enacted in the higher education system in the UK, and especially England. These have been driven in large measure by the economic situation, but also by the aim to introduce a more market-based approach into the sector. At the same time, the higher education system faces a number of long-term challenges, particularly in terms of how it can best contribute to much-needed regional and national economic growth. This article first summarises the reforms which have been put in place and some of the factors driving them; next goes on to set out the long-term challenges which the sector will need to address; and finally assesses whether the policy platform established through the government's reforms is likely to help or hinder the achievement of the sector's (and the country's) strategic aims.

scholarly journals Economic Growth and Higher Education Policies in Brazil

2015 ◽  
Author(s):  
Simon Schwartzman
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Economic Development ◽  
Education System ◽  
Education Policies ◽  
Higher Education System ◽  
Higher Education Policies ◽  
The Relationship ◽  
Education In Brazil

The relationship between economic growth and higher education in Brazil is discussed in this article. Although Brazil's higher education system is relatively new, it has developed rapidly. In general, however, it has not contributed directly to economic development yet despite some important counter examples.

scholarly journals Gaps in persistence under open-access and tuition-free public higher education policies

2018 ◽  
Vol 26 ◽  
pp. 126 ◽  
Author(s):  
Cecilia Adrogue ◽  
Ana María García de Fanelli
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
Open Access ◽  
Latin American ◽  
First Generation ◽  
Policy Design ◽  
Household Survey ◽  
Logistic Regression Models ◽  
Higher Education System ◽  
Higher Education Policies

The massification of Argentine higher education intensified in the context of open-access and tuition free public university policies. Although Argentina stands out in relation to enrollment in higher education, it faces serious problems in terms of retention and graduation. To study the factors associated with dropout in the higher education system, we use the Permanent Household Survey, or EPH, to measure these phenomena. The EPH is a quarterly national survey that systematically and permanently collects data on the population’s demographic, educational, labor and socioeconomic characteristics. Based on the EPH, we calculated the global dropout and graduation rates by socioeconomic status and gender and used logistic regression models to estimate the effect of some demographic, socioeconomic, institutional and financial factors on dropout probability. Among the main findings, we observed that the socioeconomic status and being a first-generation student matter. We detected that being a first-generation student, even after controlling for the socioeconomic status of the student’s household, gender, the type of institution (tertiary non-university or university) and having a scholarship, implies a higher probability of dropout. We conclude that these results are most germane to public policy design and possible replications of this methodology in other Latin American countries. 

scholarly journals Uzbekistan: New Milestones of Higher Education Internationalization

2021 ◽  
Vol 30 (10) ◽  
pp. 157-168
Author(s):  
E. F. Troitskiy ◽  
S. M. Yun
Keyword(s):  
Higher Education ◽  
Education System ◽  
National Development ◽  
Internationalization Of Higher Education ◽  
Education Policies ◽  
Higher Education System ◽  
Quality Of Higher Education ◽  
Higher Education Policies ◽  
Higher Education Internationalization ◽  
Russian Universities

Modern Uzbekistan undergoes wide-scale social and economic reforms that include the modernization of higher education system. This paper aims at evaluating the actual and potential impact of the reforms in Uzbekistan’s higher education on the Russian universities’ opportunities to export education to Uzbekistan. Accordingly, the paper traces the evolution of the national higher education system under President Islam A. Karimov (from 1991 to 2016), analyzes the new priorities of higher education policies set by his successor Shavkat M. Mirziyoyev, shows their interlinkages with the transition to a new model of national development, and focuses on the objectives and instruments of higher education internationalization. Theoretically and methodologically, the research relies on the concepts of internal and external internationalization of higher education, Clark’s model of higher education system elements, and Trow’s concept of higher education massification levels. The authors show the scale and interconnectedness of higher education challenges that have been developing in Uzbekistan in the course of the 25 years of its independence. The authors argue that higher education internationalization has become a way to achieve a number of objectives, in particular to improve the quality of higher education, orient it to massification, make it more accessible in the country’s regional centers. The paper shows the parameters of internal and external internationalization of higher education in Uzbekistan that has demonstrated the unprecedented dynamics in post-Soviet countries. The paper underlines that the policy of rapprochement with Russia launched by Tashkent in 2016 has created exceptionally beneficial opportunities for Russian universities to work in Uzbekistan and attract Uzbek students. Four mid-term scenarios of higher education internationalization in Uzbekistan are suggested.

Europe 2020

2013 ◽  
pp. 47-63
Author(s):  
Valerie A. Storey ◽  
Brendan M. Richard
Keyword(s):  
Higher Education ◽  
Education Policies ◽  
Higher Education System ◽  
Eu Member States ◽  
Knowledge Based ◽  
Policy And Strategy ◽  
Higher Education Policies ◽  
Knowledge Based Economy ◽  
Education Delivery ◽  
The Eu

This chapter seeks to enhance academic and policy-maker understanding of the European Union’s (EU) evolving higher education system by providing context and an overview of some of the major higher education initiatives currently being implemented as EU higher education adapts to turbulent economies, unstable political systems, and rapidly changing social structures. The recognition that higher education is the driver of a country’s knowledge-based economy has impacted higher education policies at a national and supranational level. Divergence among the EU member states in their organization of higher education, and the emergence of challenges which go beyond national frontiers, has proved the catalyst for developing a cohesive policy and strategy for EU higher education delivery. Initial efforts to increase European influence in national higher education policy began with the Sorbonne Declaration (1998) and continued with the Bologna Declaration (1999), the Lisbon Strategy (2000), and finally the EU 2020 strategy (2010).

Convergence and Divergence in the Global Higher Education System: The Conflict between Qualifications and Skills

2019 ◽  
Vol 8 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Dirk Van Damme
Keyword(s):  
Higher Education ◽  
Education System ◽  
Global Scale ◽  
Value Chains ◽  
Regional Economies ◽  
Education Policies ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Higher Education Policies ◽  
Convergence And Divergence

Abstract Globally, higher education is expanding at an unprecedented pace. But two competing forces seem to be at work. The first is globalization: higher education systems are globalizing, especially through international research networks and global rankings which fuel competition on a global scale. Internationally comparable qualification frameworks, credit transfer, internationalization policies and quality assurance and accreditation arrangements work towards globally exchangeable qualifications. But the second force, driving institutions to deliver skills which are relevant for the national and regional economies, works against convergence. The skills equivalents of national qualifications remain very different across countries. The skills agendas, driven by countries’ position in global value chains, drive unequal outcomes. The consequence is that the global higher education system will remain characterized by huge inequalities, which are perceived as quality differences. Higher education policies need to find a balance between integration in the global higher education order and serving the domestic skills needs.

scholarly journals The Adoption of International Proceedures, the Bologna Process, by a Local University: A Case Study at Unitau

2012 ◽  
Vol 11 (3) ◽  
pp. 263-288
Author(s):  
Edson Aparecida de Araujo Querido Oliveira ◽  
Leonardo De Almeida Teixeira ◽  
Elvira Aparecida Simões de Araujo
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Policies ◽  
Higher Education System ◽  
European Model ◽  
Higher Education Policies ◽  
Local Institution ◽  
The University ◽  
The Bologna Process

This paper aims to discuss the process of internationalization of the HEI, based on the Bologna Process. An exploratory study was made to identify barriers for the internationalization of a local institution: The University of Taubate. The main topics were the internationalization of the firm and the Bologna Process. This HEI is located in the Vale Paraíba Paulista, a growing and strategic region in Brazilian soil. Education and skilled labor are key elements to regional development. The essay consists of a case study. Particularities from the Brazilian Higher Education System and the European Model are analyzed. They are combined with the Institution’s policies. The results show the current stage of the action lines that direct the application of the European model, at the University of Taubate. The conclusions consider the convergence of the Bologna Process with the guidelines of the Brazilian higher education policies, and point out some difficulties and opportunities that may be considered if the HEI decides to adopt an internationalization model.

Global Movement of Inclusive Higher Education Policies: The Trends and Practices in the Nigerian Higher Education System

2020 ◽  
Vol 6 (3) ◽  
pp. 254-260
Author(s):  
Muhammad Muftahu ◽  
Nordin Abd. Razak
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Basic Education ◽  
Relevant Information ◽  
Developed Countries ◽  
Academic Disciplines ◽  
Education Policies ◽  
Higher Education System ◽  
Higher Education Policies

Abstract The concept of inclusion has its origin from special education, which was recently branded by UNESCO as Education for All (EFA). However, looking at it beyond basic education, inclusive higher education is an area that recently got attention even among the developed countries. This is seen as the incorporation of students with different disabilities into various of academic disciplines of their choice in higher education. Similarly, this is expected to come along with policies, practices, and programmes that will govern the flexibility, facilities, and resources that would enable this category of students to complete their studies along with non-disabled peers and take pride in their identity. Consequently, the intention of this paper is to explore the trends and practices of Nigerian higher education system in an effort to ensure inclusive higher education. In order to achieve the stated objectives, this study employed document and content analysis to obtain data and other relevant information from both the macro and micro levels. Accordingly, one of the major findings of this study shows that there was no clear policy in the Nigerian higher education system for inclusive education. However, higher educational institutions were discovered to give a few privileges specifically on entry requirements and provide a few outdated facilities to help this category of students. As a result, this paper strongly recommends immediate policy borrowing and contextualisation for inclusive higher education policies from countries that enacted and implemented such policies with positive outcomes.

Globalization, Chinese-Culture and the Expansion of Higher Education System in Taiwan

2013 ◽  
Vol 2 (1) ◽  
pp. 162-181 ◽  
Author(s):  
Tien-Hui Chiang
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Policy ◽  
Chinese Culture ◽  
Global Market ◽  
Critical Element ◽  
Education Policies ◽  
Higher Education System ◽  
Nation States ◽  
Higher Education Policies

AbstractThe global market gives nation-states no choice but to be subject to its rules. As a result, they need to modify themselves to meet its requirements in order to gain access to the considerable amount of capitalist profit available. This adjustment is manifested in their higher education policies, as witnessed by the fact that many countries have been enlarging their higher education capacity in order to cultivate more human capital. This functions as a critical element in enhancing their international competitiveness in the global market. As Taiwan is a key member of this market, the above relationship is significant in the Taiwanese context. However, although globalization exercises a profound influence on higher education policy in a society such as Taiwan, social culture also plays a role in conditioning such policy. This essay argues that the significant expansion in the Taiwanese higher education system has occurred as a result of a combination of globalization and Chinese-culture.

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