scholarly journals Barriers in Access to Higher Education for Jews in the USSR: Study Based on Memoires

2018 ◽  
Vol 18 ◽  
pp. 173-191
Author(s):  
Valeriya Malik
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Access To Higher Education ◽  
Access To Education ◽  
Social And Cultural Capital ◽  
Level Of Education ◽  
First Results ◽  
Education Statistics ◽  
High Share ◽  
Very High

Jewish population of the USSR can be characterized by very high and growing level of tertiary education and high share of intellectual laborers. At the same time as it is evident from memoires Jews faced discrimination while applying to higher education as well as later in their professional trajectories. Many families had to adapt to this discrimination and to find ways to get access to higher education. Statistics is not enough to research this problem as level of education for Jews remained high despite discrimination. That is why we decide to explore memoires as a source for study of these discrimination barriers and recourses that helped people to cope with them. We chose cases from web site with Jewish memoires (http://berkovich-zametki.com) and in this paper we provide first results of analysis and hypothesis for further investigation. We found out that memoires are more likely to be written by those who managed to cope with difficulties and achieved success. Also we see that memoires are written in certain genres such as «rise of national consciousness» or «struggle for justice». Resources that helped to cope with discrimination mentioned in memoires are social and cultural capital (in terms in Bourdieu) and being ready to use them. We conclude that drawbacks of memoires for our study is that we cannot isolate barriers in access to education from further barriers in carrier pathways, and memoires are not sufficient to understand the resources which helped to cope with discrimination.

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.

Higher education, gender, and foreign direct investment: Evidence from OECD countries

2021 ◽  
pp. 095042222199727
Author(s):  
George Pantelopoulos
Keyword(s):  
Higher Education ◽  
Foreign Direct Investment ◽  
Direct Investment ◽  
Tertiary Education ◽  
Labour Force ◽  
Oecd Countries ◽  
Educational Levels ◽  
Education Statistics ◽  
Level Of Significance ◽  
The Relationship

The objective of this study was to explore and empirically investigate the relationship between the labour force across educational levels and foreign direct investment (FDI), and to facilitate comparisons of education statistics and indicators across countries based on uniform and internationally agreed definitions. The analysis focuses on OECD countries. The empirical findings suggest that an educated labour force positively affects inward FDI. However, different educational levels do not have the same level of significance; tertiary education appears to have the greatest influence. As far as gender is concerned, the level of female participation in the workforce seems to be crucial in attracting FDI, and governments should therefore adopt policies to promote women’s empowerment.

scholarly journals Inclusão, educação superior e educação do/no campo: o PRONERA no contexto do capital

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 1068-1092
Author(s):  
Carina Elisabeth Maciel ◽  
Celia Beatriz Piatti ◽  
Gisele da Rocha Souza
Keyword(s):  
Higher Education ◽  
Rural Education ◽  
Education Program ◽  
State Policy ◽  
Agrarian Reform ◽  
Access To Education ◽  
Level Of Education ◽  
National Education ◽  
Land Struggle

This article aims to analyze the National Education Program on Agrarian Reform - PRONERA - as a higher education program that aims at inclusion at this level of education, but that finds resistance in the characteristics of a system that does not allow everyone access to education. This program is identified as State policy that has been maintained for 21 years, through clashes, struggles and demands, in opposition to the logic of plastered rural education, and proposes an emancipating, decolonizing education. The research is of bibliographic and documentary nature and, to subsidize the analyzes made, we resort to authors who reflect on the land struggle and agrarian reform, Rural Education, Alternation Pedagogy, Higher Education, in order to dialogue with Mészaros and Demir on the structural crisis of capital and its implications for rural education, with a focus on PRONERA. It is concluded that the inclusion policies made possible the development of PRONERA, but they maintain the neoliberal logic as structuring of this Program that, having as mentor an ultra-neoliberal government, has its principles shaken by the lack of resources and the prioritization of a privatized and meritocratic.

scholarly journals O movimento do acesso ao ensino superior em Portugal de 1960 a 2017: Uma análise ecológica

2019 ◽  
Vol 27 ◽  
pp. 146
Author(s):  
Leanete Thomas Dotta ◽  
Amélia Lopes ◽  
Carlinda Leite
Keyword(s):  
Higher Education ◽  
Social Dimension ◽  
Ecological Perspective ◽  
Economic Sector ◽  
Access To Higher Education ◽  
Level Of Education ◽  
The Social ◽  
The One ◽  
Access Policies ◽  
Over Time

Globally, the expansion of investments in the field of higher education, which stems from both the demands of the economic sector and the growing appreciation of the social dimension of knowledge, implies mobilization within the scope of access to this level of education. If, on the one hand, access policies play a central role, on the other hand, the interactions of individuals in the different environments of which they are part cannot be disregarded. The aim of this paper, from a socio-ecological perspective, was to analyse the movements of access to higher education in Portugal from 1960 to 2017. The interpretation of data on access and legislation on higher education in that period, in relation to the literature review outcomes, made it possible to identify moments of expansion and retraction of access to higher education in Portugal. It was at the confluence of a set of more or less favorable factors that the distinct movements of access originated over time. This confluence of factors led individuals to shape and reshape their aspirations concerning their entry to higher education. 

Does Irrigation Mediate Inclusiveness in Education? A Study of Two Villages in Hyderabad and Karnataka

Social Change ◽  
2020 ◽  
Vol 50 (3) ◽  
pp. 416-429
Author(s):  
Suma Scaria
Keyword(s):  
Higher Education ◽  
Private Investment ◽  
Quality Education ◽  
The Other ◽  
Access To Higher Education ◽  
Private Institutions ◽  
Access To Education ◽  
Scheduled Castes ◽  
Micro Level ◽  
Development Outcomes

This study basically tries to understand how far sources of irrigation mediate development outcomes relating to education. This micro-level study based on a comparative study of both canal-irrigated and non-canal-irrigated villages in the Hyderabad–Karnataka region shows that public irrigation plays a major role in achieving inclusiveness in education, especially higher education. Unlike a non-canal-irrigated village, in a canal-irrigated village, along with ‘ dominant castes, a few Scheduled Castes (SCs) also have access to higher education. The access to ‘quality education’, in terms of private institutions and English medium schools, is also inclusive in canal-irrigated villages. On the other hand, access to education is limited to big landowners in a non-canal-irrigated village. However, a gender-wise analysis shows that the above inclusiveness in canal-irrigated villages regarding access to education has failed to reach women. Such outcomes in education are explained in terms of landownership pattern, private investment in irrigation and gendered access to education.

scholarly journals Educación superior sin barreras: La accesibilidad de las universidades

2008 ◽  
Vol 6 ◽  
Author(s):  
Carmen Alba Pastor
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Equal Access ◽  
Online Information ◽  
Access To Higher Education ◽  
Access To Education ◽  
Low Degree ◽  
Information And Communication

Higher Education institutions have developed online information services and degrees as an echo of the Information and Communication Technologies (ICT) incidence in all society fields. Equal access to education is a fundamental right; but equal access to higher education for people with disabilities is far from being achieved yet. To this inequality has to be added the difficulty of some groups to participate in the information society, the so called infoexclusion. The short number of students with disabilities in higher education makes evident the presence of barriers for this people to get into this educational level. One of them is the low degree of accessibility to digital services and studies offered by the Universities, something that can be considered a new kind of segregation.

scholarly journals MOOCs and the claim of education for all: A disillusion by empirical data

2015 ◽  
Vol 16 (6) ◽  
Author(s):  
Matthias Rohs ◽  
Mario Ganz
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Digital Media ◽  
Empirical Data ◽  
Theoretical Framework ◽  
Open Educational Resources ◽  
Education For All ◽  
Access To Education ◽  
Level Of Education ◽  
Education Data

MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.

scholarly journals Prisoner’s Higher Education in Lithuania and Foreign Countries: Possibilities and Motives

Pedagogika ◽  
2013 ◽  
Vol 110 (2) ◽  
pp. 49-56
Author(s):  
Giedrė Kvieskienė ◽  
Renata Katinaitė - Lodh
Keyword(s):  
Higher Education ◽  
Social Services ◽  
Access To Higher Education ◽  
Access To Education ◽  
Human Beings ◽  
Correctional Institutions ◽  
Sources Of Information ◽  
Foreign Countries ◽  
The Right ◽  
High Level

This article presents the educational aspects of prisoner access to higher education while in detention. The theoretical overview discusses the Lithuanian and foreign scientific resources, analyzing the importance of education for all human beings, no matter whether they are incarcerated or not. The empirical part, consists of surveys and questionnaires collected from Ministries of Justice, and other institutions that collect data on prisoners pursuing higher education in seven foreign countries. The empirical evidence highlights the possibilities of and motives for achieving a higher education degree by those performing custodial sentences in prison. The third paragraph of article 24 in Lithuanian law of education No. 38-1804 [11] addresses the right to education for every citizen and legal alien having a permanent or temporary residence in the Republic of Lithuania. The state guarantees the right to primary and secondary education. It also provides for accessibility to higher education, vocational training, and graduate degree programs. The law of education in Article 33, also addresses access to education for socially underprivileged people such as families living in poverty, refugees, people who have dropped out from school at an early age, unemployed, people with addiction problems, as well as those returning from correctional institutions. Thus, despite the social situation in Lithuania, the education system is designed so that it is available to everyone. In order to promote their effective adjustment into the community, disadvantaged individuals need access to education through social services and education assistance programs. This article aims to investigate the opportunities for access to higher education available to prisoners in detention and to understand the motivation. Objective – the availability of higher education in the Lithuanian prison system and the motivation. The article utilizes the following methods: Theoretical: the article reviews the scientific literature and legal analysis of documents of both Lithuanian and foreign authors, sources of information and insight into the normative documents of the formed provisions. Empirical: Surveys conducted with justice ministries or institutions that collect information about higher education for convicts, in seven foreign countries were conducted. Semi-structured interviews with prisoners who have acquired and the benefitted from higher education were also conducted with a written survey. The results of the questionnaire demonstrated that prisoners have a high level of desire to improve themselves through the selection of higher education, while free time is mentioned as a necessary component. Of the surveyed countries, representatives of institutions indicated that prisoners have the opportunity to study in higher education, but this opportunity depends upon certain circumstances. Lithuanian law provides higher education opportunities for socially excluded, at-risk groups. Imprisoned persons have a high level of motivation to be successful in the higher education and for learning. Thus, higher education institutions should have close cooperation with the correctional institutions.

scholarly journals Gender and Access to Higher Education among Refugees in Dadaab and Kakuma Kenya: Challenges and Possible Interventions

2021 ◽  
Vol 4 (1) ◽  
pp. 18-28
Author(s):  
Teresa Mwoma ◽  
Fatuma Chege
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Basic Education ◽  
Tertiary Education ◽  
Critical Role ◽  
Gender Disparity ◽  
Refugee Camps ◽  
Access To Higher Education ◽  
Male Youth ◽  
Political Differences

Education plays a critical role in rebuilding societies torn apart by conflicts and violence that are often driven by socio-economic injustices and political differences. This makes people both young and old flee their homes and countries to seek refuge in other places ending up in refugee camps. While children in refugee camps are able to access some form of education at lower levels of learning, more male youth than their female counterparts tend to seek post-basic education outside the confines of refugee camps. Statistics show an increase of youth attending secondary school from 4% in 2011 to 10% in 2017. However, there were fewer young women than men accessing higher education in 2016, thus creating a gender disparity in favour of men with thirteen out of 91 students enrolled in tertiary education being female while 78 were males. This article, therefore, explores the challenges experienced in accessing higher education by both female and male refugees, as well as provides suggestions on enhancing gender equity in participating in higher education. The article is informed by findings from a desk review on the implementation of the Borderless Higher Education for Refugees (BHER) in Dadaab and the Quality Secondary Education in Emergencies (QSEE) in Kakuma. The article further utilises findings from responses to an unstructured questionnaire that was administered to students undertaking the two programmes to explore their perceptions on challenges experienced in accessing higher education by refugees. Findings indicated that refugees face a myriad of challenges that compromise their ability to access higher education including, early marriages for girls, lack of scholarships to enable them to access education, limitation of movement which hinder them from joining other students in universities where they are enrolled for open learning.

scholarly journals The Level of Education is in Ukraine: Research of Dynamics in the Context of Providing of Quality of Labour Force

2020 ◽  
pp. 222-228
Author(s):  
T. Gitis ◽  
◽  
A. Evseichik ◽  
A. Spirato ◽  
M. Andriychuk ◽  
...  
Keyword(s):  
Higher Education ◽  
Educational Level ◽  
Labour Force ◽  
Developed Countries ◽  
Professional Preparation ◽  
General Level ◽  
Access To Higher Education ◽  
Constant Attention ◽  
Level Of Education

The level of education, being the most significant sign of the quality of labor force, contributes to ensuring the development of enterprises in production and economic aspects and requires constant attention and research of its dynamics in order to prevent and overcome negative trends. In the article the estimation of level of education is conducted in Ukraine, his dynamics is investigational in the context of providing of height of quality of labour force. It is set that on part of population with higher education Ukraine passes ahead the most developed countries considerably, but in the last few years there are ambiguous changes in the level of formation of labour force. So, the amount of persons having base higher and incomplete higher education grows gradually, and the amount of persons with complete higher education diminishes vice versa. The special attention is deserved by the considerable height of amount of persons, having only base, initial common or does not have education. Also the last years there is gradual reduction of amount of competitors of higher education, reductions of level of participation of young people in the formal and informal types of studies and professional preparation (in particular in rural to locality). On the whole it is necessary to mark some decline of index of general level of formation of labour force in 2019. The presence of tendency of decline of educational level of labour force in Ukraine is conditioned by the row of factors among that it is possible to distinguish the following: limit access to higher education for the certain layers of population of Ukraine (in particular for of scanty means families and habitants of villages); selective form of differentiation of studies that assists inequality between schools; depreciation of meaningfulness of higher education, that it contingently the crisis state of economy of Ukraine; subzero activity and personal interest of leaders of the Ukrainian enterprises are in financing of increase of educational level of personnel. The set circle of factors negatively influencing on the level of formation of labour force of Ukraine requires an immediate removal. Thus a question of increase of level of formation of population must be priority not only for the state but also for business, as exactly private enterprises are the basic "consumers" of labour force, one of major quality signs of that is a level of education.

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