scholarly journals Development Perspectives of Faith-based Higher Education among Protestants (on the example of NGO “EATA”)

2021 ◽  
Vol 26 (2) ◽  
pp. 25-42
Author(s):  
Ivan Kunderenko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Early Years ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
The Public ◽  
Faith Based ◽  
Full Participation ◽  
Faith Based Schools

A historic review of the emergence of domestic faith-based higher education institutions founded by the Protestants is proposed, from informal and underground presence to full participation in the educational realm. Best achievements worth scaling are systematized. Best accomplishments of the public organization "Evangelical Accreditation Theological Association" in terms of performing the functions provided by the unrealized provisions of Article 23 of the Law of Ukraine "On Search for Education" on independent institutions for evaluation and quality assurance of higher education are examined. In the official letter, issued by the Ministry of Education and Science of Ukraine on July 5, 2018, under № 1/9-421 addressed to the leaders of all higher education institutions, there is a list of 230 ‘faith-based’ schools, with about 44 % qualifying as Protestant. Historically it was the Protestant Branch of Christianity that laid foundational principles even in the world-recognized Universities like Harvard. Quality assurance is being declared as one of the top priorities of Ukraine’s development. At the same time within almost 30 years, none of the Ukrainian Universities made it to the top of world rankings. At the same within almost 30 years of Ukraine’s Independence, Protestants of Ukraine were able to establish their own network of education institutions without any governmental financing. Thus best achievements are to be identified and scaled to the whole Ukraine. Faith-based educational institutions founded by the Protestants of Ukraine in their early years applied American educational standards. Level of awareness is still low, thus any research in this area will have scientific novelty by default. The research objective is to identify ways of development among the Protestants on the example of NGO “EATA”. Two possible scenarios are proposed: 1) a preferred way when Agency acquires State and International recognition as agency that is licensed to issue accreditation to educational institutions, and 2) less preferred way one Agency serves inner Christian circles, author argues against that approach.

scholarly journals GENDER-SENSITIVE APPROACH AS A BASIS FOR QUALITY ASSURANCE OF EDUCATIONAL SERVICES FOR CAREER GUIDANCE AND PROFESSIONALIZATION OF STUDENT YOUTH IN NEW SOCIO-CULTURAL CONDITIONS

2021 ◽  
pp. 88-117
Author(s):  
Anton Kravchenko ◽  
Valentyna Kakadii ◽  
Julia Nechytailo
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Gender Stereotypes ◽  
Career Guidance ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Educational Institutions ◽  
Educational Services ◽  
Organizational Conditions

The article examines the problem of creating a comprehensive gender-sensitive educational space in the general secondary, vocational pre-higher, and higher education institutions in terms of finding ways to improve the quality of educational services for career guidance and professionalization of individuals in the new socio-cultural situation in modern Ukrainian society. The main provisions of the article reflect progressive ideas of international organizations and the requirements of Ukrainian legislation on equal rights and opportunities for men and women in all areas of human life, especially in education. The purpose of the article is to conduct a gender analysis of spatial and organizational conditions of educational institutions of different levels and substantiate a possibility of introducing a gender-sensitive approach in the general secondary, vocational pre-higher, and higher education institutions as a basis for quality assurance and professionalization of students. The study uses a comprehensive methodology of gender audit of educational institutions, which includes analysis of scientific and practical, as well as instructional and methodology literature, documents on the organization of educational process, questionnaires for teachers, monitoring of pedagogical communication, interviews with education providers and students, and preparation of a report and recommendations for improving the quality of the educational environment in terms of career guidance and professionalization of adolescents and youth. The results of the gender audit of educational institutions at various levels prove the link between a non-discriminatory environment and the efficiency of preparation of adolescents and youth for conscious and balanced professional choices. They show continuity of each level of education in the creation and cementing of gender stereotypes about social roles and division of professions by gender, which hinders successful professional self-determination of girls and boys; specific typical educational cases with latent discrimination and the reasons that cause lowering of the potential in students of both genders are presented. It is determined that the creation of gender-sensitive educational space promotes the development of critical thinking of adolescents and youth, rethinking and destruction of gender stereotypes in all participants of the educational process, their motivation for creative and innovative activities, their readiness to accept new ideas, and efficient career guidance. Practical recommendations for optimizing spatial and organizational conditions of educational institutions and providing educational services in the process of career guidance of school and college students have been developed.

scholarly journals Foundation phase teacher provision by public higher education institutions in South Africa

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Whitfield Green
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Mother Tongue ◽  
Higher Education Institutions ◽  
Early Years ◽  
Public Higher Education ◽  
Higher Education Management ◽  
Education Management ◽  
The Public ◽  
Mother Tongue Instruction

The study reported in this paper investigated foundation phase teacher provision by the public universities in South Africa, with a view to carefully and accurately determine the extent to which foundation phase teacher provision matched national as well as provincial needs. The study draws on data obtained through a survey of teacher provision at the public higher education institutions (HEIs), conducted by the national Department of Education (DoE) in 2009, as well as from data relating to teacher education qualifications and programmes in the Higher Education Management Information System (HEMIS).The study confirmed perceptions that the number of new foundation phase teachers being produced by the public higher education institutions (HEIs) falls short of national and provincial needs, and that the provision of African language foundation phase teachers is particularly problematic, especially in the context of mother-tongue instruction in the early years.

scholarly journals Distribution of University Admission Quotas: Problems of Competitive Selection Process

2019 ◽  
Vol 21 (6) ◽  
pp. 46-71 ◽  
Author(s):  
L. M. Nurieva ◽  
S. G. Kiselev
Keyword(s):  
Higher Education ◽  
Selection Process ◽  
Higher Education Institutions ◽  
Practical Significance ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Competitive Selection ◽  
University Admission ◽  
Local Labour ◽  
Outcome Monitoring

Introduction. Nowadays, an important criterion for the effectiveness of vocational education is the demand for graduates in the labour market. In order to ensure maximum compliance of the structure of training of specialists with the needs of the economy in personnel, the Ministry of Education and Science of theRussian Federation annually establishes admission quotas in universities on the basis of regional development forecasts. However, one of the options for the distribution of admission quotas in recent years has become an inter-university competition, as a result of which budget places are transferred to educational institutions only on the basisindicators of their effectiveness, i.e. excluding the dynamics of local labour markets. While the problems of coordination of admission quotas and the need for personnel are sufficiently covered in the literature, the mechanism of the distribution of places in the competition has been insufficiently studied so far.The aim of this research was to analyse the mechanism of competitive distribution of admission quotas on the example of higher education institutions, which provide training for bachelor and specialist programmes in the field of “Education and Pedagogical Sciences”.Methodology and research methods. The present research is based on the methodology of integrated research, including the methods of comparative and statistical analysis of data, their systematisation and generalisation.Results and scientific novelty. It is shown that the process of distribution of admission quotas is generated in accordance with the official competitive selection methodology. The study established that none of the indicators applied in the calculations of the effectiveness of universities’ activities were statistically related to the results of the competition. The main reason for the inability of the competitive mechanism to carry out the correct ranking of participants in terms of success is the major methodological and mathematical errors inherent in the algorithms for determining the effectiveness of educational organisations. As a result, the number of budget places allocated to each university is largely determined by chance. The results of the competitive distribution of admission quotas depend only on the industry sector of educational institutions. The widespread development of the idea of quoting of budgetary education on indicators of an interuniversity competition will inevitably aggravate a disproportion problem between territorial training and demand for them in regions. There will certainly be a deficiency of young specialists due to low mobility of graduates of the Russian higher school and reduction of the contingent of provincial higher education institutions-outsiders. Conversely, the personnel surplus will appear in the regional educational institutions (mainly metropolitan), which won the competitions. The proposals on correction of the evolving negative socio-economic situation are formulated.Practical significance. The authors believe that the research results will make it possible to thoroughly discuss the rectilinear projection of effective outcome monitoring in higher education institutions for competitive distribution of admission quotas and the feasibility of holding a competition in general. Moreover, the results of the present study contribute to the method of competitive distribution of university admission quotas.

scholarly journals RESPONSABILIDADE SOCIOAMBIENTAL: uma comparação entre instituições de ensino superior = SOCIO-ENVIRONMENTAL RESPONSIBILITY: a comparison between higher education institutions

2021 ◽  
Vol 20 (2) ◽  
pp. 63
Author(s):  
Mayara Régia Sousa de Melo
Keyword(s):  
Higher Education ◽  
Private Colleges ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Environmental Responsibility ◽  
The Public ◽  
The Social ◽  
The Impact ◽  
External Community

A responsabilidade socioambiental é um conceito complementar e crescente em discussões, tanto no âmbito organizacional quanto educacional. A pesquisa é de caráter bibliográfico, cuja coleta de dados foi realizada por meio de revisão da literatura corrente sobre o tema estudado em periódicos como Google Acadêmico, Scielo e Capes, bem como em sites das próprias instituições de ensino objeto do estudo: Universidade Federal do Maranhão (UFMA), Universidade Estadual do Maranhão (UEMA), Faculdade Pitágoras, Centro Universitário do Maranhão (CEUMA), Faculdade ISL WYDEN, Universidade Dom Bosco (UNDB). O objetivo geral buscou identificar o impacto das ações de responsabilidade socioambiental para as comunidades circunvizinhas das respectivas instituições de ensino superior analisadas e os objetivos específicos visavam explorar ainda mais a problemática, por meio dos seguintes pontos: identificar as ações realizadas e fomentadas pelas instituições de ensino superior no âmbito da responsabilidade socioambiental; verificar a participação dos discentes nas ações realizadas e analisar os efeitos gerados nas comunidades beneficiadas. Foram identificadas ações sociais e projetos voltados para o tema de responsabilidade social e ambiental em todas as universidades comparadas, porém em algumas o grau de envolvimento dos discentes e da comunidade externa é mínimo, como no caso das universidades públicas analisadas, enquanto nas faculdades particulares o envolvimento da comunidade acadêmica e externa, em geral, é muito maior e contínuo. O impacto gerado nas comunidades é perceptível por meio das ações de responsabilidade social desenvolvidas pelas instituições, especialmente pela Universidade CEUMA, ISL Wyden e Faculdade Pitágoras, que englobam a participação ativa de seus discentes nas ações promovidas, maximizando o papel da aprendizagem prática e formação cívica.AbstractSocio-environmental responsibility is a complementary and growing concept indiscussions, both in the organizational and educational spheres. The research isbibliographic in nature, whose data collection was carried out by reviewing thecurrent literature on the topic studied in journals such as Google Scholar, Scielo and Capes, as well as on the websites of the educational institutions object of the study: Universidade Federal do Maranhão (UFMA), Universidade Estadual do Maranhão (UEMA), Faculdade Pitágoras, Centro Universitário do Maranhão (CEUMA), Faculdade ISL WYDEN, Universidade Dom Bosco (UNDB). The general objective sought to identify the impact of social and environmental responsibility actions for the surrounding communities of the respective higher education institutions analyzed and the specific objectives aimed to further explore the problem, through the following points: to identify the actions carried out and promoted by educational institutions superior in the scope of socio-environmental responsibility; verify the participation of students in the actions carried out and analyze the effects generated in the benefited communities. Social actions and projects focused on the theme of social and environmental responsibility were identified in all the universities compared, howeverin some the degree of involvement of students and the external community isminimal, as in the case of the public universities analyzed, while in private colleges the The involvement of the academic and external community, in general, is much greater and continuous. The impact generated in the communities is noticeable through the social responsibility actions developed by the institutions, especially by the CEUMA University, ISL Wyden and Faculdade Pitágoras, which include the active participation of their students in the actions promoted, maximizing the role of practical learning and civic training.

scholarly journals Kyrgyzstan: Quality Assurance—Do State Standards Matter?

2016 ◽  
pp. 27-28 ◽  
Author(s):  
Martha C Merrill
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
National Level ◽  
Formal System ◽  
State Standards ◽  
Kyrgyz Republic ◽  
The Public ◽  
Formal Assessment

The Kyrgyz Republic has been without a formal system for evaluating its higher education institutions since June 3, 2014, but neither educators nor the public seem to care very much. Specific circumstances make the lack of formal assessment mechanisms at the national level less critical than might be the case elsewhere. Nevertheless, since one factor is that some of the stronger institutions have degrees recognized elsewhere and others are pursuing international accreditation, educators elsewhere might want to keep an eye on Kyrgyzstan.

scholarly journals Development of the Voluntary Accreditation for Study Programmes in Russia

2019 ◽  
Vol 28 (7) ◽  
pp. 19-28 ◽  
Author(s):  
O. A. Matveeva
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Supply And Demand ◽  
Educational Institutions ◽  
Educational Organizations ◽  
National Monitoring ◽  
Current State ◽  
State Accreditation

The article addresses the study of supply and demand in the field of independent voluntary accreditation of study programmes delivered by higher education institutions in Russia. The paper presents the results of the analysis of the activity of Russian and foreign accreditation organizations as well as the analysis of the effectiveness of the national monitoring system for professional and public accreditation and European quality assurance register for higher education EQAR. In author’s opinion, the current state of public accreditation is characterized not so much by the “accreditation boom” on the part of higher education institutions, as by the “accreditation bubble” on the part of accreditation organizations. At the same time, strict requirements for accreditation organizations that are included into European quality assurance register for higher education provide confidence and recognition for independent international accreditation, which makes it increasingly in demand, especially among the country’s leading universities. The paper dwells on the following trends in the development of independent accreditation procedures: 1) during the current decade the accreditation process is gaining momentum, which is characterized by the growth of number of accreditation organizations as well as educational institutions interested in obtaining accreditation; 2) the state supports and encourages the development of the independent accreditation system for quality assurance in higher education; 3) the voluntary accreditation enables educational organizations to get an independent assessment of study programmes and thus to receive “a bonus” before a state accreditation procedure; 4) the database of External Quality Assurance Reports (DEQAR) becomes a preferred instrument for higher education institutions, whereas they are interested in raising their transparency related to the quality of study programmes and their competitiveness in the global educational space. 

scholarly journals LICENSING AND ACCREDITATION AS TOOLS OF PUBLIC ADMINISTRATION OF HIGHER EDUCATION IN UKRAINE

2020 ◽  
Vol 1 (4(106)) ◽  
pp. 152-158
Author(s):  
В. О. Резніченко
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Public Administration ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
National Agency ◽  
The Right ◽  
Social Importance

The relevance of the article is that in the theory and practice of administrative law the leading place is occupied by the category of tools of public administration. The sphere of providing higher education in Ukraine is not exclusive. The article forms licensing and accreditation as tools of public administration of higher education in Ukraine. It is determined that such procedures determine the efficiency of educational institutions and the quality of education they provide. Medicines are a group of consumer goods of special social importance. It is substantiated that licensing in the field of higher education is a tool of public administration (Ministry of Education and Science of Ukraine), the content of which is the issuance, renewal and revocation of free economic licenses, issuance of duplicate free economic licenses, invalidation of free economic licenses, licensing cases and license registers. control over the observance by licensees of license conditions, issuance of orders on elimination of violations of license conditions, as well as orders on elimination of violations of legislation in the field of higher education. It is substantiated that accreditation is a tool of public administration (National Agency for Quality Assurance in Higher Education), which is provided by current legislation in order to verify the ability (opportunity) of free education to carry out quality educational activities to train specialists in a particular specialization. It is concluded that licensing and accreditation as tools of public administration of higher education in Ukraine - is the need for higher education to confirm the compliance of the educational program of a particular specialty and level of higher education standard of higher education and the right of higher education to appeal to a certain subject of public administration (Ministry of Education and Science of Ukraine and the National Agency for Quality Assurance in Higher Education).

DEVELOPMENT OF THE SYSTEM OF EXTERNAL PROVISION OF HIGHER EDUCATION IN UKRAINE: THE PAST, TODAY AND THE FUTURE

2019 ◽  
pp. 36-42
Author(s):  
V. Loza
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Higher Education Institutions ◽  
External Quality Assurance ◽  
Educational Institutions ◽  
External Quality ◽  
Higher Education System ◽  
The Law

The article presents the development of the system of external quality assurance of higher education in Ukraine. In particular, the positive and negative tendencies of the formation of the external security system in the post-Soviet period are considered, the situation of the present proceeding from the analysis of the Laws of Ukraine “On Higher Education” 2014 is outlined and "On Education" 2017, as well as the ways and prospects for its further transformation.In the first decade of Ukraine's independence, there has been a decline in the quality of higher education. The education management system of this period was, in fact, a Soviet model adapted to the needs of the transition period. Attempts by the state to further establish an effective institution of state accreditation of higher education institutions for a number of objective reasons (state monopoly on the decision of the conditions of accreditation of higher education institutions, non-competitiveness, opacity and non-accountability of the accreditation mechanism, corruption) revealed its inefficiency. The main trend in the higher education system of the late 1990s and early 2000s was the quantitative growth of higher education institutions, which was accompanied by a decrease in the quality of education and a significant imbalance of graduates' specializations to the needs of the labor market. Obvious losses were suffered by such advantages of Ukrainian education as fundamentality, systematic and practical orientation.The first steps aimed at improving the external quality assurance system of higher education was the Bologna Process, to which Ukraine joined in 2005, committing itself to make appropriate changes to the national education system and to join the work on setting priorities in the process of creating a single European Higher Education Area. The next key round of positive changes and integration processes in the European Union in the higher education system was the adoption of the Law of Ukraine "On Higher Education" of July 1, 2014, in which one of the important innovations was the creation of a National Agency for Quality Assurance in Higher Education and an attempt to legitimize the idea of independent institutions of assessment and quality assurance of education. The Law on Education, adopted on September 5, 2017, provided new opportunities for the development and enhancement of its competitiveness for education seekers, educators and educational institutions. The law has substantially distributed the powers and areas of responsibility of the authorities in education, significantly expanded the public's right to participate in the management and control of the activities of educational institutions and authorities, etc. The strategy of development of civic education for the period up to 2022 aims to form a holistic system of education, to create appropriate conditions for the functioning of the education system, implementation of the system of monitoring the quality of education and assessment of civic competences.The above points to the future positive changes in the creation of an effective system of external quality assurance of higher education aimed at joining the European educational, scientific and professional space.

A comparison of the cost of research in South Africa's public research and higher education institutions

2008 ◽  
Vol 104 (11/12) ◽  
Author(s):  
D.R. Walwyn
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public Research ◽  
Pricing Policy ◽  
The Public ◽  
Annual Salary ◽  
Research Sector ◽  
Salary Survey ◽  
The Cost ◽  
Comparative Information

Despite the importance of labour and overhead costs to both funders and performers of research in South Africa, there is little published information on the remuneration structures for researchers, technician and research support staff. Moreover, there are widely different pricing practices and perceptions within the public research and higher education institutions, which in some cases do not reflect the underlying costs to the institution or the inherent value of the research. In this article, data from the 2004/5 Research and Development Survey have been used to generate comparative information on the cost of research in various performance sectors. It is shown that this cost is lowest in the higher education institutions, and highest in the business sector, although the differences in direct labour and overheads are not as large as may have been expected. The calculated cost of research is then compared with the gazetted rates for engineers, scientists and auditors performing work on behalf of the public sector, which in all cases are higher than the research sector. This analysis emphasizes the need within the public research and higher education institutions for the development of a common pricing policy and for an annual salary survey, in order to dispel some of the myths around the relative costs of research, the relative levels of overhead ratios and the apparent disparity in remuneration levels.

Implementing TQM practices in Pakistani Higher Education Institutions

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Rizwan Ahmed ◽  
Syed Iftikhar Ali
Keyword(s):  
Higher Education ◽  
Process Control ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Evaluation Process ◽  
Theoretical Framework ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Main Factors ◽  
Measurement And Evaluation

<span>Implementing TQM practices at the Higher Educational Institutions of Pakistan,<span> especially at the business schools, is relatively a new concept and it is in its initial stages.<span> The theoretical framework of this study is based upon the instrument that measures the<span> extent of TQM implementation in Higher Education Institutions. Based upon literature<span> review, the framework having 14 dimensions is used in this study. Exploratory Factor<span> Analysis (EFA) extracted 13 factors as the determinants of TQM Implementation in<span> business schools of Pakistan such as Stakeholders’ Focus, Recognition and Reward,<span> Measurement and Evaluation, Process Control and Improvement, Resources, Leadership,<span> Empowerment are some of the main factors as each of these factors are explaining more<span> than 5% of the variation in the data<br /><br class="Apple-interchange-newline" /></span></span></span></span></span></span></span></span></span></span>

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