scholarly journals We Are More Than Paperless People: Reflections on Creating Spaces, Narratives and Change with Undocumented Communities

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 47
Author(s):  
Maria del Cielo Mendez ◽  
Jennifer Ayala ◽  
Kimberly Rojas
Keyword(s):  
Higher Education ◽  
New Jersey ◽  
Higher Education Institutions ◽  
Personal Narratives ◽  
Student Support ◽  
Oral Histories ◽  
Access To Higher Education ◽  
Youth Organizing

In this piece, we share some insights gleaned from oral histories of immigrant organizers involved in New Jersey state campaigns for access to higher education, weaving them with scholarly personal narratives (Nash & Viray, 2013) from the authors on their own youth organizing and/or experience working in an undocumented student support center. We are guided by the following questions: (1) How do New Jersey immigrant organizers make meaning of and create spaces of hope and home through their organizing? (2) What propels this work and sustains it across cohorts of organizers? We discuss five general areas in response: the experience of invisibility and organizing efforts that aim to counter it, the co-construction of homespaces within higher education institutions, the importance of (re)setting narratives, celebrating wins while pressing for more, and the intergenerational work that inspires and sustains change. We close the article with reflections on the ways in which formal and everyday organizing are acts of love and care, from which home is collectively built.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

scholarly journals Widening access to higher education for low-income students: a Brazilian case study (1990s-2016)

2018 ◽  
Vol 23 (0) ◽  
Author(s):  
LEONARDO CIVINELLI TORNEL DA SILVEIRA
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Student Loans ◽  
Higher Education Institutions ◽  
Access To Higher Education ◽  
Higher Education Access ◽  
Widening Access ◽  
Education Participation ◽  
The Government ◽  
The Impact

ABSTRACT This article analyses the widening access policies implemented by Brazil during the 1990s and in 2016. It cites and evaluates the different strategies used by the government, such as student loans, needs-based and race-based quotas. In the context of a highly privatized sector, in which for-profit higher education institutions account for over half of the existing higher education institutions in Brazil, the results display a relative growth in higher education access based on minorities and needs-based communities. However, it also showcases some trends not achieved as originally planned by the government (specially increasing higher education participation in regions other than the south and the southeast) and serves as a point requiring further research to evaluate the influence on the lives of students and graduates. This study uses government and publicly available sources to analyse the impact of this strategy over time.

Equity and Equality in Access to Higher Education: The Experiences of Students with Disabilities in Tanzania

2011 ◽  
Vol 6 (4) ◽  
pp. 415-429 ◽  
Author(s):  
Rosemarie Nyigulila Mwaipopo ◽  
Amandina Lihamba ◽  
Delphine Cosmas Njewele
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Higher Education Institutions ◽  
National Policy ◽  
Access To Higher Education ◽  
Policy Documents ◽  
Demographic Groups ◽  
Qualitative And Quantitative ◽  
Socially Disadvantaged ◽  
Development Policies

Social development policies in Tanzania are exemplary in terms of their recognition of the rights of access to higher education institutions by specific demographic groups. Policy documents such as the 2005 National Strategy for Growth and Reduction of Poverty (known as the MKUKUTA) and the 2004 National Policy on Disability emphasise this necessity and outline the government's commitment to ensure that people who are socially disadvantaged, including those with disabilities, can equally access higher education. The process through which this is achieved is, however, less explicit and is therefore difficult to measure in relation to what students with disabilities actually experience as they not only pursue, but also experience higher education. Using both qualitative and quantitative data, this article analyses the process of access into higher education institutions and outcomes in terms of representation in higher education institutions by students with disabilities. In doing so, it seeks to explore the meaning and outcomes of policies related to higher education institutions in Tanzania in terms of their stated equality ideals and achievements in practice.

scholarly journals Muslim Private Higher Educational Institutions in Malaysia: Issues and Challenges

ICR Journal ◽  
2012 ◽  
Vol 3 (3) ◽  
pp. 474-488
Author(s):  
Rosnani Hashim
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Attractive Alternative ◽  
Access To Higher Education ◽  
Integrated Education ◽  
Universities And Colleges ◽  
Private Higher Education Institutions ◽  
The Government

Privatisation of higher education is a global trend. There is an increasing demand for higher education due to the nature of work and economy today, and public universities and colleges cannot meet the demand with their limited financial resources from the government. Private higher education institutions (PHEI) seem to be the most attractive alternative to public universities and colleges in opening greater access to higher education. Malaysia is no exception, having about 25 private universities, 22 private university colleges and 410 private colleges and institutes. About a fourth of these PHEIs are Islamic institutions going by the name of the institutions or their ownership. However, private higher education institutions have their own issues and challenges. The most serious of them are preserving the philosophical goal of a balanced and integrated education despite market demands and sustaining its operation financially amidst a competitive environment. Yet, there are several opportunities for Islamic PHEIs especially in terms of international collaboration and exchanges. This article is an attempt to examine these issues and challenges or opportunities.

scholarly journals Cooperation between Higher Education Institutions and Non-governmental Organizations in Higher Education: International Discourse

2019 ◽  
pp. 102-107
Author(s):  
Kateryna Tryma
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Higher Education Institutions ◽  
Local Communities ◽  
Educational Services ◽  
Access To Higher Education ◽  
Academic Knowledge ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
International Discourse

The article is aimed to provide content analysis of the international discourse on interaction and cooperation between higher education institutions and non-governmental organizations. Being different in nature and characteristics, higher education institutions and non-governmental organizations are social actors whose activities, among other things, are aimed at ensuring the development of the society. In order to achieve this aim, higher education institutions and non-governmental organizations cooperate in various fields and formats that go beyond the higher education sector. An important result of the content analysis is introduction of the terminological phrase "non-governmental organization in higher education", which corresponds to the international classifiers "World Association of Non-Governmental Organizations" and "International Classification of Non-profit Organizations". The typology of " non-governmental higher education organization" includes non-governmental organizations whose activities are related to the provision of access to higher education, the organization of educational services and the quality assurance of higher education. The categorical conceptual apparatus for describing cooperation between higher education institutions and non-governmental organizations needs to be expanded and clarified in order to fully and adequately specify the processes of their interaction. The analysis of the intellectual and documentary heritage of the Bologna Process, the EU, UNESCO, and other international associations shows that cooperation between higher education institutions and non-governmental organizations is not only to ensure access to higher education, butit is much more wider. Non-governmental organizations are able to organize and provide educational services, such as in the field of non-formal education; partner with higher education institutions in projects addressed to local communities. In addition, non-governmental organizations are an important mechanism for articulating and aggregating the interests and requests of citizens, communities, local communities for higher education, and higher education institutions. Studying the mechanisms of cooperation between higher education institutions and non-governmental organizations is of great practical importance, since the latter are an authoritative tool for disseminating academic knowledge and practical development of universities, forming a 'knowledge society' and satisfying the needs of the society.

scholarly journals Corruption and Reform in Higher Education in Ukraine

2009 ◽  
Vol 38 (2) ◽  
Author(s):  
Ararat Osipian
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Social Order ◽  
Standardized Test ◽  
Higher Education Institutions ◽  
Economic Environment ◽  
Access To Higher Education ◽  
National Examinations ◽  
New Social Order ◽  
Academic Degrees

At least thirty percent of Ukrainians enter colleges by paying bribes while many others use their connections with the faculty and administration. Corruption increases inequalities in access to higher education, prevents future economic growth in the country, and undermines quality and credentials of academic degrees. This paper considers corruption in higher education in Ukraine, including such aspects as corruption in admissions to higher education institutions and corruption in administering the newly introduced standardized test. The reform of higher education in Ukraine, based on the national examinations, is intended to be a response to the rapidly changing economic environment and the new social order. Au moins un tiers des étudiants ukrainiens des collèges universitaires a été admis en payant des pots-de-vins, le reste s’est servi de ses contacts avec les départements académiques et administratifs. La corruption accentue un accès inégal aux universités, freine la croissance économique future du pays et remet en question la qualité et les cartes de présentation des diplômes académiques. Cet article vise la corruption dans les universités ukrainiennes et plus précisément, la corruption lors des processus d’admission dans les institutions d’éducation supérieure ainsi que dans l’administration du nouvel examen standard utilisé à cet effet. La réforme de l’éducation supérieure en Ukraine, basée sur l’application d’examens nationaux, cherche à répondre à un nouvel ordre économique et surtout à un environnement économique en constante mutation.

scholarly journals Instrument eller institusjon? Skiftende politiske prioriteringer

2019 ◽  
pp. 25-52
Author(s):  
Per Olaf Aamodt ◽  
Lars Lyby
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Work Force ◽  
Access To Higher Education ◽  
Institutional Settings ◽  
Regional Role ◽  
Major Reform ◽  
The 1960S ◽  
Local Students

In Norway, as in all other industrialised countries, a strong expansion in higher education started in late 1950s. This was politically initiated with the aim of a better educated work-force and also broadening access to higher education socially and regionally as well as by gender. In the late 1960s a major reform was initiated in Norway to establish alternatives to universities to handle the expected growth. A new non-university, geographically spread sector was created with the clear aim of stimulating development in all corners of the country. The present chapter analyses the shifting policies for the regional roles of higher education institutions as stated in central policy documents. During the last 50 years higher education policy has been drawn between their regional roles and institutional concentration. Many colleges have been merged into a few large multi-campus institutions, leaving the impression that the aims of world-class quality and excellence have replaced the regional role. However, most of the campuses that existed before 1990 still exist within new institutional settings. The original rationale behind a geographically spread institutional structure is less visible in today’s policy, but at the same time the regional role of higher education has become broader and perhaps even more important. Back in the 1960s the objectives were mainly enrolling local students, educating the local workforce and the direct effects of the institution. This is still the case, but gradually R&D activities and innovation have become important contributions of higher education institutions.

BARRIERS TO ACCESS TO HIGHER EDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS

2021 ◽  
Vol 70 (2) ◽  
pp. 75-85
Author(s):  
A. Stambekova ◽  
◽  
M. Shmidt ◽  
G. Yerzhanova ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Equal Access ◽  
Access To Higher Education ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Qualitative And Quantitative ◽  
University Admission ◽  
Barriers To Access ◽  
The Republic

The article is devoted to the problem of equal access of persons with disabilities to higher education. The problem of eliminating discrimination against the rights of persons with disabilities is relevant for the whole world, including for the Republic of Kazakhstan. The purpose of the study is to identify barriers to admission to higher education institutions for applicants with disabilities, as well as to identify possible ways to overcome and eliminate them. The methods of mixed research were used: qualitative and quantitative. The study involved 120 students of grades 10-11 of schools in the Almaty region with disabilities. The results of the survey revealed barriers to university admission. A model for overcoming barriers to university admission for people with disabilities is proposed, which will increase the level of accessibility of higher education.

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