Angolan Higher Education, Policy, and Leadership

2021 ◽  
pp. 1023-1047
Author(s):  
Nicolau Nkiawete Manuel
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Tertiary Education ◽  
Transformative Leadership ◽  
African Countries ◽  
Higher Education Access ◽  
Education Access ◽  
Leadership For Social Justice ◽  
The Government

Since the end of the armed conflict in 2002, Angola has witnessed rapid socio-economic development characterized by the stabilization of macro-economic indicators. In this context, the government has been implementing important structural and economic reforms, including in the area of education. The purpose of this chapter is to reflect on these developments and the implication they might have on development of sustainable higher education, access, quality education, equity, leadership, and education policy. The chapter provides a brief comparative analysis of tertiary education funding among the countries of Southern Development Community (SADC) and other African countries in order to draw the attention of the decision makers about the relevance to invest more on education and protect the investments that the state has been making in education. In addition, the chapter calls for transformative leadership for social justice and change in organizational culture as an alternative avenue for enforcing current policies.

Angolan Higher Education, Policy, and Leadership

2020 ◽  
pp. 580-604
Author(s):  
Nicolau Nkiawete Manuel
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Tertiary Education ◽  
Transformative Leadership ◽  
African Countries ◽  
Higher Education Access ◽  
Education Access ◽  
Leadership For Social Justice ◽  
The Government

Since the end of the armed conflict in 2002, Angola has witnessed rapid socio-economic development characterized by the stabilization of macro-economic indicators. In this context, the government has been implementing important structural and economic reforms, including in the area of education. The purpose of this chapter is to reflect on these developments and the implication they might have on development of sustainable higher education, access, quality education, equity, leadership, and education policy. The chapter provides a brief comparative analysis of tertiary education funding among the countries of Southern Development Community (SADC) and other African countries in order to draw the attention of the decision makers about the relevance to invest more on education and protect the investments that the state has been making in education. In addition, the chapter calls for transformative leadership for social justice and change in organizational culture as an alternative avenue for enforcing current policies.

Angolan Higher Education, Policy, and Leadership

2016 ◽  
pp. 164-188
Author(s):  
Nicolau Nkiawete Manuel
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Tertiary Education ◽  
Transformative Leadership ◽  
African Countries ◽  
Higher Education Access ◽  
Education Access ◽  
Leadership For Social Justice ◽  
The Government

Since the end of the armed conflict in 2002, Angola has witnessed rapid socio-economic development characterized by the stabilization of macro-economic indicators. In this context, the government has been implementing important structural and economic reforms, including in the area of education. The purpose of this chapter is to reflect on these developments and the implication they might have on development of sustainable higher education, access, quality education, equity, leadership, and education policy. The chapter provides a brief comparative analysis of tertiary education funding among the countries of Southern Development Community (SADC) and other African countries in order to draw the attention of the decision makers about the relevance to invest more on education and protect the investments that the state has been making in education. In addition, the chapter calls for transformative leadership for social justice and change in organizational culture as an alternative avenue for enforcing current policies.

scholarly journals Desafios e perspectivas do estudante com deficiência visual na educação superior: análise da produção científica

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 1118-1136
Author(s):  
José Aparecido da Costa ◽  
Rosely dos Santos Madruga ◽  
Alexandra Ayach Anache ◽  
Eladio Sebastian-Heredero
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Visual Impairment ◽  
Students With Disabilities ◽  
Visual Impairments ◽  
Educational Assistance ◽  
Higher Education Access ◽  
Education Access ◽  
The Government ◽  
New Policies

The inclusion of students with visual impairments in higher education has still been challenging for managers and teachers to ensure academic success. Despite the investment initiatives by the government, but they are still insufficient in the face of the difficulties of access and permanence of these students. Therefore, the objective of this work is to analyze research on access and permanence with an emphasis on Specialized Educational Assistance for students with visual impairments in the productions of the Special Education Journal of the Federal University of Santa Maria (UFSM) in the period from 2014 to 2019. We used a quantitative-qualitative analysis of the nature of reviewing scientific production in the journal in question, for this we work with the indicators of disability, visual impairment, higher education, access, permanence, specialized educational assistance and their combinations. The search resulted in 519 articles, of which only 39 address inclusion in higher education. 14 were selected for analysis, dealing with visual impairment, higher education, inclusion and permanence. We conclude that the number of visually impaired students in Higher Education has increased by more than 50% (fifty percent), that there is a set of legislation that favors inclusion, but the conditions, whether of resources/technologies or teacher formation, do not yet appear for its effectiveness, according to research. Specialized educational assistance, guaranteed by law, is not yet perceived as materialized. Publications are relevant for the creation of new policies, actions and strategies for the permanence of students with disabilities in higher education and specialized educational assistance according to their specificities, but it still need further study.

scholarly journals Structural Factors Associated with Higher Education Access for First-Generation Refugees in Canada: An Agenda for Research

Refuge ◽  
2012 ◽  
Vol 27 (2) ◽  
pp. 79-88 ◽  
Author(s):  
Martha K. Ferede
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Tertiary Education ◽  
Empirical Literature ◽  
Structural Factors ◽  
Academic Preparedness ◽  
Higher Education Access ◽  
Education Access ◽  
Post Secondary ◽  
Factors Associated

Refugees are the least educated migrants upon arrival to Canada. Yet, they invest in Canadian higher education at lower rates than other newcomers. Why might this be? This paper enters this emergent conversation through a review of the Canadian-based empirical literature on the structural factors associated with refugees’ tertiary education access. Research indicates that as part of the low-income population, refugees are likely to misperceive the cost and benefits of higher education and be deterred by high tuition costs. Academic preparedness and tracking in high schools also pose additional constraints. The gap in the literature exposes a need for inquiry into the ways in which pre-arrival experiences influence refugees’ participation in Canada’s post-secondary institutions. The paper concludes by underscoring the need for qualitative research that discerns the lived experiences of refugees outside of the aggregate immigrant grouping typical in education research.

scholarly journals The implementation of policy for the appointment of government employees with work contract in New State Universities (A Study in Borneo Tarakan University)

2019 ◽  
Vol 10 (2) ◽  
pp. 157-166
Author(s):  
Tri Susilo ◽  
Bambang Santoso Haryono ◽  
Ainul Hayat
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
State Universities ◽  
Private Institutions ◽  
Government Employees ◽  
Higher Education Access ◽  
Education Access ◽  
Complex Process ◽  
The Government ◽  
Work Contract

Abstract This research investigated the implementation of policy for the appointment of lecturers and education staffs in Borneo Tarakan University as government employees based on work contract. One of the attempt made by the government to evenly provide higher education access throughout Indonesia was by converting several private-owned universities into new state-owned universities. The policy explained that all properties, students, rights and obligation which had been under private institutions’ responsibility were then transferred to the government. However, this policy excludes the transfer of employees who work in the universities. The policy also mentions that all staffs are required to carry out their regular works until new regulations are released. Unfortunately, this policy often led to issues regarding the certainty of employee’s status at work as. After going through a complex process, Presidential Regulation Number 10 of 2016 has been released, in which it is stated that all lecturers and education staffs are appointed as government employees based on work contract. Despite the release of this regulation, until the time this research was conducted, the appointment had not yet been carried out. This descriptive qualitative research has revealed that the policy has not yet been well administered in Borneo Tarakan University due to some problems.

scholarly journals El Estado Y Su Fractura Con La Educación Superior

Xihmai ◽  
2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Juan Guillermo Licona Piña
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Higher Learning ◽  
Educación Superior ◽  
Educacion Superior ◽  
Official Discourse ◽  
Institutions Of Higher Learning ◽  
The Government ◽  
As If

RESUMEN La redefinición de las relaciones entre el gobierno y la educación superior, en el marco de la globalización, evidencian un adelgazamiento en la responsabilidad de quienes diseñan e instrumentan las polí­ticas educativas para la universidad. El discurso oficial no acaba por traducirse en hechos concretos en beneficio de los que aspiran, asisten y egresan de dichas instituciones. Una mirada profunda, reflexiva y crí­tica permite apreciar ”una fractura”. Un cierto tipo de fisura, que sin saber precisamente en que grado o nivel se padece, sí­ requiere urgente atención de parte de los que directa o indirectamente tienen que ver con los estudios universitarios. Quienes aspiramos a una sociedad más humana no podemos seguir dejar pasando, como si no pasara nada, tenemos el compromiso ineludible de actuar personal y colectivamente en estrategias para diluir el efecto corrosivo del neoliberalismo. ABSTRACT The redefinition of relations between the government and higher education, in the context of globalization, betrays a dwindling responsibility from those who design and implement education policy for higher education. The official discourse has not translated into concrete actions in benefit of those who apply, attend and graduate from institutions of higher learning. A profound, reflective and critical look reveals a ”break” or fissure, while whithout exactly knowing to what degree or at what level, requires urgent attention on the part of those directly or indirectly responsible for higher education policy. Those of us who to build a more humane society cannot allow this break to continue as if nothing is happening. We have the inalienable duty to act individually and collectively on strategies to dilute the corrosive effects of neo-liberalism

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