COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia

2022 ◽  
Vol 14 (2) ◽  
pp. 1-16
Author(s):  
Chala Wata Dereso ◽  
Kishor Chandra Meher ◽  
Abebe Asfawu Shobe
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Education Policy ◽  
Higher Education Policy ◽  
Public Universities ◽  
Teacher Preparedness ◽  
Digital Learning ◽  
Education Policies ◽  
Higher Education Policies ◽  
The Impact

The purpose of the research is to investigate the impact of COVID-19 on higher education policies and their effect on students' academic performance at public universities in Ethiopia. The study adopts a quantitative approach followed by causal analysis by applying structural equation modeling. A sample of 384 has been selected through simple random sampling out of a large population of academic staff spread homogeneously across Ethiopia. The study variables are COVID-19, higher education policies, digital learning, teacher preparedness, and student academic performance. The findings reveal that the hypothesized model becomes a perfect fit. Based on the standardized coefficient, the most influencing path is the effect of higher education policy on digital learning, followed by the impact of COVID-19 on higher education policy, academic performance, and teacher preparedness, respectively. The study has further observed the partial effect of teacher preparedness on the students' academic performance.

scholarly journals Coercive isomorphism in higher education: Direct pressures from the state to the Turkish universities

2020 ◽  
Author(s):  
Inci Ozturk
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Liberal Education ◽  
Higher Education Policy ◽  
The State ◽  
The Other ◽  
Education Policies ◽  
Legal Entity ◽  
Higher Education Policies ◽  
Rare Situation

The universities maintain their continuity with the pressure of complying with the policies of the state and global policies. This study addresses the coercive pressure of the higher education policies of the state on the Turkish universities. The elective classes of Occupational Knowledge and Area Training to be taught at the universities may be opened when they are approved by the Higher Education Council (Yuksekogretim Kurulu, YOK) which is an institution having a public legal entity. On the other hand, the ability of the universities to determine the elective class of Liberal Education indicates a rare situation where the universities exercise their autonomy.Keywords: Isomorphism; coercive isomorphism; higher education policy, higher education, university 

A Tale of Two Cities: Comparing Higher Education Policies and Reforms in Hong Kong and Singapore

2002 ◽  
Vol 46 (3) ◽  
pp. 255-286 ◽  
Author(s):  
Michael H. Lee
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Higher Education Policy ◽  
Developing Economies ◽  
Policy Changes ◽  
Education Policies ◽  
Managerial Efficiency ◽  
Higher Education Policies ◽  
City States ◽  
The Impact

In Hong Kong and Singapore, the latest higher education policy changes and reforms have emphasised quality assurance, managerial efficiency, cost-effectiveness, market relevance and public accountability. The rise of a more utilitarian, pragmatic and market-oriented perspective in relation to public service institutions, including higher education institutions, has secured the dominance of corporate managerialism, economic rationalism, and academic capitalism in the development of higher education in the two city-states, as in other developed or developing economies. In the process of reform, there have been major changes in the relationships between the governments and the universities, including matters of finance, provision and regulation. Though the two higher education systems have been affected by similar market forces and public sector reforms, certain policy changes and reforms have differed significantly between Hong Kong and Singapore. This article compares and evaluates the reform policies adopted by the two governments and examines the impact of those policies and reform initiatives on universities and the academic profession.

Gender Inequality and Intersectional Disadvantage among Students in South African Universities

2021 ◽  
Vol 10 (1) ◽  
pp. 147-172
Author(s):  
Oliver Tafadzwa Gore ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Policy ◽  
Capabilities Approach ◽  
Structured Interviews ◽  
Education Policies ◽  
Higher Education Policies ◽  
Definition Of ◽  
South African Higher Education

Although policies to widen participation have been implemented in South African higher education since 1994, inequality of achievements persists in universities. The failure of the higher education policy to clearly define ‘disadvantage’ in various interventions seems to have contributed to the continuing inequalities. This study theorises disadvantage using the capabilities approach pioneered by Amartya Sen and Martha Nussbaum and argues for a more nuanced definition of disadvantage by exploring the opportunities, agency and achievements available to students in universities. The theorisation is based on findings from a qualitative case study of 26 semi-structured interviews conducted with students from one South African university. Using empirical findings, the theorisation in this study shows how the conversion factors intersect, resulting in some students achieving fewer functionings, which put them at a disadvantage. While gender equality seemingly has been achieved through enrolment figures that show parity levels, some female students are still disadvantaged through subtle forms of discrimination and sexual harassment in universities. This study therefore recommends that higher education policies should consider an expansive definition of disadvantage that encompasses the various dimensions of student wellbeing for all students to have flourishing lives.

scholarly journals DEPLOYMENT OF THE HIGHER EDUCATION POLICY FOR THE TRAINING OF LIBRAS TEACHERS

2019 ◽  
Vol 49 (173) ◽  
pp. 64-84
Author(s):  
Kate Mamhy Oliveira Kumada ◽  
Rosângela Gavioli Prieto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Higher Education Policy ◽  
Language Teachers ◽  
Education Policies ◽  
General Estimate ◽  
Childhood Education ◽  
Higher Education Policies ◽  
Brazilian Sign Language ◽  
Education Courses

Abstract The aim of this article is to identify and analyze the deployment of the higher education policies directed at the training of Brazilian Sign Language teachers in the upcoming decade, under decree 5.626 from 2005. Documentary research, based on content analysis, allowed the outlining of a panorama of the courses offered at federal higher education institutions in Bilingual Pedagogy and a Degree in Libras, from 2006 to 2015. The results revealed that the distance learning modality was the main one linked to the expansion of the number of vacancies. However, in a general estimate, there is still a small number of vacancies and higher education courses for these professionals, especially in the segment that includes early childhood education and the first years of elementary school. This shows the lack of graduates from these courses, in the national scenario.

scholarly journals Higher Education Policies and Employability of University Graduates in the EU-28

2019 ◽  
Vol 11 (3) ◽  
pp. 105-133
Author(s):  
Elena Pelinescu ◽  
Mihaela Simionescu
Keyword(s):  
Higher Education ◽  
High Education ◽  
Labour Market ◽  
Value Added ◽  
European Countries ◽  
University Graduates ◽  
Education Policies ◽  
Higher Education Policies ◽  
Policy Measures ◽  
The Impact

Abstract Objective: The main purpose of this research is to analyze and reveal if the recent policy measures in higher education carried in European Union member countries have had a significant impact on the labour market integration of university graduates. Methodology: We selected a set of indicators that were common in the 2015 and 2016 editions of Structural Indicators for Monitoring Education and Training Systems in Europe and could offer an image of intensity of higher education policies in relation with labour market at European level. We further used these measures to test for any significant effects of the policies on the integration of graduates in the labour market. Findings: We found significant effects of various policy measures in high education in the European countries. We estimate a positive role for factors like monitoring of completion rates, requirements for the staff to have higher education, presence of educational guidelines, and recognition of formal and informal learning for entry in higher education. Value Added: This is the first study to address the impact of high education policies carried in European countries on the integration of college graduates. The study is distinct through both the design of new measures of higher education policy in Europe as well through testing whether the intensity of policies carried for higher education has affected the employability of young graduates or not. Recommendations: The results of this empirical research allow us to make some recommendations for improving the insertion of young graduates on European labour market.

scholarly journals The impact of regional demographics on Higher Education Policy. An example from Silesia, Poland

2021 ◽  
Vol 9 (1) ◽  
pp. 10-22
Author(s):  
Robert Krzysztofik ◽  
Agata Zagórowska ◽  
Iwona Kantor-Pietraga ◽  
Dominika Malchar-Michalska ◽  
Marzena Lamparska ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
National Policy ◽  
Education Development ◽  
Demographic Situation ◽  
Student Opinions ◽  
Demographic Challenges ◽  
Students Attitudes ◽  
The Impact

Abstract The determinants of higher education policy have their sources in various spheres, such as economic, social, educational, national policy, administrative, and demographic. Problems for the development of higher education also stem from these spheres. One of them is the challenging demographic situation that is a significant element of developing higher education in southern Poland (particuarly in the Silesia region). Given this context, this article aims to indicate the policies of the universities in the region which respond to the existing demographic threats. This relationship is to confront student opinions regarding their vision for their education and future career within the current demographic situation. Using research-based on an analysis of university and regional local government strategic documents and surveys carried out among students, we conclude that higher education development policy is responding to the demographic transformation. Meanwhile, students’ attitudes to the challenges of the demographic situation is quite “flexible” and relatively ambivalent. This article presents the contrast between the increasingly tricky demographic situation in Silesia, Poland, and the limited response in the two main groups of stakeholders – academic authorities and students – that require shaping higher education ipolicy towards future demographic challenges.

scholarly journals How COVID-19 Has Exacerbated Inequality in Higher Education in Brazil

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Francisco Pinto
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Low Income ◽  
Census Data ◽  
Private Higher Education ◽  
Access To Higher Education ◽  
Education Policies ◽  
Higher Education Policies ◽  
Retention In Higher Education ◽  
The Impact

Drawing on educational census data and a review of news articles and higher education policies in Brazil, this article examines the impact of COVID-19 on the access and retention of the low-income Brazilian population in higher education. Guided by the question, “What is the impact of COVID-19 on the most vulnerable population in Brazil in terms of access to, and retention in higher education?”, the paper is structured in two sections: the first offers a short historical overview of Brazilian higher education; the second examines the impact of the pandemic on student retention in higher education, looking at factors such as social isolation, job and income precarity, use of Information and Communication Technologies (ICT), internet access, and technological resources. I argue that distance education offered by private higher education institutions benefits the privileged students and that the effects of the pandemic are detrimental to the socially disadvantaged students since those who are in public universities do not always have access to technology, and those who study in private universities feel the impact of not being able to pay tuition fees, besides the loss of several jobs in different sectors. In conclusion, I recommend policy initiatives to improve access to higher education.

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