Higher Education in MENA: A Social Policy Challenge

2021 ◽  
Vol 9 (1-2) ◽  
pp. 63-75
Author(s):  
Abdulraouf M. Adam ◽  
Keyword(s):  
Higher Education ◽  
Social Policy ◽  
Policy Challenge

‘Race’: the Missing Dimension in Social Policy Higher Education?

2020 ◽  
pp. 25-50
Author(s):  
Bankole Cole ◽  
Gary Craig ◽  
Nasreen Ali
Keyword(s):  
Higher Education ◽  
Social Policy

Education and opportunity

2015 ◽  
Author(s):  
Lindsay Paterson
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Social Policy ◽  
Welfare State ◽  
Public Attitudes ◽  
School Curriculum ◽  
Social Experience ◽  
Post War ◽  
Student Finance ◽  
Independent Country

There is an assumption in public debate that Scotland and England are drifting apart in social policy, whatever the outcome of the referendum in Scotland in September 2014 on whether Scotland should become an independent country. Three broad examples of policy divergence in education are discussed to examine the claim—in connection with student finance in higher education, with the structure of secondary education, and with the school curriculum. It is concluded that the apparent divergence owes more to rhetoric than to the reality of policy, of public attitudes or of social experience. Despite the origins of a shared educational philosophy in the post-war welfare state, and despite the partisan strife of current politics, a weakening of that state through greater Scottish autonomy does not in itself signal an end to the project of common welfare.

‘Race’: the missing dimension in social policy higher education?

2020 ◽  
pp. 25-50
Author(s):  
Bankole Cole ◽  
Gary Craig ◽  
Nasreen Ali
Keyword(s):  
Higher Education ◽  
Social Policy ◽  
Higher Education Institutions ◽  
Race And Racism ◽  
Curriculum Content ◽  
Cultural Shift ◽  
The Social ◽  
Staff Composition ◽  
Student Composition ◽  
Journal Content

This chapter discusses the key analysis and messages from the Social Policy Association (SPA) race audit, looking at the challenges facing the discipline. The report was tasked with looking at social policy in terms of student composition, staff composition, conference/journal content, and curriculum content. Social policy has treated debates on ‘race’ and racism as marginal for too long, as reflected in the relative absence of ‘race’ from the major social policy journals. An important issue that has arisen is that the SPA has never made use of ethnic monitoring in membership applications, making it impossible to assess the representativeness or otherwise of its membership. The SPA clearly has some way to go to persuade social policy academics of the importance of confronting this challenge, and this is unlikely to happen without a major cultural shift within higher education institutions (HEIs) and the discipline more broadly.

scholarly journals Social Policy and the New Middle Class in Central and Eastern Europe

2019 ◽  
Vol 118 (806) ◽  
pp. 96-102
Author(s):  
Tomasz Inglot
Keyword(s):  
Higher Education ◽  
Social Policy ◽  
Eastern Europe ◽  
Social Mobility ◽  
Central And Eastern Europe ◽  
The West ◽  
Mass Migration ◽  
New Middle Class ◽  
The World ◽  
Radical Shift

“The region has seen a radical shift from widespread unemployment to labor shortages, a historic expansion in higher-education opportunities, and unprecedented mass migration to the West.” Seventh in a series on social mobility around the world.

scholarly journals SOCIO-ENTREPRENEURIAL APPROACH IN HIGHER EDUCATION INSTITUTIONS ON THE EXAMPLE OF INCLUSIVE EDUCATION

Management ◽  
2021 ◽  
Vol 32 (2) ◽  
pp. 41-52
Author(s):  
Ivan Gryshchenko ◽  
Valentina Yatsenko
Keyword(s):  
Higher Education ◽  
Social Policy ◽  
Inclusive Education ◽  
Professional Education ◽  
Social Inclusion ◽  
Social Protection ◽  
People With Disabilities ◽  
Equal Rights ◽  
Persons With Disabilities ◽  
Higher Professional Education

Background and objectives. In Ukraine, until the mid-2000s, social policy with regard to people with disabilities was primarily compensatory in nature. Now the situation is gradually changing, the objectives of social policy are recognized to ensure equal rights and opportunities for people with and without disabilities. With the signing (2008) and ratification (2012) of the UN Convention on the Rights of Persons with Disabilities, our country has assumed the obligation to ensure the full social participation of people with disabilities in society. One of the resources that increase the chances of people with disabilities to master various spheres of life can be higher professional education, especially in an inclusive format.Methods. The study used: biographical method and interview method – to collect and summarize the information obtained; statistical method – to process the results of the survey, predictive method – to summarize various aspects of the use of inclusive education format in the system of higher professional education. Findings. The potential of the institute of higher professional education as a channel of social inclusion is proposed to use both at the macro level through the use of the model of socio-entrepreneurial approach of forming a system of higher professional inclusive education, and at the micro level through the identification and description of practices of forming an inclusive format of education in a particular university and tracing the life trajectories of people who received higher professional education in an inclusive format.Conclusion. The analysis of the successes and difficulties of higher professional education for people with disabilities shows that there is an objective need to consolidate the efforts of the higher education community with regional public organizations, executive authorities, regional and city institutions of health, education and social protection to support young people with disabilities.

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