scholarly journals The Best Chance For All: A Policy Roadmap for Post-Pandemic Panic

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Sally Kift ◽  
Nadine Zacharias ◽  
Matt Brett
Keyword(s):  
Education System ◽  
Tertiary Education ◽  
Post Secondary Education ◽  
Lifelong Learners ◽  
Post Secondary ◽  
Policy Responses ◽  
Student Equity ◽  
The Social ◽  
Policy Vision

The Best Chance for All was developed in 2018 as a long-term policy vision for student equity in Australian tertiary education. We argue in this article that COVID-19 has exacerbated the issues that the policy vision sought to address and has increased demands on and of post-secondary education. Specifically, we argue that the magnitude of the social and economic challenges presented by COVID-19 warrants holistic policy responses that enable the transition to a connected tertiary education system; one designed to deliver choice and flexibility for lifelong learners. A roadmap for this transition exists in the form of The Best Chance For All. The vision can be actuated through demand driven funding arrangements across tertiary education that are coherently aligned to optimise the performance of both the higher and vocational education sectors and are underpinned by sustained investment in equity outreach and support.

New Zealand education retooling needs long-term push

2018 ◽  
Keyword(s):  
New Zealand ◽  
Education Reform ◽  
Education System ◽  
Foreign Students ◽  
Tertiary Education ◽  
Teacher Shortages ◽  
Content Type ◽  
Reform Plan ◽  
International Comparative

Subject Education and skills policy in New Zealand. Significance Teacher unrest including strikes, the next possible tranche in February 2019, have added urgency to the government's education system revamp for pre-school to universities to ready students for a changing workplace that is demanding different skillsets. Impacts Teacher shortages will make it harder to tackle falls in children's international comparative achievement rankings. Fewer foreign students will mean compounding tertiary education funding shortfalls. The government's education reform plan implies substantial funding increases, posing fiscal issues for the early 2020s.

Memory Aids as a Disability-Related Accommodation? Let’s Remember to Recommend Them Appropriately

2020 ◽  
pp. 082957352097958
Author(s):  
Allyson G. Harrison ◽  
Alana Holmes ◽  
Bethany Pollock
Keyword(s):  
Opportunity To Learn ◽  
Long Term Memory ◽  
Post Secondary Education ◽  
School Students ◽  
Post Secondary ◽  
Memory Aids ◽  
Long Term Storage ◽  
Unequal Access ◽  
Term Storage

Memory aids are now frequently provided to elementary and secondary school students to increase their success in achieving provincial curriculum standards. While such an accommodation may meet the immediate goal of improved academic performance it may not be warranted based on an actual long-term memory retrieval impairment and may therefore be inequitable, providing an unfair academic advantage relative to non-disabled students. Furthermore, providing memory aid accommodations inappropriately may rob students of the opportunity to learn effective study and retrieval strategies, leading instead to dependence on an accommodation that may not be continued once they enter post-secondary education. An appropriate accommodation at the post-secondary level of education removes a disability-related barrier (functional impairment) and assists only those facing such barriers; under human rights legislation, accommodations are not implemented to guarantee success, reduce anxiety, or provide unequal access to material. Memory aids improve the retrieval of information from long-term storage for everyone. As such, the current widespread provision of this accommodation prior to post-secondary studies must be evaluated critically, with such supports offered only when justified. A six-step process for determining when memory aids are an appropriate accommodation within the post-secondary setting is provided and discussed.

scholarly journals The Influence of COVID-19 on Stress, Substance Use, and Mental Health Among Postsecondary Students

2021 ◽  
pp. 216769682110140
Author(s):  
Zachary R. Patterson ◽  
Robert L. Gabrys ◽  
Rebecca K. Prowse ◽  
Alfonso B. Abizaid ◽  
Kim G. C. Hellemans ◽  
...  
Keyword(s):  
Mental Health ◽  
Emerging Adults ◽  
Secondary Students ◽  
Well Being ◽  
Post Secondary Education ◽  
Education Students ◽  
Post Secondary ◽  
The Social ◽  
The Face ◽  
Health And Well Being

Emerging adults, including post-secondary education students, are disproportionately affected by the social and economic impacts of the COVID-19 pandemic. The speed with which society moved in attempt to minimize the spread of the virus left many students with uncertainty and concern about their health, mental health, and academic futures. Considering that post-secondary students are a population at risk, it is important to determine how students respond in the face of the pandemic, and what coping mechanisms or supports will result in improved mental health outcomes. This knowledge will be helpful for post-secondary institutions to understand how COVID-19 has influenced the health and well-being of their students, and may facilitate the implementation of strategies to support their students. This narrative review explores evidence on how COVID-19 has impacted students with the overall goal to provide a set of recommendations to post-secondary institutions to help meet the evolving needs of this population.

scholarly journals Power, Identity, and the Construction of Knowledge in Education

in education ◽  
2016 ◽  
Vol 22 (2) ◽  
pp. 87-97
Author(s):  
Lana J. Vindevoghel
Keyword(s):  
Social Construction ◽  
Identity Formation ◽  
Post Secondary Education ◽  
Dominant Ideology ◽  
Post Secondary ◽  
Construction Of Knowledge ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
Theory Of Discourse ◽  
Development Of Identity

This paper explores the social construction of knowledge, identity formation, and the ways in which the education system supports dominant societal ideology. I examine how dominant historical and societal ideologies are deeply cultivated and facilitated through education systems, including forcefully through the residential school system and, in many cases, subtly through post-secondary education. Further, I identify the method in which personal biases, predisposed by dominant social influence, are subconsciously reflected in the classroom through micro-aggressive behaviour. Weber’s (2010) framework of themes provides a comprehensive perspective from which to understand the nature in which identity is influenced by dominant societal ideology. Finally, I analyze the social construction of knowledge, development of identity, and support of dominant ideology through Gramsci’s concept of hegemony and Foucault’s theory of discourse. The discussion then shifts to describe how conscientization and critical reflection can provide a step forward towards diminishing dominant societal ideology within the educational environment and create a path to embracing Freire’s concept of liberating education.Keywords: knowledge; identity; ideology; education

scholarly journals Rapid modernization of the national school: the COVID-19 pandemic as a challenge to the secondary education system

2020 ◽  
pp. 54-60
Author(s):  
Olga N. Machekhina
Keyword(s):  
Education System ◽  
Health And Safety ◽  
Social Emotional ◽  
School Closures ◽  
Safety Requirements ◽  
The Social ◽  
Pandemic Threat ◽  
Short And Long Term ◽  
The Impact

The COVID-19 pandemic has forced the global school system to face an unusual set of circumstances. As the pandemic threat grew, schools around the world were closed throughout March 2020 to prevent the virus from spreading. Although school closures have been announced as a temporary measure, prolonged closures could cause significant disruption to the education ecosystem, affecting an estimated 1.5 billion students in 165 countries. It is now clear that this situation will have a lasting impact on the social, emotional and mental health of children and adolescents, as well as on overall learning outcomes, which may widen the gap between children from well-off and disadvantaged families. The use of alternative channels for delivering learning information to which not everyone still has access will further widen the gap. The pandemic has forced the education system to focus on developing health and safety requirements and conditions, in the new environment, rapid and flexible responses and solutions to minimize the impact on learning in the short and long term. All of this responds to the challenges of the pandemic, which we will explore in more detail in the text below.

scholarly journals Barriers to Differentiation: Applying Organizational Studies to Ontario Higher Education

2016 ◽  
Vol 46 (1) ◽  
pp. 19-37
Author(s):  
Roger Pizarro Milian ◽  
Scott Davies ◽  
David Zarifa
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Education System ◽  
Organizational Studies ◽  
Policy Recommendations ◽  
Market Demand ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Status Seeking ◽  
Institutional Differentiation

Ontario’s Ministry of Training, Colleges and Universities is currently attempting to increase institutional differentiation within that province’s post-secondary education system. We contend that such policies aimed to trigger organizational change are likely to generate unanticipated responses. Using insights from the field of organizational studies, we anticipate four plausible responses from universities to the ministry’s directives: remaining sensitive to their market demand, ceremonial compliance, continued status seeking, and isomorphism. We provide several policy recommendations that might help the ministry overcome these possible barriers to further differentiation.  

Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans

2018 ◽  
Vol 17 (5) ◽  
pp. 733-754 ◽  
Author(s):  
Janine Jongbloed
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Satisfaction With Life ◽  
Tertiary Education ◽  
Well Being ◽  
Post Secondary Education ◽  
Single Item ◽  
Men And Women ◽  
Post Secondary ◽  
The Impact

This study examines the impact of post-secondary education on the well-being of Europeans, comparing single-item hedonic and multi-dimensional eudaimonic models of well-being, operationalized as ‘satisfaction with life’ (SWL) and ‘flourishing’. The results indicate that the impact of education varies significantly when well-being is defined from each of these two perspectives: although vocational education is not significantly associated with the SWL of women and men, it is significantly associated with the extent to which both men and women are flourishing in their lives. Tertiary education is significant across all models for both SWL and flourishing. This study highlights the importance of comprehensive conceptualizations and measurements of well-being in European educational research and public policy.

The Social Rates of Return to R&D, Scientists, Engineers and Tertiary Education System Investments: International Evidence

2006 ◽  
pp. 9-28
Author(s):  
Joilson Dias ◽  
María Helena Ambrosio Dias
Keyword(s):  
Social Capital ◽  
Instrumental Variables ◽  
Education System ◽  
Social Impact ◽  
Tertiary Education ◽  
Rates Of Return ◽  
International Evidence ◽  
Education Investment ◽  
The Social ◽  
Scientists And Engineers

The objective of this paper is to estimate the social rates of returns to tertiary education investment and its output —R&D and scientists and engineers— in the economy. In measuring this social impact, we account for the endogeneity problems using instrumental variables. Our instruments are the ones suggested by Hall and Jones (1999). Our econometric results show that the investments variables are indeed endogenous and that our instruments indeed represent the social capital of the economies. The estimated social rates of return to the investments in R&D, scientist and engineers and tertiary education for 70 countries are well above the private one, which may justify targeted policies.

Putting ‘the social’ back into social policy

2017 ◽  
Author(s):  
Steve Corbett ◽  
Alan Walker
Keyword(s):  
Secondary Education ◽  
Social Policy ◽  
Social Mobility ◽  
Education System ◽  
Living Standards ◽  
British Society ◽  
The Social ◽  
Meaning And Purpose ◽  
The Uk

This chapter illustrates how the dominant neoliberal approach to economic and social policy in the UK is becoming increasingly fragmented with a generation of people set to experience worse living standards than their parents. This includes a decline in social mobility within and across generations, a vast chasm emerging between the haves and have nots, a long term squeeze on wages and living standards, health crises relating to underfunding, and the move towards a mechanical learning based secondary education system geared towards a low wage, low skill economy. As a result, it is important to reassess the meaning and purpose of social policy and where it fits within the overall direction of contemporary British society.

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