scholarly journals Venezuelan Higher Education: The Chavez Revolution

2015 ◽  
Author(s):  
Daniel Levy
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Public Sector ◽  
Private Universities ◽  
Institutions Of Higher Education ◽  
Private Institutions ◽  
Public And Private ◽  
The Public ◽  
History Of

Hugo Chavez's clash with Venezuelan higher education is a vivid present-day example of a history of confrontation between leftist, populist regimes and higher education in Latin America. Chavez has transformed the public sector through creation and expansion of new universities. Chavez's policies have alienated the country's private institutions of higher education. Both public and private universities are reduced in importance.

scholarly journals Higher Education in Texas: a Brief Overview

2020 ◽  
Vol 25 (4) ◽  
pp. 187-194
Author(s):  
Stacey L. Edmonson ◽  
◽  
James W. Hynes ◽  
Keyword(s):  
Higher Education ◽  
Public University ◽  
The State ◽  
Institutions Of Higher Education ◽  
Private Institutions ◽  
Public And Private ◽  
The Public ◽  
Social Wellbeing ◽  
University Systems ◽  
Primary Focus

Institutions of Higher Education in Texas develop, support, and enhance the economic, cultural, and social wellbeing of the state and the country. These institutions offer courses and degrees in all disciplines. They are strategically located across the state to support the economic activity while reflecting on the historical and cultural makeup of the region. There are both public and private institutions. The primary focus of this article is on the public university systems in Texas. An overview of the processes of accreditation and governance is presented.

II. Benefice and Vassalage in the Age of Charlemagne

1939 ◽  
Vol 6 (2) ◽  
pp. 147-175 ◽  
Author(s):  
F. L. Ganshof
Keyword(s):  
Middle Ages ◽  
Essential Feature ◽  
Eighth Century ◽  
Private Institutions ◽  
Public And Private ◽  
The Public ◽  
The Gift ◽  
History Of ◽  
Preceding Period ◽  
The Subject

A Number of important studies have been published in recent years on the subject of benefice and vassalage during the early Middle Ages, and it may consequently be worth while to re-examine some of the problems raised by the origin and early development of these two institutions. I have dealt elsewhere with, the circumstances which tended towards their union early in the eighth, century, under the early Carolingians, In this article I hope to indicate at least the principal features of the history of benefice and vassalage during the reign of Charlemagne. The Influence which Charles exercised on the public and private institutions of the Frankish state was so definite and far-reaching as fully to justify the limitation of the subject-matter of my inquiry to the space of a single reign. Unfortunately the lack of adequate sources, though less serious than for the preceding period, renders the task of tracing their history a somewhat difficult one. Although the capitularies contain a relatively large number of provisions that deal specifically with these institutions, we have very little information as to how they worked in practice. The narrative sources, with the exception of two or three texts, tell us little or nothing. We have to fall back on the evidence of charters, though even these only rarely, when dealing with a dispute or legal proceeding, throw some light on the subject. This is what we might in any case expect, for the essential feature of the entry of a person into vassalage or of the gift of a benefice was the oral act, and not any embodiment of it in writing.

scholarly journals Educação a Distância (EaD): Processos de Mediação e Uso das Tecnologias em uma Abordagem Transdisciplinar

EAD em FOCO ◽  
2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Daniela Da Costa Britto Pereira Lima ◽  
Lívia Soares de Lima Sousa
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Private Institutions ◽  
Public And Private ◽  
Reconstruction Process ◽  
Historical Process ◽  
The Public ◽  
E Learning ◽  
Almost All ◽  
Education In Brazil

A utilização da EaD como forma de democratizar o ensino superior no Brasil tem sido discutida por pesquisadores afetos aos mais diversos temas educacionais. Trazemos neste estudo uma breve retomada histórica, demonstrando que os primeiros cursos de ensino superior no Brasil não se destinavam às consideradas classes subalternas. Esse processo histórico fez com que o ensino superior se tornasse algo quase restrito às classes dominantes. Apresentamos a EaD e sua legislação a fim de introduzir também a criação e implementação do Sistema Universidade Aberta do Brasil (UAB), política com vistas à democratização do acesso ao ensino superior. Elencamos alguns autores contrários ao uso da EaD como forma de democratizar o ensino no Brasil. Embora em direções diferentes, os autores contrários ao uso da EaD caminham quase sempre num mesmo viés. Um dos principais argumentos trazidos no bojo de suas argumentações contrárias é de que a EaD estaria servindo apenas aos interesses mercantilistas? preconizados pela reestruturação do aparelho do Estado, operacionalizado principalmente na década de 1990. Tais autores desconsideram os avanços obtidos por meio da EaD, a despeito dos percalços e/ou dificuldades enfrentadas em tal modalidade. Sendo assim, trazemos autores favoráveis à implementação da EaD como política de popularização do ensino, a fim de demonstrar como ela tem sido importante no processo histórico de democratizar o ensino superior em nosso país, ampliando suas vagas, avançando na questão do acesso e, ainda, interiorizando as IES públicas e privadas em praticamente todo o território nacional.Palavras-chave: EaD; Ensino a distância no Brasil; Democratização do ensino superior.The EaD in Brazil and the Process of Democratization of Access to Higher Education: Possible DialoguesAbstractThe use of E-learning as a way to democratize higher education in Brazil has been discussed by researchers concerned about the most diverse educational themes. We bring in this study a brief historic overview showing that the first higher education courses in Brazil were not destined to the classes considered subaltern. This historical process has made higher education to become something almost restricted to the dominant classes. We present E-learning and its legislation in order to introduce also the creation and implementation of Open University System of Brazil (UAB), with aiming the access to higher education democratization. We also mention some authors opposed to use of E-learning as a way to democratize the education in Brazil. Although in different directions, authors opposed to use of E-learning follow the same bias almost always. One of the main arguments is that E-learning was only serving the "mercantilist" interests recommended by the State reconstruction process which took place mainly in the 90s. Such authors disregard the advances obtained by education through E-learning, despite the difficulties faced in such modality. Therefore, we bring authors in favor of E-learning as education democratization policy implementation in order to demonstrate how E-learning has been important in the historical process higher education democratization in our country, increasing their number of vacancies, improving the issue of access and interiorizing the public and private Institutions of Higher Education in almost all the national territory.Keywords: E-learning; Distance education in Brazil; Higher education; Democratization.

Documenting a Crisis: How Postsecondary Institutions Addressed DACA Students after Trump's Rescission

2019 ◽  
Vol 121 (5) ◽  
pp. 1-28
Author(s):  
Z. W. Taylor ◽  
Myra C. Barrera
Keyword(s):  
Higher Education ◽  
Crisis Communication ◽  
Reading Ability ◽  
The United States ◽  
Reading Level ◽  
Postsecondary Students ◽  
Institutions Of Higher Education ◽  
Private Institutions ◽  
Public And Private ◽  
Executive Leaders

Background/Context On September 5, 2017, U.S. President Donald Trump ordered an end to former President Barack Obama's 2012 immigration policy of Deferred Action for Childhood Arrivals (DACA), placing some 800,000 undocumented immigrants—including thousands of postsecondary students—in danger of deportation. Mere hours after President Trump's announcement, postsecondary leaders across the United States began releasing official statements in support of DACA. Aside from a postsecondary institution's extolling of core values, it is important to investigate how these official institutional statements addressed the most critical, at-risk constituency on their college campus: DACA students themselves. Purpose The purpose of this study was to analyze post-DACA rescission statements made by executive leaders of U.S. institutions of higher education to learn whether these statements addressed the most important audience of these statements—DACA students—and whether institutions of higher education provided these students the resources they needed in their time of crisis. Research Design The data were collected from each institution of higher education's website from September 5 to September 7, 2017. The sample included 218 official institutional (two-and four-year, public and private) statements made by executive leaders at these institutions. Data analysis included deductive attribute coding and quantitative content analysis techniques such as average word count and grade-level readability measures. Findings The post-DACA rescission statements greatly varied in length (longest = 1,118 words; shortest = 50 words) and were unreadable by postsecondary students of average reading ability, as the average statement was written above the 15th-grade reading level. Only 54% of all statements addressed DACA students, with negligible variance (0.5%) between public and private institutions. Only 51.9% of all statements provided resources for DACA students. Of those statements, 99.1% of resources were institution-provided, whereas 20.4% were community-provided, with private institutions (12.9%) offering more community-provided resources than public institutions (7.5%). Conclusions Institutions of higher education may want to consider best practices when composing crisis communication, primarily that crisis communication should focus on addressing the populations most affected by the crisis. Once the crisis communication is composed, that communication could be audited for its readability by the intended audience. Moreover, institutions of higher education may learn from the Virginia Tech massacre and apply it to their crisis management and communication strategies, namely by providing both institution-based and community-based resources to those most affected by the crisis. Finally, institutions of higher education may consider differentiating their crisis communication across multiple platforms such as social media, email, text message, and their institutional website to ensure that all stakeholders are aware of the potential solutions and resolutions to the crisis, in order to avoid miscommunication and a lack of organizational transparency while maintaining organizational integrity and honesty.

scholarly journals Higher education in the IPSAS implementation process: A comparative study between Brazil and Mexico

2021 ◽  
Vol 10 (9) ◽  
pp. e19510918059
Author(s):  
Fernando Gentil de Souza ◽  
Débora de Oliveira Barros ◽  
Laura Margarita Medina Celis ◽  
Jamille Carla Oliveira Araújo
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Implementation Process ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
Institutional Legitimacy ◽  
The Public ◽  
Documentary Analysis ◽  
Emerging Trends ◽  
Public Sector Accounting

The Brazil and Mexico started their International Public Sector Accounting Standards (IPSAS) IPSAS adoption strategies in 2008 and consider the importance of the accountant role in this process and the existence of specific undergraduate Accounting programmes in the two countries. This study aims to compare the offer of courses about public sector accounting in public institutions of higher education in these countries during year 2018 & 2019, under Institutional Theory perspective. The methodology of this article consists of a documentary analysis of the curricula in force of website of the Public Institutions of Higher Education (PIHE) of each federative entity of Brazil and Mexico. The results show great diversity in the offer of disciplines among the 76 Brazilian and in the 39 Mexican institutions, with an average of only 3 and 1,3 courses by each country respectively. In Brazil, every institution has at least one mandatory Public Sector Accounting discipline, whilst only 28 Mexican institutions offer as obligatory. If institutional legitimacy consider education in Mexican and Brazilian IPSAS adoption strategies, the diffusion of IPSAS accrual accounting information will account for a huge network of more than 1000 of people involved. Furthermore, it highlights the weakness of the public sector approach to develop professional skills (normative isomorphism) in line with emerging trends in Public Sector Accounting for transparency. This article contributes to show what has been considered from the perspective of higher education of future public sector accounting professionals aligned with the IPSAS adoption strategies that involve Brazil and Mexico.

scholarly journals n. 33 - EDUCAÇÃO SUPERIOR EM MOÇAMBIQUE: ENTRE O ESTADO E A ASTÚCIA DO CAPITAL.

2019 ◽  
Vol 13 ◽  
Author(s):  
Telma Amorgiana Fulane Tambe ◽  
Fernando César Ferreira Gôuvea ◽  
Aline Silveira Tasmerão
Keyword(s):  
Higher Education ◽  
Statistical Data ◽  
Educational Practice ◽  
Private Institutions ◽  
Public And Private ◽  
Equal Distribution ◽  
The Public ◽  
Enseñanza Superior ◽  
Palabras Clave ◽  
Formation Of Groups

Contextualizado nas políticas educacionais sobre a privatização da educação pública, este artigo de carácter qualitativo discute a privatização e a mercantilização do ensino superior (ES) moçambicano, como parte integrante de um novo acordo global político-ideológico, que valida ou legitima e compele em direção a certas ações- negócio e troca, competição-, anulando e inibindo outras- equidade, justiça social, distribuição igual de propriedade -, valorizando relações de produção privada e suas formas mercantis e “moral utilitária”, no campo e prática educacional. Utilizando-se de dados estatísticos sobre o ES (2018), da literatura sobre o ES e expansão, mercado (Lei 1/93; Neves e Pronko, 2008, Souza, 2015; Marx 1994; BM, 1995; Gonçalves, 2015) o modelo de ES moçambicano atual indica que a corrida às instituições públicas e privadas por parte dos estudantes e a consequente busca por diplomas- formação para o trabalho- secundarizou a procura do conhecimento, motivado pela expansão de acesso, assim como pela busca de cursos voltados para as exigências do mercado, geralmente em regime pós-laboral e especificamente, o ES moçambicano tornou-se em um dos lugares importantes da luta de classes para o consenso, mudando a própria educação, pois os mercados são uma das bases para a formação de grupos que perseguem interesses partilhados.Palavras-chave: Ensino superior; Privatização; Mercantilização da educação, Mercadoria. HIGHER EDUCATION IN MOZAMBIQUE: BETWEEN THE STATE AND THE ASTUCTION OF CAPITAL.Abstract Contextualized in educational policies on the privatization of public education, this qualitative article discusses the privatization and commodification of Mozambican higher education as an integral part of a new global political-ideological agreement that validates or legitimizes and compels to certain actions-business and exchange, competition-, nullifying and inhibiting others- equity, social justice, equal distribution of property, valuing relations of private production and its mercantile forms and "utilitarian morality" in the field and educational practice. Using statistical data on the ES (2018), on the literature on ES and expansion, market (Law 1/93, Neves and Pronko, 2008, Souza, 2015; Marx 1994; BM, 1995; Gonçalves, 2015). model of the current Mozambican ES indicates that the race to the public and private institutions by the students and the consequent search for diplomas - training for the work - secondarily the search of the knowledge, motivated by the expansion of access, as well as the search of courses directed to the market demands, particularly in a post-employment regime and specifically, the Mozambican ES has become one of the important places of the class struggle for consensus, changing education itself, since markets are one of the bases for the formation of groups pursuing shared interests. Keywords: Higher education; Privatization; Mercantilization of Education and Merchandise. EDUCACIÓN SUPERIOR EN MOZAMBIQUE: ENTRE EL ESTADO Y LA ASTÚCIA DEL CAPITAL.Resumen En el marco de las políticas educativas sobre la privatización de la educación pública, este artículo de carácter cualitativo discute la privatización y la mercantilización de la enseñanza superior (ES) mozambiqueña, como parte integrante de un nuevo acuerdo global político-ideológico, que valida o legitima y compite en dirección a ciertas acciones-negocio y cambio, competencia-, anulando e inhibiendo otras equidad, justicia social, distribución igual de propiedad-, valorizando relaciones de producción privada y sus formas mercantiles y "moral utilitaria", en el campo y práctica educativa. Utilizando datos estadísticos sobre la ES (2018), de la literatura sobre la ES y expansión, mercado (Ley 1/93, Neves y Pronko, 2008, Souza, 2015, Marx 1994, BM, 1995, Gonçalves, 2015) el modelo de ES mozambiqueño actual indica que la entrada en las instituciones públicas y privadas por parte de los estudiantes, se basa solo en la búsqueda de diplomas- formación para el trabajo- y dejó en segundo la demanda del conocimiento, motivado por la expansión de acceso, así como por la búsqueda de cursos orientados a las exigencias del mercado, generalmente en régimen post-laboral y específicamente, el ES mozambiqueño se ha convertido en uno de los lugares importantes de la lucha de clases para el consenso, cambiando la propia educación, pues los mercados son una de las bases para la formación de grupos que persiguen intereses compartidos. Palabras clave: Enseñanza superior; la privatización; Mercantilización de la educación y Mercancía.

scholarly journals A Média de Utilização das Estratégias pelos Programas de Stricto Sensu das Instituições do Brasil da Área de Administração Pública e de Empresas Ciências Contábeis e Turismo frente aos Cenários Prospectados para o Período de 2019 a 2030

2019 ◽  
Vol 18 (4) ◽  
pp. 535-555
Author(s):  
Henrique César Melo Ribeiro ◽  
Sergio Henrique Arruda Cavalcante Forte
Keyword(s):  
Higher Education ◽  
Private Institutions ◽  
New Professionals ◽  
Public And Private ◽  
Future Scenario ◽  
The Public ◽  
The Social ◽  
Pessimistic Scenario ◽  
Theses And Dissertations

Purpose of the study: List the mean in the scale of utilization of the strategies of the Stricto Sensu Programs of the Higher Education Institutions of Brazil in the Public Administration and Business, Accounting and Tourism area in the scenarios surveyed for the period from 2019 to 2030. Methodology / approach: The scenario methodology suggested by Blanning and Reinig. Originality / Relevance: The postgraduate course presents itself as a necessary source of knowledge creation to meet the emerging demands of companies and society, so the choice to study the higher education sector, highlighting the Stricto Sensu Programs of public and private institutions of Brazil, is due to the relevance that this sector has for Brazil. It is relevant to reflect on the current conditions and contributions and the desirable future scenario for these postgraduates. Main results: As for the use of strategies by scenario, the strategy "to promote the quality of theses and dissertations" was highlighted in the optimistic and realistic scenarios; looking at the pessimistic scenario, the strategy that was in relevance was the reduction of costs.Theoretical / methodological contributions: It is to bring into the agenda strategies that can make important contributions to the institutions and their respective graduate programs in scenarios of uncertainties and challenges due to competitiveness.Social / management contributions: The social insertion is an important criterion for the integration and cooperation of already existing stricto sensu postgraduate programs, mature and or legitimized, with other programs and centers of study of Brazil, contributing emphatically to the promotion of new professionals , especially in the less favored regions of Brazil.

Higher Education and Citizenship in Latin America

2019 ◽  
pp. 218-244
Author(s):  
Pablo Alberto Baisotti
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Comparative Study ◽  
Education System ◽  
Public Policies ◽  
Private Universities ◽  
Government Policies ◽  
Public And Private ◽  
New Institutions ◽  
Social Sectors

In Latin America, public policies were promoted to encourage students to attend university and to create new institutions. However, the resources used for these purposes were scarce, as were those used to promote the integration of students from the most vulnerable social sectors. This research will carry out a comparative study and analysis of the evolution of government policies on education and education for citizenship in Argentina, Brazil, Chile, Mexico, and Peru based on the analysis of two variables: (1) public policies for higher education for citizenship and (2) the reception and impact of these policies on public and private universities and their impact on the education system.

Sign in / Sign up

Export Citation Format

Share Document