PECULIARITIES OF NON-STATE HIGHER SCHOOL DEVELOPMENT IN THE USA AND GREAT BRITAIN

In the era of information systems and digital technologies, the urgency of developing non-state higher education is primarily related to economic progress and the challenges of a risky society. The investigation is devoted to revealing the peculiarities of the development of non-state higher education in the United States and Great Britain.On the basis of historiographical analysis, the degree of elaboration of the selected problem is determined. Using a retrospective analysis of the development of the world educational space, the historical origins of the emergence and formation of non-state higher education institutions in these English-speaking countries, related to the implementation of church, private and public initiatives. With the help of synchronous analysis of the course of innovation processes in higher education, the peculiarities of the development of the non-state higher school in the USA and Great Britain at the present stage are outlined. The method of synthesis summarizes the main advantages and disadvantages of non-state higher institutions in these English-speaking countries, as well as identifies prospects for further research.The importance of church, private and public initiative in the origin and formation of non-state schools in the United States and Great Britain is revealed, the dominance of the non-state higher education sector over the public in terms of quantity and quality of educational services in these countries.There is a growing tendency to popularize and democratize higher education in the context of the implementation of “ideas of free higher education”, primarily due to the spread of the movement for “Enlargement of the University” in the second half of the nineteenth century from Britain and the United States. The role of open universities in providing quality educational services in developed English-speaking countries at the present stage is presented. Keywords: development; non-state higher school; free university; free higher school; internationalization; globalization; massification; democratization; quality of educational services.

ON THE PRE-SERVICE AND IN-SERVICE TRAINING AT THE STATE HIGHER EDUCATION INSTITUTION “UNIVERSITY OF EDUCATIONAL MANAGEMENT” OF NAES OF UKRAINE UNDER THE BLENDED LEARNING

The report presents the implementation of blended learning at the State Higher Education Institution “University of Education Management” of the National Academy of Educational Sciences of Ukraine caused by the priority of forming an innovative environment for pre-service and in-service training. The focus is on introducing online technologies, fundamental changes in approaches to the organization of education at the University with appropriate methodological approaches and models. The following components of the organization of the educational process are presented: organizational (regulatory framework, technological support, material and technical base, creation of digital workplaces, mastering digital technologies by lecturers and students, mastering necessary competencies by academic staff, content creation for training programs); methodical (flipped classroom model, use of online courses, educational and methodical support, author’s courses, academic mobility); technological (learning platforms, digital tools). Pre-service and in-service training under the blended learning in the system of formal, non-formal, and informal education by creating a unified educational and digital ecosystem is analyzed. The organization of in-service training at the “Ukrainian Open University” based on the cloud technologies in the non-formal education system is described. The results of monitoring key indicators of the educational environment are presented.

Brazil’s National System for the Evaluation of Higher Education: Context, Challenges and Perspectives

This article discusses the implementation of the National System for the Evaluation of Higher Education (SINAES) from its inception in 2004 to present times, giving special attention to advances achieved and to the challenges that must be met in the near future. After a discussion of higher education quality assurance from an international perspective, the text examines adjustments that have been made to operationalize the implementation of the SINAES model and then emphasizes the importance of improving the self-evaluation component of the System. The article concludes by addressing the challenges that must still be met, such as the inclusion within SINAES of state higher education systems, the improvement of indicators and external evaluators, the effective utilization evaluation results, the need to distinguish evaluation processes from regulation policies, and the possibility of transforming the existing framework into a multidimensional evaluation model.

Political appointees vs. elected officials: Examining how the selection mechanism for state governing agency board members influences responsiveness to stakeholders in higher education policy-making

Through an exploratory comparative case study of two U.S. states (Georgia and Nevada), this study investigates how the selection mechanism to state higher education governing agency boards influences the responsiveness of board members to stakeholders and their role in the policy-making process. Framed around the recent national policy agenda to improve postsecondary degree attainment and college completion, findings suggest that state agency board members in both states prioritized the opinions, insights, and goals of the state governor and governing agency staff, regardless of selection mechanism. However, for more localized issues and on-the-ground decision-making, stakeholders formally involved in the day-to-day operation of higher education, such as administrators, faculty, and students, serve a larger role, though this influence can be mediated by the selection mechanism of board members.

Social Perception on New Normal (Case Study on Millennial Generations at North Sulawesi Indonesia)

The purpose of this study is to explore the social perceptions of the millennial generation in implementing the adaptation of new habits during the Covid-19 pandemic. This research was conducted using descriptive quantitative research methods. The online survey was selected using the google form application. The data were taken from 400 respondents of State Higher Education (PTN) students in North Sulawesi as representatives of the millennial generation. The google form application is used to distribute questionnaires to target respondents. From the results of this survey, it can be explained that when the COVID-19 pandemic in the North Sulawesi millennial generation responded by perceiving several things that had been conveyed. Millennial generation respondents indicate that the level of millennial optimism for the sustainability of this life is well felt. Respondents positively respond to an optimistic attitude that routine millennial activities can still be carried out during the Covid-19 pandemic. Millennials in North Sulawesi also believe that the central and local governments can handle this pandemic.

A research on transformation of social wellbeing and life attitudes in students from the occupied territories and the demarcation line at relocated higher education institutions from the east of Ukraine

We connect the urgency of the article with the preservation of the integrity of Ukraine in the conditions of military conflict. The article describes the research on transformation of the current state of social wellbeing and life attitudes in students from the occupied territories of Ukraine under conditions of relocated higher education institutions. The goal: to study the transformation in social wellbeing and life attitudes in the mentioned strata of students under conditions of operation of a relocated state higher education institution. The methods: analysis, synthesis, generalization, specification, systematizing, comparison, documentation study, interviewing, mathematics statistics methods. Scientific novelty: theoretical foundations and the essence of reintegration of such students, as well as the measures are determined that facilitate it: information and explanatory work, socio-educational, psychological, pedagogical, socio-economic, and legal ones. It is proved that national-oriented upbringing is the priority in successful reintegration on condition of solving students' problems. The results: the efficiency in the use of the mentioned measures is proved by transformational changes related to overcoming the imbalance between the social wellbeing indicators (the level of life satisfaction, interest in life, general mood) and life attitudes (focus on process, result, freedom) of such students.

Can We Buy Virtue? Implications from State University Funding On Musical Instrument Performance Teacher Mandate

Recent world developments have put a strain on the humanities in general, and higher education music performance study degree-programmes in particular. In an educational system currently promoting consumer-product relationships where the music performance teacher is very much accountable for the students’ development into professional musicians and, recently, also sustainable world citizens, we must give more attention to what, whom and why we educate? This chapter is an armchair analytical philosophical continuation of a paper published elsewhere (Rolfhamre, 2020). Taking the lead from Julia Annas’ (2011) virtue-as-skill, I will, here, elaborate on what implications the Norwegian state higher education funding system may have on the higher education music performance teacher’s perceived mandate from the perspectives of music pedagogy, rhetoric and virtue ethics. First, I pursue three different usages of the verb “to buy” to exemplify why I find the chapter’s title to be relevant and valid. This sets the premises for the following turn to rhetoric to highlight the starting point’s persuasive functions and incentives. Subsequently, I briefly relate the argument to Butlerian performativity to emphasise its relation to normativity, inclusion-exclusion and the theoretical possibility of “breaking free”. From this position, I draw on Aristotelian phronesis, mainly through the position held by Hansen (2007) to sketch up an ecology in which I ask how this all affects the teacher’s mandate?

The Effect of Large-scale Performance-Based Funding in Higher Education

The use of performance-based funding that ties state higher education appropriations to performance metrics has increased dramatically in recent years, but most programs place at stake a small percent of overall funding. We analyze the effect of two notable exceptions—Ohio and Tennessee—where nearly all state funding is tied to performance measures. Using a difference-in-differences identification strategy along with a synthetic control approach, we find no evidence that these programs improve key academic outcomes.