Competence-oriented approach in the system of higher education: history, current state and development prospects

The monograph analyzes the specificity of the historical formation of a competence-oriented approach abroad and in Russia, discusses the features of assessing the level of formation of students 'competencies in domestic and foreign universities, examines the problems of certification and forecasts the development trends of the system of assessing students' competencies. The paper presents the competence model of vocational training of students, future graduates of higher education institutions. The monograph is intended for a wide range of readers, teachers, students, post-graduate students who are interested in the problems of a competence-oriented approach to learning in the educational space of higher education.

We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education

Aim/Purpose: Black contributions to higher education are frequently marginalized by some of the field’s most commonly cited historians. The purpose of this conceptual paper is threefold: to demarginalize the role of Black Americans within the higher education history narrative; to demonstrate the need to reconsider the course reading selections used to facilitate learning in this area; and, to emphasize the importance of higher education history as vehicle for understanding current issues across the postsecondary landscape. Background: Sanitized historical accounts often shape Higher Education and Student Affairs students’ learning of the history of American higher education. This is important due to the role historical knowledge plays in understanding current issues across the postsecondary landscape. Methodology: This conceptual paper juxtaposes commonly used higher education history texts against works that center Black higher education history. Elements of Critical Race Theory (CRT) frame this paper and serve as an analytic tool to disrupt master narratives from seminal history of higher education sources. Contribution: This paper contributes to literature on the history of higher education and offers considerations for the implications of course reading selections. Findings: We found that countering the master narratives shows how our contemporary experience has been shaped by colonial processes and how the historical role of Black Americans in higher education is often minimized. Recommendations for Practitioners: Citing how higher education and student affairs instructors’ choices around scholarship have implications for classroom learning and for the future of research and practice, this work recommends diversifying history of higher education course reading selections to help students gain better understanding of the historical impact of white supremacy, systemic oppression, and racism on postsecondary education. Future Research: Further research is needed to understand the impact of course reading selections on HESA student learning and empirically identify frequencies of text usage in history of higher education classrooms

30 anos de encontros nacionais de docentes de terapia ocupacional: 1986-2016 / 30 years of National Meetings of Occupational Therapy Lecturers: 1986-2016

A equipe do Grupo de Pesquisa Terapia Ocupacional: Memórias, Histórias e Fundamentos (CNPq, 2015) vem trabalhando para organizar e sistematizar materiais e documentos que integrem a história da terapia ocupacional brasileira, ampliando fontes primárias e secundárias nesse âmbito, a fim de apreender, dentre outros objetivos, o processo de institucionalização acadêmica da terapia ocupacional no Brasil. Entre 2015 e 2016, uma parte dessas atividades se voltou para os percursos em torno do evento Encontro Nacional de Docentes de Terapia Ocupacional -- ENDTO, que, em linhas gerais, vem promovendo a discussão coletiva do ensino de terapia ocupacional no país e, portanto, reverbera parte da história da referida institucionalização. Em 2016, por ocasião do preparo de uma conferência a ser realizada no XV ENDTO, as autoras se debruçaram sobre os documentos, materiais de divulgação, fotos, textos publicados reunidos e, também, apoiando-se na narrativa de uma história da qual participaram de diversas maneiras e em momentos diferentes, perseguiram o objetivo de contar e registar a trajetória dos 30 anos desde a realização do I ENDTO, em 1986. Neste texto, expõe-se uma narrativa dessa trajetória e o registro imagético de parte das fontes reunidas. Trata-se de um patrimônio coletivo da área de terapia ocupacional no Brasil a ser documentado e partilhado com os que fizeram e com os que continuam fazendo essa história. AbstractThe team of the research group “Occupational Therapy: Memories, Histories and Foundations” (CNPq, 2015) has been working to organize and systematize materials and documents that integrate the Brazilian occupational therapy story, expanding primary and secondary sources. Among other objectives the aim is to comprehend the occupational therapy academic institutionalization in Brazil. Part of the activities, between 2015 and 2016, has been directed to the event “The National Meeting of Occupational Therapy Lecturers”, which, in general lines, promotes a collective discussion about teaching occupational therapy in the country and due to that echoes part of the referred history of its institutionalization. In 2016, preparing a conference held at the XV National Meeting of Occupational Therapy Lecturers, the authors looked over a collection of documents, diffusion material, photos and published texts. They are based on the narrative of a history which they have been witnesses in many different ways and moments. The objective was to present and register the trajectory of the thirty years of the Lecturers National Meetings, since the first edition in 1986. In this paper the narrative of this trajectory and registered images from some sources are exposed. That is a collective treasury of occupational therapy in Brazil which needed to be documented and shared with those who participated and those who still continue making this history.Keywords: Brazil; Higher education; History; Memories; Occupational therapy.

Confronting the Racial-Colonial Foundations of US Higher Education

Aim/Purpose: This paper invites readers to engage with analyses that diagnose the racial-colonial foundations of US universities as the root cause of many contemporary higher education challenges. To do so, it traces the “underside” of violence that subsidized three moments in US higher education history: the colonial era; land-grant legislation; and the post-War “golden age.” I argue that confronting these foundational violences, and our complicity in them, is a necessary part of any effort to unravel the harmful inherited patterns of representation, relationship, and resource distribution that continue to shape the present. Methodology: This conceptual article reads mainstream histories of US higher education against the grain, and in conversation with critiques offered by decolonial and critical ethnic studies, in an effort to address the historical and ongoing racial-colonial conditions of possibility for our institutions. Contribution: This paper contributes to scholarship on the foundations of higher education by inviting engagements with often-disavowed dimensions of those foundations. Findings: Many of US higher education’s greatest achievements have not merely happened alongside, but have also been subsidized by racial-colonial dispossession. The fact that the higher education field rarely addresses these entangled histories may not be primarily due to a lack of information, but rather due to strong affective, material, and intellectual investments in the continuation of existing systems. Recommendations for Practitioners: In addition to pluralizing our analyses of higher education’s foundations, scholars and practitioners will need to grapple with the difficulties and discomforts of facing up to the contemporary implications of those foundations. Recommendation for Researchers: As for practitioners, in addition to pluralizing our analyses of higher education’s foundations, scholars and practitioners will need to grapple with the difficulties and discomforts of facing up to the contemporary implications of those foundations. Future Research: With regard to both the ethical imperatives and political efficacy of responding to contemporary challenges, further research is needed that traces both the continuities and disjunctures between the past and the present of higher education.