Insights on student leadership using social dream drawing: Six propositions for the transformation role of South African student leaders

Background: Student leadership is central to the South African transformation agenda in higher education. Even so the understanding of student leadership, especially regarding its purpose and its implementation varies across contexts.Aim: This article aims to present propositions for student leadership practice considering the current diverse and often fragmented understanding of student leadership. Such propositions should aid the formation of a streamlined multi-levelled and systemic co-curriculum for student leadership that equips student leaders for their significant transformation task.Setting: The study was conducted in a South African higher education institution within the associated Student Affairs department. The university where data was collected is referred to as a historically White university.Methods: Social dream drawing was utilised to elicit data that enabled insights into student leadership. The data was analysed by pluralistically fusing discourse analysis with a psychodynamic interpretation.Results: The findings reveal a preoccupation in student leadership with South African historical narratives and the implications thereof for the present, and future, of the country. Additionally, student leaders indicated that there are complex psychological implications that result from their leadership experiences. Six propositions for student leadership are presented.Conclusion: The insights gained from the research study have the potential to contribute positively to higher education legislation and student development practice, particularly regarding the psychological conflicts that student leaders experience, and to the possible ways to resolve these. Because student leaders are key to the transformation agenda in South Africa, these insights can contribute directly towards their suitability in fulfilling this role.

University Social Responsibility and The Control Mechanisms of The Ministry of Education from A Systemic View

This article aims to analyze whether University Social Responsibilities - USR is regulated in the control mechanisms that inspect and allow the opening and continuity of a Higher Education Institution, making an analysis as to whether the MEC assessment instruments are efficient in the implementation of a socially responsible organizational culture, having as a reference the systemic view, which allows a macro analysis from the legal side. It is a qualitative research, where the documentation of the Higher Education legislation was analyzed, using techniques to understand the object of study in its entirety, but whose raw material is the legislation that deals with the evaluation systems and the Instruments for Assessment of Accreditation of an HEI and course. The importance of this research is due to the fact that it performs an analysis to find out how USR is inserted in the legislation, and that the absence of a clear and objective legislation, make the HEIs comply only with what is required by law, that is, the minimum , and in accordance with legislation.

Slovak System of Higher Education in its Connection to Society’s Transformations: Transition from Medieval Times to XXI Century European Integration

The article represents an attempt to investigate the development of the national higher education system of Slovak Republic (as part of former Czechoslovakia) starting from the first known data of the medieval times up to the beginning of the XXI century when the period of intense Europeanization and internationalization started. Considerable attention has also been paid to the development of higher education in Slovak Republic after 1989 with the emphasis on relevant legislation, students’ enrollment numbers, overall institutional setting. The aim of the paper is to present theoretical review of the Slovak national higher education system development as determined by the processes of socio-political transformations in the country, including the final stage integration to the European Union and European Higher Education Area (EHEA). Theoretical provisions of the paper are supported with relevant statistical data on the number of higher education institutions and the number of students, including the number of those who participate in mobility schemes within EHEA (statistical indicators are gender-sensitive). Attention has also been paid to development of the country’s higher education legislation system after the so-called disintegration of Czechoslovakia to Czech and Slovak Republics, which allowed for the establishment and development of private sector within national higher education system. The research is based on the comprehensive analysis of original sources – open-accessed national legal framework for higher education, as well as theoretical and practical research works by Slovak scholars. The topicality of research is determined by the similarity of the Slovak and Ukrainian national systems of higher education at the end of the XX century, which allows to state that consideration of the Slovak context is relevant to the current reforming Ukrainian national higher education system.

O ensino e a prática da enfermagem cearense: implicações da lei 775 de 1949

Resumo: O artigo objetivou analisar as implicações da Lei nº 775, de 6 de agosto de 1949 no ensino e na prática da enfermagem cearense. Optou-se pela História Cultural como referencial teórico-metodológico. Quatro professoras Enfermeiras da EESVP participaram do estudo. A coleta de informações foi de novembro de 2015 a janeiro de 2017. O artigo sustenta que a situação embrionária da formação e prática da enfermeira cearense, no período de 1949-1961, instala uma crise na profissão, na medida em que dois ocupacionais passam a ter o mesmo objeto de trabalho, no caso o cuidado. Assim, há o reconhecimento de uma só imagem e identificação de uma só profissão, especialmente pelo paciente. A projeção de uma única imagem implica diretamente na identidade da Enfermeira, assim como em seus espaços de prática e poder. Logo, constata-se a necessidade de conhecer a história da profissão para entender aonde se chegou ou aonde se chegará.Palavras-chave: Enfermeiras e Enfermeiros; Educação Superior; Legislação; Auxiliar de Enfermagem. The teaching and practice of nursing cearense: implications of the law 775 of 1949Abstract: The article aimed to analyze the implications of Law No. 775, of August 6, 1949 in the Teaching and practice of Cearense Nursing. Cultural history was chosen as a theoretical-methodological framework. Four EESVP nurse teachers participated in the study. The period of information collection was from November 2015 to January 2017. The article maintains that the embryonic situation of the education and practice of the nurse in Ceará, in the period of 1949-1961, installs a crisis in the profession, in that two occupational conditions start to have the same object of work, in the case of care. Thus, there is the recognition of a single image and identification of a single profession, especially by the patient. The projection of a single image implies directly in the identity of the nurse, as well as in their spaces of practice and power. Thus, we see the need to know the history of the profession to understand where it has arrived or where it will arrive.Keywords: Nurses and nurses; Higher education; Legislation; Nursing Assistant.

Implementation of extension in the technology and production area within professional discipline of engineering in the form of workshop

The implementation of the extension in the engineering course complies with the Brazilian government's directive for the implementation of extension in the Brazilian undergraduate courses. The objective of this article is to describe the implementation of extension activities in the area of technology and production in a module of professional discipline of an engineering course in a Brazilian federal university in the form of workshops in the field of technology and production. We did a participatory action research in which it was tried to meet the new requirements of Higher Education legislation in relation to the 10% extension that should be included in the higher courses. We did this research on a degree in engineering course. The results were auspicious, enabling compliance with the legal requirements and the satisfaction of the local academic community.

The Significance of the Learner Profile in Recognition of Prior Learning

Recognition of prior learning (RPL) is based on the principle that valuable learning, worthy of recognition, takes place outside formal education. In the context of higher education, legislation provides an enabling framework for the implementation of RPL. However, RPL will only gain its rightful position if it can ensure the RPL candidates’ success. Hence, the purpose of this study is to describe the significance of the learner profile of candidates. In this study, empirical research was conducted, which entailed the analysis of RPL candidates’ life stories as narratives. The findings illuminated specific characteristics of RPL candidates in terms of personal attributes, learning contexts, knowledge, and skills gained through a process of personal development. The conclusion is that this calls for an RPL approach that explicitly considers the significance of the profile at learner, practitioner, and institutional level.