Suchergebnisse

OPINION POLL DATA IN CANADA & THE US ARE PROVIDED FROM 1940-1971, THAT ADDRESS THE TRADITIONAL QUESTION OF THE RELATION BETWEEN SOCIAL INEQUALITY, NATIONALISM, & INTERNATIONAL INTEGRATION. INTERPRETING SOCIAL INEQUALITY AS ETHNIC GROUP STATUS & POSITION IN THE SOCIAL STRATIFICATION HIERARCHY, 2 CENTRAL HYPOTHESES ARE TESTED: (1) THAT FRENCH CANADIANS & MEMBERS OF THE 'THIRD FORCE' IN CANADA WILL FAVOR THE POLITICAL, ECONOMIC, SOCIOCULTURAL, & MILITARY UNION OF CANADA & THE US MORE THAN ENGLISH CANADIANS, & (2) THAT CANADIANS & AMERICANS WITH LOW SS--DEFINED IN TERMS OF EDUCATION, OCCUPATION, & INCOME--WILL SUPPORT CANADIAN-AMERICAN INTEGRATION ALONG THE ABOVE 4 DIMENSIONS MORE THAN PERSONS WITH HS. BROAD SUPPORT IS FOUND FOR THE HYPOTHESES RELATING TO POLITICAL INTEGRATION, WITH CONTRADICTORY FINDINGS FOR THE HYPOTHESES RELATING TO ECONOMIC, SOCIOCULTURAL, & MILITARY INTEGRATION. OVERALL, AMERICANS SUPPORT INTEGRATION TWICE AS MUCH AS DO CANADIANS. OVER TIME, CANADIANS HAVE DECREASED THEIR LEVEL OF SUPPORT FOR INTEGRATION. 2 TABLES. AA.

The United States experienced a period of rapid higher education expansion between the mid-1940s and mid-1970s. Although this expansion likely improved the health of people able to take advantage of new education opportunities, expansion may have also intensified health inequalities between college-educated and non-college-educated people (1) through the compositional change in the relative (dis)advantage of these groups, (2) through the displacement of non-college-educated people in a more competitive post-expansion labor market, and (3) by increasing health returns to a college degree. Our analyses, rooted in a counterfactual perspective, draw on data from the Health and Retirement Study that spans birth cohorts who came of age before and after the period of expansion, allowing us to differentiate people who earned a degree because of expansion but would not otherwise (conditional-earners) from people who would or would not have earned a degree regardless of expansion (always-earners and never-earners, respectively). Comparing changes in the health of these three groups before and after education expansion permits us to individually evaluate how compositional change, displacement, and increasing returns to education exacerbated health inequalities. Our findings suggest that education expansion improved the health of conditional-earners and magnified health inequalities through the mechanism of displacement.

Higher Education is a very important zone for short and long term economic growth and development of human resource which can take responsibility for social, economic and scientific development of the country. Karnataka is currently at the stage of demographic transition where population growth is slowing down but, the population of young people entering the labor force continues to expand. This young and large population should be educated for the betterment of the nation. The Government has given the required thrust to the higher education sector by initiating various plans and committees. To achieve this, the enrolments need to be substantially raised in Universities/Colleges to reach the target by 2011–12.

The overwhelming negativity towards neoliberalism has focused on policies that have reduced academic life to strictly corporate terms and how the customer education model has led to the demise of civic and democratic values. Following Western universities' models, Korean education has adopted the same values and policies, inheriting the subsequent issues and problems that lie therein. This paper continues the call for resisting neoliberalism by exposing its negative impact on the acculturation experiences of international students in Korea. The study participants used transactional language to describe their feelings of marginalization and invisibility and the impoverished ways their host university treated them. Utilizing a qualitative case study methodology set within the framework of neoliberalism, this paper documents how neoliberal policies have been ideologically ingrained in Korean higher education. It highlights the necessity of reforming current policies to deter acculturative stress. It is hoped that the findings inspire resistance to the neoliberal ideology that Korean policymakers have subconsciously followed.

Received: 23 December 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

AbstractHalf of refugee children attend primary school and 22 per cent attend secondary school, yet only 3 per cent have access to higher education. When higher education efforts do exist, they often ignore common barriers refugees face in accessing it: cost, connectivity, lack of a power source, and access to devices, among others. Arizona State University's Education for Humanity team piloted a programme to address this lack of access and associated barriers. Using a solar-powered, offline technology that emits a Wi-Fi hotspot, the team implemented a university-level course in Nakivale Settlement, Uganda. This article presents the results and findings from this pilot programme.