Suchergebnisse

During the 1980s, most European countries underwent substantial changes in their economic and educational systems. During the period it became clear that the discussions were going to be centered around the rapid changes being experienced by the higher education systems in practically all the countries of the region in their attempts to adapt themselves to new socio-economic conditions. In particular, much stress was given to the need to arrive at a clearer understanding of the diversification processes which were currently taking place in various higher education systems and of the combinations of factors which lead to such diversification. This book aims to discuss the features, the causes, and the national experiences of the ongoing processes of adaptation of higher education to changing societal needs and diversification of processes that were exerting similar influences on different national systems of higher education in European countries. ; UNESCO European Centre for Higher Education

New York States higher education institutions educate over 1.2 million students. The State University of New York (SUNY) and the City University of New York (CUNY) administer 47 four-year colleges and graduate schools that provide more than 410,000 full- and part-time students with an array of undergraduate, graduate, and first professional educational opportunities. SUNY and CUNY also support 37 community colleges, serving nearly 309,000 students. In addition, 517,000 students attend the more than 100 private colleges and universities across the State. Over the past 10 years, enrollment at New Yorks public and private higher education institutions has increased by 6%. This report provides record overall funding for the States institutes of higher education and includes strategic investments that will help New Yorkers develop the tools and skills they need in the 21st century economy. ; New York State of Opportunity, Division of the Budget

Johan Olsen, a well known expert on higher education, asked the following question: "Is Europeanization as disappointing a term as it is fashionable? Should it be abandoned or is it useful for understanding European transformations? It is our assessment that the concept of Europeanization is rather useful, despite being occasionally vague. In fact, its vagueness contributes to the flexibility which the EU member states want to maintain, while they try to achieve common goals through coordination and a process free from regulation and supranational decision-making. The freedom, autonomy and diversity of European higher education have helped the development of one of the most successful and the best-performing systems of higher education worldwide. In only three years, there will be a European Higher Education Area. Present day achievements in higher education are the building blocks of tomorrow's common EHEA. Europeanization is paving the way, we should maintain it and continue with it.

In this paper, it is pointed out that from the time immemorial man is searching ways and means for autonomy, maybe in such matters as spiritual, political, social reformation, discoveries, invention, etc. Autonomy in education is expected to achieve autonomy in other areas of real-life, worldly affairs. In India, the buzz word since the last two decades is autonomy in higher education. We have several models in higher education found and established in Post Graduate (PG) programmes of University, Indian Institute of Technology ( IIT) or Indian Institute of Management ( IIM). These institutions one-way or the other imbibe some elements of autonomy in education. A brief literature review presents some concepts of autonomy and their scope of implementation as perceived worldwide. It is pointed out that the concept of autonomy is being tried out since many decades and researchers have made some proposals to have a better perception of autonomy. An overview of autonomy in higher education in India is presented, as viewed either by UGC or Vice-Chancellors. The author has proposed that a teacher (referred to as a roaming university) is the first link in education chain to be autonomous in a real sense followed by autonomy at such levels as university/institution, management, regulatory bodies, and then at the national level. The author has made some suggestions for each level for inculcating autonomy. For instance, some suggestions are clear national policy, least regulations, reformulation of laws, autonomous management, autonomous institutions awarding degrees, five years teacher's tenure, lean system, etc. The article will be of interest to all autonomous personnel concerned.

Text from van Zanten A., Legavre A. "Engineering access to higher education through higher education fairs", in Goastellec G., Picard F. (ed.) The Roles of Higher Education and Research in the Fabric of Societies, Leuven, Sense Publishers, 2014 (in press). Transition to higher education is a major social process. This transition has been mostly studied by French sociologists of education and higher education from perspectives focusing predominantly on the role of the socio-economic status, academic profiles and different tracks followed by secondary school students (Merle 1996, Duru-Bellat and Kieffer 2008, Convert 2010), and, to a lesser extent, on the types of secondary schools attended (Duru-Bellat and Mingat 1998, Nakhili 2005) and the local higher education provision (Berthet et al. 2010, Orange 2013). Although these structural determinants play a major role in explaining significant regularities, they provide more powerful explanations for individuals representing the extremes of the different variables considered, leaving room for the influence of other major factors for those students in intermediate situations. In addition, even in the case of students occupying extreme positions, structural perspectives better explain the distribution of students between different higher education tracks than they do between institutions and disciplines. In this chapter, we adopt a perspective that we see as complementary to and interacting with the perspective centred on structural determinants by focusing on the role of the devices that mediate the exchanges between students and higher education institutions, and more specifically on one device: higher education fairs. Our purpose in doing so is not only to document how these various devices frame, in ways that remain largely unexplored by researchers, exchanges between providers and consumers of higher education but also to point out - and further explore in future publications - how these devices, and the specific features of fairs, contribute to the reproduction and transformation of educational inequalities in access to higher education (Benninghoff et al. 2012).

Text from van Zanten A., Legavre A. "Engineering access to higher education through higher education fairs", in Goastellec G., Picard F. (ed.) The Roles of Higher Education and Research in the Fabric of Societies, Leuven, Sense Publishers, 2014 (in press). Transition to higher education is a major social process. This transition has been mostly studied by French sociologists of education and higher education from perspectives focusing predominantly on the role of the socio-economic status, academic profiles and different tracks followed by secondary school students (Merle 1996, Duru-Bellat and Kieffer 2008, Convert 2010), and, to a lesser extent, on the types of secondary schools attended (Duru-Bellat and Mingat 1998, Nakhili 2005) and the local higher education provision (Berthet et al. 2010, Orange 2013). Although these structural determinants play a major role in explaining significant regularities, they provide more powerful explanations for individuals representing the extremes of the different variables considered, leaving room for the influence of other major factors for those students in intermediate situations. In addition, even in the case of students occupying extreme positions, structural perspectives better explain the distribution of students between different higher education tracks than they do between institutions and disciplines. In this chapter, we adopt a perspective that we see as complementary to and interacting with the perspective centred on structural determinants by focusing on the role of the devices that mediate the exchanges between students and higher education institutions, and more specifically on one device: higher education fairs. Our purpose in doing so is not only to document how these various devices frame, in ways that remain largely unexplored by researchers, exchanges between providers and consumers of higher education but also to point out - and further explore in future publications - how these devices, and the specific features of fairs, contribute to the reproduction ...

Review of the literature: p. 155-161 ; Bibliography: p. 162-170 ; Mode of access: Internet.

If there is a crisis in higher education today, how should we respond to it? The polar opposite answers are, either better technical education that would prepare graduates for immediate successful employment; or a broad humanities and social science education, preparing graduates for leadership in democratic societies. Without taking sides in this multi-position debate, I try to show here how both extremes, rightly understood, can contribute to the improvement of democratic societies today.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

1. Higher education; historical sketch.--2. Philosophy & letters.--3. Doctorate of laws & of notary.--4. Physical, mathematical, & natural sciences.--5. Medicine, surgery, & midwifery, pharmacy.--6. Technical schools.--7. Special scientific diploma.--8. Political, social & administrative sciences.--9. Commercial & consular sciences.--10. Geography.--11. Geological engineer.--12. Art & archeology. ; Mode of access: Internet.

"Public Law 102-325." ; "July 23, 1992, (S. 1150)"--P. [1]. ; Shipping list no.: 92-0483-P. ; Caption title: An Act to Reauthorize the Higher Education Act of 1965, and for Other Purposes. ; Mode of access: Internet.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.