A implantação do Reuni na UFF: ampliação de direitos ou precarização do ensino superior?

Most scholars of higher education agree that Brazil has the most ambitious affirmative action policies of any country in the world. News is spreading that Brazil’s federal quota policies for affirmative action in undergraduate education, which reserve half of all seats in all courses of study at federal universities for students from Brazil’s infamously poor, and poor-serving, public high schools, are not only hugely ambitious but, as research is beginning to show, hugely effective. However, the country is not moving in a monolithic way toward greater equity in access to higher education. When one looks beyond the federal university policies, the picture becomes much more complicated. First, only 26 percent of all students in higher education in Brazil studied at public universities in 2013, while 74 percent studied in private universities, both nonprofit and for-profit. Of those in public universities, 59 percent are at federal universities, 31 percent at state universities, and 10 percent at municipal universities. Placed in the overall context of Brazilian higher education, this means that only 15.5 percent of all students study at federal universities, which is the only sector with a comprehensive affirmative action law. Therefore, the world’s most ambitious affirmative action policy applies to only a small percentage of all undergraduate students in higher education in Brazil (INEP/MEC 2013).

The reasons, mechanisms and consequences of transformations of higher electrical engineering education in Russia are considered. The transformations are analyzed in socio-historical and economic aspects. Extensive mechanisms of higher education transformations connected with a growing number of students and higher schools, and with the fact that new classes and strata of the society are involved in education are considered along with intensive mechanisms related to reformatting the education system itself: joining the Bologna Process or commencing the education digitalization process. The effect the economic factors have on the transformation of education under the conditions of increasing the expenditures for it (during the Nicholas and Stalin rises) and reducing them in the 1990s is pointed out. The bureaucratization and its influence on the electrical education environment are specially noted. The transformations of education in the 21st century and, above all, its digitalization are subjected to a special analysis. The US practices of analyzing higher education are given. It is concluded that the transformations of higher education are natural stages and mechanisms of its development.

Over 36 years of implementing renovation and integration, Vietnamese higher education has achieved important results, contributing to the socio-economic development of Vietnam. From the philosophical approach, social philosophy, philosophy of education, through the research and analysis of documents of previous studies and other related documents, the article analyzes and clarifies the basic content related to digital transformation in higher education in Vietnam today. The result shows that to adapt to the changes and impacts of science and technology and the 4.0 industrial revolution, the Government of Vietnam has determined to develop digital transformation in general and higher education in particular. The process of applying digital transformation in higher education in the current stage of Vietnam today also encounters barriers and challenges, including Conditions for ensuring the quality and the quality of the assessment; The process of completing legal documents and internal regulations of higher education institutions; Habits of educational administrators, lecturers, and employees in higher education institutions; The data obtained by higher education institutions is sometimes inaccurate and unreliable, forcing leaders in higher education institutions to make strategic forecasts and implement new educational measures to be able to receive continuous, fast, accurate and structured data; System adaptability; The process of approaching digital transformation at local higher education institutions faces many difficulties; A comprehensive change from reallocation of job responsibilities, goals, strategies, roles in higher education institutions; The establishment of a digital culture in the foundation. The article also offers solutions to develop digital transformation in higher education in Vietnam today. The study also points out the basic solutions to develop digital transformation in higher education in Vietnam today, which are expressed through raising awareness and determination about digital transformation, considering human the center, selecting and applying technology, and improving the legal system, policies, and regulations on digital transformation in higher education.

Digital transformation is a critical continuum that significantly reshapes the management processes, operational functions, and educational methods of higher education institutions (HEIs). As such, effectively managing digital transformation processes in these institutions is crucial. This study aims to investigate the challenges faced during digital transformation in higher education and the role of digital leadership in addressing these challenges. Data for this research were collected from articles focused on digital leadership and digital transformation in higher education, indexed in the Web of Science (WOS) and Scopus databases, and analyzed using the systematic literature review method. The findings reveal that the main obstacles to digital transformation in higher education include deficiencies in technological infrastructure, lack of digital skills and competencies, financial limitations, and resistance to change. Moreover, it was found that digital leadership plays an essential role in navigating the digital transformation process. The study also highlights several strategies that can be employed to overcome these challenges, such as improving internal communication, fostering a culture of innovation, and enhancing digital literacy training. By providing insights into the effective management of digital transformation in higher education, this study aims to assist educational institutions in adapting more effectively to emerging technological, managerial, and educational needs.

This article presents the results of broad research developed by a group of Brazilian scholars to make an assessment of affirmative action policies in admissions to higher education in Brazil, namely the quota legislation in place since 2012, which reserves places for lower-income, Afro-Brazilians and indigenous students in federal universities. The research has been developed through a combination of methods including analysis of secondary data, case studies in six federal universities, and interviews with university leadership and faculty members. The article presents the main results of the study, including the effect of quota legislation in diversifying the profile of higher education students in the last decade. It shows that a significant proportion of Afro-Brazilian students have been able to access good-quality higher education because of this legislation. The article concludes by presenting some challenges faced by quota students in federal universities, especially related to student support policies and a sense of belonging. It also presents recommendations to improve these policies.

Digital transformation in higher education has become a common trend in the pursuit of a sustainable education system in the future. This trend fosters higher education institutions to implement teaching, learning and research activities in an innovative and creative way. Globally, universities are making efforts to boost digital transformation application as a way to maintain their competitive advantages. This literature review aims to discuss digital transformation in global higher education, elaborate types of digital transformation, digital transformation frameworks for universities and put forth implications for Vietnamese higher education. It is hoped that this paper will provide insights into digital transformation in higher education in the world so that educators, policy makers and university leaders can collaborate and take proper actions to enhance the effectiveness of digital transformation application.

The implementation of digital transformation has been carried out in various industrial sectors, including the higher education sector. Many countries have considered changing their education system by doing digital transformation. Although digital transformation has the potential to improve the education system, developing countries still find it difficult to reap the benefits caused by certain barriers. The purpose of this study is to investigate the barriers faced when implementing digital transformation in higher education, in this case in Indonesia. The results of the questionnaire survey ensured that of the twenty-two barriers identified based on a literature review, eleven barriers significantly affecting the implementation of digital transformation in Indonesian higher education. This study contributes by revealing initial set barriers of digital transformation in the higher education sector. The findings of this study will help identify barriers that influence the direction of decision strategies for implementing digital transformation in higher education institutions in Indonesia.

This article presents an unusual concrete insight to African higher education transformation. The purpose is to examine the roles of African women mainly Charlotte Maxeke, a South African, in the transformation of higher education and to identify the legacy these transformation offerings translate into for women. It is organized as follows: first, the origin of transformation in higher education systems to global massification of education in the background section is traced. Second, in an attempt to understand as a means of examining the roles of women in the transformation of higher education, existing literature as evidence is engaged. Two crucial issues—challenges for African higher education transformation and women’s role in higher education development in Africa—were reviewed analytically toward transformation of higher education. Third, empowerment theory, as suitable theory for the reasonable accomplishment of the purpose of this article, is presented. Last, the theory was applied to the discussions justifying the conclusion. The methodology used is both descriptive and exploratory. The article divulges that women had always being fanatical about empowerment of themselves and others because women had at some points in history contributed to developmental alterations of African higher education given their enormous offerings or contributions. Obviously, as revealed in this article, while risking their lives in an Apartheid/colonial regime where death could visit anyone who opposes the government at any time, their offerings or roles include financial commitment; empowerment advocacy and knowledge enchanting.

O estudo analisa o processo de expansão da educação superior no Brasil nas últimas três décadas, com especial atenção para o período que cobre os governos Fernando Henrique Cardoso e Luis Inácio Lula da Silva. Examinam-se as seguintes questões: podemos afirmar que o Brasil contemporâneo produziu um sistema de massa? Se sim, como e por meio de que políticas têm se processado a mudança para o sistema de educação superior de massa? Para analisar tal problemática nos apoiamos principalmente na perspectiva teórica desenvolvida por Trow e nos dados estatísticos gerados pelo Censo da Educação Superior e pelo Instituto Brasileiro de Geografia e Estatística. A principal linha de argumentação gira em torno da transformação da educação superior em "sistema de massa", indicando fases de crescimento, características predominantes e por meio de quais políticas tem se processado a transição do sistema de elite para o sistema de educação superior de massa.

The chapter discusses higher education (HE) in Brazil in the last 15 years, a period during which Brazil underwent a process of continuous economic growth and marked social inclusion, with significant impact on HE. Two factors explain the exponential expansion in enrollments in the last two decades; the raising aspirations for the benefits of HE by the students and their families, and changes in the labor market. The chapter starts with a description of the HE system. In the second part, we discuss the profile of the demand for HE in Brazil. In the third part we present how the system as a whole has responded to the challenge of expansion and inclusion. In the fourth and final part, we analyze the characteristics of Brazilian higher education institutions (HEIs) in the offer of courses and the market demand for qualified people. Among other aspects, the chapter shows that it has been easier to respond to the demands for social mobility than to the requirements of a modern economy.

In Brazil, perceives that the post-graduation lato sensu and strictu sensu have formed professionals to carry out the teaching in higher education. The Master course in Biochemistry, Federal University of Pampa search through the curricular component Theory and Practice in Higher Education, provide spaces for reflection and proposition about teaching practice to prepare their learners for teaching in higher education, discussing topics about the history of higher education in Brazil and preparation to teaching in post-graduate courses. In this work, we seek to report the importance of these discussions in graduate programs and as professionals in various areas of knowledge can discuss and identify the current situation of higher education in Brazil in search of improving their practice through the participants perceptions of curricular component. In this sense, the discussions highlight the importance of this formative space for understanding about teaching in higher education, demystifying the professional's performance and its relationship with the teaching, research and extension. In conclusion, we highlight the relevance this model of pedagogical training the within the framework the post-graduation, stressing that these are spaces that contribute to the teacher training developing critical and reflective perceptions, making learning meaningful and potentiating the teaching practice.

Higher education in Brazil dates back to the early 20th century, yet in the past, certain social groups were rarely represented in the student body. In recent times, there has been considerable expansion on several fronts, bringing in groups that had been largely excluded from university education in earlier periods. From the 2000s to the present, university expansion has wrought significant qualitative change. Social movements have made successful demands for affirmative action policies, and macro-level policies, based on criteria such as public school background, family income, and race/ethnicity, have been put into effect.Our analysis of the expansion and diversification of public higher education scrutinizes current macro policies that support affirmative action for Indigenous, Black, and marginalized students and examines how these policies affect the composition of student bodies, based on data from national research institutions. An overall goal is to reflect upon methods for promoting democratic transformation of higher education, geared toward diversification and equity and blending macro and micro policies at the legislative and university levels. We work with a largely macro perspective focused on the strengths and weaknesses of efforts to democratize higher education in Brazil during the decade of the 2000s.

Transformation is often loosely defined. We argue that the reason for this is its inherent complexity. Paradoxically, its lack of definition is an asset, which provides an opportunity to rethink and research transformation in higher education, rather than an urgent problem to be solved. In this article, the possibilities for researching and rethinking transformation are based on an exploration of transformation in higher education and the policy directives that influenced its development in South Africa. A meta-study was used to determine the national publishing trends in the South African Journal of Higher Education and the way transformation in higher education is situated in some of the articles in this journal. The population of the study comprised 1050 articles published between 2005 and 2015 in the South African Journal of Higher Education. These were analysed to determine the broad national publishing trends. Thereafter, an in-depth analysis was conducted on 30 of these articles to determine the approach to transformation in higher education and the context in which it was discussed. Based on the findings of the analysis, we recommend future directions for rethinking and researching transformation in higher education.

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The aim of study is to determine the conceptual framework of digital transformation and digital transformation in higher education. In line with this aim, the document analysis method, which is a qualitative research method, was used in the study. The keywords "digital transformation" and "digital transformation in higher education" were searched in Turkish and English with Google Scholar, Scopus, and Web of Science databases. As a result of the search, 54 studies contain definitions related to the relevant concepts were included in the research. These studies were analyzed using content analysis method. In addition, a further search was conducted on Scopus database for bibliometric analysis. 2,707 studies on digital transformation and 327 studies on digital transformation in higher education were analyzed. As a result, framework consisting of individual, technology, strategy, product, culture, model, process, services, and organization components was formed for digital transformation. Similarly, a framework consisting of individual, education, technology, strategy, research, model, capability, process components was formed for digital transformation in higher education. Similar components were found in both frameworks. Differences can be attributed to institutional structure. Furthermore, it is recommended to use the framework for further development with more studies and different data sources, and guide institutions.