Access and Alternative Futures for Higher Education

ПРОФЕСІОНАЛІЗМ ВИКЛАДАЧІВ ВВНЗ ЯК СКЛАДОВА ВНУТРІШНЬОЇ СИСТЕМИ ГАРАНТУВАННЯ ЯКОСТІ ВИЩОЇ ВІЙСЬКОВІЙ ОСВІТИ

Research of The Combination of Production and Education In Higher Vocational Education In The Period of Economic Transition

Chapter 8 - Access and Equity in Higher Education in Indonesia: A Review from the Periphery

Spellings Report Targets Higher Education

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

Higher education has experienced a shift in the demographics of undergraduate students as the enrollment numbers of adult learners continue to increase. The college access and choice processes for these students are different than those of traditionally-aged undergraduate students. Moreover, adult learners may face certain barriers to higher education, primarily associated with their multiple responsibilities and competing priorities. Researchers have developed models that explore college access and choice with limited research on the processes for adult learners. Higher education leaders must adapt their practices to intentionally focus on increasing access for adult learners. The literature review will provide several models for better understanding the college access and choice processes for adult learners.

QUALITY IN HIGHER EDUCATION: STORIES OF ENGLISH AND CZECH ACADEMICS AND HIGHER EDUCATION LEADERS

HIGHER EDUCATION IN INDIA: CHALLENGES AND OPPORTUNITIES

Abstract. In the sphere of modern higher education, the following main requirements to the performance level of modern professional of any profile can be distinguished: comprehensive fundamental expertise, capacity to work in the team, fast mastering of new technologies, self-education skills and ability to conduct creative work and research. These qualities of a specialist become the main objectives and reference points in building the modern system of higher education that would contribute to creation of expertise, respective access, management, dissemination and achievement control. The requirements to medical education are one of the most precise, especially on the background of critical demographic situation in the world, in general, and in Ukraine, in particular. The participation of the Ukrainian system of higher education in the Bologna reforms should be aimed only at its development and acquisition of new quality features without losing the best traditions and decrease of its national quality standards. Orientation towards Bologna process should not cause the excessive restructuring of the national education system. The main aim of Bologna process is to create a unified, all-European, strong and competitive education system (first of all, with the American education system), and also expand the possibilities for employment of future professionals. The European Credit Transfer System was implemented in Ukraine in 2005 and is aimed at the development of national school. This system enables transfer of credits from different educational institutions and it expands the access to the European education, leads to the modernization of European education and provides more efficient training of graduating specialists. Therefore, the higher educational institutions of our country constantly take the measures towards improvement of teaching and education process and methods of education using different forms of knowledge control. Having as an objective the control of education results and evaluation of efficiency of study, the objective monitoring of knowledge and skills that provides for the use of its different forms, becomes an integral part of the educational process. The Bologna declaration forms the model of European higher education with consideration of the specific features and traditions of the national educational systems. One of the key criteria of the implementation efficiency of credit-modular system of educational process organization is advancement of higher professional education quality. However, the implementation of surgical educational programs has a series of problematic issues. In the article, we describe the inclusion of the Ukrainian medical education into Bologna process, the stages of creation of Bologna educational system in Ukraine. We introduce the conceptual peculiarities of higher medical education reforms within the context of medical reforms in Ukraine. We have shown the credit-modular system of educational process organization in the Ukrainian education and demonstrated the advantages of credit transfer system in medical education. We also have added to the concept of higher medical school reforms in the context of medical reforms in Ukraine.

У статті здійснено науково-теоретичний аналіз підходів та обґрунтування методологічного концепту побудови та функціонування системи якості вищої фармацевтичної освіти.

Higher education, unbundling, and the end of the university as we know it

Modeling global transfusion medicine education.

Throughout Europe, North America, and some other countries of the world the years since 1960 have brought substantial increases in the numbers and percentages of women students in higher education. In some countries, women's participation had been important for a number of decades prior to 1960. In France, Finland, Sweden, and the United States, for example, women students made up rather large portions of their respective student bodies, subject to fluctuations during the world wars. In other countries, however, the increases are more recent and perhaps more remarkable for that. Indeed, in many countries it can be said that were it not for the increases in female participation, general enrolment growth might have decreased or stagnated. This effort on behalf of women has focused on breaking formal barriers to entry into higher education, and particularly into traditionally male professions, by challenging the discriminatory policies and practices of educational and training institutions. Changes in national laws and regulations and generally greater attention and support for women's concerns have been hallmarks of this effort. The result has been a dramatic increase in the number of women entering medicine, law, business, and academia. Today, this struggle for access continues. At the same time, a new phase has begun. Not only do greater numbers of women seek access to higher education and the professions, they want to move up as well. This struggle for expanded opportunity is what confronts many women who have already entered higher education, completed their training and begun their careers. The purpose of this discussion is to provide an overview of both access and opportunity issues for women in higher education. This overview will seek to present representative data and research examples that reveal the issues and concerns that span national boundaries. Systems of higher education vary greatly from country to country and even within countries. For example, the United States has over 3200 institutions, including two-year colleges, technical institutes, regional and multi-campus universities with an array of graduate and professional programmes. Yet all are within one system of higher education. Other countries have similar varieties of institutions in their systems and similar complexities of admission and completion requirements. This must be kept in mind in attempting to make even minimal comparisons across countries.

The paper attempts to investigate some methodological issues and the role of philosophy in improving the system of higher professional education in the context of the realities of modern society. In this case, the actual higher professional education received by specialists in higher educational institutions is considered but not the officially recognized system of higher education. The role of philosophy in performing various functions in training specialists in the system of higher education in different fields of social relations and in different types of human activity is emphasized. The worldview and methodological functions of philosophy are crucial in obtaining high knowledge in various specialties by students. The role of philosophy in the formation of a highly moral and comprehensively developed personality is substantiated, first of all, through its ideological, axiological and educational functions. The role of the formation of a high general educational level in the training of specialists in their further professional activities and further effect of these specialists on the moral and worldview principles of future colleagues and other people is emphasized. It is argued that as a result of the educational process and training, a person can acquire several specialties but only one real higher education, since higher education includes not only the professional qualities of a specialist, but also a high level of spirituality and personal development. In addition to a particular specialty, higher education implies mastering general cultural disciplines and philosophy.