Access to Higher Education – From the Orientation to Elite Through Democratization to Parentocracy

In the current Russian legislation stipulates that for the organization of inclusive education in the Universities need to create special conditions, without which it is impossible or hampered the development of the educational programs of students with disabilities. In economically successful regions, and in large cities, higher education institutions carry out a more rapid transition to the integrated system of learning that is due not only to the active financing and development of material and technical resources, but also developed legal regional framework, providing legal regulation of this process. However, not all regions of the Russian Federation legislation covers all levels of education, predominantly legal regulation aimed at introducing inclusive education in schools, no institutions of secondary and higher professional education. A similar situation exists in the Krasnodar region. To date, the special regulations to inclusive education in Universities in the Kuban there. Regulatory framework affecting at least partly integrated learning are quite General, conceptual documents, and departmental acts of Executive bodies are primarily intended for the solution of individual questions of the General education system. The study of problems of introduction and development of inclusive education system in Universities based on the study of foreign experience, analysis of Federal and regional legislation (including Krasnodar territory), and taking into account relevant scientific papers, will significantly deepen and expanding the existing system of knowledge about the specifics of legal regulation of integrated education in the system of Russian higher education at the present stage of development.

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

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

The history of the management education system in Spain can be described by breaking it down into four periods: (1) the emergence of the management education system, (2) the creation of formal university studies and foundation of management/economics faculties (under pre-democratic laws), (3) the structuration and universalization of the management education system (under democratic laws) and (4) the current management education system (after the implementation of the European higher education reform, or Bologna declaration).

The two main tasks are set in front of the education: continuous assurance and quality assurance in higher education. The development of society, globalization, the development of the market conditions in higher education system and the established knowledge market require to be in compliance with the higher education system and the formation of the unique space for education. The new ways of development and improvement of the higher education are found. The quality of education in higher schools is usually equated to the high standards which bind an academic teacher during the realization of the didactic process. In this paper, the quality assessment procedure for higher education, which influences an increase in quality of didactic process, is presented. With results analysis obtained during the examination of the students' opinion on the professional competence of the academic teachers, the aim is to start exploring possibilities and perspectives towards an increase in quality of higher education.

Introduction. The introduction of inclusive education into the practice of university education is a complicated and multi-aspect process accompanied by a complex of problems, including the problems of a legal nature. The solution of these problems is one of key tasks faced by the education system of Russia.The aim of the present research is to reveal and describe normative and legal barriers in the system of inclusive higher education, withdrawing the equal rights for education for all students regardless of their physical status and health.Methodology and research methods. The methods involve the analysis of legal and regulatory acts, regulating the orders and conditions of inclusive education at higher school. Russian and foreign literature on different aspects of inclusive education in higher school was reviewed, generalised and sistematised. The modelling method was employed.Results. On the basis of the existing legal norms, the reflection of the analysed materials made it possible to model the system of interaction between the participants of inclusive educational process – people with disabilities (HIA) and educational organisations. The constructed “theoretical” model allowed the authors to diagnose inclusion in higher education and to identify weaknesses in the provisions, which regulate the education of people with disabilities. Certain contradictions were found in the legal field of relations between these categories of students and educational institutions. The attention is drawn to the fact that in today’s Russia the system of spesialised support for universities and for students with special needs is being formed, including resource training centres. However, these structures need to determine their place and status in the field of educational rights.Scientific novelty. The authors firstly formulate the legal barriers, impeding the continuity of psychological medico-pedagogical support for students with disabilities. The conclusion is reached concerning the signs of discrimination in the rights of students with special educational needs and the urgent need for improved higher inclusive education, including the optimisation at the level of legislative regulation.Practical significance. The authors believe that introduction of changes into normative regulations with the purpose to provide equal rights and opportunities for receiving education by all citizens will contribute to more dynamic and orderly development of university inclusion in Russia and will help people with health disabilities to become full members of society.

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

With the expansion of cultural globalization in modern times, some Western countries, under their strong military and economic strength, have implemented cultural hegemony employing cultural export and cultural penetration. For example, music education in Chinese universities has been influenced by the hegemonic culture; even more, the music education model in China has been totally Westernized which has caused a huge impact on the ideology, music culture view, and music knowledge system of music majors in universities, and directly led to the students’ misjudgment of the value of Chinese traditional music. This paper discusses and analyzes the macro policy, management mode, curriculum, and selection of teaching materials of the existing music education system in Chinese universities to point out the shortcomings of this system and the consequences of allowing the shortcomings to develop; discusses the relationship between professional music education in Chinese universities and social music culture, the role of education in the transmission of traditional music culture, and how to deal with issues such as the relationship between multiculturalism and traditional music culture. This paper will also explore how to integrate traditional music culture into existing music education from the theoretical level, explain the theoretical and practical foundation for constructing a new teaching management model, propose curriculum standards, course nature, ideas, and thoughts for building a traditional music education system in universities, and make practical suggestions for teaching and inheriting traditional music culture based on practice and theory.

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.

Although understudied, there are likely within-group differences among minoritized racial and ethnic groups in associations between racial and ethnic discrimination (RED) and hypertension risk, as minoritized individuals with higher educational attainment may more frequently encounter stress-inducing environments (eg, professional workplace settings, higher-income stores and neighborhoods) characterized by, for instance, exclusion and antagonism. To investigate educational attainment as a potential effect modifier of associations between RED and hypertension risk among US women; the study hypothesis was that the magnitude of associations would be stronger among participants with higher vs lower educational attainment. This is a nested case-control study using Sister Study data collected at enrollment (2003-2009) and over follow-up visits until September 2019. Among eligible US Black or African American (hereafter Black), Latina, and non-Hispanic White women without prior hypertension diagnoses, incidence density sampling was performed to select self-reported hypertension cases that developed over a mean (SD) follow-up 11 (3) years. Data were analyzed August 2022 to February 2023. Participants reported lifetime everyday (eg, unfair treatment at a business) and major (eg, mistreatment by police) RED via a self-administered questionnaire. Adjusting for sociodemographic characteristics, conditional logistic regression was used to estimate odds ratios (ORs) and 95% CIs for associations between RED and hypertension by educational attainment category at baseline (college or higher, some college, and high school or less) within racial and ethnic groups. Among 5179 cases (338 [6.5%] Black; 200 [3.9%] Latina; and 4641 [89.6%] non-Hispanic White) and 10:1 race and ethnicity- and age-matched control participants with a mean (SD) age of 55 (9) years at enrollment, half (49.9%) of women reported attaining college or higher education, and Black women with college or greater education had the highest burden of RED (eg, 83% of case participants with college or higher education reported everyday RED compared with 64% of case participants with high school or less education). Everyday RED was associated with higher hypertension risk among Black women with college or higher education (OR, 1.56 [95% CI, 1.06-2.29]) but not among Black women with some college (OR, 0.72 [95% CI, 0.47-1.11]), with evidence of both multiplicative and additive interaction. Results for Black women with high school or less education suggested increased risk, but confidence intervals were wide, and the result was not statistically significant but may be clinically significant (OR, 1.89 [95% CI, 0.83-4.31]). Educational attainment was not a modifier among other racial and ethnic groups or for associations with major RED. In this nested case-control study of RED and hypertension risk, chronic or everyday RED-associated hypertension disproportionately affected Black women with the highest levels of educational attainment.

Introduction: Education, a key modifiable social determinant of health, plays a significant role in shaping outcomes related to ischemic stroke. Higher educational attainment has been linked to improved management of risk factors and greater adherence to medical treatments. However, the impact of education on patients suffering from intracerebral hemorrhage (ICH) remains underexplored. Methods: We conducted a post-hoc analysis of the Ethnic/Racial Variations of Intracerebral Hemorrhage (ERICH) study to examine the impact of educational attainment on good functional outcome (modified Rankin Scale score of 0-3 at 90 days after ICH). A logistic regression model was adjusted for age, sex, race/ethnicity, insurance status, mechanical ventilation, systolic blood pressure, smoking status, diabetes mellitus, atrial fibrillation, hypertension, congestive heart failure, Glasgow Coma Scale, ICH location (side and deep), ICH volume on CT, and presence of intraventricular hemorrhage. Results: Among 1894 individuals included in this study, 584 patients (30.8%) had less than a high school (HS) education, 539 patients (28.5%) had a HS education, 641 patients (33.8%) had more than HS or a college education, and 130 patients (6.9%) had postgraduate education. See Table 1 for demographics by education group. The predicted probability of good outcome by education level was significantly different (Figure 1). Compared to those with <HS education, the odds ratio for good outcome in those with more than a HS or college education was 1.42 (95%CI 1.04-1.94, p=0.028) and for those with postgraduate education was 2.27 (95%CI 1.34-3.85, p=0.002). Conclusion: Our study demonstrated that higher educational attainment was associated with a greater likelihood of favorable outcome (mRS 0-3 at 90 days) in ICH patients, with the most significant effect observed in those with postgraduate education. Further study is needed to understand the mediators of this observation (i.e. socioeconomic status, medication adherence, etc.).

The education system includes educational organizations of all classes and varieties set up according to the stipulation of the constitution or the law. Step by step, the Ministry of Education set up and completed Taiwan's current full school system based on the ”New School System” (Ren-she School System, 1922). The system consists of four stages: kindergarten education, civil education (elementary school and junior high school), senior high school and tertiary education. Music education can be roughly classified into three kinds: general music education, professional music education and social music promotion education. This paper looks in detail at the first two. General music education includes general music education at elementary schools, junior high schools, senior high schools, vocational high schools, colleges and universities. Music-related activities of students' organizations in these schools are also included. Professional music education includes special music provision for the musically gifted students at elementary schools, junior high schools, senior high schools, vocational high schools and advanced music education in the department of music at colleges and universities. ”The curriculum standard” is the rules for designing courses, which consist of the overall objectives, teaching hours, course materials and the delivery methods for different levels of schools set by the Ministry of Education to ensure the schools' educational goals. It can be used as the basis for schools to design, select and edit their course materials and to implement the courses. The curriculum standard of Taiwan has been revised many times since the Nationalist government moved to Taiwan. From the revisions, one can understand the development of Taiwan's traditional music in its educational system. The article will describe the development of Taiwan's traditional music in its educational system after the Nationalist government moved to Taiwan. Aspects covered include the ”general music education” and ”professional music education” in the three levels of education: elementary, junior/senior high school education and tertiary education; the revisions, characteristics and contents of the ”curriculum standard” and ”course principles” that are related to ”traditional music”; the establishment of music-related departments or colleges, their curricula; the founding of music-related student organizations in schools; the sources of teachers, the professional cultivation of teachers and the results.

Introduction: We evaluated whether education level is associated with post-stroke cognitive decline and whether age modifies the association. Methods: We analyzed pooled data from 2,019 stroke survivors from the Atherosclerosis Risk in Communities, REasons for Geographic and Racial Differences in Stroke, Cardiovascular Health, and Framingham Offspring studies from 1971-2019. Participants ≥18 years with incident stroke and free of dementia were included (52% female and 39% Black). Repeated cognitive tests were administered in person or by telephone by trained cohort staff. Linear mixed-effects models were used to examine the association between education (less than high school, completed high school, some college, college graduate or more) and post-stroke cognitive decline for global cognition (primary outcome), executive function, and memory harmonized across cohorts and to examine effect modification by age. Median (IQR) follow-up was 4.1 (1.8, 7.2) years. Results: Compared to those with less than a high school education (n=339), stroke survivors with some college education (n=484) and stroke survivors with a college degree or more (n=583) had higher first post-stroke cognitive scores (Models M1a, M1b, and M1c, Table). Having some college education was associated with slower post-stroke decline in global cognition (Model M1a) compared to those with less than a high school education. Having some college education or a college degree was associated with faster post-stroke decline in executive function (Model M1b, Table) compared to those with less than a high school education. Significant interactions by age were lacking for all outcomes. Conclusions: Higher education level was associated with higher initial post-stroke cognitive scores, slower decline in global cognition, and faster decline in executive function, regardless of age. Stroke might narrow the gap in executive function between stroke survivors with higher and lower education.

Background Educational attainment is an indicator of socioeconomic status and is inversely associated with cardiovascular risk factors and risk for incident coronary artery disease (CAD). Whether the level of educational attainment (EL) in patients with CAD influences outcomes remains understudied. Purpose To ascertain the relationship between EL and adverse outcomes in patients with CAD. We hypothesize that EL will be inversely associated with adverse outcomes in this high-risk patient population. Methods Subjects undergoing cardiac catheterization for known or suspected CAD were recruited in a cardiovascular biobank and had their highest level of educational attainment assessed using predefined options of elementary/middle school, high school, college, or graduate education. The primary outcome of interest was all-cause mortality and secondary outcomes included a composite of cardiovascular deaths and nonfatal myocardial infarction (MI) events, and nonfatal MI events during follow-up. Cox proportional hazards regression models were used to analyze the association between EL and adverse outcomes after adjustment for demographic characteristics, cardiovascular risk factors, cardiovascular medication use, and estimated zip code-based annual family income. Results Among the 6,318 subjects (mean age 64 years, 63% male, 23% black) enrolled, 998 (16%) had received graduate or a higher qualification, 2,689 (43%) had received a college education, 2,403 (38%) had received a high school education, and 228 (3%) had received elementary/middle school education. During a median follow-up of 3 years,there were 1,110 deaths from all causes, 851 cardiovascular deaths/nonfatal MI, and 286 nonfatal MI events. After adjusting for covariates and compared to patients with graduate education or higher, those with lower EL (elementary/middle school, high school, or college education) had a higher risk of all-cause mortality [hazard ratio 1.66, (95% CI 1.08, 2.54), 1.58 (95% CI 1.22, 2.04), and 1.45 (95% CI 1.13, 1.57), respectively]. Similar findings were observed for secondary outcomes. EL dichotomized at graduate education was associated with all-cause mortality (hazard ratio 1.48, 95% CI 1.16, 1.88), but this relationship was significantly modified by sex (p-interaction 0.023) and the association was attenuated among male patients (hazard ratio 1.23, 95% CI 0.94, 1.61) but not female patients (hazard ratio 2.70, 95% CI 1.53, 4.77). Conclusions Lower educational attainment is an independent predictor of adverse outcomes in patients with CAD. The causal link between low education level and increased CV risk needs further investigation. Acknowledgement/Funding Dr. Quyyumi is supported by NIH grants 5P01HL101398-02, 1P20HL113451-01, 1R56HL126558-01, 1RF1AG051633-01, R01 NS064162-01, R01 HL89650-01, HL095479-0

In India, education is the key to the task of nation-building. It is also a well-accepted fact that providing the right knowledge and skills to the youth can ensure the overall national progress and economic growth. The Indian education system recognizes the role of education in instilling the values of secularism, egalitarianism, respect for democratic traditions and civil liberties and quest for justice. The ongoing demand to strengthen the Indian education sector has opened up many avenues for people of India as well as non-residents of India (NRI) to invest in education sector.Mumbai, Nov. 2013: India, which has the third largest higher education system in the world in terms of enrolments, after China and the US, needs more FDI to meet its target of doubling the Gross Enrolment Ratio (GER) by 2020, a global consultancy firm has said in its report. The private sector’s role in the higher education sector has been growing at a rapid pace over the last decade and needs to further expand at an accelerated rate in order to achieve the GER target, Deloitte Touche Tohmatsu India said in a recent report titled ‘Indian Higher Education Sector: Opportunities aplenty, Growth unlimited. It says higher education is the one of the largest opportunity in the Indian education sector and it is important for foreign direct investment (FDI) to flow in this sector in order to transform Indian higher education institutions into the world’s top league. Success in leveraging knowledge and innovation that could contribute to hi-tech manufacturing and high value-added services is only possible with a sound infrastructure of higher education. As per projections, the sector is expected to register a CAGR of 12% from 2008 to reach a size of $31.47 billion, the report says.With the estimated number of students at 16 millions enrolled in the academic year 2010-11 in the formal system, consisting of regular universities and colleges and excluding the enrollment in open universities and distance learning, the Indian higher education system stands only third in the world after US and China.India is also believed to have the largest higher education systems in the world in terms of number of institutes. The university and higher education system comprises 610 universities and in addition, there are 33,023 colleges. An estimated $13 billion is spent outside the country.The government has set an aggressive target of doubling the GER (gross enrollment ratio) in higher education from the existing 15% to 30% by 2020. To meet such a target, huge investment will be required in terms of capital and operating expenditure which the government alone will not be able to provide. Thus the role of private sector in higher education has significantly increased in the last decade. However due to various impediments the amount of FDI attracted by this sector since 2000 is dismally low at just $ 400 million.This paper quantifies the impact of FDI in Indian education sector. It aims to gain an insight into current scenario which implies need to have more FDI to achieve GER target. The results hold that increase in FDI will have significant relationship with increase in employment & improvement in infrastructure.