What is college education for? Institutional purpose in tertiary education in Scotland

Introducing an employment variable with five levels of educational attainment per capita and employing inequality decomposition, this study addresses three questions. How does labour force vary by education and provinces? How does labour force utilization vary by education and provinces? What are the potential causes of differences? We find that the no‐primary‐education group is more endowed in less‐developed provinces and allocated most unequally among education groups across provinces, despite past universal primary education policies. The senior‐secondary‐education group with the largest labour share is a growing concern due to the lower employment rate and largest interprovincial inequality.

Internationally, twenty-first century teacher education is enmeshed in a globalized world where the only constants are socio-cultural and economic change. This chapter examines these ideas critically in the context of teacher education policy in Scotland. Although Scotland has not been immune to the influences of the Global Educational Reform Movement, its impact has been mediated by its traditions and culture. The chapter begins by exploring the Scottish context and the historical influences on current accountability policy and societal values. Using Ball’s (2015) theory of policy as text and policy as discourse, the chapter analyses three seminal policy documents related to teacher education in Scotland exploring their differing value positions through the lens of accountability and considers their potential impact of the changing landscape on teacher education: Teaching Scotland’s Future (Donaldson, 2011), the Evaluation of the Implementation of Impact of Teaching Scotland’s Future (Ipsos Mori, 2016) and Improving Scotland’s Schools (OECD, 2015). The chapter concludes that consensual change in teacher education has been possible for three reasons. First, the firm location of teacher education is in higher education within a series of complex stakeholder partnerships. A second factor has been the generally respectful relationships across Scotland’s educational communities, and third, the largely positive attitude to teaching and teachers in Scottish society, often sustained despite the media. However, although recent reports have praised the professional standards that lie at the heart of teacher education in Scotland, they have identified a remaining challenge—to ensure high-quality enactment across the country. If teacher education in Scotland is to continue to be trusted and accountability systems are to remain learning focused, then the challenge of high-quality, consistent enactment needs to be addressed.

Background: Teacher education in Scotland has developed its own trajectory for many years and this distinctiveness appears to have increased since the creation of the Scottish Parliament in 1999. Teachers' pay and conditions were addressed in 2001 by the agreement A teaching profession for the 21st century. This agreement led to a number of innovations in teacher education and development. More recently, there has been a report of the Review of Teacher Education in Scotland by Graham Donaldson and a committee is currently reviewing teachers' pay and conditions. Purpose: This article examines the extent to which the development of teacher education in Scotland has been affected by the global financial crisis and its impact on the provision of public services. Three policy contexts are explored in turn, those of politics and economics, education and teacher education, so that the analysis moves from the wider societal perspective towards the specifics of teacher education. Sources of evidence: The article draws on a close analysis of relevant policy documents, including those produced by the Organisation for Economic Cooperation and Development, the Scottish Government and the General Teaching Council for Scotland. Additionally reference is made where appropriate to a wide range of published research and to reports such as the Review of Teacher Education in Scotland. Main argument: The ways in which teacher education policy in Scotland is developing is a result of the interaction between history, culture and politics played out at a national level under the wider influence of UK, European and global affairs, both economic and political. There are real tensions in the current conjunction of policies and trends, which create major challenges for all those involved. The promotion of career-long professional learning and enhanced school autonomy proceed alongside the review of teachers' professional conditions (McCormac Review), high levels of intermittent employment among new teachers, fluctuations in student numbers and staffing in university Schools of Education, and contracting resource to support school-level curriculum development and continuing professional development. The social partnership achieved between employers and practitioners is under increasing strain; and relations of partnership between universities and schools are subject to increasing critical scrutiny. Teaching in a time of crisis creates new challenges, and the need for innovative approaches to enduring challenges, in the short and longer term. Conclusions: The longstanding commitment to explicit values in Scottish culture and education is all the more important in a context where pressures for accountability and efficiency are greater than ever.

ObjectiveThe Wales Commission for Tertiary Education and Research (CTER) was created in 2024 to oversee a complex system of training and education for adults and young people. The objective of our research was to examine demographic features that prevent or encourage engagement with education after formal schooling, that can be used to inform future CTER strategies. ApproachThis research considered the personal and family characteristics of learners, and evaluated differentials between characteristics in terms of enrolment, progression/exit and completion in different tertiary education settings (Sixth Forms, Further Education, and Higher Education). Using novel data linkages across 5 different data sources, we used household characteristics from the UK Census 2011 to help contextualise the experiences of learners and explore the manifestation of inequalities in the tertiary education system. ResultsThe results indicated that inequities were apparent. Gender, Special Education Needs (SEN) status, and household characteristics including disability, deprivation, socio-economic, occupational and education status’ created barriers to continued engagement in education post schooling. Conclusions and ImplicationsThe complex and disparate nature of data collections was highlighted by the research, whilst the findings offer areas and characteristics that CTER should consider when creating new initiatives or governance systems for the tertiary education sector in Wales in order to reduce persistent inequalities. Recommendations for CTER that were drawn from the research included: 1) a more cohesive approach to data collection across the tertiary sector, and 2) strategies should assess impacts for those experiencing multiple forms of disadvantage.

This article outlines the important contribution that further education (FE) colleges make towards higher education (HE) in Scotland, and the ways in which this is a distinctive contribution, differing from that provided by the higher education institutions (HEIs). However, it also explores the ways in which the boundaries between FE colleges and HEIs are being blurred. This discussion is presented in the context of a wider process of differentiation and stratification in HE in Scotland, which has been associated with the emergence of a mass system of HE. A number of sub‐sectors can now be identified which are making different types of contributions to HE provision. The FE colleges can be seen as one of these sub‐sectors. The article also provides a brief discussion of recent developments at the level of national policy and strategy designed to create a more coherent and integrated system of tertiary education in Scotland.

Purpose - The purpose of the paper is to analyse the need of corporate sectors to spend in tertiary education sector of India under mandatory CSR spending. Design – Database of RBI and Census helps in establishing link between education and economic growth. Data from UGC report, AICTE report are used to show the demand and supply of higher education. Wheebox and NASSCOM report are used to show employability ratio of Indian youths. CSR funding can play more important role towards increasing employability of educated mass in India than directly spending in education. Findings – The result show that there exist no significant correlation between education and economic growth using education expenditure but some amount of correlation between number of literates and GDP. There is excess supply of seats in general, technical and management seats all over India compared to demand. Research limitations – Data on CSR spending by Indian companies are not readily available for facilitating research activity. It’s only been a year since CSR has been made mandatory, so companies are yet to decide their choice of area. Practical implications – Since profitable companies are bound to spend 2% of their three year average net profit on CSR, this paper add to our knowledge that companies should take initiative to reduce educated unemployment by focusing on training and skill development. Originality – This study points out the scarcity of updated training institutions to harness the skills of educated youth which can be met by CSR. Keywords – CSR, Tertiary Education, Training and Skill Development

WHAT IS KNOWN ON THE SUBJECT?: An important step towards improving mental health outcomes is the realignment of tertiary mental health education and research in a way which places strategic value on experience-driven involvement in mental health and addiction-related care. One of the most widely recognized ways of achieving this is by increasing representation of individuals with first-hand experience of mental health and addiction distress (also known or referred to as Experts by Experience or EBE) within the tertiary sector. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Benefits of tertiary EBE representation such as improving student's preparedness for practice and the empowerment of mental health consumers are consistently reported throughout the literature. In striving towards these outcomes, it is crucial we remain mindful of relevant and often-reported hurdles such as stigma and improper implementation. By using Aotearoa New Zealand as a case study, the need for approaches to increasing EBE representation which is conscious of diverse cultural contexts, perspectives and identities is highlighted. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: This review draws together a broad range of factors associated with improving clinical practice. These include the potential for EBE representation to improve outcomes for trainee clinicians, and the incorporation of consumer-driven perspectives into evidence-based practice. This review further highlights the need for EBE representation to be implemented in a way which is responsive to the cultural needs and nuances of mental health education and practice in Aotearoa New Zealand, and, similarly in other countries. ABSTRACT: Introduction There is potential value in increasing representation of expert by experience (EBE) involvement in mental health education sectors. This approach to improving mental health outcomes is here explored in the context of Aotearoa New Zealand's tertiary education sector. Aim/Question This review sought to identify potential outcomes, benefits and barriers associated with EBE representation in tertiary institutions, whilst critically analysing these strategies in the context of Aotearoa New Zealand's mental health education sector. Method Data retrieved from electronic databases were subjected to critical appraisal and thematic analysis. The integrative review drew from a final data set of 113 articles. Results An integrative review of our search results indicated that moving towards a tertiary mental health model in which lived experience plays a central role has the potential to benefit both teaching and research in the tertiary sector. Discussion The interplay between contemporary perspectives on tertiary EBE representation and the cultural needs and nuances of Aotearoa New Zealand's tertiary sector highlights the need for critical and careful approaches to EBE representation. Implications for clinical practice Findings surrounding tertiary EBE representation have direct implications for the training of mental health practitioners and the evaluation and development of clinical practice outcomes and procedures.

Plagiarism is a growing concern to educators in the tertiary sector, although currently its appearances in the higher education literature have predominantly been concerned with its prevention and management. This article draws on the poststructuralist theory of consumption developed by Michel de Certeau, to consider plagiarism as a tactic deployed by consumers in their attempts to negotiate the demands of an increasingly commodified tertiary education sector. The article interrogates institutional structures of power through which consumers of tertiary education are attracted, progress and are occasionally excluded, to argue that the tertiary sector's subscription to market ideologies makes educational institutions complicit in the production of a climate in which the illicit appropriation of the work of others is deployed by students as a tactic to achieve educational success. Theorizing plagiarism as a consumptive practice is a necessary step in developing adequate institutional responses to plagiarism designed to facilitate student's negotiation of curriculum, rather than negotiation of institutional strategies.

Dur ing the per iod of the 2007-11 S N P administrat ion, antisocial behav iour pol icy in Scot land changed significantly, most notably through the publ ishing of the key document Promot ing Posit ive O u t c o m e s : W o r k i n g Together to Prevent Antisocial Behav iour in Scot land (Scott ish Government , 2009a) . Deve lopmen t s included a major shift in emphas is , away from the N e w Labour 'Respec t ' agenda, wh ich saw lack of respect as the major cause of antisocial behaviour , to an approach that recognises factors such as drink, drugs and depr ivat ion as significant contr ibutors . This shift can be summar i sed as a change in emphas is from criminal jus t ice and enforcement to support and early intervention. W e bel ieve, never theless , that there remains a significant gap in the Scott ish G o v e r n m e n t ' s conceptual isat ion of the issue of antisocial behav iour (ASB) namely that it still does not fully acknowledge the p rob lems associated wi th defining A S B from the subjective v iewpoint of self-

The World Bank’s 2009 publication Accelerating Catch-up: Tertiary Education for Growth in Sub-Saharan Africa outlines tertiary education reforms designed to promote knowledge economies. In this document, the World Bank recognises that reforming the tertiary education sector in sub-Saharan Africa necessitates enhanced state functions in terms of governance, coordination and networking capacity, and seeks to reconcile this with its advocacy of neo-liberal global best practices for tertiary education through the national innovation systems (NIS) framework. In the NIS framework, competitive advantage is derived from national political economic distinctiveness. Yet, neo-liberal global best practices constitute a problematic one-size-fits-all development strategy that promotes institutional and organisational convergence in the tertiary sector. Accelerating Catch-up therefore provides a deeply contradictory model for tertiary sector reform.

he provision of tertiary education is regarded by many as being vital to both the achievement of economic success and greater social equity. In recent years the trend in most countries has been to grant government education providers with greater institutional autonomy but at the same time subject them, and private providers, to formal regulation. The impact of this regulation to both government and private providers is little understood by participants and in most countries is still in an evolutionary stage. The collapse in 2003 in New Zealand of two major private tertiary education providers (PTEs) — Modern Age Institute of Learning and Carich Limited — brought into question in that country the manner in which PTEs are regulated. In New Zealand PTEs make up a significant proportion of the tertiary education sector (in July 2003 there were 49,897 students formally enrolled in PTEs or around 15 per cent of formal enrolments; 337,004; Table 1). In New Zealand PTEs are able to offer certificate, diploma and degree level qualifications; both developed by themselves and by the national accreditation authority. In providing these services they must submit themselves to a national regulatory regime that is designed to enforce quality standards; not just of the PTEs but also of a number of government tertiary education providers (GTEs). In New Zealand GTEs include the universities, polytechnics, institutes of technology, colleges of education and wananga. In this paper the term GTE is not applied to the universities but only to the polytechnics, colleges of education and wananga because these institutions fall under the same regulatory regime as the PTEs, which the universities do not. The purpose of this paper is to identify the economic rationale for the regulation of PTEs and discuss whether New Zealand’s regulation of this sector effectively achieves economically rational outcomes. Internationally many countries are opening up their tertiary education sectors to increasing levels of competition; both between government-owned institutions and between private institutions and the government sector. At the same time the creation and operation of formal regulation of the tertiary education sector has become a matter of contention. The regulatory dilemmas facing the New Zealand Government provides a good example of some of the problems faced by governments when they attempt to create a regulatory framework for the tertiary education sector. In the first section the general background to the New Zealand tertiary sector is provided. In the following section a description of the economic rationale for the regulation of the tertiary education sector is given, and in the next section the responsibilities of the New Zealand Qualification Authority (NZQA), which enforces regulation is explained. A discussion of whether NZQA’s regulations Malcolm Abbott is Dean of the School of International Studies at AIS St Helens, a private tertiary education institution in Auckland, New Zealand. T

For Mongolia, which has a small population, a large territory, and abundant natural, agricultural, and mineral resources, regional development of the education sector, especially tertiary education, which is significant for population settlement, is an important issue for regional development. The purpose of this study is to optimize spatial planning of the tertiary education sector in line with regional development. This research used statistical and spatial analyzing methods to achieve the sets of research objectives. The key indicators of the tertiary education sector included a number of universities, institutes, and colleges, students, full-time teachers, new entrants, and graduates from general educational schools and the relevant datasets were collected from the National Statistical Office (NSO) and the Ministry of Education and Science (MES) covering the period from 1990 to 2019. As can be seen from research results, 92.5 per cent of tertiary educational institutions, 88.9 per cent of all employees working in the sector, 92.6 per cent of all students, and 92.2 per cent of new entrants are all located in Ulaanbaatar alone, which means that Mongolia’s tertiary education sector is overcrowded in the Capital city only. This study suggests that it is necessary to support the establishment of vocational and tertiary education institutions, research centers, institutes, and their branches outside of the capital city by first reviewing the status and functions of national and aimag-level cities, which are in line with regional and local unique and economic priorities.

Sukabumi development approach which has been more emphasis on economic growth tends to ignore the regional disparities. Therefore, it is necessary to study and identify the direction of regional development policy . By knowing the level of disparity that occurred in this research sought leading sectors and the level of regional development to build of the Sukabumi city. The analytical method used is the Williamson index , Theil index , Location Quotient , Shift Share Analysis , Entropy and Schallogram . From the analysis is known that there has been a disparities of Sukabumi areas in middle category / uneven . The development of the old town area which consists of a level hierarchy I and II have the balance of diversity and economic sectors better, the leading sector dominated by the tertiary sector which is urban characteristics . While the new city area, including the development of a hierarchy of regions III and leading sectors dominated by primary and secondary sectors which are characteristic of rural areas.Sukabumi development approach which has been more emphasis on economic growth tends to ignore the regional disparities. Therefore, it is necessary to study and identify the direction of regional development policy . By knowing the level of disparity that occurred in this research sought leading sectors and the level of regional development to build of the Sukabumi city. The analytical method used is the Williamson index , Theil index , Location Quotient , Shift Share Analysis , Entropy and Schallogram . From the analysis is known that there has been a disparities of Sukabumi areas in middle category / uneven . The development of the old town area which consists of a level hierarchy I and II have the balance of diversity and economic sectors better, the leading sector dominated by the tertiary sector which is urban characteristics . While the new city area, including the development of a hierarchy of regions III and leading sectors dominated by primary and secondary sectors which are characteristic of rural areas.

Once termed as a basket case, Bangladesh is now a development wonder. Recently, it has entered the cluster of lower-middle-income countries and is predicted to join the cohort of developed ones by 2041. However, the challenge that lies ahead is to sustain the current economic growth with the emerging threat of the fourth industrial revolution (4IR). There is no doubt that the country have the upper hand in order to counter these emerging critical scenario with its huge number of youths. Nonetheless, it will be pertinent to turn these youth force into productive human capital through providing both general and technical education in order to yield higher returns. On this backdrop, this study attempts to know whether our existing tertiary education system is rendering quality education to convert our youth force into effective human resources. Using qualitative tools of social research and drawing information from various secondary sources, the study argues that the existing tertiary education system is failing to produce skilled human resources which is again resulting in lower returns to the economy. Undoubtedly there has been quantitative progress in tertiary level education; nevertheless, the worrying factor has been regarding its quality. The crisis has not happened owing to the absence of adequate policy framework rather the translation of those into reality. This study offers a modest suggestion to take immediate steps by the government of Bangladesh to implement the recommendations as stated in the key policy instruments related to education and skill development along with the significant increase in the budgetary allocation for the tertiary education sector. In addition, efforts has to be put for transforming the existing University Grants Commission (UGC) into Higher Education Commission (HEC). Moreover, activation of the accreditation council is now a crying need for further improving the quality of education at the tertiary level.

Public health science and minimum unit pricing for alcohol: learning from Scotland