Democratization Of Higher Education Research Articles

Media Communication and Cultural Influence in Chinese Malaysian Students’ Career Choice in STEM

There has been a decline of Malaysian students pursuing STEM courses over the past few decades. The democratisation of higher education since the 1980s has seen intense advertising of higher education in local media, which plays a role in shaping students’ career choices. Applying Stuart Hall’s theory of Circuit of Culture, a study deploying advertisements, and a survey with intensive interviews has been conducted to understand media and cultural influences on STEM career choice of Chinese Malaysians. Several factors, including media stereotyping nature of jobs of STEM as laboratory-based and practical activities, lack of curation of distinct images and role models in many STEM careers, lack of experiential exposure in daily social settings, fragmentised science communications, and disconnect of Chinese Malaysians from mainstream national development could have contributed to this decline. The study found that there is no distinct dislike towards STEM by Chinese Malaysians. Rather, for them, there are a wide range of careers beyond STEM, with non-STEM careers appearing to be more attractive in terms of career prospects. Alternative discourses and narratives for STEM careers with reimaging of nature of jobs for STEM careers to reconstruct perception towards STEM via the media and science communications could enhance the attractiveness of STEM careers. Additionally, a multi-disciplinary approach to higher education and promotion of specific STEM careers based on market needs could bring STEM closer to students.

Access to higher education in the process of expansion of the Universidade do Estado de Mato Grosso – UNEMAT

We discussed the process of expansion and democratization at the State University of Mato Grosso - Unemat from the perspective of participatory democracy in Santos (2002).What policies and expansion programs implemented by the IES that contribute to the democratization of access? What is the profile of the Unemat participant? We use the case study as a methodology. We analyzed documents about the trajectory of the IES; we identified Programs and actions for access and we profiled the participants in the period from 2005 to 2011, from the database ENGRESSANTES. The results show that access is being thought of at Unemat, only in terms of the size of the entrance; it can therefore be considered as being democratized, as the IES serves traditional communities and students, most of them from public schools, blacks (colored or black), low income, the unemployed and unmarried. However, we reaffirm the incompleteness in the analyzes on the democratization of higher education only by the dimension of entry, since we understand access in interdependence, entry, permanence, completion and quality teaching.

A comparative study on enrolment of scheduled caste and scheduled tribe learners in bachelor of social work programme of IGNOU in Assam before and after implementation of IGNOU fee exemption scheme under SCSP/TSP Grant

Education is a very important determinant of overall development of a community or a society. It is the responsibility of a state in democratic country like India to provide equal opportunity of qualitative educational development to all sections of the society. Distance education is mainly focused on democratization of higher education by providing a platform to disadvantageous section of people due to some unavoidable circumstances. It facilitated them; get the hands on training through distance mode without hampering the daily social responsibilities and activities of learners. IGNOU BSW programme is one of the important professional based programme for learners dealing with professional training/degree in Social Work. India’s Northeast region is popularly celebrated for its cultural diversity with sizable number of Schedule Tribe (ST) community as inhabitant of this region. Social Work Education in the Northeast region of India began only in the year 1992. The present study is carried out on 620 learners of BSW programme enrolled at IGNOU RC, Guwahati in last ten years from 2010 to 2019 with an intention to assess the impact of IGNOU fee exemption scheme in admission of Scheduled Caste (SC) and Scheduled Tribe (ST) learners in undergraduate programmes. This will enable us to know and assess the participation/ involvement of SC/ST learners in free admission scheme of IGNOU under SCSP/TSP Grant in Assam by examining their percent shares in annual admission. Apart from that we have also examined the overall general trends of admission on the basis of Area (Urban, Rural & Tribal), Gender, the age profile, and marital status of learners enrolled in this programme. This study is undertaken to determine and access the fulfilment of University’s motto “reaching the unreached” in weaker section and scheduled communities of our society.

Current problems of higher education system reform in Ukraine: legal aspect.

The state policy in the field of education and science plays a decisive role in ensuring the development of human capital and obtaining economic benefits in the form of sustainable growth and competitive economy, and means public and individual well-being, future prosperity and quality of life.
 Stabilization and further socio-economic growth of Ukraine largely depends on the qualitative training of specialists whose level of competence could provide the production of a science-intensive and competitive in the world market of products, to make Ukraine's economy more resistant to the effects of market globalization. Update, but in fact - the formation of a national higher education system, modernization of the content of education and technologies of training, introduction of modern forms of organization of the educational process that would meet large-scale social and economic transformations that began to take place in Ukraine.
 The article analyzes the processes of reforming higher education in Ukraine at the substantial-practical and theoretical and legislative levels. The initiatives of the Cabinet of Ministers of Ukraine are considered, profile normative legal acts (in particular the Law of Ukraine "On Education"), prospects for introducing a system for obtaining knowledge in accordance with the standards of the law of the European Union (in particular regarding the implementation of the requirements of the Association Agreement between Ukraine and the European Union).
 The scientific research analyzes the statements of domestic scholars concerning the problems of reforming the system of higher education, parallels between the concepts and the main tasks of such reform.
 The prospects of efficiency of the educational system in Ukraine are outlined, author's interpretation of existing legal conflicts of the specified sphere is provided.
 Considering this issue, it should be noted that the democratization of higher education is part of the general process of democratization of education, which provides for the elimination of the state's monopoly on education and the transition to the socio-state system, independence of educational institutions in choosing the goals, content, organization and methods of work.

Democratization of Higher Education in Nigeria through Open Access

Democratization of Higher Education in Nigeria through Open Access

Increasing the Research Capacity of Universities in Ukraine: Problems, Value Dimensions and the Way of Democratization

There are certain obstacles to the development of the research capacity of Ukrainian universities, which can be classified as belonging to one of the two groups: «external» and «internal». If the former include more obvious things like insufficient funding for national science and higher education, as well as the imbalance of teaching and research activities of the academic staff, the latter relate to the values, interests and motivations of the researchers. It is argued that a possible way to overcome the first type of obstacles is to rethink the role of the university teacher, who from a translator of knowledge becomes a mediator helping students to acquire the ability for life-long self-education and the constant creation of own knowledge. The competition to traditional universities presented by non-formal education emphasizes the benefits of the individual approach and personal communication between teachers and students and the special value of the personal knowledge as a result of own research. The article argues that in the absence of internal motivation for scientific research and a tendency to recognize the principles of scientific ethos, the attempt to «force» creativity leads only to the profanation of scientific activity, in particular to mass violations of academic integrity by students. Really effective research can be based only on the moral imperative of each human person as an autonomous subject of values and responsibility, and the most important factor in the development of university science is the democratization of higher education, which returns to the humanistic ideal of the Enlightenment that considers each person as capable of creative and independent thinking. Such democratization contributes to the implementation of lifelong learning and effective activities of university graduates in a volatile and complex world, and also corresponds to the ideas of the open science concept as one of the most important ways for increasing the research capacity of Ukrainian universities.

Student online protests in Uzbekistan: democratization of higher education as concomitant to the COVID-19 crisis?

ABSTRACT The democratization of higher education (HE) has been interpreted from various perspectives in many country-specific case studies. Yet, it has been overlooked that in authoritarian regimes the democratization of HE may involve the development of freedom of expression, an element taken for granted in democratic societies. Growing research on the implications of COVID-19 on HE fails to cover the emergence of democratization of HE in the form of freedom of expression practiced by university students. This research examines post-Soviet Uzbekistan to analyse how the practising of freedom of expression emerged among the student body during the pandemic era in the country and how the Uzbek government responded to and resolved the matter. Based on this case, it is argued that in authoritarian states the HE democratization framework can include the development of freedom of expression in the form of student protests that, in this article’s case, emerge as concomitant to the pandemic.

THE IMPLEMENTATION OF AN OPEN TEACHING POLICY IN OPEN EDUCATION IN MAURITIUS

This paper examines the implications of the implementation of a policy that promotes open teaching in an emerging open university. It describes the benefits and risks associated with such implementation within the context of Mauritius. It emphasises the adoption of cMOOCs which is more student-generated MOOCs that encourages student engagement based on socio-constructivism and heutagogy, instead of behaviourism and cognitivism. The use of open teaching promotes the democratisation of higher education and may help open universities to achieve economies of scale, and therefore making open universities profitable. However, open teaching through the adoption of cMOOCs may lack sustainability due to the political bearing of the open university concerning its governing bodies and the nomination of its head at the management level, the lack of electracy of a large number of contingent teaching staff as well as the lack of safeguard for the intellectual copyrights of MOOCs in Mauritius. It is recommended that open universities should invest massively in technology-enhanced content delivery and in the appointment of a graphic designer to support user-content generation.
 
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Os 20 Anos do Artigo 170 de Santa Catarina – precursor das Políticas de Ação Afirmativa na Educação Superior brasileira

Nos últimos anos, grande parte do debate acerca da democratização da Educação Superior no Brasil tem se pautado na lógica redistributiva da Lei de Cotas, que busca apoiar os segmentos mais vulneráveis da sociedade em seu acesso à formação acadêmica, a fim de reduzir a desigualdade social. Nessa perspectiva, cabe ao Estado responsabilidade não apenas por políticas de acesso, mas também de permanência na Educação Superior. Este artigo aborda o histórico daquele que foi o precursor dentre os programas governamentais do país na oferta de auxílio à permanência dos estudantes em instituições de educação superior - o programa de bolsas do Artigo 170 da Constituição do Estado de Santa Catarina. Criado em 1989, ele recém completa 20 anos se consolidando como uma importante iniciativa, ao lado de outras políticas de ação afirmativa do país, para reduzir a desigualdade na sociedade brasileira no que tange ao sucesso na ES. Ao final, são identificados pontos positivos do programa - abrangência da política, qualidade das instituições participantes e regularidade dos recursos aplicados – e, também, desafios tendo em vista seu aperfeiçoamento: maior acompanhamento do Estado e promoção de uma avaliação do programa; ampliação da visibilidade e transparência dos recursos empregados; e revisão de critérios para concessão do benefícios (para estudantes e instituições).

Tantangan Pemenuhan Hak-Hak Mahasiswa Dan Penguatan Kompetensi Kewarganegaraan Melalui Kebijakan Kampus Merdeka

The independent campus policy is an actual policy in the field of higher education, because it requires the modernization and democratization of higher education, so that it is adaptive to the realities of the progress of the times, as well as the aspects of learning which have a real impact on students. This study aims to analyze the challenges of independent campus policies in fulfilling student rights, as well as provide rationalization of the importance of Citizenship Education learning orientation on independent campuses which leads to strengthening student citizenship competencies, in order to become civilized citizens. This research was conducted through a qualitative approach with methods literature study, the data analysis process in this study includes: data reduction, data display, verification and conclusion. The results obtained are 1) the challenges faced by the independent campus policy, in fulfilling the rights of students, generally due to the unequal quality of education, the reality of national competitiveness and national innovation, as well as the quality of services and legal protection for students, 2) strengthening competence Student citizenship needs to become a general orientation of Citizenship Education on an independent campus policy, because it is comprehensive, in order to create civilized students and can be relied on by the state. Efforts to overcome challenges that have the potential to hinder the optimal running of the independent campus policy, can be through the commitment and consistency of various parties, especially the government and university leaders, to advance national education and guarantee fair legal protection and non-discriminatory educational assistance

Entrevista com René Ramírez Gallegos, Secretário de Educação Superior, Ciência e Tecnologia do Equador durante o período de 2011 a 2017

The following interview was conducted in 2018 with Ecuador's Secretary of Higher Education, Science, Technology and Innovation, during the period of 2011 and 2017, Rene Ramirez Gallegos. Rene Ramirez takes stock of the project that called itself “Citizen Revolution” (2007-2017), conducted by President Rafael Correa and his party until then, Alianza PAIS. During the interview, Rene Ramirez points out the progress of the Correa government and, above all, highlights the theses that came to light during the “correista” era. The issue of “buen vivir”, the new Constitution, the increase in investments in the area of education and the democratization of higher education are just some aspects explained by the secretary. At the same time, Rene Ramirez Gallegos denounces the reactionary “descorreizacion” project underway in the country, which put an end to the achievements of the so-called “decada ganada” in Ecuador.

AS CONTRIBUIÇÕES DA EDUCAÇÃO A DISTÂNCIA PARA O DESENVOLVIMENTO LOCAL E REGIONAL: VISÃO DOS PROFISSIONAIS ATUANTES NOS POLOS DE APOIO PRESENCIAL

This article aims to identify the Distance Education contributions as policy of expansion and democratization of higher education, under the focus of the view of Coordinators of Presential Support and Tutors and observe the contributions of the expansion of distance education courses for regional and local development in the states of Bahia and Pernambuco. To carry out this investigation, were selected four poles, located in the cities of Juazeiro / BA, Pintadas / BA, Ouricuri /PE and Trindade /PE. To collect data, we used the qualitative approach analysis. For the data collection process, it proceeded to the interviews with Pole Coordinators and Presential and Distant Tutors in the selected poles. In addition to these interviews, we used the survey of documentation and files (documents, spreadsheets and printed and digital records) of the Secretary of Distance Education of UNIVASF, in order to verify the locations and poles of graduates and locate Coordinators and Tutors. After this phase of collection, proceeded to the transcription of the interviews and document comparison, followed by analysis of collected data. Among the results, it highlights that the coordinators agreed that Distance Education has come to increase access to higher education and improving the lives of people. it stands out that still occur common difficulties revealed by them, among which the internet lack of quality and lack of support about the Pole maintenance with city managers. These results demonstrate the effective contribution of Distance Education, both in the training of graduates and for the local and regional development and show that this is a field still open to further investigations.

Stalinism and Revolution in Universities: Democratization of Higher Education from Above, 1947–1956

The first postwar decade in Poland saw a rebuilding of the whole country, including the school system and higher education. Higher education institutions were to mold a new intelligentsia, coming from a wider social background. Initial grassroots efforts to change the elite character of universities were eclipsed from 1947 by a reform introduced from above. On the one hand, the reform curtailed the autonomy of universities and increased censorship and political control; on the other hand, however, its aim was to make university education available on an unprecedented scale to people from the working and peasant classes. This article offers a survey of tools through which this “democratization” of access to higher education was implemented, such as a new admissions process, the induction year and preparatory courses. It also shows how these tools changed the students’ social backgrounds, albeit without permanently altering the general picture of higher education in Poland.

Pessoas trans no ensino superior: lutas por acesso e permanência, a exemplo da Universidade Federal de Santa Catarina (2012-2015)

As resoluções normativas das universidades brasileiras que garantem o nome social de alunos e alunas trans foram passo importante na luta por reconhecimento desse segmento populacional. Políticas institucionais como essa podem compor um projeto mais abrangente, a democratização do ensino superior no Brasil. Nesse sentido, o presente trabalho se ocupa de um comentário sobre essa problemática e da análise da experiência da Universidade Federal de Santa Catarina (UFSC), resultado das lutas por reconhecimento efetivadas em um conjunto de resoluções. Ainda que insuficientes, os avanços têm sido importantes, entre os quais se destaca o direito ao nome social. Esse processo diz das possibilidades de a Universidade brasileira ampliar direitos, contribuindo com o avanço democrático. No entanto, as disputas políticas atuais não dão margem para otimismo no que tange à garantia de direitos e acesso à cidadania, colocando sob ameaça a democratização de espaços como a Universidade.

Mecanismos de avaliação e regulação da Universidade Federal Brasileira no REUNI

O Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (REUNI), instituído em 2007, teve como objetivo central expandir o acesso e a permanência na educação superior, com base em contrato estabelecido entre o Ministério da Educação (MEC) e a Universidade Federal com a definição das condições necessárias à ampliação física, acadêmica e pedagógica da rede federal. Ele articulou-se com as reformas gerenciais do Estado, sobretudo por se basear em contrato de gestão, que indicava metas a serem atingidas e seus mecanismos de avaliação. Com base nessas constatações, este artigo objetiva apresentar e discutir a política do Reuni, a partir de pesquisa documental, destacando, de sua estrutura e funcionamento, os mecanismos de regulação da Universidade Federal brasileira. Notamos que, embora o processo de adesão ao Programa tenha sido voluntário pela unidade, a ação do MEC na Universidade pelo Reuni foi invasiva, ferindo sua a autonomia nas dimensões política, financeira e acadêmica. A “autonomia institucional” foi monitorada, avaliada e regulada, reforçando a produtividade e a eficiência como seus objetivos centrais de gestão. Todavia, não obstante os mecanismos de avaliação e regulação presentes no Reuni, as universidades federais brasileiras compactuaram com o princípio da democratização do ensino superior e, por isso, acabaram por se sujeitar a tais mecanismos para conseguir financiamento para materializá-lo.

THE DEFINITION OF THE CONCEPT OF “PEDAGOGICAL SUPPORT” IN UKRAINIAN AND CHINESE SCIENTIFIC LITERATURE

It was defined in the publication that in the context of humanization and democratization of higher education happens the reorientation of the educational process to the preparation of future professionals, that are characterized not only by the formation of professional competence, but also by the ability to think critically and autonomously. In turn, this provides the granting of a pedagogical support to the future professional in personal and professional formation. Therefore, the providing of this noted support to each subject is a pressing issue for the pedagogical theory and practice in different countries, including Ukraine and the People’s Republic of China. The purpose of the article is to clarify the essence of the concept of “a pedagogical support” on the basis of the analysis of the comparison of the perspectives of Ukrainian and Chinese scholars. The following theoretical research methods were used to achieve this goal: the analysis of scientific sources that reveal the essence of the problem under study; synthesis, comparison, systematization of scientific views of scientists in determining the essence of pedagogical support. Based on the analysis of the scientific literature, it has been established, that the concept of a pedagogical support is interpreted by the scientists ambiguously, in particular as: a purposeful activity of the teacher aimed at providing prompt or preventive assistance to the individual in the process of his / her learning and development; the activity of the teacher, that is implemented in the following areas: the providing of internal conditions (needs, attitudes, needs, abilities) for the development and self-development of each personality; the creation of favorable external conditions for its existence, training and personal development; building a humanistic micro social environment in the educational establishment by the providing a favorable psychological climate, active interaction between the participants of the educational process, involving the subjects of interaction in the performance of creative activities, etc. It was determined that the research under the pedagogical support refers to a purposeful activity of the teacher, aimed at assisting the individual in the process of its learning and development, stimulating its transformation into an active subject of their own professional and personal formation. It has also been found that providing pedagogically literate a pedagogical support can significantly improve the efficiency of the educational process in higher education.

Educação Superior no Brasil: discussões e reflexões

Este artigo trata de uma revisão teórica que reflete os aspectos gerais que norteiam a educação superior no Brasil desde o processo de criação das universidades, as quais teve sua implantação legitimada pelo poder público em 1920. O estudo objetiva analisar as políticas públicas de acesso e democratização da educação superior no país. Para tanto, discute as principais políticas educacionais e o cenário atual vivido pela universidade. Debate como problemática de estudo, as questões relacionadas à concepção, funções e autonomia da universidade, que apesar de garantida em lei, tem enfrentado dificuldades para se efetivar na prática. Considera dispositivos legais que tratam da temática e pauta suas discussões baseadas em autores como Fávero (1999, 2006), Zoccoli (2009), Dourado (2008), Catani e Oliveira (2007). Conclui-se que a educação superior no Brasil tem seu reconhecimento pela legalidade da universidade, efetivação e consolidação, por meio da legislação e políticas educacionais. A expansão das universidades particulares e a isenção fiscal para investidores no setor aconteceram nos anos 80, a ação de organismos internacionais no país foi intensificada nos anos 90 e a década de 2000 é marcada por políticas de caráter transformador, porém com retrocessos provocados pela conjuntura política do Estado.

A interseccionalidade nas políticas de ações afirmativas como medida de democratização da educação superior

Ao focalizar os processos de democratizao da Educao Superior, a interseccionalidade de categorias sociais como raa, classe, gnero e orientao sexual se mostra potente maneira de perceber necessidades estudantis e de formular intervenes nos fatores decisivos de trajetrias acadmicas, sobretudo em se tratando de acesso, permanncia e desempenho acadmico. Ao considerar a interseccionalidade e ao abordar autoras, em um s tempo, atuais e clssicas, como Luiza Bairros, Audre Lorde, Mary Garcia Castro, Heleieth Saffioti e Kimberl Crenshaw, o objetivo do presente artigo , a partir de dados de pesquisa, analisar fatores que interferem na permanncia de mulheres negras cotistas lsbicas e mulheres negras cotistas bissexuais, assim como refletir sobre o enfrentamento s violncias que as afetam fsica, material e psicologicamente rumo ao acesso a bens materiais e simblicos na Universidade e em outras esferas sociais. A metodologia qualitativa foi adotada, de modo a agregar dados quantitativos, pesquisa bibliogrfica e documental.

Inclusão de alunos com deficiência em uma Universidade particular de Curitiba

Discussões e questionamentos comprometidos com a democratização do ensino superior têm ocupado importante espaço nos debates educacionais, tanto para garantir o ingresso de pessoas em tal nível de ensino, quanto à melhoria da qualidade do mesmo. Objetivo: descrever e analisar as diretrizes e ações que direcionam o Programa Incluir e a Comissão de Educação Inclusiva de uma universidade privada de Curitiba, bem como a visão de alunos com deficiência acerca de sua experiência acadêmica, no tocante à infraestrutura, às relações interpessoais e aos aspectos pedagógicos pertinentes à sua formação. Método: estudo de caso do tipo qualitativo. Foram realizadas entrevistas semiestruturadas com a presidente da Comissão e 5 graduandos que se autodenominam deficientes. A análise dos dados baseou-se na análise de conteúdo. Os enunciados produzidos pelos participantes foram analisados a partir dos seguintes eixos temáticos: comissão de Educação Inclusiva; relações interpessoais e experiências pedagógicas e a visão dos alunos sobre mudanças necessárias. Resultado: Embora os estudantes possuam uma visão positiva sobre as atividades desenvolvidas pela comissão, fica evidenciado que a mesma tem uma ação restrita no que tange aos aspectos relacionais e pedagógicos da vivência acadêmica dos alunos. Conclusão: No que se refere à Comissão Inclusiva da universidade e ao Programa Incluir, ambos possuem objetivos focados no trabalho para questões funcionais de acessibilidade. Quanto aos aspectos pedagógicos e relacionais, seu alcance apresenta-se frágil. Sugere-se o implemento de estudos que analisem os aspectos singulares das pessoas com deficiência e os determinantes sociais e históricos que perpassam o sistema educacional brasileiro.

Democratização da educação superior brasileira: do acesso ao compromisso com o sucesso acadêmico

O presente artigo parte da premissa de que, para além do compromisso com o acesso, a democratização da Educação Superior pressupõe um compromisso com o sucesso acadêmico dos estudantes. O que tem sido entendido por sucesso acadêmico no bojo do processo de democratização da Educação Superior é a pergunta que impulsiona a presente investigação. Objetiva-se desvelar alguns dos sentidos em que essa expressão tem sido empregada nos discursos dos diferentes atores que participam, direta ou indiretamente, no debate dos temas educacionais. Foram tomadas como objeto da análise, primeiramente, algumas produções acadêmicas sobre o tema e, em um segundo momento, os documentos da Conferência Nacional de Educação (CONAE) e os Planos Nacionais da Educação (PNE). O exame de tais documentos à luz das categorias emergentes – integralização curricular; vida universitária; competências; e cidadania – permitiu verificar que o sucesso acadêmico tem sido compreendido de maneira ampla, incorporando noções de, pelo menos, três das categorias. Integralização curricular, vida universitária e cidadania aparecem tanto na produção acadêmica quanto nos documentos analisados, o que nos faz pensar que estamos no caminho certo no que diz respeito a concepção de sucesso acadêmico que nos orienta. Resta saber quais são as ações políticas e estratégias institucionais que estão sendo efetivadas para criar oportunidades de sucesso para um maior número de estudantes, bem como a que concepção de sucesso tais ações políticas e estratégias institucionais estão vinculadas.