Form Of Post-secondary Education Research Articles

CORRUPTION AND EDUCATION: IMPACT ON CHILDREN AND SOCIETY

The Oxford English Dictionary defines corruption as dishonest or illegal behaviour, especially of people in authority. Education is arguably one of the most important aspects of life as with such a lot of doors are opened for individuals, which are not offered to those without. Generation after generation the power and importance of education is only further highlighted, thus more and more children are pursuing higher education. As such, the number of students enrolled in schooling worldwide has been on an upwards trajectory, with an increase of over 150 million students since 2000 for secondary school and around 82 million since 2000 for primary school (Statista, 2022). Furthermore, the completion rate of primary school was close to 90% in 2019 and 76% for secondary school (Statista, 2022). Education can provide individuals with so many options and aid in their life path by increasing the aspects of stability in life, financial stability, equality between individuals worldwide, self-dependence, confidence, provides safety, and helps one reach their goals (Nair, 2022). In Canada itself, more than 1.4 million students are enrolled in a Canadian University, and 2.2 million students are enrolled in some form of postsecondary education (Universities Canada, 2018).

Brain Remain

Volumes of research studies, surveys, and census data document the “brain drain,” the phenomenon of highly educated and highly skilled workers migrating from their hometown to an urban or metropolitan area that promises a better life. Early indications of brain drain begin with high school graduates determining where to attend college. There is a pervasive belief that it is a measure of success and part of a process of upward mobility to go away to college, and therefore an implied failure if one remains in their hometown or region while earning a degree. This mentality and encouraged brain drain behavior is reinforced by a K-12 education system that sorts students early in their academic careers and invests in the best and brightest, while paying little attention to the majority of students (Harmon, 2010). This is a skewed approach and leaves many individuals, and their hometowns, with few opportunities and stifled upward social and economic mobility.
 
 The needs of the workforce are rapidly changing. Some form of post-secondary education is required for the majority of entry-level jobs in the United States (Bureau of Labor Statistics, 2017). Yet, higher education is being faced with increasing competition and growing skepticism regarding the value of a college degree. By collaborating and partnering with the region in which an institution exists, urban, suburban, or rural, colleges and universities can cut through higher education’s competitive noise and growing skepticism, while addressing the changing workforce needs and redefining students’ pride about where they earn a degree, and begin their careers, close to home.
 We call this paradigm shift the “Brain Remain,” and it has the potential to significantly alter the way higher education, K-12 districts, businesses, and community leaders work, operate, and collaborate in the new economy. This, in turn, can create bold new opportunities for students where they least expect them: right in their own backyards.

Addressing academic aspirations, challenges, and barriers of indigenous and immigrant students in a postsecondary education setting

ABSTRACT Canada ranks high among the Organization for Economic Cooperation and Development (OECD) countries in terms of advanced education with 66% of Canadians having completed some form of postsecondary education. Yet, students from indigenous and immigrant backgrounds face several psychosocial and institutional barriers that hinder their academic progress. The current study used a qualitative approach to examine the experiences and challenges faced by indigenous and immigrant learners who were enrolled in a postsecondary human services program in Western Canada. Findings suggest that despite 40 years of a multicultural approach to education these students continue to experience several barriers to continuing their study programs. The need for radicalizing teaching by using alternate critical decolonizing discourses and pedagogy is discussed.

Affordability and the Return on Investment of College Completion: Unique Challenges and Opportunities for Adult Learners

It is increasingly understood that in order to be successful in today's economy a postsecondary degree is needed (National College Access Network, 2012). Approximately 65% of jobs in 2020 will require some form of postsecondary education (Carnevale, Smith, & Strohl, 2013), and of the 30 fastest growing occupations, more than half require postsecondary education (Bureau of Labor Statistics, 2013). There is good reason to focus on adult students: The United States will not meet projected workforce needs without educating more of its adult population. Data also show that the average earnings of young adults with a bachelor's degree are twice as high as that of workers with only a high school diploma, and adults with solely a high school diploma are just over twice as likely to be unemployed than their college-educated peers. These statistics point to the need for some form of education after high school, yet many adult learners are still choosing not to enroll or complete a degree, a trend that requires closer examination. In this article we review the current context in which adult learners are situated and discuss recommendations for research and practice.

Learning at work in Higher Vocational Education

Higher vocational training (HVE) is a new form of post-secondary education that was introduced in 2009 in Sweden. The aim for HVE is to address the demands of a highly skilled Swedish workforce. Compared to other forms of adult and higher education it is less institutionalized and, based on Swedish standards, gives great opportunities for the provider to decide regarding the contents and design. The purpose of this study was to analyze a) the quality of the course, Learning at Work (LIA), and (b) to develop instruments and indicators to explore the quality of the student learning in working life as part of HVE. The design of research instruments was based on hypotheses to uncover the background, the learning process and effect parameters In LIA offered at 12 different HVE sites in Sweden within the areas of health care, computer science, technology and business administration. The survey data of forty-two students and thirty-six workplace supervisors were analyzed. The results of the study show that the quality of the learning at work (LIA) varies considerably between different programs and different students. In most programs, it has a significant development potential. A well-functioning LIA is characterized by adequate learning content, an open work climate between colleagues, accuracy and dedication, frequent supervisor feedback, and regular communication between the Program Director and the supervisors. It is important that the educational provider requires workplaces with capacity to offer the students relevant and qualified work content. LIA should offer qualified work content providing knowledge of breadth and depth. Knowledge gained from school-based training should be challenged and must achieve curriculum goals. An important finding is the lack of definitions and criteria for quality, and the risk of quality differences between educational providers. Another significant problem identified in the study is the unclear division of responsibilities between the educational provider and the partner from the world of work. Most of the supervisors, who were skilled workers or professionals, had a fragmentary understanding of HVE. They gave instructions, but did not stimulate their students to reflect theoretically on what they learned during LIA. Integration between school-based learning and experience of work life was limited. There was a shortage of instruments for assessing the quality of what was taught in the workplace. A large proportion (75 %) of the students was employed soon after graduation. For those who did not, their skills run the risk of rapidly becoming obsolete.

A Functioning Approach to Well Being Analysis in Rural Nigeria

<p>The Nigerian rural population is described by low productivity, little formal education and poverty. The need for more studies on the issue of wellbeing of rural population is hinged on the continued development of approaches that give better understanding of the phenomenon. This paper attempted to use Amartya Sen’s capability approach to assess multidimensional well being in rural Nigeria in six functioning dimensions obtained from the Nigerian Core Welfare Indices Survey using the fuzzy set theory. A binary logistic regression was also carried out to isolate the factors that determine the attainment of a pre determined level of well being after computation with the fuzzy set analysis. The results showed that rural Nigeria is an agrarian society; the functioning with the highest level of achievement out of the six dimensions studied was Housing, while asset ownership/income was the least achieved dimension in rural Nigeria. Results further revealed that belonging to female headed households, increasing age and being employed in the private (formal) sector as well as having some form of post secondary education enhances well being while being employed within the agricultural sector significantly reduced the well being of rural households in Nigeria.</p>

Fountain House Planted Seeds of Global Movement

Fountain House Planted Seeds of Global Movement

A survey of telehealth coordinators in Canada

Telehealth coordinators practising in Canada were invited to respond to an online survey and participate in a telephone interview. For the present study, the definition of 'telehealth' was limited to the use of videoconferencing. The coordinators were recruited with the assistance of the Ontario Telemedicine Network (OTN) and the Canadian Telehealth Forum (CTF). The response rate to the online survey from the OTN cohort was 4% (n = 13) and from the CTF cohort was 36% (n = 34). Of the 47 people who completed the survey, 16 also participated in a telephone interview. Most respondents were female; their mean age was 40 years. Most telehealth coordinators had some form of post-secondary education. Most, 66% (n = 31) coordinated both clinical and educational videoconferences. About half of the telehealth coordinators (55%, n = 26) indicated that their job was dedicated solely to telehealth, although 32% (n = 15) reported that their jobs involved responsibilities outside telehealth. About half of the respondents worked full-time (51%, n = 24). Most respondents either strongly agreed or agreed with the statement that 'If a telehealth coordinator's role involves patient care then that individual should be a member of a regulated health profession'. The need for organizations to more clearly define the role, better recognize and support telehealth coordinators and develop mechanisms for continuing professional education and certification were recurrent themes in the interviews.

The Illusionary Decline in Workforce Quality

SOCIOLOGY PROFESSOR (the guest on the show): Men 25–34 are less likely to go on to some form of postsecondary education than probably their grandparents and parents did. . . . The percentage of men with some form of post-secondary education 25–34 is actually lower than the percentage of men who had some form of post-secondary education who are 55–64. . . . PROGRAM HOST: Are you surprised by that, that young men 25–34 are going to be less likely to have postsecondary education than their parents, grandparents? SOCIOLOGY PROFESSOR: I’m quite surprised by it, and I really don’t have a good explanation for it.

REAL Camp: A School–University Collaboration to Promote Post-Secondary Educational Opportunities Among High School Students

The REAL Camp-NIU Experience established at Northern Illinois University serves as a model to afford high school students an experience in science- and mathematics-related careers. The participants’ perceptions of the college-based camp curriculum were very favorable, as were the perceptions from preservice teachers and practicing teachers concerning the overall effect of the camp on student participants. Data indicated that the camp has shown success over time, with 21 of the 26 participants enrolling in some form of post-secondary education.

College-Church Partnerships and Precollege Programs: College Entry and Urban At-Risk Youth

With interest in university-college partnerships increasing, this paper presents an example of an effective college-church partnership. A Christian college partnered with 19 urban churches to offer precollege activities for urban youth in grades 7 through 12. As expected, the level of poverty associated with young people's neighborhoods (i.e., census tract) is related to eventual college entry and type of postsecondary institution entered (two-year or four-year). This study demonstrates that a precollege program offered in partnership with urban churches is able to help at-risk young people persist in middle and high school and eventually enter some form of postsecondary education. Moreover, the ethnicity of the urban churches—African-American or predominantly white—is seemingly unrelated to ultimate college entry of a group of predominantly African-American students.

Black College Undergraduates, Enrollment, and Earned Degrees

In 1972, approximately 727,000 Black Americans were enrolled in some form of postsecondary education, both graduate and undergraduate (U.S. Bureau of the Census, 1973a). In 1970, American colleges enrolled 424,653 undergraduates of which 340,754 were attending full time. However, the story of higher education for Black Americans started a long time ago. Black Americans came to the United States before the pilgrims arrived in Jamestown on the Mayflower in 1620. A few Blacks arrived a year earlier on a slave ship. Since that time Black Americans have been fighting against great odds to achieve a full and meaningful existence in this country, with equality and freedom. Today, the fight for full equality and freedom is still short of fulfillment. Black Americans are continuing their fight for a bigger share of this country's resources through its legitimizing or credentializing institutions; colleges and universities are among the most important