Non-university Sector Research Articles

고등교육 수준 학습인정의 상반된 두 논리

Objectives This paper discusses the two conflicting logics of learning recognition that underlie the higher-level learning recognition system.
 Methods For this purpose, higher education was divided into university and non-university areas and the logic of learning recognition that developed historically in each area was examined. The two logics of learning recognition were analyzed while reviewing the evolution of learning recognition that has developed in the field of university higher education, focusing on degrees and credit systems, and in the field of non-university higher education, fo-cusing on vocational qualifications.
 Results Throughout its long history, universities have established a learning recognition system with the logic of process-based recognition as its core. While various prototypes of higher-level learning and education existed, degrees and credits played a major role in establishing universities at the core of higher education. On the other hand, in the non-university sector, a learning recognition system has been established based on the logic of out-come-based recognition, and is now being emphasized more at the national and supranational policy level. In this context, it is frequent today that process-based recognition and outcome-based recognition logic are combined to build a learning recognition system, and in the process, the two heterogeneous learning recognition logics are showing signs of conflict.
 Conclusions Because the two learning recognition logics of process-based recognition and outcome-based rec-ognition are conflicting logics, it is natural that they primarily show conflicting aspects. Nevertheless, the reason why attempts to combine the two logics in a convergent manner rather than in conflict are being actively made at the national and supranational level is because it is becoming more clear that human capabilities cannot be com-prehensively evaluated and recognized by any single logic. In light of global trends, we can take a critical look at how our society is fundamentally restructuring the learning recognition system by combining the two learning rec-ognition logics. Since the higher-level learning recognition system is a measure that clearly shows how society designs higher education system, it is necessary to deeply examine the conflicting logics of learning recognition and consider ways to combine them.

Innovative development of the education industry in the European higher education area

The article identifies positive changes and suggests trends in the innovative development of the educational sector in the European area of higher education. The goal is determined, and the functions of the European area of higher education are considered. It has been proven that two trends, which are analyzed in the article, prevail in the structure of world higher education: unitary (single), a system manifested in higher education and provided by universities; binary (dual), a system with a traditional education sector based on the Humboldt University concept and a separate non-university sector of higher education. The main principles regulating aspects of educational activity are revealed. Considered is a very important and necessary distance form in the educational space, related to the introduction of information and communication technologies into the educational process, which is being updated and developed to improve an open and widely accessible education system, aimed at training a qualified competitive specialist.

Diversification of Higher Education as Policy Diffusion: The Rise of the Non-university Sector in China

Diversification of Higher Education as Policy Diffusion: The Rise of the Non-university Sector in China

Towards Sustainable Development in Education: Implementing a VET System for In-Service Teachers in Albania

The Albanian Strategy of Pre-University Education (2014–2020) stated the need to raise the competencies of in-service teachers in the non-university sector by asking Albanian universities to provide Vocational Education and Training (VET). The Erasmus+ project, entitled “Developing Teacher Competences for a Comprehensive VET System in Albania” (TEAVET, 2017–2020), contributed to the design and implementation of a VET system based on the previous literature of five dimensions: context, content, commitment, capacity and clients. The aim of this study was to assess the VET system for in-service teachers in Albania under these dimensions and identify key elements for sustainability. Through a mixed methods approach that merged quantitative and qualitative data (questionnaires and assessment reports), information was retrieved from the directors of lifelong learning (LLL) centres at eight Albanian universities, the Albanian Ministry of Education, Sports and Youth, in-service teachers (n = 1775, response rate 76%), teacher educators from universities (n = 44, response rate 82%) and an external expert. Results show that the VET system for in-service teachers in Albania accomplishes these five dimensions. The main elements for sustainability are that the VET system addresses specific Albanian educational priorities, the Ministry is highly committed and that universities have been empowered as LLL providers within their third mission strategy.

Higher technical skills

Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.

Serbia: New Higher Education Strategy

A new higher education strategy is being developed in Serbia as part of a wider reform of education. Boosting enrolments, promoting both the non-university sector on one end and excellence on the other, strengthening relevance and quality and rationalizing the university network are the basis of this strategy.

LIETUVOS AUKŠTOJO MOKSLO STUDIJŲ FINANSAVIMO POLITIKA: ISTORINĖ RAIDA IR „STUDENTO KREPŠELIO“ MODELIO ĮDIEGIMO PADARINIAI

Profesorius socialiniųmokslų (edukologijos) habilituotas daktarasVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, tel. 266 76 25El. paštas: zelvys@delfi.ltStraipsnyje apžvelgiama nepriklausomos Lietuvos aukštojo mokslo studijų finansavimo politika nuo vadinamųjų komercinių studentų atsiradimo iki „studento krepšelio“ modelio įdiegimo. Aptariamos naujosios studijų finansavimo tvarkos poveikis ir priimamų į aukštąsias mokyklas studentų kontingento pokyčiai, reguliacinės „krepšelio“ įdiegimo funkcijos įgyvendinimo mastai. Atkreipiamas dėmesys į tai, kad „krepšelio“ įvedimas buvo palankus populiarioms studijoms ir turėjo neigiamą poveikį šaliai renkantis reikalingas, tačiau nepopuliarias studijas, tolesnei regioninių ir specializuotų aukštųjų mokyklų plėtrai.

The Post-School Education Choices of Young Women in Australia and Canada

AbstractYoung Canadian women engage in post-school study at a much higher rate than their Australian peers, with a large part of the difference in this rate attributable to differences in rates of participation in the non-university sector. This article uses data from the Australian Longitudinal Surveys of Australian Youth and the Canadian Youth in Transition Survey to generate a unique cross-country comparison of the characteristics of young women engaged in different types of post-school education. The results highlight important differences in the role played by academic ability and parental resources in the allocation of educational ‘slots' in the non-university sectors of the two countries. The results suggest that ‘second-tier’ post-school institutions could play a role in boosting rates of post-school education in Australia, with important consequences for the design of policy on this sector.

Higher education and the pyramid: development paths of the nonuniversity sector in Argentina, Chile and Perú.

This comparative study explores institutional diversity in three South American higher educationsystems: Argentina, Chile and Peru. From a perspective of external diversity (among institutions),it offers a differentiated understanding on the ways in which the emergency of providers outsidethe university patterns have been promoted and developed identifying tensions, challenges andcurrent responses. The diversification process ended with the university monopoly in highereducation but not with its condition as an institutional referent. However, a variety of providersare strengthening their increasing role by showing positive achievements in aspects as stability,regulation, information systems and quality enhancement.

Promoting a Writing Culture in Nursing

Promoting a Writing Culture in Nursing

Research in non-university higher education institutions. The case of the Swiss Universities of Applied Sciences

This paper presents the development of research in the Swiss non-university higher education sector and frames it in the debate on the organization of higher education systems in Western Europe and on the dynamics between university and non-university sector. It shows that, in the Swiss case, the applied research mandate has been used to differentiate these institutions from universities and that this endeavor has been to a large extent successful in technology, while it has been a source of major tensions in the other domains. I conclude that the development of research in the non-higher education leads to complex dynamics of convergence and of differentiation and that this process is strongly influenced by the specificities and differences between different subject domains.

THE PERCEIVED STATUS OF STRATEGIC PLANNING IN PORTUGUESE HIGHEREDUCATION INSTITUTIONS

This study examined the status of planning within the various types of higher education institutions in Portugal. Higher education in Portugal is a binary system with university and non- university sectors. The university sector integrates public and private universities and the Catholic university. The nonuniversity sector integrates public polytechnic institutes and other establishments, the latter being private institutions. A survey methodology was used to measure perceptions from rectors and presidents within the entire system. Results suggest that institutional planning in Portuguese higher education is in its beginning phases, but there is a desire to expand that participation. While public institutions appear to be most active in attempting to establish such a process, many are doing less than strategic planning. The authors report details of the findings and make recommendations for advancing strategic planning within the system of Portuguese higher education.

Non-university sector of higher education closer to the labour market: the Polish experience

Higher education in many countries has been influenced by major factors of change due to globalization and reinforced by the development of internationalization, competition, new and different social demands, strategic importance of higher education as a business, etc. As a result of a tremendous growth in the number of students, higher education is moving towards 'mass studies'; in many cases, this is not coupled with proportional increases in expenditure on education, thus lowering the quality of education. Many countries are trying to solve this problem by developing two sectors of higher education, which may be called 'university sector' and 'vocational/non-university sector'. While the mission of the university sector is to educate intellectual élites, higher vocational education schools should, in principle, offer mass education at the undergraduate/first-stage level. Both types of higher education institutions are needed, and thus one could not speak of any subordination of one sector to another. In 1997 the Polish Parliament passed the Act on Vocational Higher Schools. The Act served as the basis for the establishment of the Accreditation Commission for Vocational Higher Schools, which has the task of laying down educational standards and defined conditions which should be met in order to establish and provide courses in specific vocational specialization as well as staff requirements for such specialization. Furthermore, standards were introduced for teaching facilities and curriculum contents. During the 3 years since the introduction of the Act, 16 public higher vocational education schools and 44 non-public higher vocational schools have been established.

Positioning Australian Universities for the 21st Century

Based on the assumption that corporate learning is a growing sector that will be serviced by companies providing learning opportunities and services quickly and efficiently on a business-to-business (B2B) basis, using electronic technologies, the paper argues on the basis of Australian experience that higher education will undergo very considerable change. In Australia universities are being encouraged to become trading enterprises; they are forming cartels and partnerships; and they are increasingly focusing on the global market. However, they are at risk of competition from large, global, non-university sector players who see education as a market. This article explores the paradigm shifts that are driving change, and provides an insight into one company's vision of what the future might look like.

The use of experimentation in educational reform: The case of the finnish polytechnic experiment 1992–1999

The building up of a non-university sector of highereducation in Finland was realised in a form of educationalexperiment. Polytechnic (ammattikorkeakoulu) reform contained atthe outset several elements of a genuine social experiment. Quitesoon the experimental set up was transformed into a reform inwhich experimental elements were minimal. The article exploresthe factors which hindered the realisation of experimental methodand raises general questions about the possibilities and limitsof social experiments.

Transformation of the science system in East Germany: a comparative study of the new federal states and East Berlin

The research output of the new federal states (Lander) in Germany is investigated for 1993, as reflected by the Science Citation Index (SCI) database, to demonstrate the consequences of the restructuring of the East German science system after reunification. It proves that the transformation of the research landscape is quantitatively particularly visible in the non-university sector, whereas the leading position of universities has not changed since 1989. Detailed analyses are presented of the publication performance of the new Lander and East Berlin, as well as ranking lists of government-funded institutions. Copyright , Beech Tree Publishing.

Government and the Universities

Contrasts and Contexts The Australian higher education system stands at a very considerable remove fro the United States' system. United States higher education is the most diverse i the OECD; Australia's higher education system is among the least diverse. America has a strong developed private system of higher education institutions. In Australia, privately provided higher education development is recent, slight and highly tentative. The United States of America has a wide range of differen types of higher education institutions: doctorate granting universities, comprehensive universities, liberal arts colleges, specialist institutions, and two-year colleges. Australia's diversity was expressed more narrowly in the publicly funded binary system of universities and colleges of advanced educatio (CAEs). The universities were distinctive from the CAEs in that they offered research degrees and were funded for research activity. The CAEs were intended to be undergraduate teaching institutions, applied in orientation and with courses generally at subdegree level. However, as they evolved, their undergraduate provisions in nature, length of study, and award became increasingly similar to the universities'; that is, parallel bachelor's degrees in such areas as the arts, business studies, education, law, science, and the applied sciences were provided by both the CAEs and the universities. At the time of the dissolution of the binary system, only medicine, dentistry, and veterinary science remained the preserve of the universities in undergraduate vocational education. The CAEs, established from the technical and teachers' colleges of little more than twenty-five years ago, sought greater equity in funding, including research provision, with the universities and the capacity t greatly extend their postgraduate provisions. Such demands reflected the growin maturity of the non-university sector as well as the increasing expansion in higher education provision, much of which was met by the CAEs. These convergent forces led to the disbandment of the binary system from 1987 on. The former CAEs were absorbed, usually through institutional amalgamation, into the university system |17, 19~. Australian higher education is now dominated by one type of institution, the generally large, multicampus metropolitan university, with each, including the new ones, having the same range of functions. Indeed this new unitary system of higher education is officially called the Unified National System. In contrast to the United States, the universities receive their recurrent and capital funds, as well as research funding, from the federal government. From 1957 on, the trend in Australia has been to increasing federal responsibility for higher education. This movement is now complete with the federal government not only coordinating but since 1987, in particular, being directly and energetically engaged in the reform of the higher education system. Although constitutionally responsible fo the universities, the states now have very little responsibility or influence over what is now a centrally controlled system of higher education. This is a very different pattern from the funding and control of the United States' publi universities. In Australia, the financial dependency and difficulties of the states have been such that the universities would have suffered had they not been transferred to Commonwealth financing and control. In spite of such strong contrasts between the American and Australian systems o higher education, much the same contemporary political, economic, and social pressures are at work in both systems. This has much to do with higher educatio increasingly being viewed as a national economic resource. There are also related concerns about value for the public dollar, the quality of the educational service provided by the higher education institutions and ways of measuring it, the relationships of university priorities to national priorities and the extent to which the system's institutions are effectively articulated with one another. …

Regional Human Resource Development and the Modernisation of the Non-University Sector in Hungary

This paper aims to provide a view of the relationship between regional human resource development and the moderisation of the Hungarian non-university sector. It is based on an institutional evaluation carried out by the Hungarian Institute for Educational Research (HIER) at the request of the Bekescsaba (Primary) Teacher Training College (Bekescsaba, south-east Hungary) and the city and regional authorities (Junghaus et al., 1993). The evaluation itself had a mid-term outlook, since at the end of the project the main questions of the college restructuring seemed to be decided, but the final decision of the academic council was still pending. The regional focus of the paper represents a rather unusual approach in Hungary, since previously popular human resource theory (Schultz, 1971) and its branches examined it mainly from a national perspective. The reason for the external examination was an evident institutional crisis.

Effects of Quality Assessment in Dutch Higher Education

Quality management [1] has been an issue in Dutch higher education since the 1980s. Quality assessment (QA) of education was introduced on the political agenda as part of the new policy of the government, with the policy paper Higher Education: Autonomy and Quality (1985). In exchange for a larger measure of administrative autonomy, the universities promised to retain and enhance their levels of quality in education. Quality assessment then appeared on a systematic and nationwide scale in 1988, when the Association of Universities in the Netherlands (VSNU) implemented its new responsibility. The VSNU QA system consists of an external Visiting Committee (VC) for each discipline or cluster of study programmes [2] operating nationwide. To prepare for the VC, those responsible for each study programme are required to write a self-evaluation (we will take 'self-evaluation' and 'self-study' to be synonyms). When the VC has visited all study programmes in its 'area', it writes a report based on the self-evaluations that were its input and on the experience of the visits to the locations. These visits usually last for two intensive days, during which the VC talks to representatives of all actors involved in the study programme (including students) and at the end of which, based on the self-evaluation and the impressions of the visit, a preliminary comment and judgment about the study programme is given by the chair. This text, after being commented on by the study programme, is included in the report of the visiting committee. The comments, recommendations and judgments about the individual study programmes are preceded in the report by a chapter on the general 'state of the art', shared problems and so on in the discipline covered. The self-evaluations and the report by the VC are the key documents in this quality spiral, of which the second cycle is starting in 1994. In 1990 a parallel system of QA was introduced by the VSNU counterpart, the HBO Council, for the non-university sector. The VC's judgments and self-evaluations are intended, in the first place, to enhance the quality of the study programme; accountability to the government and society in general is only the second goal (Vroeijenstijn & Acherman, 1990). This raises the question of to what extent the results of the evaluations are really utilised. Commissioned by the Ministry of Education and Science, in parallel with a 'mid-term review' by the Inspectorate of Higher Education (1992), the authors started a research project, the central question of which can be formulated briefly as: What are the effects of the QA system on the quality activities of higher education institutions? This project was not intended as an evaluation of the evaluation system 181

Engineering Education in the Republic of Ireland

Abstract The Irish Education System is described in general in terms of its three sectors, primary, second-level and third-level. A more detailed analysis is given of the university and non-university sector with particular reference to engineering education to technician and professional level. Data are given in respect of participation rates by different age groups in all levels of education and in respect of the capital and current costs of the various sectors. Details are provided of the number of students, both male and female, participating in all engineering degree courses and a description of the professional accreditation of courses by the Institution of Engineers of Ireland is also given. A description is given of the course structures of the National Council for Educational Awards and the structure of student transfer from National Certificate to diploma to degree-level studies.