Public Policies For Higher Education Research Articles

Kebijakan Publik Di Bidang Pendidikan Tinggi Dalam Kaitannya Dengan Penerapan Rekognisi Pengalaman Lampau (RPL)

Public policy in higher education is crucial in guiding the direction of learning in educational institutions. Recognition of Prior Learning (RPL) enables students to receive recognition for knowledge and skills acquired through non-formal experiences, accelerating learning, and providing fairness to those with relevant prior experiences. This research aims to analyze public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The study utilizes a qualitative method, prioritizing literature analysis as the source of data. Data is collected from scholarly works and relevant bibliographic references. Analysis is conducted inductively to gain a deep understanding, explore unique aspects, and generate hypotheses related to public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The findings indicate that public policy in higher education plays a crucial role in directing learning policies, including RPL implementation. However, the implementation of RPL still faces several challenges, including the need for clear frameworks, adequate resources, and ethical aspects in recognizing past learning. The importance of harmonizing RPL practices at the international level also remains a focus in achieving inclusive and relevant higher education goals. Thus, this research provides a better understanding of the complexity of RPL implementation and lays the groundwork for policy and practice improvements in higher education.

Senses and repercussions of student assistance on the eating practices of students from a Brazilian public university during the COVID-19 pandemic.

Student assistance (SA), regulated through the National Student Assistance Program (PNAES), seeks to meet the basic social needs of university students and is inserted in the field of public policies for higher education in federal institutions in Brazil. The program allocates financial resources in order to provide scholarships, housing, food, transport, physical and mental health, and accessibility for disabled students. The present study aims to identify the senses attributed by students of a federal public university to AE and the relationship between SA and their eating practices during the COVID-19 pandemic. A qualitative approach was used. Online questionnaire and focus groups were employed for data collection. The study public consisted of undergraduate students. Descriptive statistics and content analysis were used, opting for thematic analysis, with the support of the MAXQDA software. The core meanings were organized into two categories: (i) food during pandemic and (ii) role of student assistance. A total of 55 responses were obtained, and three focus groups were carried out. About 45% reported that the pecuniary aid offered by the university was the family's only source of income during the pandemic and 65% used it to buy food. More than half described worsening in food quality, related to food prices. Although no specific evaluation instrument was used, it is plausible to admit that the students experienced a situation of food insecurity, given the uncertainty in regular access to food, the compromised quality of food, and the strategies mobilized to guarantee a minimum amount of food for all members of the family. Among the reported strategies were changing the location and mode of acquisition (receiving donations, buying in groups or in wholesalers) and choosing cheaper genres. Although students consider SA essential for access and maintenance at the university, a sense assigned to SA was the role of "help." In general, students did not link SA to social rights, as part of public educational policy and as a mechanism for food and nutrition security. SA actions developed during the pandemic were essential for keeping students at the university, also functioning, albeit unintentionally, as a food and nutritional security mechanism.

Kolonizacja przyszłości: Orientacje przyszłościowe w narracjach młodych dorosłych studiujących w Warszawie

Dyskusja pomiędzy zwolennikami rozszerzonej teraźniejszości a orędownikami koncepcji życia jako projektu, tocząca się na przecięciu socjologii edukacji i socjologii młodzieży, skupiła się na badaniu perspektywy czasowej, w jakiej młode osoby postrzegają swoją przyszłość. Jednakże w ostatnich latach coraz częściej wskazuje się, że takie podejście utrudnia badanie orientacji przyszłościowych, które mogą być szczegółowo zaplanowane w jednym obszarze, a nieprzemyślane w innym. Potencjał do pogodzenia obu podejść wykazuje przedstawiona w artykule koncepcja kolonizacji przyszłości A. Giddensa. Analiza narracyjna trzech wybranych przypadków spośród przeprowadzonych 45 wywiadów narracyjnych z listą poszukiwanych informacji ze studentami i studentkami pierwszego roku studiów I stopnia wybranych uczelni warszawskich pozwoliła na odtworzenie trajektorii edukacyjnych osób badanych oraz sposobów postrzegania przez nie przyszłości w odniesieniu do podejmowania decyzji o pójściu na studia wyższe. Wyniki analizy wskazują, że w badaniach orientacji przyszłościowych należy poszukiwać trzech komponentów: świadomości dyskursywnej, świadomości praktycznej oraz bezpieczeństwa ontologicznego, które pozwalają interpretować orientacje przyszłościowe młodych dorosłych w kontekście ich trajektorii edukacyjnych. Praktyczne wykorzystanie tych wyników w polityce publicznej w szkolnictwie wyższym polegałoby na umożliwieniu młodym dorosłym eksploracji pokrewnych ścieżek edukacyjnych.

EXPANSÃO DA EDUCAÇÃO SUPERIOR E CONSTRUÇÃO DE CARREIRA: ESTUDO MULTICASOS COM GRADUANDOS

ABSTRACT The expansion of higher education in Brazil in recent decades has produced distinct and heterogeneous contexts, contributing to the change in the sociodemographic profile of students. Within the scope of studies on career construction in higher education and based on the Life Designing model, this investigation examined the process of career construction of undergraduates from public institutions in Alto Uruguai gaúcho, a region affected by the expansion and establishment of universities in the interior of the states of Brazil. This is a multiple case study with six undergraduates who showed different levels of career adaptability. Based on the emerging categories of analysis, the results indicated that the proximity of Higher Education institutions, the family context, the need to reconcile study and work and the perspective of social mobility associated with the transition to adulthood are relevant themes in the process of participants’ career construction, highlighting the importance of public policies for higher education.

Transformations Beyond the Higher Education Public Policy. The Impact of Universidad de Antioquia’s Regionalized Higher Education

The purpose of this article is to present part of the results of an investigation that aimed to assess the impacts that access to higher education had on the lives of a group of graduates of the Sociology program, offered in the eastern branch of the Universidad de Antioquia. To achieve this, a study with a complementary approach was carried out, through the implementation of techniques such as the survey and the semi-structured interview, in order to account for the objective and subjective aspects of the experience. The main finding evidenced that professional training allowed the personal fulfillment of the graduates as the foundation of the constitution of their life project; This caused transformations within their family groups and demonstrated that the scope of public policy for higher education goes beyond guaranteeing the population’s access to vocational training.

Editorial Volume 11 Issue 2 2020

This issue is being published during a time of massive disruption and change associated with the COVID-19 pandemic. A situation which has been further complicated by rapid changes in higher education public policy, funding and regulation in Australia and elsewhere. Despite all these challenges, our friends and colleagues and higher education practitioners across the world have been responsive and innovative in the face of restrictive conditions, have focused on what they can and will learn from these strange times and have continued to share expertise and experiences, and importantly have never lost sight of what really matters – our students and their success. We salute each and every one of you.

Políticas Públicas para a Educação Superior no Brasil (1990-2020): da Universidade Operacional ao Programa FUTURE-SE

Trata-se de um ensaio analítico sobre políticas públicas para a Educação Superior no Brasil desde os anos 1990 até 2020. Metodologicamente, tendo por base a teoria dos campos sociais de Pierre Bourdieu, esta análise considera que os diversos sistemas de Educação Superior no Brasil (federais e estaduais) constituem um campo social (campo acadêmico) que está sendo transformado em sentido gerencial e em favor do mercado.

O Conselho de Educação Superior nas Repúblicas Americanas

Este artigo tem como objetivo examinar a trajetória do Conselho de Educação Superior nas Repúblicas Americanas no período de 1958 a 1978. O Conselho, objeto ainda não investigado pela historiografia da educação brasileira, foi criado em 1958 pelo Institute of International Education (IIE) e sediado em Nova York. Era financiado, inicialmente, pela Carnegie Foundation, a Carnegie Corporation e a Ford Foundation. O Conselho abrigou, em seus quadros, intelectuais estadunidenses e latino-americanos com o intuito de elaborar recomendações para a solução dos problemas relativos ao ensino superior no continente americano. Através de uma pesquisa de caráter documental que examinou os Relatórios Anuais do IIE, o Arquivo Anísio Teixeira sob a guarda do Centro de Pesquisa e Documentação de História Contemporânea do Brasil da Fundação Getúlio Vargas e os Relatórios Anuais da Comissão de Aperfeiçoamento de Pessoal de nível Superior (CAPES) foi possível mapear as decisões do Conselho e avaliar o potencial de cooperação ou intervenção nas políticas públicas para ensino superior na América Latina.

Higher Education and the Efficiency of the Brazilian Public Policies

This research aims to analyze the effectiveness of the main public policies for higher education in Brasil, considering the amount invested and the number of served students, in the period from 2003 to 2012. When it comes to the methodological procedures, the study was designed as exploratory e quantitative, in which a group of public policies were statistically analyzed, using as reference the compound annual growth rate (CAGR), taking into account the investment made and the number of attended students in the period, in order to check the efficiency of each policy. The results showed that UAB is a form of education that has expanded in recent years by the amazing average rate of growth in the number of students (109.4%), but it still faces high dropout rates; that IFETs had an average annual growth rate of 23.6%, relatively high compared to other public policies; that Prouni and Fies have shown efficient in the period analyzed in relation to the student / cost; and that Reuni brought effectiveness to the system by correcting deviations in the number of students per professor, expanding the offer of evening courses and internalizing universities and campuses.

The development of graduates' social competences. The case studies from four European universities in the context of higher education public policy in Poland, Germany, Latvia and the Czech Republic. The outcomes of the Erasmus+ DASCHE project

The Bologna Process indicates that preparation for living as active citizens in a democratic society is one of the main purposes of higher education. Moreover, other relevant European strategies postulate that social competences development in HE graduates as well as the European Qualifications Framework should comprise the pillar of 'competences: autonomy and responsibility'. The United Nations and OECD emphasise the role of education and developing social competences, too.Higher Education Institutions' (HEIs) educational mission involves the transfer of knowledge and skills, as well as shaping the social competences of students. This article aims to show good practices in the development of students' social competences by different HEIs. Based on the cases the findings were formulated that the development and assessment of social competences in HEIs is possible, however, one standardised solution cannot be developed. Diversity is crucial in the presented programmes. Our main recommendation is to create room for debates about social competences in the researched countries and in the whole EHEA.

ЛІЦЕНЗУВАННЯ ОСВІТНЬОЇ ДІЯЛЬНОСТІ ЯК ІНСТРУМЕНТ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

ЛІЦЕНЗУВАННЯ ОСВІТНЬОЇ ДІЯЛЬНОСТІ ЯК ІНСТРУМЕНТ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

Economic changes and investment in higher education in Brazil 2000-2015

With the Third Industrial Revolution under way since the end of the last century, there have been profound changes in economic activity, moving from a large-scale economy to one of high value, anchored in the intensive use of advanced technology, that is, knowledge. To investigate the public administration managers position, about the construction of educational politics and the qualification of the workforce becomes essential. The purpose of this paper is to present, these ongoing economic changes, the percentage of investment in higher education public policy and the training of postgraduate students (Masters and Doctors) between 2000 and 2015 in Brazil. In this research, secondary data were used, available in CNPq, MEC, IBGE, ANFAVEA websites. Preliminary results indicate a positive linearity of educational variables and a significant change in the physiognomy of the Brazilian economy.

As políticas públicas de inclusão ao ensino superior: uma análise do contexto brasileiro nos últimos 20 anos

O trabalho analisa as políticas públicas ao ensino superior no País, tendo como principais objetivos demonstrar a evolução legislativa e dados qualiquantitativos acerca do acesso ao ensino superior por pretos e pardos. A pesquisa está amparada em método dedutivo. Os métodos de procedimento serão o histórico e o estatístico, inter-relacionando o estudo das políticas públicas de acesso ao ensino superior e aos dados governamentais e não governamentais. Na análise empírica, dados estatísticos serão necessários, especificando os atributos qualiquantificáveis dos dados recolhidos para uma compreensão em consonância com a construção teórica. Pode-se perceber, a título de resultados e de considerações finais, que ainda há muito para evoluir, porém será necessário implementar modificações significativas na tutela das ações afirmativas.

Efficiency of Public Policies for Higher Education: the Case of People's Republic of China

This research performs the analysis of the main public policies for higher education in People's Republic of China between the period from 2003 to 2012, starting from a gap to be explored concerning the proposition of new public policies to assist in financing higher education worldwide, taking as reference practices already carried out in other country. When it comes to the methodological procedures, the study was designed as exploratory e quantitative, in which a group of public policies were statistically analyzed, using as reference the compound annual growth rate (CAGR), taking into account the investment made and the number of students attended in the period, in order to check the efficiency of each policy. The results showed a series of possibilities to promote the advancement of higher education worldwide, with examples of policies that can be replicated to other nations, and, therefore, assist them in their development.

Las dinámicas de expansión del capital y el capitalismo cognitivo: algunos de sus posibles influencias en la educación superior

En este articulo se plantea al capitalismo como el marco economico y productivo global que esta en el origen, la base y el horizonte de algunos enunciados que pesan sobre las actividades universitarias, entre ellos, que la educacion superior es estrategica en la competitividad de las naciones, que las universidades deben producir conocimiento util con respecto a las multiples necesidades de la sociedad y que, para cumplir esos propositos, las instituciones y programas deben ser de alta calidad. Para acometer esta tematica compleja, se analizan tres topicos: la dinamica de expansion de la ganancia, el uso intensivo de tecnologia y el capitalismo cognitivo, resultado de los anteriores. El articulo es producto de la investigacion doctoral “El Sistema de Aseguramiento de la Calidad de la Educacion Superior (Saces) y las politicas publicas para la educacion superior en Colombia (1970-2010): continuidades y rupturas”, que realiza la autora.

Educación superior y trabajo: hacia la construcción de un sistema de información sobre egresados

The linkage between higher education and the world of work in Mexico is an issue that often leads to controversy, usually because of erroneous conceptions of the role played by education in the sphere of labor, but mostly due to insufficient information on the results achieved by college graduates in the labor market. In this context, this paper discusses the consequences of the lack of systematic and comparable information on the graduates’ insertion into the labor market, and identifies some of the challenges faced in building an information system that contributes to the establishment and evaluation of public policies for higher education.

Is Undergraduate Programme Accreditation Influenced by Educational Public Policy Quality Indicators? An Exploratory Study of the Chilean Higher Education Quality Assurance System

In Chile, as well as in most of Latin America, public policies for higher education have recently adopted a focus on quality assurance and accreditation systems. Uncertainty, however, still exists in terms of the quality assurance consistency in the current Chilean accreditation system, especially in terms of the relation between public policy quality indicators for higher education and their relation to accreditation outcomes. Therefore, the aim of this study was to make a first explorative attempt to investigate the relationships between these indicators and the results of undergraduate programme accreditation. We hypothesised that the public policy quality indicators of first-year drop-out rate, employment at graduation and ratio of actual to expected time to graduation would be strongly correlated to undergraduate programme accreditation as well as largely explaining its accreditation-year variance. By means of correlation and multiple regression analyses, we found small-sized associations, being first-year drop-out the only significant predictor of programme accreditation, explaining a 9.4% of its variance. These results raise questions regarding the consistency between the aims of public policy for higher education and the current accreditation system. This study should be of value to policy makers, managers and curriculum developers in terms of this initial analysis of the consistency between quality indicators and the accreditation system. Further research is necessary to make a systematic and in-depth assessment of the impact of quality assurance mechanisms to provide better rationale for making important decisions such as when defining the characteristics of the accrediting institutions as well as for establishing effective ways to achieve the proposed public policy objectives.

Formação de educadores de infância em Portugal e professores de educação infantil no Brasil: aproximações e distanciamentos

The text aims to identify differences and similarities regarding the teacher training for teachers of young children in kindergartens and pre-schools, considering the specificity and complexity of this educational task, and the context of the training of these professionals in both countries. The study was based on literature review and document analysis on the formation of early childhood educators in Portugal and Brazil. The findings indicate that the discontinuities of public policy for higher education in Portugal in recent decades represented departures from the previous training, which was a specifically vocational training. As a consequence, we observe setbacks and reduced quality training (conceptual change ‘nursery school’ to ‘pre-school’). The situation of children education in Brazil is similar to the Portuguese situation in terms of the prospects for teacher training for teachers of young children in institutional settings (generic and not enough specialized) and different in terms of the full accomplishment of the right to education of children 0–3 years in nurseries, situation that is reflected in the programs of initial training of educators of infancy in Portugal. Keywords: teacher training in early childhood education (Brazil), teacher training in early childhood education (Portugal), Pedagogy courses.

An Analysis of China’s Higher Education Public Policy “College Students Can Suspend Study to Start up Businesses”

In recent years, the number of college graduates in China has been increasing rapidly and has reached several new highs. Therefore, the employment situation of college students in China is becoming increasingly grim, drawing wide attention and concern from all walks of life in society. The Ministry of Education officially put forward the policy of College Students can Suspend Study to Start Up Businesses in 2016. The policy is in favour of universities and colleges adopting flexible schooling systems, lengthening students’ school years on campus, allowing students to adjust their academic progress to start up their businesses while retaining their student identity. This article is written in the purpose of analyzing the policy from the perspectives of public policy-making methodologies, procedures and the backgrounds against which the policy was made, weighing its pros and cons and its practicality and offering some suggestions concerning it to make the policy more applicable and effective.

A educação superior para indígenas no discurso da corte constitucional brasileira: uma análise do acórdão da adpf n. 186 do Supremo Tribunal Federal

<p>Em 2012 o Supremo Tribunal Federal (STF) se pronunciou acerca de uma ação judicial denominada Arguição de Descumprimento de Preceito Fundamental (ADPF) n. 186 emitindo sua posição sobre as políticas de ação afirmativa em curso nas universidades brasileiras a mais de dez anos. A decisão, um extenso Acórdão entremeado com concepções jurídicas e filosóficas, discorre sobre políticas públicas de educação superior que visam promover os ideais de igualdade e liberdade desde uma perspectiva substancial ou conforme condicionantes materiais presentes no cotidiano da sociedade brasileira. O olhar dos julgadores estava voltado, de forma preponderante, à ausência de estudantes negros nas universidades e instituições federais de ensino superior. Outra ausência examinada é a de estudantes indígenas. O tema emerge nos debates que antecedem a decisão final da corte constitucional e no próprio julgamento, os quais resultam posteriormente na Lei Federal n. 12.711/2012 (Lei de Cotas). O Acórdão de uma instância judicial superior possui a prerrogativa de servir como uma espécie de modelo a orientar as ações do Estado brasileiro. A partir de um eixo de análise estabelecido em torno das categorias “etnia” e “raça”, o presente estudo de antropologia jurídica busca examinar a configuração da presença ameríndia no repertório da corte constitucional brasileira, bem como trazer uma síntese dos fundamentos destes conceitos.</p>