The Impact of Zimbabwean Higher Education Policies on Access

2014 ◽  
pp. 25-42
Author(s):  
Michael Kariwo
Keyword(s):  
Higher Education ◽  
Education Policies ◽  
Higher Education Policies ◽  
The Impact

scholarly journals Higher Education Policies and Employability of University Graduates in the EU-28

2019 ◽  
Vol 11 (3) ◽  
pp. 105-133
Author(s):  
Elena Pelinescu ◽  
Mihaela Simionescu
Keyword(s):  
Higher Education ◽  
High Education ◽  
Labour Market ◽  
Value Added ◽  
European Countries ◽  
University Graduates ◽  
Education Policies ◽  
Higher Education Policies ◽  
Policy Measures ◽  
The Impact

Abstract Objective: The main purpose of this research is to analyze and reveal if the recent policy measures in higher education carried in European Union member countries have had a significant impact on the labour market integration of university graduates. Methodology: We selected a set of indicators that were common in the 2015 and 2016 editions of Structural Indicators for Monitoring Education and Training Systems in Europe and could offer an image of intensity of higher education policies in relation with labour market at European level. We further used these measures to test for any significant effects of the policies on the integration of graduates in the labour market. Findings: We found significant effects of various policy measures in high education in the European countries. We estimate a positive role for factors like monitoring of completion rates, requirements for the staff to have higher education, presence of educational guidelines, and recognition of formal and informal learning for entry in higher education. Value Added: This is the first study to address the impact of high education policies carried in European countries on the integration of college graduates. The study is distinct through both the design of new measures of higher education policy in Europe as well through testing whether the intensity of policies carried for higher education has affected the employability of young graduates or not. Recommendations: The results of this empirical research allow us to make some recommendations for improving the insertion of young graduates on European labour market.

scholarly journals How COVID-19 Has Exacerbated Inequality in Higher Education in Brazil

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Francisco Pinto
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Low Income ◽  
Census Data ◽  
Private Higher Education ◽  
Access To Higher Education ◽  
Education Policies ◽  
Higher Education Policies ◽  
Retention In Higher Education ◽  
The Impact

Drawing on educational census data and a review of news articles and higher education policies in Brazil, this article examines the impact of COVID-19 on the access and retention of the low-income Brazilian population in higher education. Guided by the question, “What is the impact of COVID-19 on the most vulnerable population in Brazil in terms of access to, and retention in higher education?”, the paper is structured in two sections: the first offers a short historical overview of Brazilian higher education; the second examines the impact of the pandemic on student retention in higher education, looking at factors such as social isolation, job and income precarity, use of Information and Communication Technologies (ICT), internet access, and technological resources. I argue that distance education offered by private higher education institutions benefits the privileged students and that the effects of the pandemic are detrimental to the socially disadvantaged students since those who are in public universities do not always have access to technology, and those who study in private universities feel the impact of not being able to pay tuition fees, besides the loss of several jobs in different sectors. In conclusion, I recommend policy initiatives to improve access to higher education.

scholarly journals Balancing between accountability and autonomy: the impact and relevance of public steering mechanisms within higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tomi J. Kallio ◽  
Kirsi-Mari Kallio ◽  
Mira Huusko ◽  
Riitta Pyykkö ◽  
Jussi Kivistö
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Institutional Autonomy ◽  
University Autonomy ◽  
Education Policies ◽  
Content Type ◽  
Higher Education Policies ◽  
Steering Mechanism ◽  
Key Aspects ◽  
The Impact

PurposeThis article studies the tensions between universities' accountability and autonomy in response to the demands of public steering mechanisms coordinating higher education institutions.Design/methodology/approachDemonstrating the tension between accountability and autonomy, the impact and relevance of public steering mechanisms coordinating higher education are studied via a survey with selected representative Finnish universities. The response rate was an exceptionally high 94%. In addition to the statistical analysis of the survey, open-ended questions were also analyzed to give a more in-depth understanding of the findings. The study uses paradox theory and institutional complexity as its theoretical lenses.FindingsThe empirical analysis of this study shows a considerable gap between the experienced impact and the experienced relevance of the steering mechanisms in higher education. The authors’ further analysis of the open-ended data shows that indicator-based funding allocation has undermined the perceived university autonomy. The authors highlight the paradoxical tensions of university autonomy and higher education institutions' steering mechanisms' requirement for accountability. Finding an acceptable balance between accountability and institutional autonomy plays an important role in designing higher education policies.Originality/valueThe authors found that even if a steering mechanism is experienced as impactful, it is not necessarily considered relevant. One of the key aspects in understanding the reasons behind this mismatch is related to university autonomy. Most impactful steering mechanisms become considered less relevant because they also endanger institutional autonomy. In this sense, it could be expected that steering mechanisms should better balance accountability and autonomy.

scholarly journals Análisis de las políticas en Educación Superior en Bolivia, Colombia, Ecuador y Perú / Analysis of Higher Education Policies in Bolivia, Colombia, Ecuador and Peru

2018 ◽  
Vol 5 (2) ◽  
pp. 59-70
Author(s):  
Felipe Andrés Patiño Sarmiento ◽  
Claudia Monica Prieto Díaz
Keyword(s):  
Higher Education ◽  
Educación Superior ◽  
Contemporary Society ◽  
Education Policies ◽  
Educacion Superior ◽  
Higher Education Policies ◽  
Andean Countries ◽  
Evidence Analysis ◽  
New Policies ◽  
The Impact

ABSTRACTThis article is evidence analysis of higher education policies in four Andean countries: Bolivia, Colombia, Ecuador and Perú, in order to test these policies and their impact on contemporary society and to identify whether they respond to the needs of the population and contribute to meet the demands of society. Therefore, new policies established by multilateral organizations do they are placed directly in the learning processes within universities; whereby the field of study in higher education is enriched through knowledge and the impact of education policies in Latin America.RESUMENEl presente artículo propone un análisis de las políticas en Educación Superior de cuatro países de la región andina: Bolivia, Colombia, Ecuador y Perú, con la finalidad de contrastar dichas políticas y su incidencia en la sociedad contemporánea, así como identificar si éstas responden a las necesidades de la población y contribuyen a solucionar las demandas de la sociedad. Por lo anterior, las nuevas políticas establecidas por los organismos multilaterales hacen que se sitúen de manera directa en los procesos formativos al interior de las universidades; con lo cual se enriquece el campo de estudio en educación superior desde el conocimiento y la incidencia de las políticas educativas en Latinoamérica.

scholarly journals Input and Output Indicators of the Higher Education Institutions for Quality of Life in Portugal

2021 ◽  
Vol 10 (2) ◽  
pp. 299
Author(s):  
Ana Luísa Fonseca Rodrigues ◽  
Luísa Cerdeira ◽  
Tomás Patrocínio ◽  
Belmiro Cabrito ◽  
Pedro Mucharreira
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Higher Education Institutions ◽  
Education Policies ◽  
Knowledge Based ◽  
Higher Education Policies ◽  
Definition Of ◽  
Quantitative Indicators ◽  
The Impact

Higher education institutions (HEIs) contribute substantially to the quality of life (QoL) of the regions where they operate and to the progress and sustainable development of a country. This research intends to have an innovative approach in the study of the HEIs’ impact on the QoL of regions by taking into consideration both qualitative and quantitative indicators. This study aims to identify, collect and systematize indicators that can be used to measure the impact of HEIs on QoL: on the demand-side based on expenditure (inputs) and the knowledge-based supply side (outputs). For accomplishing this, the authors carried out a literature review, an analysis of available statistical data in Portugal and interviews for the analysis and consolidation of indicators. The results will facilitate the measurement of the HEIs’ impact on QoL and regions and allow the elaboration of a matrix of reliable indicators, which will hopefully assist in the definition of new higher education policies.

A Tale of Two Cities: Comparing Higher Education Policies and Reforms in Hong Kong and Singapore

2002 ◽  
Vol 46 (3) ◽  
pp. 255-286 ◽  
Author(s):  
Michael H. Lee
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Higher Education Policy ◽  
Developing Economies ◽  
Policy Changes ◽  
Education Policies ◽  
Managerial Efficiency ◽  
Higher Education Policies ◽  
City States ◽  
The Impact

In Hong Kong and Singapore, the latest higher education policy changes and reforms have emphasised quality assurance, managerial efficiency, cost-effectiveness, market relevance and public accountability. The rise of a more utilitarian, pragmatic and market-oriented perspective in relation to public service institutions, including higher education institutions, has secured the dominance of corporate managerialism, economic rationalism, and academic capitalism in the development of higher education in the two city-states, as in other developed or developing economies. In the process of reform, there have been major changes in the relationships between the governments and the universities, including matters of finance, provision and regulation. Though the two higher education systems have been affected by similar market forces and public sector reforms, certain policy changes and reforms have differed significantly between Hong Kong and Singapore. This article compares and evaluates the reform policies adopted by the two governments and examines the impact of those policies and reform initiatives on universities and the academic profession.

COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia

2022 ◽  
Vol 14 (2) ◽  
pp. 1-16
Author(s):  
Chala Wata Dereso ◽  
Kishor Chandra Meher ◽  
Abebe Asfawu Shobe
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Education Policy ◽  
Higher Education Policy ◽  
Public Universities ◽  
Teacher Preparedness ◽  
Digital Learning ◽  
Education Policies ◽  
Higher Education Policies ◽  
The Impact

The purpose of the research is to investigate the impact of COVID-19 on higher education policies and their effect on students' academic performance at public universities in Ethiopia. The study adopts a quantitative approach followed by causal analysis by applying structural equation modeling. A sample of 384 has been selected through simple random sampling out of a large population of academic staff spread homogeneously across Ethiopia. The study variables are COVID-19, higher education policies, digital learning, teacher preparedness, and student academic performance. The findings reveal that the hypothesized model becomes a perfect fit. Based on the standardized coefficient, the most influencing path is the effect of higher education policy on digital learning, followed by the impact of COVID-19 on higher education policy, academic performance, and teacher preparedness, respectively. The study has further observed the partial effect of teacher preparedness on the students' academic performance.

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