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Статті в журналах з теми "Tertiary education regulation"
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Lőrincz, Mónika. "The role of self regulation and market mechanisms in tertiary education." Acta Agraria Debreceniensis, no. 61 (September 18, 2014): 91–97. http://dx.doi.org/10.34101/actaagrar/61/2050.
Повний текст джерелаАнотація:
The social functions of tertiary education have gone through considerable changes with the transformation of economic environment in the more than two past decades. In the decade after the political transformation the number of students in the tertiary education increased more than threefold. Personal interests, social needs and the demands of the society lay different claims to the performance of this sector. The needs for structural transformation of the tertiary education system are connected with the development of social and economic processes. The changes of legal regulations determining the operation of the sector are induced by these factors, which refer to the autonomic characters of the public participants. Tertiary education possesses a specific market environment each of whose characters – both the supply and demand sides – strive for the enforcement of self-regulatory mechanisms.
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Mahfud, Choirul. "Understanding Political Reform and Islamic Education Position in Indonesia." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 6, no. 2 (February 5, 2020): 130–36. http://dx.doi.org/10.53627/jam.v6i2.3768.
Повний текст джерелаАнотація:
The political conditions in Indonesia which underwent a reformation in 1998 had an influence on position and the existence of Islamic education in Indonesia post-New order. In this era, the position of Islamic education is as a subsystem of national education. It cannot be separated from the changes in the education system regulation in this country, namely the National Education System regulation No. 2 1989 changed to Law of Sisdiknas No. 20 / 2003. These changes have a major impact on the progress and existence of Islamic education in Indonesia. This can be seen from the aspect of the authority of Islamic education which can actually be said to be the same as the policies in the previous legislation, namely in the education system, at least, there are still two ministries that manage educational institutions, namely the Ministry of Education and Culture (Kemdikbud) and the Ministry of Religious Affairs (Kemenag). Both institutions also organize education to tertiary level. In addition, there are basic, secondary, and tertiary education in the Ministry of Education and Culture, as well as the primary, intermediate, and tertiary education institutions administered by the Kemenag. This research intends to discuss the implications of political reform on the position of Islamic education in Indonesia.
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Ali, Irshad, and Anil K. Narayan. "Self-efficacy and self-regulatory factors as impediments to Pasifika students’ success in accounting education." Pacific Accounting Review 31, no. 3 (August 5, 2019): 394–412. http://dx.doi.org/10.1108/par-06-2018-0040.
Повний текст джерелаАнотація:
Purpose This paper aims to examine the issues of underrepresentation and barriers that impede Pasifika students’ achievement and success in tertiary accounting education. Design/methodology/approach The participants of the study were the second- and third-year students from the “Pasifika” ethnic community enrolled in undergraduate accounting degree papers. The first stage of data were collected through face-to-face questionnaire survey and quantitatively analysed. Further data were collected through focus group meetings held as “talona” sessions and analysed using descriptive narrative, to capture the lived experience of the students. Findings The findings of the study suggest that low self-efficacy beliefs, low self-regulation and culturally unresponsive pedagogical practices negatively impact on Pasifika student success in accounting education. Better student engagement; use of culturally responsive pedagogy; utilisation of internal assessment tools; and more strategic use of group work could help enhance the retention and success of Pasifika students in accounting programmes. The findings also suggest that the institutional support framework for Pasifika students’ needs to be more responsive to proactively help develop their self-efficacy and self-regulation learning needs. Practical implications This research makes a significant contribution by informing accounting educators, support staff, tertiary institutions and other stakeholders including Pasifika students, of potential challenges faced by Pasifika students in completing a tertiary accounting qualification. The findings have the potential to assist in the design and implementation of actionable strategies to enhance the retention and success rates for students from this group. Originality/value This research complements earlier studies on barriers faced by students from disadvantaged communities in gaining tertiary qualifications and looks specifically at challenges faced by Pasifika students in gaining an accounting qualification.
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Majid, Ach Nurholis. "Implementasi Pendidikan Kewanitaan di Perguruan Tinggi Pesantren." Equilibrium: Jurnal Pendidikan 9, no. 2 (May 10, 2021): 161–69. http://dx.doi.org/10.26618/equilibrium.v9i2.4830.
Повний текст джерелаАнотація:
Problematics of high pregnancy before marriage, abortion case, and divorce in Indonesia, showing that education has not implicated positive for woman character. However, woman is a key of genesis superior prospective in the future. This thing is also realized by Islamic boarding school based on religion dogmas interrelated education for woman. This article examine deeply about concept and implementation of woman education in the tertiary educational institution of Islamic boarding school. Data in this research are collected by method of participant observation, interview and documentation. Then those data are reduced, provided as conceptual to be taken the conclusion. Result of research indicated that woman education in the tertiary educational institution of Islamic boarding school included by three elements: regulation, actor and feedback. This woman education is being on expression values Islamic, Tarbawi and Ma’hadi. By purpose producing Muslim woman who are salihah, qanitah, hafidzah linafsiha, raiyah fi baiti zaujiha, murabbiyah liawladiha dan qa’idah liqaumiha.
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Arthur, P., G. T. Boampong, and G. A. Dare. "Regulations Governing Student Internship Programme in Ghana: A Sequential Explanatory Multi-Stakeholder Approach." AFRICAN JOURNAL OF APPLIED RESEARCH 8, no. 2 (November 1, 2022): 137–58. http://dx.doi.org/10.26437/ajar.31.10.2022.09.
Повний текст джерелаАнотація:
Purpose: This paper seeks to ascertain the regulations governing students’ internship programmes in Selected Technical Universities in Ghana.
Design/Methodology/Approach: The sequential explanatory mixed methods approach was utilised. Two separate structured questionnaires were administered to 481 students and 299 senior members (lecturers and administrators) of six selected technical universities (TUs); whereas members of industry, executives of business associations and government regulatory bodies in the tertiary sector of Ghana’s education system were interviewed, using an interview guide. Data was analysed through descriptive statistics (mean and standard deviation) and Constant Comparative Analysis.
Findings: There was no well-defined enforceable law requiring TUs to secure internship placement for students, although, some regulatory bodies insisted that TUs showed evidence of their ability to secure placements for their students for industrial training before awarding programme accreditation.
Research Limitation/Implication: The study focuses on regulations governing student internship programmes in Ghana. The study concentrated on selected Technical Universities in Ghana.
Practical Implication: The knowledge advanced in this study underscores the need for proper synergy between Technical Universities regarding regulation governing student internship which should be spearheaded by the government of Ghana through the Ministry of Education, Ghana Tertiary Education Commission acting as a facilitator, creating interfaces and providing funding and incentives.
Social Implication: The Government of Ghana can allow companies some tax exemptions or make the environment business-friendly for companies so that they can expand their operation to accept more interns.
Originality/Value: This paper synchronises the perspectives of multiple actors on the regulations governing student internship programmes.
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Hewitt, Anne. "Is Legislation Governing Tertiary Work Experience Effective? Exploring the Regulatory Role Played by Australian Universities." Federal Law Review 50, no. 1 (February 15, 2022): 62–85. http://dx.doi.org/10.1177/0067205x211066141.
Повний текст джерелаАнотація:
This article extends current understandings of regulation of tertiary education, in particular, work experience undertaken by tertiary students, by contributing a ‘law in practice’ analysis of the effect of the existing regulatory regime on work integrated learning practice within Australian universities. It considers how Australian universities are responding to, implementing, or overlooking the formal regulatory framework regarding work experience placements. The analysis is informed by data gathered in a series of 68 semi-structured interviews conducted with individuals from 15 universities around Australia and provides unique insights into how Universities are acting as regulators in the broad sense of the word. Understanding the enforcement of educational regulation is important, because it is the only national tool directed to ensuring work experience opportunities afford real learning which will facilitate skills development and increase future employment opportunities and are equitable and safe for student participants.
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Evans, Adrian, and Josephine Palermo. "Preparing Australia's Future Lawyers: An Exposition of Changing Values Over Time In The Context Of Teaching About Ethical Dilemmas." Deakin Law Review 11, no. 1 (January 1, 2006): 103. http://dx.doi.org/10.21153/dlr2006vol11no1art229.
Повний текст джерелаАнотація:
<p>This study investigated what values may be influential to decision making in relation to ethical behaviour for early career lawyers. It adopted a longitudinal approach to investigate how values develop or degrade over time as final year law students move into their first two years of employment or further study. To this end, the study investigated the role that tertiary education and employers fulfill in building and perpetuating ‘appropriate’ professional values? Results demonstrate that, in general, ethical behaviour was not uniformly reinforced over time in the workplace. The undertaking of pro bono work stands out here. Results suggested that certain behaviour relevant values may develop or degrade over the early years of the<br />Australian lawyer’s career. The implications of results are discussed in the contexts of ethics education in a tertiary context and the continuing education and regulation of the legal profession.</p>
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Zou, Xinyu, and Zhonggen Yu. "Student Perceptions of Factors Influencing Engagement in Online Courses on Tencent Meeting." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 1, 2022): 1–17. http://dx.doi.org/10.4018/ijopcd.311442.
Повний текст джерелаАнотація:
Student engagement plays a crucial role in online courses. Despite its importance in online learning, student engagement can be influenced by a series of factors mainly coming from three aspects: instructors, learners, and objective conditions. This study aims to investigate the relationship between instructor factor (teaching presence), learner factor (self-regulation), objective condition factor (social interaction), and tertiary students' engagement of specific types (behavioral engagement, cognitive engagement, and emotional engagement) in the online courses using Tencent Meeting. Through linear regression analysis based on data collected by a questionnaire, the results show that self-regulation and social interaction are significantly related to engagement while teaching presence is not significantly related to engagement. Future research could improve engagement by applying virtual reality technology and focus on how to improve student engagement in online courses through various online course platforms and blended learning with the help of various online learning platforms.
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de Bruin, Leon R. "Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study." Journal of Research in Music Education 65, no. 4 (November 17, 2017): 483–507. http://dx.doi.org/10.1177/0022429417744348.
Повний текст джерелаАнотація:
The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians’ processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers’ complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.
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Bahar, Bahar, Oikurema Purwati, and Slamet Setiawan. "Teacher’s Use of Power Bases as Perceived by ELT Students in Tertiary Education." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 2 (May 8, 2020): 1426–34. http://dx.doi.org/10.33258/birci.v3i2.1002.
Повний текст джерелаАнотація:
Resolving acts of adultery as the consequence of woman seducing a married man that sometime may lead to out of wedlock pregnany will not be sufficient to only be pursued through national legal channels in the point of view of the Dayak Ngaju tribe. National law regulates sanctions for adulterers/spouse poachers but does not consider the interests of legitimate wives who become the victims. This study aimed to educate the Dayak Ngaju tribe to have better knowledge regarding the local customary law and as a refinement material for the National Criminal Law.The research method used in this study was empirical research method conducted through interviews with damang and mantir adat in Palangka Raya City. The Dayak Ngaju Customary Law has distinct classification of adulterers. Therefore, all forms of actions committed by women who seduce other women's husbands are prohibited in Ngaju Dayak Customary Law. This is reinforced by different customary sanctions in each classification.The National Law has regulated the regulation regarding of homewreckers (husband poachers) in the latest Criminal Code Bill but does not formally regulate psychological recovery for wives who are the victims of infidelity.
Дисертації з теми "Tertiary education regulation"
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Šustrová, Denisa. "Vliv regulace na strukturu vysokého školství v České republice." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-75650.
Повний текст джерелаАнотація:
Abstract The structure of higher education system in the Czech Republic has changed over the past ten years. Gradual expansion of private universities was the main cause of this change. The importace of investment in human capital, forms of state regulation in higher education and the dangers that the regulatory authority of the Accreditation Committee faced are described in the theoretical part of Diploma thesis. The analytical parts is focused on the number of applicants and the number of gradutes in accordance with educational programs and their emplacement at the labour market. The fuction of Accreditation Committee, as the main regulator of higher education in the Czech Republic, concludes the analytic part of the thesis. My taskis to find out, how did the structure of higher education system change due to its regulation and wether the further development of educational system is efficient enough.
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Stejkoza, Josef. "Akreditace vysokých škol jako předpoklad kvality a úspěšnosti." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-16796.
Повний текст джерелаАнотація:
In the thesis, the main focus is concentrated on the regulation of tertiary education sector by means of the accreditation. According to The Academic Ranking of World Universities (ARWU), there are chosen the countries with the highest representation of universities in Top20-Top500. Especially in the point of view of their regulation, the systems of tertiary education of those countries are analyzed and divided into two groups: (1) In the first group, there are systems running liberally (or on more liberal base); and (2) In the second one, there are the systems considered as behaving more regulative to tertiary sector. The comparison of those two groups is trying to answer the question if the regulation might be the reason of successfulness or unsuccessfulness of the given group. In comparison of world's best practice, special attention is dedicated to the Czech Accreditation Committee and accreditation process transparency in the Czech Republic. Due to the lucidity, there is to found the illustration of the systems according to each analyzed country at the end of the thesis.
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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16443/1/Kathryn_Derrington_Thesis.pdf.
Повний текст джерелаАнотація:
Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes.
The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts.
The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard.
Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis.
The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies.
These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.
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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16443/.
Повний текст джерелаАнотація:
Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.
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Sheehy, Benedict. "Regulating the University: Examining the Regulatory Framework of Australian University." Phd thesis, 2010. http://hdl.handle.net/1885/8954.
Повний текст джерелаАнотація:
The regulatory framework for the Australian university has brought about a radical transformation of the Australian university. The changes to the framework shifted the burden for resourcing from government to students and introduced a wide variety of competition based regulatory instruments. The Australian university has been successful in generating these resources, primarily from selling education to international students and has become a world-leader in the export of higher education. However, the other effects of the regulatory changes have been less positive. The thesis seeks to evaluate the regulatory change from the perspective of regulatory coherence. That is, rather than political or economic evaluations, the thesis examines the regulation from a legal, mechanical perspective.
The changes to the regulation reflect a broader societal shift from the welfare state to the regulatory state. For regulation to be successful it must be coherent within itself including taking adequate account of the extant institutions and social arrangements. This thesis provides a coherence analysis of the regulation. It is composed of eight chapters. After the introductory chapter, the thesis commences with a chapter reviewing regulatory theory and developing a theory of regulatory coherence. This theory is a new theory which facilitates a focus on the mechanical aspects of the regulation. The next chapter develops the analysis by examining the regulatory framework. This part of the thesis provides detailed analysis of the regulation, in particular, its instruments and accountability structures. It then turns in Chapter 4 to examine the policy-regulatory questions of public versus private providing a basis for evaluation of coherence. Next it turns in Chapters 5 and 6 to an examination of the institution of the university and its corporate organisational form. To capture the complexity of the university, the thesis takes an interdisciplinary view of the phenomenon. The penultimate chapter then provides an evaluation of the regulatory framework as against theory of regulatory coherence. The concluding chapter of the thesis reiterates the finding that fundamental incoherence impairs the well functioning of the institution and its organisations.Prof Stephen Bottomley
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Meya, Johannes. "Microanalyses of Voting, Regulation and Higher Education." Doctoral thesis, 2015. http://hdl.handle.net/11858/00-1735-0000-0022-6030-6.
Повний текст джерелаКниги з теми "Tertiary education regulation"
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Commission, Sierra Leone Tertiary Education. Statutory Instrument: The Tertiary Education Commission (Tertiary Education Institutions) Regulations, 2006. Sierra Leone: Government Printing Department, 2006.
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Regulating tertiary education: Ghanaian and international perspectives. Accra: Ghana Universities Press, 2010.
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The private institutions of tertiary education (facilities and equipment): Regulations 1990 and 1992. Nicosia: Office of the Law Commissioner, 2014.
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Cyprus. The private institutions of tertiary education: Fees and charges : regulations 1998 to 2008. Nicosia: Office of the Law Commissioner, 2014.
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Ayyar, R. V. Vaidyanatha. The Last Flicker (Pallam Raju’s Stint). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0017.
Повний текст джерелаАнотація:
This chapter describes how the UPA Government had reached the terminal stage when Pallam Raju assumed charge as Minister, MHRD, and how in spite of heavy odds made the best of a bad job, and attempted to salvage the failed reform agenda of Sibal as much as he could by quietly getting UGC to issue regulations. It outlines the report of the Madhava Menon Committee on Open and Distance Education Learning (ODC), and the action taken on that report. It also describes the crisis created by the Supreme Court judgment in Association of Management of Private Colleges (April 2013) virtually divesting the AICTE of power to regulate tertiary technical education. It describes the historic importance of the launch of the RMSA and RUSA, and emphasizes the imperative of the Central Government played a directional role and extending financial support for meet in transcendent national challenges such as improving quality and learning achievement at all areas and stages of education, universalizing secondary education, development of skills and competencies of all types, and rejuvenating the moribund state universities.
Частини книг з теми "Tertiary education regulation"
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Ansah, Francis, Hope Pius Nudzor, Gloria Nyame, and Ophelia Affreh. "Mapping the Policy Regulatory Environment of Transnational Education (TNE) in the Ghanaian Tertiary Education System." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99933.
Повний текст джерелаАнотація:
Given the critical role of public policy in TNE arrangements of countries, and the fact that TNE partnerships are growing steadily in the Ghanaian tertiary education sector, a robust and resilient public policy environment is imperative. However, the public policy environment of TNE partnerships in the tertiary education sector in Ghana is unexamined by any scientific study to guide decision on TNE partnerships in Ghanaian tertiary education institutions (TEIs). Against this backdrop, this chapter examines the level of influence of public policy frameworks on TNE partnerships in TEIs in Ghana to ignite a national discourse on TNE regulation. A multiphase mixed-method research design, informed by exploratory and explanatory sequential designs was adopted for the study. The findings reveal that TNE partnerships are an emerging concept in the Ghanaian tertiary education system with less than 20% of the over 200 TEIs engaged in TNE partnerships. More importantly, the findings indicate that the policy environment of TNE partnerships of TEIs in Ghana is not sufficiently robust because no tailor-made policy regulatory frameworks exist to regulate TNE partnerships in TEIs. To this end, the study concludes that the existing policy regulatory frameworks for the Ghanaian tertiary education system are incapable of helping the country maximise the full benefits of TNE partnerships by ensuring win-win situations for TEIs engaged in TNE partnerships. In view of this, the study recommends that the government should develop a tailor-made policy framework for regulating TNE partnerships in Ghanaian TEIs.
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Scott, Peter. "What is to be done?" In Retreat or Resolution?, 168–89. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781447363293.003.0009.
Повний текст джерелаАнотація:
This chapter discusses a set of reforms that might go some way towards resolving the general crisis facing mass higher education. It tackles four main themes. First, is the further expansion and a decisive shift towards a universal system of tertiary education. Second, is fair access to reduce current inequity in terms of participation, progression through higher education, achievement levels, and graduate success. Third, is a better balance between 'steering' and regulation, within a broader framework of democratic accountability and the abandonment of surveillance metrics at the system level, combined with the root-and-branch reform of institutional governance and management. Last is the reassertion of the public character of the university and its crucial, and critical, role in maintaining an open society.
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Blix, Mårten, and Henrik Jordahl. "Profit, Choice, and Competition." In Privatizing Welfare Services, 95–154. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867210.003.0005.
Повний текст джерелаАнотація:
This chapter draws on recent empirical work and summarizes the quantitative research on the effects of privatization, for-profit firms, choice, and competition in the Swedish welfare sector. By treating the effect studies together, the chapter presents a coherent picture of the lessons learned across the major welfare areas of education, health care, and elderly care. Overall, private providers appear on average to be a bit better in terms of quality and are also more productive. Choice and competition have improved several services, most notably compulsory education and elderly care. The evidence is more mixed for education at the upper-secondary level, where students at independent schools are more likely to finish on time and continue to tertiary education, but also perform worse on externally graded tests and benefit from lenient grading. A key takeaway is that the design of regulation and quality control matters greatly for outcomes. Each welfare service brings its lessons and mechanisms for quality control of both private and public providers should be strengthened. A general observation is that the playing field is often tilted against private providers since local governments are both arbiters of quality for private providers and a competing service provider. Widespread loss-making among municipal providers suggests that municipalities often treat their own in-house providers more leniently than private providers. In education, attempts at cream-skimming have been more evident at independent schools than at municipal schools. In other services, there is no systematic evidence that private providers practice cream-skimming to the detriment of weak groups, which is also illegal.
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Yalley, Andrews A., and Joana Eva Dodoo. "Sustaining Higher Education Accreditation Through Institutional Affiliate Mentorship." In New Perspectives on Using Accreditation to Improve Higher Education, 115–35. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5195-3.ch006.
Повний текст джерелаАнотація:
Higher education institutions particularly have been criticized for underperforming and lower quality of education. Subsequently, several regulatory bodies have been established in regulating and accrediting higher education institutions. Amongst them is the Ghana Tertiary Education Commission established in 1993 to fortify the quality of higher education in Ghana through its affiliation and mentorship initiative. Nevertheless, criticisms have been levied on its mentorship process and its tendency to create isomorphism. This chapter, using an integrative theoretical literature review methodology, developed and proposed a robust five-stage affiliate mentorship process model, namely initiation, modeling, coaching, scaffolding redefinition, and recommending strategies for enhancing its implementation as well as proposing areas for policy direction and theoretical exploration.
Тези доповідей конференцій з теми "Tertiary education regulation"
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Johnson, Carol, and Alana Blackburn. "Video feedback in tertiary music performance classes." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0114.
Повний текст джерелаАнотація:
Video feedback can be an important and key mechanism for supporting online student learning in higher education. In the context of online music teaching, video feedback provides a necessary audio and visual element to support music students’ learning of music performance practice. A predecessor to a larger study in video feedback, this pilot study sought to explore instructor perceptions of the use of video feedback in music performance teaching classes. Using self-study methodology, findings suggest that video feedback can effectively complement individualised online music teaching within an undergraduate performance class and a Master of Music Performance Teaching group music class, provide supportive scaffolding for self-regulated learning, and offer students opportunities to create meaningful student-instructor connections and community. Strategies for effective implementation by way of self-regulation and communication are also addressed.
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Klementyeva, M. V. "The biographic reflection in the structure of personal resources of the self-regulation in students of the higher school." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.129.142.
Повний текст джерелаАнотація:
This article aims to clarify the biographical reflection as a personal resource of the self-regulation in students. The self-regulation at the beginning of professional life is associated with a substantially increased of hardiness and professional competence, but the basis of this reflective mechanism remains unknown. In the mainstream of cultural-historical psychology, the biographical reflection is considered as a type of reflection for making self-analysis of life of the personality and as a personal resource for making control the quality of life in time. To test the hypothesis that biographical reflection increases the positive effects of arbitrary self-regulation, educational and professional achievements in students. This sample of convenience consisted of 500 students (humanitarian and economic, and technical directions of education) at each of the ages of 17–37 years. The study focused on three aspects, which were measured: biographical reflection, and self-regulation, and professional competence. We argue that the resource function of biographical reflection is most in demand in situations of choice of direction of education and academic disciplines, and scientific projects, and internship. Furthermore, the level of biographical reflection in students is higher when a start and end of learning in the higher school. The higher level biographical reflection increased the score on the self-regulation and professional competence in students at the beginning and end of the tertiary education. Therefore, biographical reflective analysis is a good resource of the life management in choice of a professional life.
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Kovačič Kuzmić, Martina. "Legal Aspects of Distance Learning." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.321k.
Повний текст джерелаАнотація:
The first concepts of distance learning date back to the 18th century. With the development of information and communication technology, the possibilities of this way of teaching and learning have become more accessible and increasingly popular, especially in the context of non-formal education and at the level of tertiary education. Due to the current epidemiological situation related to the spread of COVID-19, the education system has largely moved online and is at least partly on distance. The changed way of teaching and learning and the use of online tools bring a number of challenges, including legal ones. In this article, we first focus on the legal basis of distance learning during the epidemic and later on one of the area that has been particularly highlighted at this way of teaching, the protection of privacy and personal data. Based on the analysis of normative frameworks and examples from practice, we identify gaps in the regulation of exposed legal aspects of distance learning and during the discussion, we open up possibilities that can lead to new theoretical and practical solutions.
Звіти організацій з теми "Tertiary education regulation"
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Middlehurst, Robin, and Steve Woodfield. The Role of Transnational, Private, and For-Profit Provision in Meeting Global Demand for Tertiary Education: Mapping, Regulation and Impact. Commonwealth of Learning (COL), 2004. http://dx.doi.org/10.56059/11599/241.
Повний текст джерелаАнотація:
This is a report of a first-stage project sponsored by UNESCO and the Commonwealth of Learning to map the extent, range, and impact of transnational, private, and for-profit tertiary education provision in a sample of countries. The data, collected from readily available public sources and verified by in-country experts, was first used to create country case studies for Jamaica, Bangladesh, Malaysia, and Bulgaria. A summary report was then produced that drew comparisons across countries in relation to five topics: overviews of each country; national education systems and policies; regulatory frameworks, accreditation, and quality assurance; transnational, private, and for-profit provision; and local perceptions of impact. The summary report also provides a comparative analysis across countries, with reference to the wider literature, and draws out a series of policy implications from the study for governments, institutions, and agencies, both national and international.