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ÿ ?Accessing Post-School Studies: A student?s GPS to successful learning makes a valuable contribution to often problematic and pertinent South African higher education issues such as student access and success, student learning, student support and student engagement. In this regard, the authors draw on the works of higher education theorists such as Kuh, Tinto, Marton and S„lj”. The book is primarily a helpful resource for South African learners in school, students at universities, life orientation teachers, as well as parents of prospective university students. It will especially assist students to adapt to the university environment." ? Prof Victor N. Teise (Sol Plaatje University, Kimberley, South Africa)
Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone
This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21st century. These new forms of education respond to two key policy concerns: an emphasis on high skills as a means to achieve economic competitiveness, and the promise of open access for adults hitherto excluded from higher education. Examining a range of geographic contexts, the editors and contributors aim to address these contexts and highlight various similarities and differences in developments. They locate their analyses within the various political and socio-economic contexts, which can make particular reforms possible and achievable in one context and almost unthinkable in another. Ultimately, the book promotes a critical understanding of evolving provisions of higher vocational education, refusing assumptions that policy borrowing from apparently ‘successful’ countries offers a straightforward model for others to adopt.
This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post- School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro- credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
This open access book is a result of the first ever study of the transformations of the higher education institutional landscape in fifteen former USSR countries after the dissolution of the Soviet Union in 1991. It explores how the single Soviet model that developed across the vast and diverse territory of the Soviet Union over several decades has evolved into fifteen unique national systems, systems that have responded to national and global developments while still bearing some traces of the past. The book is distinctive as it presents a comprehensive analysis of the reforms and transformations in the region in the last 25 years; and it focuses on institutional landscape through the evolution of the institutional types established and developed in Pre-Soviet, Soviet and Post-Soviet time. It also embraces all fifteen countries of the former USSR, and provides a comparative analysis of transformations of institutional landscape across Post-Soviet systems. It will be highly relevant for students and researchers in the fields of higher education and and sociology, particularly those with an interest in historical and comparative studies. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Reports research undertaken on patterns of access, participation and outcomes in relation to vocational education and training in Australia. Provides important data on who is participating in VET programs, as well as the labour market benefits of their participation.
Socioeconomic disadvantage and access to higher education argues that the gap in representation in higher education between affluent and disadvantaged young people continues. The research looks at reasons for this, but takes care to distinguish between the factors which qualify young people for higher education and those which predispose them to attend. That is, which factors govern levels of qualification required for entry to higher education and which other factors act as barriers to the progress of disadvantaged young people.Through a survey of school-leavers, before and after leaving school, the report looks at:geographical patterns of academic achievement in relation to indicators of disadvanta≥the attrition from full-time education of qualified but disadvantaged young peop≤the variety of destinations made by disadvantaged school-leavers;patterns and levels of participation in higher and further education;student finance and parental support; barriers to full participation in higher education.·[vbTab]·[vbTab]The report concludes with policy recommendations for increasing meaningful participation for under-represented disadvantaged groups of young people which are applicable throughout the UK.Socioeconomic disadvantage and access to higher education is vital reading for policy makers and academics in the fields of education, young people and social exclusion, and anyone interested in higher education and youth transitions.This report should be read alongside Losing out?: Socioeconomic disadvantage and experience in further and higher education (The Policy Press, 2003) also by Alasdair Forsyth and Andy Furlong.
South Africa has one of the highest rates of youth unemployment and is renowned for being one of the most unequal societies in the world. In this context, training and education play critical roles in helping young people escape poverty and unemployment. Post-school Education offers insights about the way in which young people in South Africa navigate their way through a host of post-school training and education options. The topics range from access to, and labour market transitions from, vocational education, adult education, universities, and workplace-based training. The individual chapters offer up-to-date analyses, identify some of the challenges that young people face when accessing training and education and also point to gaps between education and the labour market. The contributors are all experts in their respective components but write with a holistic view of the post-school education system, using an unashamedly empirical lens. Post-school Education will be of interest to all researchers and policymakers concerned with the transformative role of further education and training in society--Back cover.