Christopher P. Loss
- Published in print:
- 2011
- Published Online:
- October 2017
- ISBN:
- 9780691148274
- eISBN:
- 9781400840052
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691148274.003.0006
- Subject:
- History, American History: 20th Century
This chapter explores how students' private concerns came to occupy the center of campus and national politics in the 1960s and in so doing thrust higher education into the thick of the nascent ...
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This chapter explores how students' private concerns came to occupy the center of campus and national politics in the 1960s and in so doing thrust higher education into the thick of the nascent rights revolution. Students' rights-based reconstruction of the educated citizen marked a departure from the older reciprocal-based formulation that had been decisive in the creation of past higher education policy. From the 1930s through the 1950s, the state provided citizens with educational opportunities in order to repay them for their sacrifices during the Great Depression and the brutal war years that followed. But the gradual expansion of educational access and of federal involvement in higher education set in motion a sequence of unexpected social and political reactions that prepared the way for the shift from a reciprocal to a rights-based conception of the educated citizen founded on the principle of diversity.Less
This chapter explores how students' private concerns came to occupy the center of campus and national politics in the 1960s and in so doing thrust higher education into the thick of the nascent rights revolution. Students' rights-based reconstruction of the educated citizen marked a departure from the older reciprocal-based formulation that had been decisive in the creation of past higher education policy. From the 1930s through the 1950s, the state provided citizens with educational opportunities in order to repay them for their sacrifices during the Great Depression and the brutal war years that followed. But the gradual expansion of educational access and of federal involvement in higher education set in motion a sequence of unexpected social and political reactions that prepared the way for the shift from a reciprocal to a rights-based conception of the educated citizen founded on the principle of diversity.
James Herbert
- Published in print:
- 2008
- Published Online:
- January 2012
- ISBN:
- 9780197264294
- eISBN:
- 9780191734335
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264294.001.0001
- Subject:
- Sociology, Education
This is an account of the establishment of the Arts and Humanities Research Council (AHRC) from among the Research Councils of the United Kingdom in 2005. It focuses on the campaign carried forward ...
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This is an account of the establishment of the Arts and Humanities Research Council (AHRC) from among the Research Councils of the United Kingdom in 2005. It focuses on the campaign carried forward from the 1997 Dearing Report to the 2004 Higher Education Act to establish a public agency investing in humanities and arts research that would be equivalent to those funding natural and social science research. Built on interviews with leading participants, regional and national press coverage, and analysis of influential national studies, this book shows how engagement with contemporary issues — the knowledge economy, devolution, and the expansion of higher education — as well as a long tradition of scholarly excellence, led to the fashioning of a new model funding agency: an agency that addressed frontier issues in the arts and humanities such as increasing the scale of research, substantive collaboration with scientific fields, and explicit consideration of the results of research.Less
This is an account of the establishment of the Arts and Humanities Research Council (AHRC) from among the Research Councils of the United Kingdom in 2005. It focuses on the campaign carried forward from the 1997 Dearing Report to the 2004 Higher Education Act to establish a public agency investing in humanities and arts research that would be equivalent to those funding natural and social science research. Built on interviews with leading participants, regional and national press coverage, and analysis of influential national studies, this book shows how engagement with contemporary issues — the knowledge economy, devolution, and the expansion of higher education — as well as a long tradition of scholarly excellence, led to the fashioning of a new model funding agency: an agency that addressed frontier issues in the arts and humanities such as increasing the scale of research, substantive collaboration with scientific fields, and explicit consideration of the results of research.
James Herbert
- Published in print:
- 2008
- Published Online:
- January 2012
- ISBN:
- 9780197264294
- eISBN:
- 9780191734335
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264294.003.0010
- Subject:
- Sociology, Education
This chapter discusses deliberations and predispositions that were made before the final approval of the establishment of the Arts and Humanities Research Council/Board. After the second reading of ...
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This chapter discusses deliberations and predispositions that were made before the final approval of the establishment of the Arts and Humanities Research Council/Board. After the second reading of the Higher Education Bill, the AHRB and the Bill was subjected to a more detailed review. Between February and March, fifteen sittings of the Standing Committee H were conducted to examine the proposal and the legislation clause by clause. Whilst the head of the committee, Alan Johnson declared a seemingly unanimous support for the Bill as no demonstrations against the arts and humanities aspect of the Bill occurred. Many of the members of the committee averted that they needed time to consider and scrutinize every aspect of the bill. In the House of Lords the Bill was warmly welcomed. However, as with the House of Commons and the Standing Committee, some of the aspects of the Bill were met by antagonism. The most serious opposition against the Bill was against Part 1 of the Higher Education Bill which expressed that devolved administrations can perform arts and humanities research on their own. After much deliberation and considerations, on the evening of July 1, 2004, the Higher Education Bill received Royal Assent and was considered as the Higher Education Act.Less
This chapter discusses deliberations and predispositions that were made before the final approval of the establishment of the Arts and Humanities Research Council/Board. After the second reading of the Higher Education Bill, the AHRB and the Bill was subjected to a more detailed review. Between February and March, fifteen sittings of the Standing Committee H were conducted to examine the proposal and the legislation clause by clause. Whilst the head of the committee, Alan Johnson declared a seemingly unanimous support for the Bill as no demonstrations against the arts and humanities aspect of the Bill occurred. Many of the members of the committee averted that they needed time to consider and scrutinize every aspect of the bill. In the House of Lords the Bill was warmly welcomed. However, as with the House of Commons and the Standing Committee, some of the aspects of the Bill were met by antagonism. The most serious opposition against the Bill was against Part 1 of the Higher Education Bill which expressed that devolved administrations can perform arts and humanities research on their own. After much deliberation and considerations, on the evening of July 1, 2004, the Higher Education Bill received Royal Assent and was considered as the Higher Education Act.
James Herbert
- Published in print:
- 2008
- Published Online:
- January 2012
- ISBN:
- 9780197264294
- eISBN:
- 9780191734335
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264294.003.0009
- Subject:
- Sociology, Education
This chapter discusses the existence of support for the AHRB during its struggle for recognition and acceptance. In January 22, 2003, the White Paper on the Future of Higher Education created uproar. ...
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This chapter discusses the existence of support for the AHRB during its struggle for recognition and acceptance. In January 22, 2003, the White Paper on the Future of Higher Education created uproar. This furore over the White Paper was due to concerns over the government's proposal to allow universities to raise fees and to provide deferred loans by which the students might meet those charges. The uproar was also heightened by the government's declared intention to concentrate on research funding. Amidst the din over the AHRB's establishment and the government's intention of giving research funds to research councils, the AHRB found immense support from various groups. Iain Gray, Scotland's Minister For Enterprise and Lifelong Learning, expressed support for the creation of the AHRB. The same warm response to the White Paper and to the prospect of the creation of the AHRB was also expressed by the RCUK Strategy Group which emphasized the importance of arts and humanities as equal to those of engineering, science, and technology. The same response was also accorded by the House of Commons. In addition to the positive responses to the proposal of creating a humanities research council, UK government and political officials were beginning to include the White Paper recommendations into their debates. By mid-summer, widespread support for the AHRB was garnered and on January 27 2004, a second reading of the Higher Education Bill approved the creation of the Arts and Humanities Research Council.Less
This chapter discusses the existence of support for the AHRB during its struggle for recognition and acceptance. In January 22, 2003, the White Paper on the Future of Higher Education created uproar. This furore over the White Paper was due to concerns over the government's proposal to allow universities to raise fees and to provide deferred loans by which the students might meet those charges. The uproar was also heightened by the government's declared intention to concentrate on research funding. Amidst the din over the AHRB's establishment and the government's intention of giving research funds to research councils, the AHRB found immense support from various groups. Iain Gray, Scotland's Minister For Enterprise and Lifelong Learning, expressed support for the creation of the AHRB. The same warm response to the White Paper and to the prospect of the creation of the AHRB was also expressed by the RCUK Strategy Group which emphasized the importance of arts and humanities as equal to those of engineering, science, and technology. The same response was also accorded by the House of Commons. In addition to the positive responses to the proposal of creating a humanities research council, UK government and political officials were beginning to include the White Paper recommendations into their debates. By mid-summer, widespread support for the AHRB was garnered and on January 27 2004, a second reading of the Higher Education Bill approved the creation of the Arts and Humanities Research Council.
William E. Ellis
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780813129778
- eISBN:
- 9780813135724
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813129778.003.0008
- Subject:
- History, American History: 20th Century
As at the time of the Great Depression, the Americans were caught up in events over which they appeared to have no control. Life was changed quickly by this war, and higher education in Kentucky soon ...
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As at the time of the Great Depression, the Americans were caught up in events over which they appeared to have no control. Life was changed quickly by this war, and higher education in Kentucky soon adjusted to the exigencies of wartime. Kentucky college students were already leaving for the military, government posts, or civilian jobs long before Pearl Harbor and the formal declaration of war. World War II had a profound and lasting impact on higher education in Kentucky. The GI Bill in Kentucky suddenly changed higher education in the state forever. At the end of World War II, three studies were conducted that suggested change in the public higher education system of the commonwealth. All the public universities now had their individual charges from the Council on Higher Education. Everyone understood that the heyday of the post-World War II years was over. Enrollments continued to stagnate or at best grow slowly at public universities.Less
As at the time of the Great Depression, the Americans were caught up in events over which they appeared to have no control. Life was changed quickly by this war, and higher education in Kentucky soon adjusted to the exigencies of wartime. Kentucky college students were already leaving for the military, government posts, or civilian jobs long before Pearl Harbor and the formal declaration of war. World War II had a profound and lasting impact on higher education in Kentucky. The GI Bill in Kentucky suddenly changed higher education in the state forever. At the end of World War II, three studies were conducted that suggested change in the public higher education system of the commonwealth. All the public universities now had their individual charges from the Council on Higher Education. Everyone understood that the heyday of the post-World War II years was over. Enrollments continued to stagnate or at best grow slowly at public universities.
Christopher P. Loss
- Published in print:
- 2011
- Published Online:
- October 2017
- ISBN:
- 9780691148274
- eISBN:
- 9781400840052
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691148274.001.0001
- Subject:
- History, American History: 20th Century
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement ...
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This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. The book recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state. Framed around the three major federal higher education policies of the twentieth century—the 1944 G.I. Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act—the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. It details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and 1970s. Along the way, the book reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century. At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.Less
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. The book recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state. Framed around the three major federal higher education policies of the twentieth century—the 1944 G.I. Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act—the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. It details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and 1970s. Along the way, the book reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century. At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
Elizabeth Tandy Shermer
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780813056524
- eISBN:
- 9780813053455
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813056524.003.0007
- Subject:
- History, American History: 20th Century
American higher education expanded significantly in the economic boom years following the Second World War. The federal government underwrote the growth of these institutions as providers of mass ...
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American higher education expanded significantly in the economic boom years following the Second World War. The federal government underwrote the growth of these institutions as providers of mass education and as modern research universities. Presidents played a key role in nurturing the nascent student loan industry. Less
American higher education expanded significantly in the economic boom years following the Second World War. The federal government underwrote the growth of these institutions as providers of mass education and as modern research universities. Presidents played a key role in nurturing the nascent student loan industry.
Deondra Rose
- Published in print:
- 2018
- Published Online:
- January 2018
- ISBN:
- 9780190650940
- eISBN:
- 9780190867300
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190650940.003.0004
- Subject:
- Political Science, American Politics
Chapter 4 considers how lawmakers used the Higher Education Act (HEA) of 1965 to further entrench higher education programming in the fabric of US social policy and to amplify individual-level aid ...
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Chapter 4 considers how lawmakers used the Higher Education Act (HEA) of 1965 to further entrench higher education programming in the fabric of US social policy and to amplify individual-level aid for college students. The HEA provides a valuable example of how “targeting within universalism” can help to generate broad political support for a social policy. Moreover, its creation provides a powerful example of the role that path dependency has played in the development of higher education policy. In addition to illustrating the significance of policy design to the political viability of social policy reforms, this case study highlights the pivotal role that executive leadership has played in the development of US higher education policy. Taken together, these forces were central to lawmakers’ ability to reinforce and build upon the gender-egalitarian higher education policy that had emerged during the late 1950s.Less
Chapter 4 considers how lawmakers used the Higher Education Act (HEA) of 1965 to further entrench higher education programming in the fabric of US social policy and to amplify individual-level aid for college students. The HEA provides a valuable example of how “targeting within universalism” can help to generate broad political support for a social policy. Moreover, its creation provides a powerful example of the role that path dependency has played in the development of higher education policy. In addition to illustrating the significance of policy design to the political viability of social policy reforms, this case study highlights the pivotal role that executive leadership has played in the development of US higher education policy. Taken together, these forces were central to lawmakers’ ability to reinforce and build upon the gender-egalitarian higher education policy that had emerged during the late 1950s.
DIEGO BLÁZQUEZ-MARTÍN
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195381146
- eISBN:
- 9780199869305
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195381146.003.0008
- Subject:
- Law, Public International Law
This chapter addresses the role that the Bologna Process for the construction of a European Higher Education Area has played in promoting changes in Spanish legal education, and the role that ...
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This chapter addresses the role that the Bologna Process for the construction of a European Higher Education Area has played in promoting changes in Spanish legal education, and the role that clinical legal education can play in the transition from a classical model of legal education to the model, methodology, and aims of the Bologna Process. It presents a brief overview of the origins and state of legal education in Spain, an explanation of how the Bologna Process can influence Spanish legal education, and a discussion of existing clinical programs in Spain. The chapter demonstrates that clinical education has had an impact at some of the leading law schools in Spain since the beginning of the implementation of the Bologna Process, and argues that it can be one of the most useful tools to achieve the aims of legal education reform in continental Europe: updating, modernizing, internationalizing, and promoting social awareness.Less
This chapter addresses the role that the Bologna Process for the construction of a European Higher Education Area has played in promoting changes in Spanish legal education, and the role that clinical legal education can play in the transition from a classical model of legal education to the model, methodology, and aims of the Bologna Process. It presents a brief overview of the origins and state of legal education in Spain, an explanation of how the Bologna Process can influence Spanish legal education, and a discussion of existing clinical programs in Spain. The chapter demonstrates that clinical education has had an impact at some of the leading law schools in Spain since the beginning of the implementation of the Bologna Process, and argues that it can be one of the most useful tools to achieve the aims of legal education reform in continental Europe: updating, modernizing, internationalizing, and promoting social awareness.
Amy J. Binder and Kate Wood
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691145372
- eISBN:
- 9781400844876
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691145372.003.0002
- Subject:
- Sociology, Education
This chapter asks who conservative students are by drawing on two sources. First are the surveys administered by the University of California at Los Angeles's Higher Education Research Institute to ...
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This chapter asks who conservative students are by drawing on two sources. First are the surveys administered by the University of California at Los Angeles's Higher Education Research Institute to thousands of incoming college freshmen and graduating seniors during the 2000s. The second source is the data collected on different campuses, designed to shed light on the formative years of the students and alumni/ae in their families and their schools, their early experiences with conservatism, and how they acquired the politics bug. Using this information, the chapter examines the students' demographics, political identifications, precollege political styles, ideological orientations, religious affiliation, and social class background as well as their families' political backgrounds.Less
This chapter asks who conservative students are by drawing on two sources. First are the surveys administered by the University of California at Los Angeles's Higher Education Research Institute to thousands of incoming college freshmen and graduating seniors during the 2000s. The second source is the data collected on different campuses, designed to shed light on the formative years of the students and alumni/ae in their families and their schools, their early experiences with conservatism, and how they acquired the politics bug. Using this information, the chapter examines the students' demographics, political identifications, precollege political styles, ideological orientations, religious affiliation, and social class background as well as their families' political backgrounds.
William E. Ellis
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780813129778
- eISBN:
- 9780813135724
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813129778.003.0009
- Subject:
- History, American History: 20th Century
This chapter explores the reforms brought about through the Kentucky Education Reform Act and the changes that occurred in higher education from the Patton years to the near present. Education in ...
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This chapter explores the reforms brought about through the Kentucky Education Reform Act and the changes that occurred in higher education from the Patton years to the near present. Education in Kentucky in the latter decades of the twentieth century could not help but change, owing to the forces both within the state and beyond that pushed for reform. In the early twenty-first century, Kentucky appeared to have the most integrated public school system in the nation. Public higher education in Kentucky, under the leadership of the Council on Higher Education from the mid-1980s into the 1990s, continued to search for a better way to fund an increasingly expensive system. The year 2006 may have been a high-water mark early in the new century for public higher education in Kentucky. As it has happened throughout the history of Kentucky, education moves forward in fits and starts, regressing during difficult economic times or because of indifference by the citizens of the state.Less
This chapter explores the reforms brought about through the Kentucky Education Reform Act and the changes that occurred in higher education from the Patton years to the near present. Education in Kentucky in the latter decades of the twentieth century could not help but change, owing to the forces both within the state and beyond that pushed for reform. In the early twenty-first century, Kentucky appeared to have the most integrated public school system in the nation. Public higher education in Kentucky, under the leadership of the Council on Higher Education from the mid-1980s into the 1990s, continued to search for a better way to fund an increasingly expensive system. The year 2006 may have been a high-water mark early in the new century for public higher education in Kentucky. As it has happened throughout the history of Kentucky, education moves forward in fits and starts, regressing during difficult economic times or because of indifference by the citizens of the state.
Paul D. Nelson, Cynthia D. Belar, Catherine L. Grus, and Susan Zlotlow
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780195306088
- eISBN:
- 9780199847471
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195306088.003.0002
- Subject:
- Psychology, Clinical Psychology
There has been centuries of ongoing debate derived from potential conflicts between clinical and scientific graduate values, of external standards and need for independence among graduate ...
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There has been centuries of ongoing debate derived from potential conflicts between clinical and scientific graduate values, of external standards and need for independence among graduate departments, and of accreditation governance. In the United States, it has been a matter of non-government or government scrutiny. APA standards consider the competency in professional psychology through doctoral training, but with the broad areas of knowledge, skill, and professional function, the consistency of accredited programs being questioned. To address this issue, a conference was held in 2002, under the leadership of the National Council of Schools Programs in Professional Psychology, to confer competencies for professional psychology. This marked the development of an improved model or system of assessing competencies, formally established by the APA Board of Educational Affairs and many education and training organizations and regulatory bodies in professional psychology in 2005.Less
There has been centuries of ongoing debate derived from potential conflicts between clinical and scientific graduate values, of external standards and need for independence among graduate departments, and of accreditation governance. In the United States, it has been a matter of non-government or government scrutiny. APA standards consider the competency in professional psychology through doctoral training, but with the broad areas of knowledge, skill, and professional function, the consistency of accredited programs being questioned. To address this issue, a conference was held in 2002, under the leadership of the National Council of Schools Programs in Professional Psychology, to confer competencies for professional psychology. This marked the development of an improved model or system of assessing competencies, formally established by the APA Board of Educational Affairs and many education and training organizations and regulatory bodies in professional psychology in 2005.
R.V. Vaidyanatha Ayyar
- Published in print:
- 2017
- Published Online:
- April 2018
- ISBN:
- 9780199474943
- eISBN:
- 9780199090891
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199474943.003.0004
- Subject:
- Sociology, Education
This chapter offers a vignette of the policy and administrative environment in which a State Education Department has to function. It describes the challenge of administering a mammoth regulatory ...
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This chapter offers a vignette of the policy and administrative environment in which a State Education Department has to function. It describes the challenge of administering a mammoth regulatory system, of managing relationship with Chief Minister, politicians, and Vice-Chancellors, and managing teacher unions the crippling burden of litigation, and the establishment of the country’s first State Council of Higher Education. It also explores questions such as: What is a university? Should an institution encompass almost all significant branches of knowledge, combine teaching and research, and be engaged in the creation of knowledge if it were to be called a university? Can a university promote arts and culture? How is a woman’s university different? What could be the State-level mechanism for regulation of and coordination among universities? Should private participation in the expansion of access be encouraged, and if so how? What should be the policy towards minority education institutions?Less
This chapter offers a vignette of the policy and administrative environment in which a State Education Department has to function. It describes the challenge of administering a mammoth regulatory system, of managing relationship with Chief Minister, politicians, and Vice-Chancellors, and managing teacher unions the crippling burden of litigation, and the establishment of the country’s first State Council of Higher Education. It also explores questions such as: What is a university? Should an institution encompass almost all significant branches of knowledge, combine teaching and research, and be engaged in the creation of knowledge if it were to be called a university? Can a university promote arts and culture? How is a woman’s university different? What could be the State-level mechanism for regulation of and coordination among universities? Should private participation in the expansion of access be encouraged, and if so how? What should be the policy towards minority education institutions?
R.V. Vaidyanatha Ayyar
- Published in print:
- 2017
- Published Online:
- April 2018
- ISBN:
- 9780199474943
- eISBN:
- 9780199090891
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199474943.003.0009
- Subject:
- Sociology, Education
This chapter offers an overview of the global trends in education systems driven by the five inter-connected forces: democratization of the society, rise of private education, globalization, advent ...
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This chapter offers an overview of the global trends in education systems driven by the five inter-connected forces: democratization of the society, rise of private education, globalization, advent of new information technologies, and knowledge economy. This overview is offered so that there could be a more nuanced understanding of the gales of creative destruction which spectacularly altered the Indian education landscape. It outlines the consequences of the transition of a higher education system transits from an elite system with low levels of enrolment to a mass system with very high levels of enrolment: extraordinary diversification of the purpose of higher education, financing, student body, and content and process of higher education. It outlines the salient features of internationalization and globalization of education, of General Agreement on Trade in Services (GATS), the private revolution in higher education and the quality assurance mechanisms. The overview focuses on the developments in some countries like the United States, United Kingdom, France, and China.Less
This chapter offers an overview of the global trends in education systems driven by the five inter-connected forces: democratization of the society, rise of private education, globalization, advent of new information technologies, and knowledge economy. This overview is offered so that there could be a more nuanced understanding of the gales of creative destruction which spectacularly altered the Indian education landscape. It outlines the consequences of the transition of a higher education system transits from an elite system with low levels of enrolment to a mass system with very high levels of enrolment: extraordinary diversification of the purpose of higher education, financing, student body, and content and process of higher education. It outlines the salient features of internationalization and globalization of education, of General Agreement on Trade in Services (GATS), the private revolution in higher education and the quality assurance mechanisms. The overview focuses on the developments in some countries like the United States, United Kingdom, France, and China.
R.V. Vaidyanatha Ayyar
- Published in print:
- 2017
- Published Online:
- April 2018
- ISBN:
- 9780199474943
- eISBN:
- 9780199090891
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199474943.003.0015
- Subject:
- Sociology, Education
This chapter describes the far reaching changes as a result of which the Indian education system ceased to be almost exclusively public funded and closed system, how these far reaching changes were ...
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This chapter describes the far reaching changes as a result of which the Indian education system ceased to be almost exclusively public funded and closed system, how these far reaching changes were not steered by any policy of the Government, and how the policy has to catch up to do. It describes how the early initiatives of the Manmohan Government aroused great hopes that higher education was poised for remarkable transformation, and how these hopes were dashed as the Prime Minister was only a minor centre of power and could not prevail upon Arjun Singh to accept the ambitious reform agenda drawn up by the National Knowledge Commission (NKC) he set up. It also describes the special focus on skill development and the new initiatives launched during the Eleventh Five Year Plan such as the expansion of Central Universities, IITs, IIMs and NITs, and the launch of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). It compares and contrasts the philosophical underpinnings and recommendations of the NKC and Yash Pal Committee on the rejuvenation of Higher Education, and critques the recommendations of that Committee’s idea of university, and its proposal to constitute a National Commission on Higher Education and Research as an imperium imperio.Less
This chapter describes the far reaching changes as a result of which the Indian education system ceased to be almost exclusively public funded and closed system, how these far reaching changes were not steered by any policy of the Government, and how the policy has to catch up to do. It describes how the early initiatives of the Manmohan Government aroused great hopes that higher education was poised for remarkable transformation, and how these hopes were dashed as the Prime Minister was only a minor centre of power and could not prevail upon Arjun Singh to accept the ambitious reform agenda drawn up by the National Knowledge Commission (NKC) he set up. It also describes the special focus on skill development and the new initiatives launched during the Eleventh Five Year Plan such as the expansion of Central Universities, IITs, IIMs and NITs, and the launch of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). It compares and contrasts the philosophical underpinnings and recommendations of the NKC and Yash Pal Committee on the rejuvenation of Higher Education, and critques the recommendations of that Committee’s idea of university, and its proposal to constitute a National Commission on Higher Education and Research as an imperium imperio.
R.V. Vaidyanatha Ayyar
- Published in print:
- 2017
- Published Online:
- April 2018
- ISBN:
- 9780199474943
- eISBN:
- 9780199090891
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199474943.003.0016
- Subject:
- Sociology, Education
This chapter describes the extraordinary efforts made by Kapil Sibal to reform almost every aspect of education, and his refreshing courage in advocating polices shunned by the political class such ...
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This chapter describes the extraordinary efforts made by Kapil Sibal to reform almost every aspect of education, and his refreshing courage in advocating polices shunned by the political class such as promotion of private participation, and encouraging reputed foreign institutions to establish campuses in India. It describes the successes he achieved like enactment of the RTE Act, and the heroic failure to enact as many as six acts which would have totally restructured the policy and regulatory framework of higher education. By focusing on the process and politics of policymaking it brings out that the failure was mainly due to strategic and tactical mistakes, and adopting a no-holds barred adversarial approach that is eminently appropriate in a courtroom is utterly inappropriate in policymaking. All in all, Sibal’s achievements and failure offer valuable lessons for policy entrepreneurship. It also describes the failed efforts of the Health Ministry to establish the National Commission for Human Resources for Health as a super-regulator in Medical Education in place of multiple regulatory authorities like the Medical Council, Dental Council and so on.Less
This chapter describes the extraordinary efforts made by Kapil Sibal to reform almost every aspect of education, and his refreshing courage in advocating polices shunned by the political class such as promotion of private participation, and encouraging reputed foreign institutions to establish campuses in India. It describes the successes he achieved like enactment of the RTE Act, and the heroic failure to enact as many as six acts which would have totally restructured the policy and regulatory framework of higher education. By focusing on the process and politics of policymaking it brings out that the failure was mainly due to strategic and tactical mistakes, and adopting a no-holds barred adversarial approach that is eminently appropriate in a courtroom is utterly inappropriate in policymaking. All in all, Sibal’s achievements and failure offer valuable lessons for policy entrepreneurship. It also describes the failed efforts of the Health Ministry to establish the National Commission for Human Resources for Health as a super-regulator in Medical Education in place of multiple regulatory authorities like the Medical Council, Dental Council and so on.
Thomas W. Simpson
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781469628639
- eISBN:
- 9781469628653
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469628639.001.0001
- Subject:
- Religion, Religious Studies
In the closing decades of the nineteenth century, college-age Latter-day Saints began undertaking a remarkable intellectual pilgrimage to the nation's elite universities, including Harvard, Columbia, ...
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In the closing decades of the nineteenth century, college-age Latter-day Saints began undertaking a remarkable intellectual pilgrimage to the nation's elite universities, including Harvard, Columbia, Michigan, Chicago, and Stanford. Thomas W. Simpson chronicles the academic migration of hundreds of LDS students from the 1860s through the late 1930s, when church authority J. Reuben Clark Jr., himself a product of the Columbia University Law School, gave a reactionary speech about young Mormons' search for intellectual cultivation. Clark's leadership helped to set conservative parameters that in large part came to characterize Mormon intellectual life. At the outset, Mormon women and men were purposefully dispatched to such universities to "gather the world's knowledge to Zion." Simpson, drawing on unpublished diaries, among other materials, shows how LDS students commonly described American universities as egalitarian spaces that fostered a personally transformative sense of freedom to explore provisional reconciliations of Mormon and American identities, and religious and scientific perspectives. On campus, Simpson argues, Mormon separatism died and a new, modern Mormonism was born: a Mormonism at home in the United States but at odds with itself. Fierce battles among Mormon scholars and church leaders ensued over scientific thought, progressivism, and the historicity of Mormonism’s sacred past. The scars and controversy, Simpson concludes, linger.Less
In the closing decades of the nineteenth century, college-age Latter-day Saints began undertaking a remarkable intellectual pilgrimage to the nation's elite universities, including Harvard, Columbia, Michigan, Chicago, and Stanford. Thomas W. Simpson chronicles the academic migration of hundreds of LDS students from the 1860s through the late 1930s, when church authority J. Reuben Clark Jr., himself a product of the Columbia University Law School, gave a reactionary speech about young Mormons' search for intellectual cultivation. Clark's leadership helped to set conservative parameters that in large part came to characterize Mormon intellectual life. At the outset, Mormon women and men were purposefully dispatched to such universities to "gather the world's knowledge to Zion." Simpson, drawing on unpublished diaries, among other materials, shows how LDS students commonly described American universities as egalitarian spaces that fostered a personally transformative sense of freedom to explore provisional reconciliations of Mormon and American identities, and religious and scientific perspectives. On campus, Simpson argues, Mormon separatism died and a new, modern Mormonism was born: a Mormonism at home in the United States but at odds with itself. Fierce battles among Mormon scholars and church leaders ensued over scientific thought, progressivism, and the historicity of Mormonism’s sacred past. The scars and controversy, Simpson concludes, linger.
Huw Landeg Morris
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9781846316630
- eISBN:
- 9781846316777
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/UPO9781846316777.005
- Subject:
- Society and Culture, Cultural Studies
This chapter highlights the Franco-Welsh academic partnership that offers industrial-based mobility placements for student and young employees. This project was conceived at a seminar organised by ...
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This chapter highlights the Franco-Welsh academic partnership that offers industrial-based mobility placements for student and young employees. This project was conceived at a seminar organised by Welsh Higher Education Brussels (WHEB) in November 2009. The principal organisations involved are the Swansea University, Cardiff University, the South Wales Chamber of Commerce, the Welsh Assembly Government and the Chambre de Commerce et d'Industrie de Versailles Val-d'Oise/Yvelines (CCIV).Less
This chapter highlights the Franco-Welsh academic partnership that offers industrial-based mobility placements for student and young employees. This project was conceived at a seminar organised by Welsh Higher Education Brussels (WHEB) in November 2009. The principal organisations involved are the Swansea University, Cardiff University, the South Wales Chamber of Commerce, the Welsh Assembly Government and the Chambre de Commerce et d'Industrie de Versailles Val-d'Oise/Yvelines (CCIV).
R.V. Vaidyanatha Ayyar
- Published in print:
- 2017
- Published Online:
- April 2018
- ISBN:
- 9780199474943
- eISBN:
- 9780199090891
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199474943.003.0003
- Subject:
- Sociology, Education
This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the ...
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This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the formation of the Ministry of Human Resource Development. It outlines other policy initiatives such as the establishment of Navodaya Vidyalayas and the Indira Gandhi National Open University, and describes the process followed for the formulation of the National Policy on Education (NPE), 1986, and its Programme of Action (POA). It narrates and critiques the key policy postulates of NPE, 1986, such as the a large and systemic programme of non-formal education being a pre-requisite for universalizing elementary education, and vesting the All India Council of Technical Education (AICTE) with statuary powers to regulate technical education. It highlights the fact that NPE, 1986, skirted burning issues of higher education as it not anchored in policy analysis. In the praxis of education policy, there is often no realistic assessment of the problem which needs to be addressed, no realistic identification of the various alternatives, no rigorous evaluation of alternatives, and no roadmap offered for realization of the policy objectivesLess
This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the formation of the Ministry of Human Resource Development. It outlines other policy initiatives such as the establishment of Navodaya Vidyalayas and the Indira Gandhi National Open University, and describes the process followed for the formulation of the National Policy on Education (NPE), 1986, and its Programme of Action (POA). It narrates and critiques the key policy postulates of NPE, 1986, such as the a large and systemic programme of non-formal education being a pre-requisite for universalizing elementary education, and vesting the All India Council of Technical Education (AICTE) with statuary powers to regulate technical education. It highlights the fact that NPE, 1986, skirted burning issues of higher education as it not anchored in policy analysis. In the praxis of education policy, there is often no realistic assessment of the problem which needs to be addressed, no realistic identification of the various alternatives, no rigorous evaluation of alternatives, and no roadmap offered for realization of the policy objectives
Mary Beth Combs and Patricia Ruggiano Schmidt (eds)
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780823254309
- eISBN:
- 9780823260874
- Item type:
- book
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823254309.001.0001
- Subject:
- Religion, Religion and Society
Transforming Ourselves, Transforming the World articulates how Jesuit colleges and universities create an educational community energized to transform the lives of its students, faculty, and ...
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Transforming Ourselves, Transforming the World articulates how Jesuit colleges and universities create an educational community energized to transform the lives of its students, faculty, and administrators and to equip them to transform a broken world. The essays are rooted in Pedro Arrupe’s ideal of forming men and women for others and inspired by Peter-Hans Kolvenbach’s October 2000 address at Santa Clara in which he identified three areas where the promotion of justice may be manifested in our institutions: formation and learning, research and teaching, and our way of proceeding. Using the three areas laid out in Fr. Kolvenbach’s address as its organizing structure, the volume addresses the following challenges: How do we promote student life experiences and service? How does interdisciplinary collaborative research promote teaching and reflection? How do our institutions exemplify justice in their daily practices? Introductory pieces by internationally acclaimed authors such as Rev. Dean Brackley, S.J.; David J. O’Brien; Lisa Sowle Cahill; and Rev. Stephen A. Privett, S.J., pave the way for a range of smart and highly creative essays that illustrate and honor the scholarship, teaching, and service that have developed out of a commitment to the ideals of Jesuit higher education. The topics covered span disciplines and fields from the arts to engineering, from nursing to political science and law. The essays offer numerous examples of engaged pedagogy, which as Rev. Brackley points out fits squarely with Jesuit pedagogy: insertion programs, community-based learning, study abroad, internships, clinical placements, and other forms of interacting with the poor and with cultures other than our own. This book not only illustrates the dynamic growth of Jesuit education but critically identifies key challenges for educators, such as: How can we better address issues of race in our teaching and learning? Are we educating in nonviolence? How can we make the college or university “greener"? How can we evoke a desire for the faith that does justice?Less
Transforming Ourselves, Transforming the World articulates how Jesuit colleges and universities create an educational community energized to transform the lives of its students, faculty, and administrators and to equip them to transform a broken world. The essays are rooted in Pedro Arrupe’s ideal of forming men and women for others and inspired by Peter-Hans Kolvenbach’s October 2000 address at Santa Clara in which he identified three areas where the promotion of justice may be manifested in our institutions: formation and learning, research and teaching, and our way of proceeding. Using the three areas laid out in Fr. Kolvenbach’s address as its organizing structure, the volume addresses the following challenges: How do we promote student life experiences and service? How does interdisciplinary collaborative research promote teaching and reflection? How do our institutions exemplify justice in their daily practices? Introductory pieces by internationally acclaimed authors such as Rev. Dean Brackley, S.J.; David J. O’Brien; Lisa Sowle Cahill; and Rev. Stephen A. Privett, S.J., pave the way for a range of smart and highly creative essays that illustrate and honor the scholarship, teaching, and service that have developed out of a commitment to the ideals of Jesuit higher education. The topics covered span disciplines and fields from the arts to engineering, from nursing to political science and law. The essays offer numerous examples of engaged pedagogy, which as Rev. Brackley points out fits squarely with Jesuit pedagogy: insertion programs, community-based learning, study abroad, internships, clinical placements, and other forms of interacting with the poor and with cultures other than our own. This book not only illustrates the dynamic growth of Jesuit education but critically identifies key challenges for educators, such as: How can we better address issues of race in our teaching and learning? Are we educating in nonviolence? How can we make the college or university “greener"? How can we evoke a desire for the faith that does justice?
