scholarly journals Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

2021 ◽  
Vol 56 (1) ◽  
pp. 9-26
Author(s):  
Andreas Hadjar ◽  
Jan Scharf ◽  
Tina Hascher
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
Swiss Canton ◽  
Education Aspirations

The Emergence of Distance Learning in Higher Education

2000 ◽  
pp. 143-156 ◽  
Author(s):  
Caroline Howard ◽  
Richard Discenza
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Schools ◽  
Department Of Education ◽  
Post Secondary ◽  
On Line ◽  
Education Statistics ◽  
The U.S

Although distance learning is not a new phenomenon, recently there has been a huge jump in the number of organizations offering on-line instruction. The National Center for Education Statistics released a two-year survey on distance programs for higher education on behalf of the U.S. Department of Education. The survey reported that one-third of U.S. post secondary schools offered distance education in 1995, and an additional 25% planned to offer courses within the next three years.

Thirty years of French language planning in Malaysia: From individual attempt to national strength

2017 ◽  
Vol 2017 (244) ◽  
Author(s):  
Regis Machart ◽  
Sep Neo Lim
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Planning ◽  
Boarding Schools ◽  
French Language ◽  
Day Schools ◽  
Ministry Of Education ◽  
Internationalisation Of Higher Education

AbstractFrench language teaching (FLT) started in Malaysian boarding schools in the 1970s due to the initiative of a few Malaysian teachers who had acquired some knowledge during colonial times. It was formally implemented by the Malaysian Ministry of Education (MOE) in 1984 and in the 2000s, FLT developed greatly in parallel with the internationalisation of higher education. The country had no former expertise in teaching French on a larger scale and future teachers had to be sent abroad to be trained in French. Thirty years later, this language has not only become part of the linguistic scenery in Malaysian boarding schools, as the MOE has also extended the teaching of French to normal day schools. This article will review the language planning regarding French language teaching in Malaysia as an example of foreign language planning in the country, and will focus on its implementation in the Malaysian secondary schools from the 1970s to 2014. Issues of teaching hours and textbooks will not be dealt with, as these matters are left to the circumspection of the respective schools.

scholarly journals Bridging the Knowledge Gap between Secondary and Higher Education

2003 ◽  
Vol 64 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Zorana Ercegovac
Keyword(s):  
Higher Education ◽  
High School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Collaborative Work ◽  
School Level ◽  
High School Level ◽  
Educational Levels ◽  
Physics Teacher ◽  
Literacy Standards

This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

Enabling Pathways for Students from Refugee and Asylum-Seeker Backgrounds in Higher Education: Aspirations About Progression to Postgraduate Studies

2020 ◽  
Vol 39 (2) ◽  
pp. 244-271
Author(s):  
Catherine Clark ◽  
Caroline Lenette
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Financial Aid ◽  
Social Cohesion ◽  
Asylum Seeker ◽  
Institutional Support ◽  
Educational Trajectories ◽  
Family Expectations ◽  
Education Aspirations ◽  
Postgraduate Studies

Abstract University students from refugee and asylum-seeker backgrounds (SRABs) have unique resettlement experiences related to disrupted education, family expectations, financial pressures, and visa uncertainty. These arduous experiences often translate into a strong determination to access education and persevere with tertiary studies. Supportive educational trajectories are crucial to increase social cohesion and help redress the personal and social disadvantages SRABs face. Yet, there is virtually no attention paid to aspirations about progression to postgraduate studies despite the diverse aspirations and talents of many. This article reports on a qualitative study that explored the perspectives of six SRABs and two academics at an Australian university on aspirations to postgraduate studies. Participants identified several obstacles and opportunities at personal, institutional, community, and policy levels. Many existing recommendations in the enabling pathways literature focus on what universities could do differently, but we argue for a whole-of-person approach that considers institutional as well as personal issues, to increase prospects of SRABs progressing to postgraduate studies. Universities can assist with better institutional support structures, mentoring, raising staff awareness about SRABs, and financial aid. While institutions might not be able to directly address financial, visa, and personal concerns, universities can implement simple strategies to minimise their impact.

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