scholarly journals Treading Other Paths within Afro-Diasporic Contexts: Unilab Students’ Experiences, Challenges, and Perspectives

Humanities ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 76
Author(s):  
Cristiane Santos Souza
Keyword(s):  
Higher Education ◽  
International Students ◽  
Cultural Diversity ◽  
Public Higher Education ◽  
International Integration ◽  
The Past ◽  
Higher Education Expansion ◽  
Education Expansion ◽  
The University ◽  
Education In Brazil

In this paper, I discuss some of the processes that characterized the creation and consolidation of the University of International Integration of Afro-Brazilian Lusophony (Unilab) in Bahia, as part of the expansion project of public higher education in Brazil that was implemented during the Lula presidency (2003–2010) and defined in the government’s internationalization and regionalization project. To this end, I reviewed the literature and institutional documents from the past four years and analyzed observations of daily campus life. I highlight some challenges as well as possibilities for young international students, particularly young Africans from the five Portuguese-speaking countries, and for Brazilian nationals, too, which arise from the implementation of this public higher education expansion program in the Recôncavo Baiano region. Finally, I conclude with observations about the cultural diversity and social reality inherent to the context and discuss the conceptual and practical challenges and possibilities arising from that intercultural reality.

scholarly journals Brazilian Legal Education: Curricular Reform that Goes Further without Going Beyond

2009 ◽  
Vol 10 (6-7) ◽  
pp. 751-766 ◽  
Author(s):  
Roberto Fragale Filho
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Curricular Reform ◽  
Law Schools ◽  
Higher Education Expansion ◽  
Professional Success ◽  
Education Expansion ◽  
Bar Association ◽  
Education In Brazil ◽  
Expansion Policy

The celebration of 180 years of legal education in Brazil, held in August 2007, was marked by strong criticism of the Ordem dos Advogados do Brasil (Brazilian Bar Association) and the higher education expansion policy which was undertaken in the late 1990s, establishing more than a thousand law schools in the country. The escolas de enganação (schools of illusion), created mainly during the last decade, would have increased the numbers in the professional college, which currently has around 600,000 lawyers, to approximately two and a half million, if it were not for the professional filter of the Bar Exam. In other words, the proliferation of mass legal courses in Brazil would have enabled the emergence of educational merchants, specializing in the sale of an illusion of social elevation and professional success, which, thanks to the control of entry into the professional corporation, did not happen.

scholarly journals Caminhos e Descaminhos na Formação Profissional dos Graduados em Nível Superior na Bahia

2007 ◽  
Vol 8 (7) ◽  
Author(s):  
Maria Couto Cunha
Keyword(s):  
Higher Education ◽  
Key Words ◽  
Professional Preparation ◽  
Higher Education Expansion ◽  
Education Expansion ◽  
Time Periods ◽  
The Creation ◽  
Historical Trajectory ◽  
Education Courses ◽  
Education In Brazil

Este artigo apresenta os resultados de um estudo sobre a criação dos cursos da educação superior na Bahia, na década de 90, segundo uma tipologia de cursos que considera os períodos em que tais cursos surgiram na evolução do sistema da educação superior do Brasil, fazendo correspondência com os cenários políticos e socioeconômicos que emergiram nesta trajetória e considerando as tendências de concentração ou dispersão dos cursos que formam os estudantes para as diferentes carreiras ou áreas de trabalho. Os dados demonstraram intensidade na oferta em determinadas áreas e diminuta presença de formação para outras áreas essenciais para a sociedade. <br> <br> <B>Palavras-chave</B>: educação superior; expansão da oferta; tipologia de cursos; formação profissional.<br> <br> <br> <B>Abstract</B>: This article presents results from a study about the creation of higher education courses in Bahia during the decade of the 90s. The analysis is based on a course typology that considers the time periods in which the courses emerged and their relationship to the evolution of higher education in Brazil and the corresponding political and socioeconomic realities that accompanied the historical trajectory. The typology also considers the degree of concentration or dispersion of the courses that prepared students for different careers or fields of work. The data demonstrate an intensity of offerings in certain areas and a diminished presence of courses in other areas that are essential to society. <br> <br> <B>Key words</B>: Higher Education; Expansion of Supply, Course Typology,Professional Preparation.

scholarly journals An International Exploration of Decline

2015 ◽  
Author(s):  
Daniel Levy
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Social Factors ◽  
Government Regulation ◽  
Private Higher Education ◽  
Public Higher Education ◽  
Demographic Shift ◽  
The Public ◽  
Higher Education Expansion ◽  
Education Expansion

The decline of private higher education constitutes an untold reality: growth is not a uniform, omnipresent, or inevitable course. Reasons for private higher education decline fall into two broad categories—(1) social factors (the lapse of distinct social identity and the demographic shift) and (2) political or public-sector policies (hostile government, regulation, public higher education expansion, and privatization within the public sector).

scholarly journals Higher Education Expansion and Return to Education in China: Evidence from CGSS2005 and CGSS2013

2017 ◽  
Vol 8 (3) ◽  
pp. 85
Author(s):  
Xinxin Ma ◽  
Chengcheng Zhang
Keyword(s):  
Higher Education ◽  
Graduate School ◽  
General Social Survey ◽  
Gender Disparity ◽  
Registration System ◽  
Higher Education Expansion ◽  
Education Expansion ◽  
The University ◽  
The Impact ◽  
Expansion Policy

We conducted an empirical study to estimate the private internal rate of return to years of schooling (IRR) in China during the period after the implementation of higher education expansion policy using data from the Chinese General Social Survey data conducted in 2006 and 2014 (CGSS2005, CGSS2013). The major conclusions are as follows: first, from 2005 to 2013, IRR decreased from 8.6% to 7.8% for the whole sample, IRR decreased from 8.3% to 7.4% for men, and IRR decreased from 9.0% to 8.2% for women. Second, IRR values among various education category groups are different. IRR is greater for the high-level education group than that for the middle and low-level education groups in both 2005 and 2013. Third, to consider the impact of the higher education expansion policy on IRR, the IRR of the university graduates decreased from 15.4% (2005) to 11.2% (2013), whereas the IRR of the graduate school graduates rose from 10.1% (2005) to 19.0% (2013). The effect of the policy on IRR differs between the university and graduate school graduates. Fourth, the IRR is higher for women than for men. There is a gender disparity for IRR; IRR is different by ownership types, registration system types, industrial and regional groups in both 2005 and 2013.

Multicultural Challenges in Educational Policies within a Non-Conservative Scenario: The Case of the Emerging Reforms in Higher Education in Brazil

2005 ◽  
Vol 3 (4) ◽  
pp. 327-339 ◽  
Author(s):  
Ana Canen
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Educational Reform ◽  
Educational Policies ◽  
Political Agenda ◽  
Education In Brazil

The article discusses the extent to which multiculturalism has had an impact in the emerging reforms in higher education in Brazil, against the backdrop of the rise of a new non-Conservative, Labour-oriented government whose political agenda is marked by a discursive stand against conservatism, neo-liberalism and neocolonialism. Building on a postcolonial critical multicultural approach and on the need to include ideology in discussions concerning educational reform, it argues that educational policies should work towards valuing cultural diversity and challenging discriminatory practices without falling into dichotomies that freeze subject and institutional identities and fail to consider their mobility, hybridization and contingency. It then proposes alternative perspectives to consider future policies in education that take multiculturalism on board in a transformational perspective.

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