scholarly journals Implications of Policy and Legal Frameworks on Higher Education in Zambia

2019 ◽  
Vol 8 ◽  
pp. 8-13
Author(s):  
Eustarckio Kazonga
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Policy ◽  
Training Programs ◽  
Technical Education ◽  
National Policy ◽  
Entrepreneurship Training ◽  
Higher Education Act ◽  
Education Act ◽  
Legal Frameworks

Policy and legal frameworks are enablers for the delivery of appropriate higher education (HE) in a country. Zambia is currently implementing reforms in the HE sub-sector within the context of the policy and legal frameworks. These frameworks have implications on the provision of HE. The objectives of the paper are to: identify the policy and legal frameworks for the HE sub-sector; and determine the implications of these frameworks on HE. A document analysis method was used for the study in order to determine the relevant policy and legal frameworks on HE. In particular, the analysis used qualitative data purposively collected from the following documents: (1) Educating Our Future: National Policy on Education of 1996; (2) Technical Education, Vocational and Entrepreneurship Training Policy of 1996; (3) Higher Education Act No. 4 of 2013 and Zambia Qualifications Authority Act No. 13 of 2011; (5) Higher Education Loans and Scholarships Act No. 31 of 2016; (6) Technical Education, Vocational and Entrepreneurship Training (TEVET) Act No. 13 of 1998 as amended by the TEVET Act No. 11 of 2005; and (7) selected Government Gazette notices. The study findings are that the higher education policy and legal frameworks implications are liberalization, quality assurance, appropriate responses to the national needs, flexibility in training programs, financing, partnerships, accountability, and relevance of training programs offered. The paper concludes that there are multiple policy and legal frameworks implications on HE in Zambia but key among these are registration and accreditation of learning programs, and development of quality assurance systems to address the multitude of the twenty-first century challenges and demands of excellence in HE.

scholarly journals The position of teacher training in UK higher education - unification of higher education and "quality assurance"

Impact ◽  
2021 ◽  
Vol 2021 (4) ◽  
pp. 13-15
Author(s):  
Kazuko Takano
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teacher Training ◽  
Education Reform ◽  
Training Model ◽  
Higher Education Act ◽  
History Of ◽  
Education Act ◽  
Post War ◽  
Training Programmes

Government officials and policymakers in Japan are interested in England's teacher training model but how did England arrive at its current teacher training programmes? Professor Kazuko Takano, Meiji University, Japan, is working to improve understanding in this area, which will assist officials from different countries when implementing similar policies. To do this she is shedding light on the history of teacher training in England, with a specific focus on the effects of reforms introduced by the Thatcher and Major governments. A key element of this work involves an exploration of teacher training in higher education during the Thatcher-Major educational reforms when the quality assurance system was being developed. Importantly, Takano is looking at both professional and academic aspects of teacher training. The Education Reform Act 1988 was introduced under the Thatcher government and the Further and Higher Education Act 1992 was brought in by the Major government. Teacher training courses were largely provided by polytechnics and higher education colleges, which were public sector institutions and after higher education was unified by the 1992 Act, polytechnics and higher education colleges meeting the standards of scale and quality were promoted to university status. With the introduction of further acts, it started to become clear that the administration of teacher training was positioned not in the higher education series but the primary and secondary education series. This was one of the milestones in the history of teacher training in the post-war period.

Sustaining Gender Parity in College Aid

2018 ◽  
Author(s):  
Deondra Rose
Keyword(s):  
Higher Education ◽  
Social Policy ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Design ◽  
Political Support ◽  
Policy Reforms ◽  
Individual Level ◽  
Higher Education Act ◽  
Education Act

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.

scholarly journals Marketingovo strategické riadenie verejných vysokých škôl

2020 ◽  
pp. 129-134
Author(s):  
Martin Halmo
Keyword(s):  
Higher Education ◽  
Strategic Management ◽  
Slovak Republic ◽  
Higher Education Institutions ◽  
Current Situation ◽  
Public Higher Education ◽  
Alternative Management ◽  
Higher Education Act ◽  
Education Act ◽  
The University

In the Slovak Republic, on the basis of legislative conditions, the Higher Education Act does not give the possibility to direct the management of public higher education institutions towards the fulfillment of their goals and thus to adapt effectively to the current situation and challenges. This is characterized by processes and structures that are duplicate, problematic or ambivalent, which ultimately prevents public higher education institutions from autonomously receiving and fulfilling their mission. It is therefore important that alternative management trends are introduced into the governance structures to help the development of public higher education institutions. We consider the use of marketing strategic management as such an element. Thus, the use of this type of management can ultimately benefit the university in the form of the required number of pupils. It can also contribute to improving the quality and supply of education, information and information.

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