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1.
《Support for Learning》2005,20(1):22-27
UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two‐year case study in a UK university.  相似文献   

2.
This study set out to examine and identify differences in GCE O/A‐level performance of a sample of further education and sixth‐form college students, employing selected biographical, intellectual and dispositional measures. The sample comprised 356 two‐year, full‐time students who entered further education and sixth‐form colleges immediately after completing their fifth‐form work in schools. The results show that taking account of students’ dispositional characteristics significantly increases the explained variation in attainment beyond that accounted for by intellectual ability and previous examination performance. Also indicated are significant differences in the factors associated with examination success; these are shown to be related to students who attend different types of institution. The findings would appear to have implications for current policies concerned with the educational provision for students in the 16‐19 age range.  相似文献   

3.
In relation to the size of its population, Wales has a relatively large number of higher education institutions, several of which are small and located in rural areas. Compared with other parts of the United Kingdom, only a small number of higher education students are taught in Welsh further education colleges. Nevertheless, efforts have been made to increase higher education provision in the colleges, beginning in the late 1980s with the encouragement of franchising arrangements by the Wales Advisory Body and later with a joint initiative by the Higher and Further Education Funding Councils for Wales to expand some sub‐degree higher education in the colleges by direct funding. These developments represent just one strand of activity linking the higher and further education sectors in Wales and have not been a subject of major or regular policy attention. For reasons of scale and geography, and through the enabling structures and processes serving both funding councils, cross‐sector initiatives and collaboration have generally been given high priority in strategies to widen access and build progression. The administrative devolution reflected in these arrangements has been increased by political devolution since 1999, with as yet unclear implications for the future development of higher education in the colleges.  相似文献   

4.
This article explores the experiences of students with mobility disabilities in Cypriot higher education institutions. In order to obtain relevant information, in‐depth semi‐structured interviews were conducted with 10 Cypriot students with different forms of mobility disabilities, who attended different Cypriot higher education institutions and a variety of courses. This study yielded interesting results in terms of provision (e.g., accommodation for examinations and assignments, note‐taking services, tutorials, counselling services) as well as lecturers’ and students’ attitudes towards disability, raising interesting issues of social inclusion and rights. The quality of their experiences was affected by physical access, provision availability, positive responses by fellow students without disabilities, and the level of awareness among the members of the academic staff or the rest of the staff (e.g., cleaners, administrative officers, and accommodation staff). The findings of this study have implications at an institutional level for rethinking and refining policy and practice on disability.  相似文献   

5.

Financial pressures, restrictions on full‐time participation and the public commitment to access and lifelong learning, suggest that part‐time provision may be increasingly important in undergraduate‐level higher education. However the scale and organisation of part‐time provision varies across institutions, and its future development may depend on decisions taken at institutional level. This paper describes Scottish institutions’ policies for part‐time provision of first degrees and Higher National Certificates and Diplomas (HNCs and HNDs). It is based on interviews with senior managers in all 23 Scottish higher education institutions (HEIs), and in 11 further education (FE) colleges. Most institutions planned to expand part‐time provision. New (post‐1992) universities were the most committed to expansion; non‐university HEIs and some old universities were the least committed. Policies for expanding part‐time provision were often part of a broader strategy for flexibility. The research revealed two contrasting models of flexibility: many universities pursued flexible integration, bringing full‐ and part‐time study into a common web of provision, whereas FE colleges typically pursued flexible differentiation, maintaining the distinctions between (and within) the modes. Institutional polices were influenced by four sets of factors: institutional mission, other institution‐specific factors, government policy and funding, and demand; funding arrangements and demand were seen as the main drivers. Finally, we question whether the greater formal autonomy of institutions led in practice to more independent decision‐making, and whether the trends anticipated by our interviewees are in fact well entrenched.  相似文献   

6.
The article examines the reasons for the high demand for higher education in Cyprus. At present, economic, societal, and cultural forces are widely accepted as responsible for the phenomenal increase in demand. A survey of secondary school final form students conducted in Cyprus by the author reconfirms the importance of these forces but also points to another demand influencing factor, namely, the students' psychological motivation in the pursuit of higher studies. The article discusses the policy implications of the findings and suggests the following as measures to help promote a better match between higher education choices and labour market conditions: the provision of greater and more accurate information to secondary school students on the employment opportunities available with a higher education diploma; the promotion of vocational nonuniversity fields of study among secondary school students; and the frequent and closer interaction between higher education institutions and the labour market.  相似文献   

7.
While a lot has been written regarding the changing management and governance arrangements in higher education, less is known about how this progression relates to quality in higher education. The purpose of this article is to describe the context of governance in Portuguese higher education institutions and how institutional governance arrangements impact on quality and quality assurance mechanisms of higher education. The study is based on four institutional cases studies, comprising two universities and two polytechnic institutions. Semi-structured interviews were conducted with senior managers, middle managers, academics and students from Arts and Engineering, and documentary analysis was undertaken. The main findings show that national and institutional features of governance and management may influence the implementation of quality policy and procedures, and indeed quality improvement. The different institutional actors seem to be aware of the dynamic nature of the equilibrium between positive and negative impacts and recognise the need for checks and balances in the governance and management structures of higher education institutions, especially between collegial and managerial facets.  相似文献   

8.
Ethnic Minority Experience in Higher Education   总被引：2，自引：0，他引：2  
It appears that institutions of higher education in Britain are far behind the schools and colleges of further education in assessing the experience and success of ethnic minorities, and in developing and monitoring equal opportunity policies. The article starts with a review' of currently available evidence from the literature on the participation rate of various ethnic groups in higher education. This is followed by a brief discussion of some key factors influencing their entry into higher education institutions. The information available to date indicates an uneven distribution of ethnic minorities between these institutions and the subjects they offer. The article contains the preliminary findings, from a research project, on the performance of students f om ethnic minority groups at Bradford & Ilkley Community College and four other institutions of higher education in the North of England. There is a brief discussion of some important issues, including racial discrimination and racial harassment, acting as barriers to the success of ethnic minorities in higher education. It is suggested that further research in this area is urgently needed to ensure that students from ethnic minority communities benefit equally from the higher education provision in Britain.  相似文献   

9.
Location is an important dimension of higher education, even in a small country like England. While part-time courses clearly need to be accessible to their potential students if they are to serve a useful purpose, this is also true, though to a lesser extent, of full-time provision (and many institutions offer both). Widely varying locational strategies have been adopted by institutions of higher education in the past, and the distribution of higher education opportunities remains highly skewed, with university and public sector provision concentrated in particular areas of the country. Greater attention needs to be given to locational considerations in the future planning of higher education if reasonably equal access is to be ensured. Five policy implications of such a strategy are identified - provision should be increased in areas currently under-provided for; institutions should adjust their provision so as to serve a greater regional and local role; part-time provision, particularly at first degree level, should be expanded; mixed forms of distance and face-to-face higher education should be developed; less emphasis should be placed on the residential element in higher education .  相似文献   

10.
This article discusses the issues concerned with using distance education to help provide bridging courses for overseas‐trained professionals migrating to Australia. Often such courses are specialised, have small enrolments and are required on demand by the recently arrived migrant. Therefore, there are significant practical and viability problems to be expected for the providers of such courses. The article draws on work from a 1997 study of the potential and viability of distance education bridging courses for overseas‐trained professionals migrating to Australia. The study was commissioned and funded by the National Office of Overseas Skills Recognition, of the Department of Employment, Education, Training and Youth Affairs, under its Evaluations and Investigations Program. A discussion is provided of the particular problems encountered in the provision of on‐campus courses for students whose locations, schedules and circumstances are quite diverse. However, whilst distance education provision might seem a reasonable solution to such problems, for some professions there are particular practical matters concerning such provision. A key issue addressed is conceptualising the viability of developing and providing such courses through distance education, and how this may help distance educators view the viability of other small ‘boutique’ courses in distance education.  相似文献   

11.
Dyslexia is defined as a disability that primarily affects reading and writing. Internationally, the number of dyslexic students entering higher education is on the rise. It is estimated that students with dyslexia represent a small but significant minority. Many English-speaking countries have developed support services and teaching practices to accommodate dyslexic students' educational needs. In Greece, research on dyslexia is very limited. The purpose of this study is to define the incidence of dyslexia among the Greek student population and to examine dyslexic students' age, gender and major field of study. Data were collected from a total of 406 departments at all Greek public institutions of higher education (n = 32). The existing practices for identifying and provisions for supporting dyslexic students were also examined. The incidence of dyslexia in Greek higher education was estimated to be 0.16%, which is far below the estimated incidence in the general population. Interesting results were yielded regarding the variability of higher education institutions' responses to dyslexia. In almost all Greek institutions, provision takes place in the form of oral examinations and generic counseling. technological education institutions (TEIs) seem to be more aware of the educational needs of dyslexic students, possibly because they have three times more dyslexic students than higher education institutions (HEIs). All Greek universities deal with the needs of dyslexic students on an individual basis, making provision reactive rather than proactive. The results of the present study are discussed in the light of inclusive education and equality of opportunity for students who learn in a different way but do not differ from their counterparts in terms of intelligence or general abilities.  相似文献   

12.
This article examines the varied approaches which have been adopted to the costing of part‐time higher education, and considers the consequences of these alternative models both for the providers themselves and for national policy. Though the analysis concentrates on face‐to‐face provision in universities, polytechnics and colleges, a series of comparisons are made with the Open University. It is hoped that it will assist in understanding the likely impact of proposed changes in funding where such changes encounter established arrangements. This is especially so in the PCFC sector where a new methodology is proposed for 1990‐91. The research reported here forms part of a larger study supported by the CNAA and Middlesex Polytechnic and shortly to be published under the title: Other Routes. The authors are both members of the Centre for Community Studies at Middlesex Polytechnic.  相似文献   

13.
In the past decade there has been a dramatic growth in UK student numbers. Widening participation policies are encouraging students from non‐traditional backgrounds to enter higher education. Southampton Institute has found that many non‐traditional students have had little preparation for academic life. These students often have unrealistic expectations of higher education, expectations that sometimes are at odds with a successful transition from secondary to higher education. In addition higher education institutions are often unaware of the way that higher education is perceived by non‐traditional students. This situation cannot remain unchecked and requires some form of discourse. In this paper, a framework used to model a reflective discourse between stakeholders (student, institution) is introduced, and a case study demonstrating the behaviour of an automated negotiation mechanism is presented.  相似文献   

14.
《师资教育杂志》2012,38(2):127-138

This paper takes issue with the 'disabling' of students enrolled in teacher education courses, perpetrated by definitions of students' learning disorders and by the structures and pedagogies engaged by teacher educators. Focusing on one case, but with relevance for similarly affected systems, the paper begins by outlining the changed student entry credentials of Australian universities and their faculties of education. These are seen as induced by a shift from elite to mass provision of higher education and the particular effect on teacher education providers (especially those located in regional institutions) of the politics of government funding and the continuing demand for teachers by education systems. While these changed conditions are often used to argue an increased university population of students with learning disorders, the paper suggests that such arguments often have more to do with how student problems are defined by institutions and how these definitions serve to secure additional government funding. More pertinently, the paper argues that such definition tends to locate the problem in individual students, deferring considerations of teacher educators' pedagogy and the learning arrangements of their institutions. The paper concludes that the place to begin addressing these issues of difficulty would seem to be with a different conception of knowledge production.  相似文献   

15.
The article begins with an overview of the history of the importance given by European systems of higher education to the twin questions of the proper structures of higher education and the link between higher education and employment. From the mid‐1950's to the present, the debates on the two questions have sometimes been closely linked and sometimes barely linked at all. The point is that the link between increased employment and higher education is very complex and that signals are unclear. There is no proof, for instance, that over the long‐term, graduates of non‐university higher education institutions will be better protected against unemployment than graduates of traditional universities, particularly those from non‐traditional and diversified programmes within these universities. Still a non‐hierarchical diversity of institutions and programmes seems best suited to the long‐term employment prospects of students. Also, information sources on higher education and employment must be made more accurate and more comprehensive.  相似文献   

16.
The numbers and the proportion of mature women students are currently increasing in continuing and higher education in Britain. This paper addresses the issues involved in such an increase, showing that demographic changes and political support for adult returners coincides with women's wishes, demands and opportunities to take advantage of the study they missed out on at school. Reasons such as poor teaching, lack of motivation, culture and other priorities are among those examined to partially explain women's low participation in the past, their choice of subject areas, wastage and under achievement.

Models of good practice in provision for mature women students, particularly those with non‐standard entry qualifications are examined, with a specific focus on the organisation of access and pre‐access courses. Examples of higher education provision such as that of the Open University, and a variety of polytechnics and colleges provide useful models for recommendations for change for other host institutions.

Institutional and pedagogical concerns which facilitate women returners are considered: course design, course content, teaching and learning strategies, funding, hours, assessment, nursery provision and counselling support are all suggested as issues to be addressed by institutions hoping and intending to recruit, retain and facilitate the successful study of mature women students.  相似文献   

17.
Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research estimates that 8–10% of students attending higher education are registered with disability, with learning difficulties being the most commonly reported disability. Widening participation in higher education has been supported by legislative changes, inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief among students with disabilities that higher education maximizes their opportunities for employment and independent living. Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a part of a large-scale study (PERSEAS) funded by the EU. From the original sample, 15 students attending private higher education institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers, respectively, in 10 private higher education institutions. This study yielded interesting results regarding the current state of provision (e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues of social inclusion, equality of opportunity and entitlement to education.  相似文献   

18.
Private higher education: The Philippines as a prototype   总被引：1，自引：0，他引：1  
A high proportion of college and university students in the Philippines attend private institutions, mainly because of limited space in public institutions. The system is examined as a case study for studying certain hypotheses about the impact of substantial private provision on higher education systems. After presenting basic data for the system as a whole the article compares public and private institutions and then explores the policy implications.  相似文献   

19.
ABSTRACT

The inclusion in higher education of students with disabilities and learning difficulties has become a matter of concern within the past eight years. Recent Higher Education Funding Council initiatives to promote greater inclusion have had some success in improving access to higher education (HE) and raising awareness across the sector of the need to ensure full participation by students with disabilities in the learning environment once they enter the university. Hopes that the new UK disability rights legislation would help promote equality of access to HE were disappointed when it became apparent that the Disability Discrimination Act 1995 excluded education from its main provisions. The only requirement affecting post‐compulsory education is that institutions publish a statement on their provision for students with disabilities and learning difficulties. These disability statements confer no legal rights and it appeared that they would have little impact on access to HE for disabled people. This paper reports the findings of a survey of the anticipated effects upon the higher education sector in England of the requirement to produce disability statements. There may be some positive effects not only upon the nature and form of information available, but also on the provision offered in the sector.  相似文献   

20.
Cosmopolitanism has been cast by some in recent years as a form of cultural capital, disproportionately available to students on elite educational pathways. This article tests this supposition, by comparing the enactment of global citizenship education reforms at two high-status and two low-status universities in the United Kingdom. These enactments have indeed differed, as some students are being encouraged to cultivate a sophisticated cosmopolitan disposition for positions of leadership, while other students are not – even if they are being encouraged to learn more about the world, or to develop social tolerance. Comparing the practices and meanings attributed to the global citizenship agenda among universities in different positions in the higher education field, this article illuminates dynamics related to the creation, legitimation, and differentiation of cosmopolitan capital among different groups of students. The article also extends understanding of how the institutional hierarchy of higher education provision positions students for the global economy unequally.  相似文献   

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