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1.
Refugee Students at College and University: Improving Access and Support   总被引：1，自引：0，他引：1  
This article summarizes the findings and recommendations of a study into access to, and experience of, colleges of further education and universities by refugees in Sydney, Australia. The study sought to identify examples of institutional good practice which are potentially transferable to other major host countries for refugees in the developed world. It focuses upon the factors influencing the decision to enter college or university, sources and usefulness of information and advice, access courses and special entry schemes, the recognition of prior learning and overseas qualifications and institutional sensitivity and support. It concludes with a series of recommendations for providers of further and higher education to improve access and support for students from refugee backgrounds.  相似文献   

2.
Since the mid-1980s there have been very considerable changes inparticipation rates of all age cohorts in higher education courses withinhigher education institutions and further education colleges in Scotland. Inparticular there have been disproportionate increases in the number ofentrants aged 21 and over to full time undergraduate and sub-degreecourses.The increasing heterogeneity of the undergraduate population raisesquestions of performance of the different populations of students. Whilstsome research has previously been carried out on the performance of mature,'non-standard' and 'non-traditional' students, existing data is constrainedby the restricted data sets of national admissions systems, and thelimitations of institutional record-keeping. In particular, littleinformation exists on students whose entry route is the Access Course despiteits designation as the 'third' route into higher education (DES 1987) and itsincreasing popularity as a mode of entry from the late 1980s to the presentday.In this study the performance of students admitted to the University ofStirling with a variety of traditional and non-traditional qualifications iscompared. Using detailed student records, fine distinctions by type of Accessprogramme or other mature entry qualifications and by points scores in GCE'A' levels and SCE 'Highers' are compared. We show that performance of formerAccess students bears a relationship to the extent of control that theuniversity exerts on the particular type of Access programme. We confirm thatnon-Access students who didn't enter the university direct from school, butwho came in with a variety of qualifications perform at least as well as'standard' entrants. Our studies of entrants with 'standard' qualificationsconfirms previous research that points scores are important indications ofsuccess or failure. Finally study of a discrete sub-set of former Accessstudents studying Mathematics and Science courses at the university showsthat their performance is slightly poorer than all Access students.  相似文献   

3.
This article summarizes the findings and recommendations of a study into access to, and experience of, colleges of further education and universities by refugees in Sydney, Australia. The study sought to identify examples of institutional good practice which are potentially transferable to other major host countries for refugees in the developed world. It focuses upon the factors influencing the decision to enter college or university, sources and usefulness of information and advice, access courses and special entry schemes, the recognition of prior learning and overseas qualifications and institutional sensitivity and support. It concludes with a series of recommendations for providers of further and higher education to improve access and support for students from refugee backgrounds.  相似文献   

4.
The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards.  相似文献   

5.
Abstract

This study examines children’s awareness of socially prominent occupations and educational motivation to enter these occupations successfully. Four separate groups of students were analyzed to determine variations in the occupational/educational aspirations: (1) low socioeconomic third graders; (2) high socioeconomic third graders; (3) low socioeconomic eighth graders; and (4) high socioeconomic eighth graders. It was concluded that children form occupational predispositions at a very early age. The study indicates that children from a higher socioeconomic stratum had higher educational goals and the desire to obtain prestige occupations, while lower socioeconomic students had resigned themselves to less education and lower job status.  相似文献   

6.
There are many adults who left school without A levels who wish to further their education as mature students. Because many of these adults are being accepted by colleges without traditional A levels, and with very few GCSE/O level subject passes, it has been suggested that their acceptance as students may lower the standard of the college courses. This paper evaluates the qualities which mature and non‐traditional entry students bring to college courses, and concludes that their results compare favourably with those of traditional entry students. Many mature students appear to have needs in common with other students and meeting these needs would result in better practice within institutions of higher education (HE). However, mature students also have specific needs which are evaluated in this paper. Most require little additional expenditure, but are rather a matter of will and organisation on the part of the institution and tutors. Entry as mature students onto BEd courses seems to be particularly attractive to women but some of them experience difficulty in finding employment. The data collected demonstrate that maturity is likely to be a positive attribute and the mature applicant for a post to be a ‘quality product’.  相似文献   

7.
This paper reviews selected recruitment resources to physical education based on Lortie's (1975) paradigm of occupational choice and the anticipatory socialization process. Based on data from physical education entry studies (Mulling, 1981; Pooley, 1970; Woodford, 1977; Templin, Note 1), examples of how selected resources both attract and facilitate entrance into the field are presented. Such resources as the interpersonal and service dimensions of teaching, a desire for continued association with sport, time compatibility, job security, eased entrance, and various socializing agents are shown to have some degree of influence on one's decision to enter physical education. Finally, various implications of the data are discussed in relation to the professional preparation process.  相似文献   

8.
体育作为学院的必修课,原有的教材在内容体系、组织形式、教学手段等诸方面已不能适应体育课改革的要求,文章以学生自选体育课为切入点,对原有以普修课为主的教学组织形式作了较大的调整,使之更符合学生个体的需要,让学生主动参与到体育学习中来,达到发展学生个性、培养学生终身体育锻炼意识的目的。  相似文献   

9.
This article explores gender, social class and ethnic issues in parental involvement in students' choices of higher education. It draws upon interviews with students and their parents, who were a small group of an Economic and Social Research Council-funded study of students' higher education choice processes in the UK. Gender was highly significant in several respects, illustrating changes in higher education over the last 20 years, whereby more women than men now enter higher education. Most of the interviewees were female. They were mothers and daughters who were thinking about higher education. The article explores first how gender is inflected in choice processes--from whether students choose to involve their parents in the study, to their parents' characteristics, to the forms of involvement revealed. Different facets of involvement are considered--interest, influence and support, investment and intrusion. Secondly, the article provides illustrations of girls' collaborative approaches to the choice processes, in which some of their mothers also engage. This is contrasted with boys' perspectives and those of fathers who were interviewed. This illustrates how gender is woven through social networks across the generations. Parental involvement varied in terms of gender, educational and social backgrounds, or notions of 'institutional' and 'familial habitus'. Finally, the authors reflect upon why gender is salient in how young people and their parents think about their involvement in choosing universities and relate this to changes in higher education policies and practices.  相似文献   

10.
Abstract

This study demonstrates the positive effects on achievement in academic subjects (English language arts, mathematics, science) and overall grade point average (GPA) of the New York City Board of Education-City University of New York Tech-Prep model. This model uses medical laboratory technology as its career area. In addition, this study shows that the model is gender neutral. Furthermore, this study makes evident that high school students who graduate from this Tech-Prep program enter college better prepared than non-Tech-Prep students (as indicated by their freshman placement examination results), have fewer required remedial courses, have higher college GPAs, and have higher retention/completion rates. These data indicate that Tech-Prep, which links occupational education with academics for career and postsecondary education preparation, is a model for educational reform.  相似文献   

11.
The paper seeks to understand the trajectories of students who defer entry to university. The study was conducted in Lithuania, a former Soviet Union republic. The phenomenon of a ‘gap year’ is usually associated with young people, who decide not to enter higher education schools immediately after receiving secondary education, instead they choose to spend a year volunteering, working or engaging in other activities. This article analyses the choice of taking a gap year from the perspective of rational choice theory, complemented by human development theory, which was developed by R. Inglehart and his colleagues. The latter theory allows discovering relation between the spreading of the gap year phenomenon in developed European countries and the emergence as well as development of post-materialist values from the macro-level perspective. The theoretical analysis is based on semi-structured interview data collected in Lithuania.  相似文献   

12.
Bridging programs in science and mathematics were designed to enable Australian students who haven't successfully completed Year 11–12 studies to qualify for entry to science and mathematics related courses in higher education. Although originally designed for Australian Aborigines, these bridging programs have broad application to all second‐chance groups in Australia seeking special entry to tertiary courses. The bridging program materials emphasize diagnostic assessment, individualized instruction, short‐term learning goals and the independence of learners, although a course tutor also must be available to play various instructional, personal support and management roles. Evidence supporting the success of these bridging programs is provided by the fact that, from a small group of Aborigines who tried out the materials for the first time, one was accepted for a university course in medicine and another was accepted for training as a commercial pilot.  相似文献   

13.
There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.  相似文献   

14.
The large number of secondary school graduates entering higher education is transforming the nature of universities, particularly in literature and the humanities, by changing the relative numbers of students enrolled in different academic years. At the same time this influx is accompanied by a significant failure rate in the first academic year, calling into question the efficacy of the university system. A national issue with local repercussions, the struggle against failure in the first year is leading to much heart-searching among the universities, whose staff are trying hard to understand why certain students abandon their studies. The enquiry described in this article reveals the co-existence of two student populations: those who enter university as an active choice and those who do so by default. In the case of the first group, entry to university represents an investment for the future which must be carefully managed. In the second case it is a matter of going into higher education as a faute de mieux solution in an economic context in which work is scarce.  相似文献   

15.
The large number of secondary school graduates entering higher education is transforming the nature of universities, particularly in literature and the humanities, by changing the relative numbers of students enrolled in different academic years. At the same time this influx is accompanied by a significant failure rate in the first academic year, calling into question the efficacy of the university system. A national issue with local repercussions, the struggle against failure in the first year is leading to much heart-searching among the universities, whose staff are trying hard to understand why certain students abandon their studies. The enquiry described in this article reveals the co-existence of two student populations: those who enter university as an active choice and those who do so by default. In the case of the first group, entry to university represents an investment for the future which must be carefully managed. In the second case it is a matter of going into higher education as a faute de mieux solution in an economic context in which work is scarce.  相似文献   

16.
Recent interest in ways of assessing the performance and ‘value-added’ aspects of higher education and how universities can enhance graduate employability skills has prompted this study into the acquisition of National Governing Body Award (NGBA) qualifications by students on a UK outdoor education degree programme. Students' age, gender, academic and NGBA qualifications, short-term and long-term goals on entry and after each year of study were compiled for students on the BSc (Hons) Outdoor and Environmental Education course at Liverpool John Moores University (n?=?151 students from five cohorts, 1998–2002). Some 78% of entrants held at least one NGBA with 36%, 9% and 2% holding ≥5, ≥10 and ≥15 NGBAs, respectively, and 100% of graduates held at least one NGBA with 57%, 35% and 8% holding ≥5, ≥10 and ≥15 NGBAs, respectively. Students with non-A-level entry held more NGBAs than students who entered with A-levels but A-level entry students gained NGBAs at a faster rate than those without A-levels. There was no clear relationship between students' age and either the number of NGBAs held on entry, or the number gained during the programme. There was a weak inverse relationship between the number of NGBAs that students held on entry and the number gained while on the programme. The data offer virtually no evidence that the pursuit and acquisition of NGBAs' impacts on students' academic achievement as measured by the class of degree that they are awarded. Comparisons of A-level entry points with final degree class showed surprisingly similar distributions in all classes except for first class awards, where students with A-level entry performed twice as well. Males held a significantly greater number of NGBAs on entry than females (mean of 4.8 compared to 2.9) but once on the programme, the achievements of males and females are equal. Analysis of 57 students' short-term and long-term goals showed that 74% and 72% of students specifically stated their intention to achieve NGBAs in their short-term and long-term goals, respectively, with 50% fully achieving their short-term goals by the end of the programme. Students who are good at setting achievable goals and have well-developed time management and study skills are more likely to be successful in courses such as this, which are demanding, require a lot of hours outside the formal class contact time, and require high level decision-making skills to be able to manage successfully conflicts in time and resources.  相似文献   

17.
In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates’ choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry.  相似文献   

18.
The research recounted in this paper was designed primarily to attempt to understand the reasons for the low uptake of the natural sciences beyond compulsory education in England. This has caused widespread concern within governmental quarters, university science departments and the scientific community as a whole. This research explored the problem from the position of the students who recently made their choices. The student voices were heard through a series of interviews which highlighted the complexities of the process of post-16 choice. Social theories of pedagogy and identity, such as those of Basil Bernstein, were used in an analysis of the interview texts. Dominant themes used by the students in rationalising their post-16 subject choice related to their past pedagogical experiences, school discourses of differentiation and the students’ notions of their future educational and occupational pathways. This study provides no simple solutions but highlights the importance of student voice to our understandings of what influences subject choice at this critical post-16 stage.  相似文献   

19.
Access to higher education in Brazil is to a large extent restricted to the higher socio-economic groups. Public universities have limited places and entry is determined by highly competitive exams, thereby excluding those who have not had a high quality secondary education or attended an expensive preparatory course. There has been considerable growth in the private sector to absorb the excess demand, but the majority of Brazilians cannot afford the fees. This paper develops a concept of equity in higher education in which, firstly, there should be sufficient places in the system as a whole and, secondly, all people should have a fair opportunity of attending the university of their choice regardless of socio-economic background. Recent efforts to expand access are analysed, including incentives for the growth of private universities, student loans and the new Prouni initiative, in which private institutions provide free places to low-income students in return for tax exemptions. While these initiatives have the potential to increase the total number of places, they will not lead to an equitable expansion, as disadvantaged students will still be confined to courses of lower quality or with lower subsequent value on the employment market. Initiatives aimed at the public sector such as the introduction of quotas and changes to entry examinations are also discussed. Finally, some implications for future policy development are outlined. An earlier version of this paper was presented at the World Congress of Comparative Education Societies, Havana, 25th–29th October 2004.  相似文献   

20.
This study compares the demographic characteristics of 142 nursing students in hospital programs and 365 nursing students in higher education programs in Queensland. Data were collected on a questionnaire distributed to students during lecture times by a contact person in each institution. No significant difference was found in the gender and age of entry variable. Males from Catholic schools and enrolled nurses were more likely to enter higher education programs than hospital programs. There was no significant difference in the geographic location of the school attended by students between the two institutional sub-groups which suggests that the national transfer of nurse education to higher education institutions will not be a disadvantage to country students.  相似文献   

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