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Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required.

A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels.

The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed.

Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.

Examines, using a simple model, the choice of appropriate contributions of taxes and fees used to finance higher education. A two‐period model is developed in which individuals in cohort invest in higher education in the first period, and the interdependences between educational choice and the tax system are considered. The implications of majority voting and the maximization of a social welfare function, allowing for a trade‐off between equity and efficiency, are examined in progressive and proportional tax systems.

To provide evidence on the establishment of the internal audit function in the higher education institutions in Malaysia and also to obtain the perceptions of the management of the higher education institutions towards the role and scope of the internal audit.

Sample consisted of 17 public universities and 49 private universities in Malaysia and variables used by Gordon and Fischer were adopted for this study.

The findings revealed that a substantial number of private institutions of higher education do not have an internal audit function. The study also indicates that the management of both types of institutions have similar perceptions on the role of internal auditors and the important audit areas as there are no significant differences between public and private institutions of higher education.

The main limitation of this study is that it only examines whether the scope of internal audit covers the areas mentioned by treasury circular or the IIA Guideline. It ignored the extent to which the higher education institutions comply with both guidelines. It is, therefore, suggested that future research could consider the degree of compliance to the above guidelines. The difference in the role of internal auditing between the education sector and other industries represents an interesting area for further research. Also, since this study only focuses on the perceptions of the management and the internal auditor themselves, the perception of other parties such as regulators and the audit committee on the role of internal audit in institutions of higher education will be an interesting area to explore for future research.

The failure to establish an internal audit function in the private universities calls for government intervention to ensure the existence of an internal audit function in the private sector higher education institutions.

The findings of this paper will be important in further refining the scope of the internal audit function in the higher educations institutions in Malaysia, especially to policymakers concerned with regulations governing the internal audit function.

Enrollment in higher education in Brazil has been steadily growing and has reached 7 million recently. However, still only 21% of the population with age between 18 and 24 attend a higher education course. In this paper, we analyze how family income and race (defined in Brazil by self-declared skin color) affect the equity of access to higher education.

Describes the programme of reconstructing higher education which is currently under way in China. Outlines the history of formal education in China from the beginning of the twentieth century and explains the national system of administration of higher education. Sets out ten major aspects in which Chinese higher education has to be reformed in order to meet the demands of the twenty‐first century

Higher education demands considerable expenditure. In 1976–77 the recurrent expenditure alone in Great Britain was roughly £1 336 millions, which included maintenance grants of £362 millions to students pursuing advanced courses in the institutions concerned with them. The expenditure represents about 18 per cent of all recurrent expenditure in 1976–77 by the Department of Education and Science, the Scottish Education Department and the Welsh Office. Capital expenditure on higher education in 1976–77 was around £154 millions. These large sums of expenditure are basically determined by the size of the eighteen year old age group and those in this group who qualify for higher education by acquiring the required ‘A’ levels and who wish to pursue it. The age participation rate (APR) is crucial to any analysis of future developments.

The system of higher education is ineffective – it has to change the concept of educational process, which is peculiar for increase of the volume of education of labor resources. According to this, there is a necessity to pass to the system of higher education with elements of smart technologies. The purpose of this paper is to determine the role of smart technologies as an innovational and intellectual tool in development of the system of higher education and formation of actual skills with students.

The aspects of classical education in universities with elements of remote forms of implementation of smart technologies on IT platforms are studied; peculiarities of smart technology as intellectual tools of higher education are analyzed; perspectives of usage of smart technologies as innovational tools for development of higher education are determined. The research methods include analysis, synthesis, abstraction, comparison and logical method.

Information technologies become an inseparable part of life of society and human. A new network generation of people that cannot imagine life without new technological devices is growing. However, despite this, modern education does not sufficiently influence the development of human capital in the conditions of digital environment.

Scientific novelty consists in conducting the research in the sphere of significance and perspectives of implementing smart technologies into the systems of higher education of the Russian Federation. This paper could be interesting for public officers who form the program of development of higher education and academic staff of higher educational establishments.

Proponents of micro-credentials envision them as vehicles for upskilling or re-skilling individuals. The study examines how integrating micro-credentials in the higher education ecosystem enhances employability. It aims to offer insights from the perspective of stakeholders who may benefit from these credentials at an institutional or individual level.

Online in-depth interviews are conducted with 65 participants from India, Nigeria, the United Arab Emirates and the United Kingdom to explore how micro-credentials can be a valuable addition to the higher education ecosystem. A multi-stakeholder approach is adopted to collect data.

The analysis highlights two possible methods of integrating micro-credentials into the higher education ecosystem. First, micro-credentials-driven courses can be offered using a blended approach that provides a flexible learning path. Second, there is also the possibility of wide-scale integration of micro-credentials as an outcome of standalone online programs. However, the effectiveness of such programs is driven by enablers like student profiles, standardization and the dynamics of the labor market. Finally, the study stipulates that micro-credentials can enhance employability.

The study's findings suggest that, for successful integration of micro-credentials, an operational understanding of micro-credentials, their enablers and strategic deliberation are critical in higher education. Institutions must identify the determinants, address technological limitations and select a suitable delivery mode to accelerate integration. However, micro-credentials can augment employability, considering the increasing emphasis on lifelong learning. An overview of the findings is presented through a comprehensive framework.