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Book part
Publication date: 19 December 2016

Nigel O. M. Brissett

Tertiary education in the Anglophone Caribbean, particularly in Jamaica, has become highly competitive and complex and increasingly influenced by global neoliberal discourses…

Abstract

Tertiary education in the Anglophone Caribbean, particularly in Jamaica, has become highly competitive and complex and increasingly influenced by global neoliberal discourses. This free-market driven development is partly evidenced by the proliferation of national, regional, and international providers. Yet, within this seemingly unrelenting international influence, one can also detect more recent approaches by regional governments in concert and individually, through policy and systems of governance to reassert their sovereignty and retain some level of regulation and ownership of tertiary education. This chapter establishes an analytical framework for understanding these tertiary education governance changes by drawing on the principles of critical educational policy analysis. The chapter scrutinizes the multiple sources of power, international, regional, and national, that shape the rapid ongoing tertiary educational changes. Ultimately, the chapter argues that Jamaica’s tertiary education governance can be categorized as a shift from the governance mechanisms of “growth driven” to “regulatory control.” The chapter further posits that future regional shifts in tertiary education governance will be shaped by the continuing postcolonial struggles to adapt to the global order while protecting regional and national interests and aspirations.

Book part
Publication date: 22 August 2022

Theophilus Mooko

This chapter explores policy matters that have arisen as a result of the impact of COVID-19 on the education sector, with a specific focus on tertiary education in one African…

Abstract

This chapter explores policy matters that have arisen as a result of the impact of COVID-19 on the education sector, with a specific focus on tertiary education in one African country, namely Botswana. The terms tertiary education and higher education are used interchangeably to describe post-secondary level education. Information was sourced from the existing literature as well as tracking media reports on COVID-19 matters. COVID-19 has ushered in the new normal which has disrupted existing policies, practices and business models in the tertiary education sector. It has also given unprecedented momentum to the move towards online learning. It is argued in this chapter that these developments have led to the emergence of blended learning as the most suitable way of delivering tertiary education. The chapter highlights the need for a review of policies and strategies at both the national and institutional levels in order to respond appropriately to the challenges brought about by COVID-19 and build a foundation for a sustainable tertiary education system.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

Book part
Publication date: 14 August 2014

Francis Atuahene

Tertiary education in Ghana has seen rapid advancement over the past two decades. This growth is the result of transformative policy reforms such as upgrading polytechnics into…

Abstract

Tertiary education in Ghana has seen rapid advancement over the past two decades. This growth is the result of transformative policy reforms such as upgrading polytechnics into higher education status; the establishment of the University of Development Studies (UDS) in the northern part of the country; the amalgamation of existing Colleges of Education into degree awarding institutions; the creation of the Ghana Education Trust Fund (GETFund) to provide supplementary financial support for infrastructure, faculty research and development; expansion of distance education programs; modification of the student loan scheme; and a conducive regulatory environment that encourages private sector participation in higher education provision. In spite of these developments, the system continues to face several challenges such as limited funding to support academic programs; limited participation rates for low-income students, females, and minorities; difficulty recruiting and retaining young academic and research faculty; inadequate research capacities; limited ICT infrastructure to enhance instruction and curriculum delivery and inadequate facilities to support science and technology education; etc. This chapter focuses on the state of public higher education in Ghana with emphasis on current growth and challenges. The chapter offers descriptive analysis based on government policy reports and documents, enrollment data from universities in Ghana, and data from the Ministry of Education and the National Council for Tertiary Education in Ghana.

Details

The Development of Higher Education in Africa: Prospects and Challenges
Type: Book
ISBN: 978-1-78190-699-6

Article
Publication date: 29 November 2022

Corrado Andini

The aim is to assess how a policy of tertiary education for all affects the shape of the unconditional earnings distribution.

Abstract

Purpose

The aim is to assess how a policy of tertiary education for all affects the shape of the unconditional earnings distribution.

Design/methodology/approach

The paper discusses the quantile-regression literature looking at the link between education and wage inequality, also proving new evidence based on unconditional quantile regressions.

Findings

The findings support the idea that a policy of tertiary education for all increases the overall level of wage inequality.

Research limitations/implications

The research has implications for public policy and administration. Among the limitations, the paper does not deal with distributional aspects related to other outcomes (e.g. health outcomes) of the policy of interest.

Practical implications

The analysis highlights a series of potential government interventions aimed at reducing the wage-inequality externalities of the policy of interest.

Social implications

A policy of tertiary education for all, by itself, is not useful to fight wage inequality.

Originality/value

This paper belongs to the small group of studies using unconditional quantile regressions to study the link between education and wage inequality. It is the first study specifically looking at the distributional effects of a policy of tertiary education for all.

Details

Journal of Economic Studies, vol. 50 no. 6
Type: Research Article
ISSN: 0144-3585

Keywords

Article
Publication date: 19 February 2018

Anil Narayan and John Stittle

The purpose of this paper is to identify and evaluate the role and influence played by the discipline of accounting through its association with the multiple logics of government…

Abstract

Purpose

The purpose of this paper is to identify and evaluate the role and influence played by the discipline of accounting through its association with the multiple logics of government reforms to transform the public tertiary education sector in New Zealand.

Design/methodology/approach

The study adopts a case study approach utilising multiple data collection methods. Neo-institutional theory provides an insightful complement to neo-liberalism and enhances the understanding of institutional logics driving government reforms and the transformation of public tertiary institutions.

Findings

The findings reveal that accounting has become a powerful conduit for the exercise of the neo-liberalism reforms by government and implemented by managerial control over public tertiary education institutions.

Research limitations/implications

By addressing a gap in the literature, the paper shows how political and economic neo-liberal policies have been implemented in tertiary education with the discipline of accounting being adopted as a prime driver of these reforms. The paper has significant implications for educational management, academics and learners in understanding how and why the inherent nature, objectives and processes of the overall educational experience have undergone a radical reformation.

Originality/value

New Zealand is one of the first countries to implement these educational reforms and adopted “accounting technologies” to reduce costs and improve performance. But the reality has often been very different. Most of the government’s original objectives have not been fulfilled and the reforms have been costly for the academic profession. This paper provides a valuable source of learning for academics, managers and politicians.

Details

Accounting, Auditing & Accountability Journal, vol. 31 no. 2
Type: Research Article
ISSN: 0951-3574

Keywords

Book part
Publication date: 17 September 2018

Dawn Smith-Henry

For much of its 43-year history, the community college sector in Jamaica has been plagued by perceptions of inferior status and mediocre tertiary education offerings. The Jamaican…

Abstract

For much of its 43-year history, the community college sector in Jamaica has been plagued by perceptions of inferior status and mediocre tertiary education offerings. The Jamaican colleges have responded to the criticisms by aggressively pursuing quality assurance initiatives such as program accreditation, expanded course offerings, and ongoing curriculum review. This chapter traces the birth and development of the community college movement in Jamaica and the Caribbean and acknowledges the significant achievement of the Jamaican colleges in increasing access to tertiary education. The chapter also examines threats to the open access policy that may have serious implications for education equity and quality. These include inadequate funding, limited infrastructure to support the curriculum, low enrolment of specialized groups, and unsatisfactory completion and graduation rates. Recommendations for policy and practice are proposed.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

Keywords

Book part
Publication date: 28 October 2005

Linda Russell

At the end of the millennium Mexico faced the double challenge of adjusting to an economic policy based on open markets and the protection of a reinvigorated democratic political…

Abstract

At the end of the millennium Mexico faced the double challenge of adjusting to an economic policy based on open markets and the protection of a reinvigorated democratic political system through an increased awareness of civil rights and responsibilities among citizens. Nevertheless, tertiary education reforms shifted the onus on education from the formation of social capital to that of human capital. I consider the background of the introduction of the neo-liberal model in the Mexican economy, and the economists’ critique of the adequacy of that model. I contrast the latter to the educationalists’ debate in response to where it becomes apparent that the neoliberal model had come to dominate the conceptual framework in which the impact of the introduction of the reform model could be analyzed. Finally, I consider a recent text in which the neo-liberal tendencies in tertiary education are more clearly outlined, although an alternative option is not forthcoming. By situating my consideration of the challenges of a knowledge society firmly within the historical, social and economic context of Mexico, I indicate factors which such an alternative would need to take into account.

Details

International Relations
Type: Book
ISBN: 978-0-76231-244-3

Article
Publication date: 14 October 2009

Peter Rushbrook and Lesley Preston

In the late 1960s the Victorian vocational education sector was in crisis. The federal Martin Report into tertiary education excised many of the sector’s university‐level courses…

Abstract

In the late 1960s the Victorian vocational education sector was in crisis. The federal Martin Report into tertiary education excised many of the sector’s university‐level courses and relocated them into new Colleges of Advanced Education (CAEs), leaving many ‘middle‐level’ and technician vocational courses in limbo. Junior technical schools also offered apprenticeship and middle‐level courses, further confusing where courses were, or should be situated, suggesting an overall ‘gap’ in program provision. This challenge came when the Technical Schools Division (TSD), the smallest of Victoria’s three division structure (primary, secondary and technical) continued its struggle to maintain sectoral identity through courting acceptance from private industry and the public sector for its credentialed programmes. With significant others, TSD Director Jack Kepert, followed by Director Ted Jackson, responded by designing policy to reshape the TSD’s structure and functions and its reporting relationships within a new technical college and junior technical school system. Jackson’s policy statement, The future role of technical schools and colleges (1970) facilitated these changes. The paper narrates the events constituting this period of policy innovation and evaluates their contribution to the creation of a more seamless

Details

History of Education Review, vol. 38 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Book part
Publication date: 4 April 2014

Hazel Phillips and Kahurangi Tibble

Since 2002 there has been strategic focus on inclusive tertiary provision as a means of addressing the issues of student groups who have historically not fared well in higher…

Abstract

Since 2002 there has been strategic focus on inclusive tertiary provision as a means of addressing the issues of student groups who have historically not fared well in higher education. Equity groups include Māori, Pasifika and students with disabilities. This chapter charts the terrain of inclusive higher education in Aotearoa through the critical reflections of Kahurangi, a Māori student with a vision impairment. Despite a strategic focus on inclusive provision and Kahurangi’s success his experiences suggest that there is some way to go. The authors argue that given the limited ways in which inclusion and its underpinning theory of disability are theorised inclusive higher educational settings are unlikely to be realised.

Details

Māori and Pasifika Higher Education Horizons
Type: Book
ISBN: 978-1-78350-703-0

Keywords

Article
Publication date: 8 April 2014

Anil K. Narayan

This paper aims to investigate the strategy, accounting and accountability interface in sustainability implementation in a large public tertiary education organisation in New…

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Abstract

Purpose

This paper aims to investigate the strategy, accounting and accountability interface in sustainability implementation in a large public tertiary education organisation in New Zealand.

Design/methodology/approach

The study uses ethnography as an “engaging research” to help explain the real-life enactment of accounting and accountability in advancing/deterring sustainability initiatives. The study draws upon neo-institutional theoretical perspectives to help interpret the findings.

Findings

Accounting and accountability are powerful conduits for strategy implementation. Successful sustainability strategy implementation requires the embedding of financial accountability within the implementation process.

Practical implications

A strong ideological commitment from senior management is required to firmly embed sustainability in the tertiary organisation's belief systems, values and norms to get wider organisational acceptance and institutionalisation. Accounting needs to take a position of centrality within organisations to help facilitate sustainability implementation.

Social implications

Government policy needs to incorporate specific concepts of sustainability into the tertiary education strategy and funding framework to make public tertiary organisations accountable for sustainability to the wider society.

Originality/value

This study provides unique insights into the sustainability implementation process. It complements existing literature on sustainability accounting and accountability.

Details

Pacific Accounting Review, vol. 26 no. 1/2
Type: Research Article
ISSN: 0114-0582

Keywords

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