Global Institutions, Higher Education and Development

Lebeau, Yann; Sall, Ebrima

doi:10.4337/9780857936233.00017

Cited by 6 publications

(5 citation statements)

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“…Education has moved its emphasis from knowledge transmission to developing transferable abilities, also known as "soft skills." Communication, teamwork, flexibility, and critical thinking are now regarded as necessary for success in a workforce that prioritizes adaptability and rapid acquisition of new skills (Lebeau & Sall, 2011).…”

Section: Discussionmentioning

confidence: 99%

( اتجاهات التعليم العالمية) (Global Education Trends)

الدوسري

2023

مجلة کلية التربية بالعريش

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Section: Discussionmentioning

confidence: 99%

( اتجاهات التعليم العالمية) (Global Education Trends)

الدوسري

2023

مجلة کلية التربية بالعريش

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“…Les instruments de gouvernance mondiaux comme les classements, l'AGCS transforment la gouvernance vers la logique de compétition et de marchandisation(Charle, 2013) Dans le même temps, cette nouvelle gouvernance globale semble être davantage centrée sur les principes de financement et d'organisation que sur les principes d'équité et de qualité. Dans ce contexte, peut-on imaginer qu'il y aurait un espace libre pour un rôle accru de l'UNESCO(Lebeau et Sall, 2011) ?Le graphique 4 met en avant une stagnation des ressources publiques durant les années 1980 jusqu'à la seconde phase de massification des années 1990, soulevant des tensions (non résolues) entre l'espace, les logiques et les contours de l'enseignement supérieur. Les revenus privés augmentent et redressent la dépense par étudiant mais posent également des problèmes d'accès et d'endettement.…”

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Le financement et la transformation des logiques, des espaces et des contours de l’expansion des systèmes d’enseignement supérieur

Carpentier¹

2019

De l'Administration À La Gouvernance Des Universités: Progrès Ou Recul?

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Carpentier, V. (2019). « Financement et transformation des logiques, des espaces et des contours de l'expansion des systèmes d'enseignement supérieur ». In L. Demers, J. Bernatchez, M. Umbriaco (Eds.), De l'administration à la gouvernance des universités: Progrès ou recul? L'expérience du . Québec: Presses de l'Université du Québec. Financement et transformation des logiques, des espaces et des contours de l'expansion des systèmes d'enseignement supérieurVincent Carpentier (section 2) ; de leur unification durant la période d'après 1918 jusqu'à la massification de l'enseignement supérieur des années 1960 (section 3) ; et de la montée des tensions entre ces logiques depuis le début des années 1970 et la deuxième phase de massification (section 4). Les cas du Québec, du Canada et du Royaume-Uni sont utilisés à titre d'illustrations.L'analyse suggère une rupture du système d'enseignement supérieur d'après-guerre marquée par les crises de la massification provoquées par une substitution publique / privée du financement. Cette rupture s'amorce à la fin des années 1970 et se bute sur la seconde phase de massification lors des années 1990, soulevant des tensions non résolues entre l'espace, les logiques et les contours de l'enseignement supérieur.

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“…Shahjahan and Madden noted that IOs have developed specific Discourses around innovation in higher education through specific contributions to the working vocabulary and through "sharing best practices, highlighting innovative policy developments, establishing common definitions, and setting the frameworks through which state actors operate" (2015, p. 708) (see also Antunes, 2006;King, R. 2009;Lebeau & Sall, 2011;and Wende, 2011). Saarinen's (2008) research on the "persuasive presuppositions" of IO discourse around higher education is particularly instructive.…”

Section: Women's Discoursesmentioning

confidence: 99%

“…Technical reports (such as the 2016 GEM Report) have often been "presented as influential forms of expertise that are not at the disposal of certain nation-states. State actors rely on IOs to provide them with the latest data on trends, current issues/dilemmas, and, more importantly, how to respond to [higher education] crises" (Shahjahan & Madden, 2015; see also Lebeau & Sall, 2011;Samoff & Carrol, 2003). Shahjahan and Madden (2015) also pointed out that powerful actors often have a hand in shaping the discourses from behind the scenes (see for example, Moutsios, 2009;Robertson, 2009).…”

Section: Women's Discoursesmentioning

confidence: 99%

“…She noted that "[p]resuppositions set the assumed common ground, which in turn sets the frame of interpretation of texts" (2008, p. 341). Discourses created by IOs are often built via specific contributions to the working vocabulary and through "sharing best practices, highlighting innovative policy developments, establishing common definitions, and setting the frameworks through which state actors operate" (Shahjahan & Madden, 2015, p. 708) (see also Antunes, 2006;King, R. 2009;Lebeau & Sall, 2011;and Wende, 2011).…”

Section: Findings For Part Vi: What Else Is Possible?mentioning

confidence: 99%

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Conflict-affected women's discourses about access to higher education

MacCleoud¹

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This dissertation examined the discourses of 10 underserved women working to access higher education, in relation to the discourses of formal efforts to provide education access via international organizations (IOs) such as the United Nations. The purpose of this dissertation was to better understand whether and how the discourses of these women were aligned with those of these international organizations, with a focus on the purposes of higher education, and the roles of these women in relation to these purposes. The primary source of data for this analysis were essays these women had written as part of an application to an international scholarship program. The study was shaped by a review of literature on access to higher education for nontraditional students including refugees, women, and those in low- and lower-middle-income countries. Critical Discourse Analysis (CDA) provided both the theoretical framework and the method of analysis. The analysis highlighted the complex nature of these 10 women's relationships with higher education. Findings suggested that efforts by IOs to improve access to underserved populations should consider that students may be simultaneously victimized and victorious, and that education plays both transactional and transformational roles in their experiences. The use of their scholarship essays provided a means through which their voices could be heard, as they have not traditionally been involved in shaping the educational research and policies that impact their experiences. Their experiences fall outside of most research on nontraditional students, refugees, and students from lower income countries. The complexity of their experiences as outlined through this research may help shape additional research about how underserved populations at the intersection of multiple underserved groups.

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Global Institutions, Higher Education and Development

Cited by 6 publications

References 0 publications

( اتجاهات التعليم العالمية) (Global Education Trends)

( اتجاهات التعليم العالمية) (Global Education Trends)

Le financement et la transformation des logiques, des espaces et des contours de l’expansion des systèmes d’enseignement supérieur

Conflict-affected women's discourses about access to higher education

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