College Readiness in Participants in Concurrent Enrollment Programs ab 76.9 EURO
University education in Sub-Saharan Africa was for a long time a preserve of some selected few who managed to pass highly. The competitive nature of the examinations locked out many candidates from pursuing University education. The emergence of Private Universities has provided a reprieve. Students who qualify but fail to get admission into Public Universities join Private Universities. The book explores expansion of Private Universities and its implication on Student characteristics, access factors, quality and completion rate. Using Kenya as a case, the study established that the minimum entry qualifications of students admitted was a C+ in secondary examinations and more females (58.23%) than males (41.77%) were enrolled. Majority (67.82%) of them were not married and most Students (52.47%) were below 24 years of age. Most students were enrolled in the faculties of education, business and computing science which accounted for over 70% of total enrollment. Factors that influenced access were: Newspaper advertisements, reasonable cost of the programs and strict graduation schedules.However, private universities should improve on provision of facilities and infrastructure.
Foreign Language Education has a long history at American institutions of higher education. However, when faced with an increasingly vocational slant to learning, enrollment in foreign language courses has declined sharply since the early 1960s. By asking American university faculty their perceptions of the role of foreign language education in the modern university, this work seeks a path situate foreign language programs more firmly in the fiber of higher learning. The study described in these pages is profoundly influenced by the sociological works of Pierre Bourdieu and Alfred Bandura and suggests that critical inquiry begins with understanding the space foreign language programs inhabit. The work concludes with the sketch of an emerging model for reconceptualizing the role of foreign language education within higher education.
The UN Millennium development declaration, which incorporated the goal of achieving universal access to primary education, is the current existing opportunity for children in developing countries. The Ethiopian government is committed to achieve universal access to primary education by 2015.As a result, the country has experienced dramatic increase in primary school enrollment since 1994.However, despite such tremendous achievement in enrollments, the study by the world Bank (2005) revealed that in the absence of concerted effort and additional interventions, attaining universal primary education by 2015 is beyond the reach of Ethiopia. Among other things, the bank suggested for additional interventions to be made in urban areas in relation to reducing pupil-teacher ratio, increasing the deployment of female teachers, improving the school infrastructural development and social protection programs. With this background and by taking into account the involvement of NGOs into economic and social life of the country since the 20th century, this study has assessed the assistance made by NGOs to primary school completion in Addis Ababa.
Revision with unchanged content. In contemporary society, high school students and early career adults face a bewildering variety of postsecondary educational choices, working adults may find that career advancement or transition will require new types of information literacy skills or other postsecondary education. Forces such as the information explosion, access to the Internet, and economic globalization are influencing careers and changing the educational landscape. At American colleges and universities, nontraditional enrollment patterns are becoming increasingly commonplace, as students and institutions adapt to a new socio-cultural environment. Based on an innovative research design, employing a national sample of household education survey data and multi-phase statistical analysis, this empirical study evaluates the influence of contextual characteristics and student motivations on postsecondary participation in credential programs, including vocational/technical as well as college/university programs. In addition to researchers in the social sciences and higher education policy makers, this book is for anyone with an interest in educational preparation and skills for the 21st century workplace.
This book chronicles the change in public funding for post secondary education in Colorado from 1970 to 2010. Colorado was ranked sixth among states in per capita funding for higher education in 1970 and declined to 48th in 2010. The study analyzed state appropriations in five broad categories of spending: K-12 primary education, health and human services, courts and criminal justice, and all remaining functions of state government. Findings demonstrate that since 1970, after adjusting for inflation, state general fund budget appropriations have increased by much greater percentages for K-12 education, health and human services, and the courts and criminal justice programs. Higher education general fund appropriations increased by 8.9% over this time period and other parts of state government actually declined. Since 1970, higher education enrollment in Colorado grew by 138%, thus, in inflation adjusted terms, state spending on higher education on a per student basis declined by 55%. The book's recommendations call for leadership to address the underlying problems that are forcing public higher education dangerously close to privatization.
The serious shortage of qualified nurses and nursing faculty has led many nursing programs to adopt and increase the use of distance educational technology. Distance learning courses allow institutions to increase enrollment, thereby potentially increasing the number of future nurses. However, technology will not automatically help to counter the current nursing and nursing faculty shortages. It must be used effectively. As the use of technology increases, nursing programs must continually evaluate the educational experiences of both students and faculty and seek ways to improve delivery of instruction. Bandura''s (1986) Social Cognitive Theory may help in these endeavors. This book will apply Social Cognitive Theory to understanding nursing students'' perceptions of learning in one specific distance learning context as these perceptions were influenced by the learning environment, the instructors, the facilitators, and support personnel. In doing so, this book will explore ways to potentially increase the quality and effectiveness of the nursing students'' learning environment.