Higher Education Skills

7/31/2019 Higher Education Skills

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Importance of Higher Education in Today's Modern Society

Education is a very important role in our lives. Everyone has been being educated since the day they were born.

There is a rapidly growing demand for a higher education in the world today. Although a higher education is difficult to

receive, the rewards of self-improvement, job insurance, a development of character, and social improvements are

what is going to satisfy you.

Sure it is hard go to school longer, but learning for personal knowledge will greatly improve you. You learn skills like

problem solving which will teach you to figure things out for yourself. A better education will also gain you experience.

You would never know what you liked or did not like if you never had a chance to experience it. I do not know about

you but I want to make educated decisions in my life. If you don't know how to make educated decisions, you will

never be content with yourself. How good does it feel to outsmart someone when you apply what you have been

taught or have been able to help somebody just from the education which you received? Knowledge is a very

powerful thing that can change the lives of others and yourself.

With a higher education you are insured that you will have a better paying job. I like being able to spend money freely

and a higher education allows you to get the better paying job that will provide this stability. The multi-million dollar

businesses are going to pay the big bucks to someone who has the higher education and knows what they are doing.

The Purpose of High Education

The Purpose of the High Education

Aristotle, one of the greatest ancient philosophers, said that the roots of education are bitter, but the fruit is sweet. Many peoplehope to go to college or university, despite the fact that it's a hard work. There must be a purpose of the hard work of high education.

I believe that the purpose of high education is to live meaningful life, by allowing them to acquire knowledge, identity and a

successful job.

The purpose of the high education is to live the meaningful life by allowing people to acquire knowledge. Knowledge usually enables

us to see things in the various ways; it makes people realize that there are many sense of the value. High education also inclines them

to think more logically because students are always required having certain logic in order to get grades. In short, knowledge develops

their ways of thinking, which makes the life much more meaningful.

The purpose of the high education is to live the meaningful life

Higher Education is a long but rewarding process. That allows you to enrich your own life to

follow the career of your dreams. Also if you want to become more informed and knowledgeable

citizen in society. But one of the main reasons any individual especially me is to create a better

life for themselves, family and society but for every person going to college or university can be

different. You may be forced to go or you may only want to have a college experience. Not many

people think about the young terms effect going to a college or university may have your life. As

for my I have three main reasons for going to a university. One is to learn a skill of becoming a

doctor. Also to understand how different crowds communicate with one another. And lastly to


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better the country and planet because we are the future and what we decided to do with our lives

places an impact on our future generations.

One of the reason I seek Higher Education

Within society, there are many things that determine the level of intelligence a person can receive. Many people

believe that if a person goes to college for 4 years and graduates with a degree that they are "educated" in a sense of

understanding. This, however, is not always the case. Individuals from all over the world go to college to seek an

opportunity or chance to make it to the "top of the business ladder." The thing that many people do not understand is

that this is not done or found by going to college for 4 or even 15 years and earning a degree . America as a whole

needs to understand that in order to be an educated person they must posses all the qualities in certain aspects of

the liberal arts. Higher education is what it is called and many people do not have the abilities to face the real world

after high school and college while others do.

Higher, post-secondary, tertiary, or third level education refers to the stage oflearningthat occurs

atuniversities,academies,colleges,seminaries, andinstitutes of technology. Highereducationalso includes certain

collegiate-level institutions, such asvocational schools, trade schools, and career colleges, that awardacademic

degreesorprofessional certifications.

The right of access to higher education is mentioned in a number ofinternational human rights instruments.

TheUNInternational Covenant on Economic, Social and Cultural Rightsof 1966 declares, in Article 13, that "higher

education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in

particular by the progressive introduction of free education". InEurope, Article 2 of theFirst Protocol to the European

Convention on Human Rights, adopted in 1950, obligates all signatory parties to guarantee theright to education.

Higher education is an educational level that follows the completion of a school providing asecondary education,

such as ahigh school,secondary school, orgymnasium. Tertiary education is normally taken to

includeundergraduateandpostgraduate education, as well asvocational educationand

training.Colleges,universities, andinstitutes of technologyare the main institutions that provide tertiary education

(sometimes known collectively as tertiary institutions). Examples of institutions that provide post-secondary education

arevocational schools,community colleges, independent colleges (e.g. institutes of technology), and universitiesin

theUnited States, the institutes oftechnical and further educationinAustralia,CEGEPsinQuebec, and

theIEKsinGreece. They are sometimes known collectively as tertiary institutions. Completion of tertiary education

generally results in the awarding ofcertificates,diplomas, oracademic degrees.

In many parts of the world, higher education has been associated with the moral and intellectual development of

privileged students. Increasingly, however, higher education has been asked to supplement this form of preparation

with skills that will help all students assimilate into the world of work characterized by an intricate nexus of knowledge,

structure, culture, and practices. In other words, higher education has now been asked to incorporate vocational

literacy into its provision. Fortunately, we have a journal to help higher educations providers and constituents

understand this new requirement, and that journal is EmeraldsHigher Education, Skills and Work-based

Learning. Uniquely positioned to appeal to the critical stakeholders in the debate about the inclusion of work in formal
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For slightly more than a decade now, a variety of lists of such purported skills

have been developed, at course, departmental and institutional level (see Drew, 1998,

for review). Noting that the potential list of skills can become so long as to be self-

defeating, the Dearing Committee emphasised four of such skills, referred to as 'key

skills' (NCIHE, 1997: 9.17), which it recommended should be included in the course

programme specifications by all institutions of higher education. Various otheragencies have promoted the notion that programmes of higher education should aim to

develop students' 'skills' (eg AGR, 1995; CVCP, 1998), such that we might term this

the 'skills agenda' in higher education.

This paper will contest the conventional presentation of the skills agenda. It will

be argued that the methods typically adopted for purportedly researching such skills

are questionable, and fail to accomplish what is claimed in respect of empirical

support for the skills agenda. More importantly, the concept itself, it will be argued, is

flawed and fails to explain the nature of the relationship between higher education and

graduate employment. A proposed reframing of the skills agenda will be presented,

based on the notion of 'graduate identity'. Adopting a relational social theory approach

to the notion of identity, the model of 'emergent identity' will be explored. It will be

argued that identity claim, and its affirmation (or disaffirmation), are effected through

conventions of warranting. The graduate identity may be seen as involving a two-fold

process of warranting: claiming the right of entry into the occupational

arena andclaiming the right of re-entry to academia for advanced study and research.

The implications of this for research and for the undergraduate curriculum will be

considered.

Skills in learning and studying are vital to ensure success in higher education study,

whether at undergraduate or postgraduate level, in university, college or in the

workplace. Skills are needed in reflection, analysis, communication and recording

information to produce good work, to engage effectively in a group, to carry out a project

or perform well in exams; personal skills are needed to handle time and pressure and to

relate to others on a course or in the workplace.

This new guide builds on the hugely successful materials the authors have developed

over the last 15 years. Along with highly practical guidance on traditional learning skills,

The Guide to Learning and Study Skills provides guidance for students on learning in ablended environment, the increased use of personal and professional development

planning, continuing professional development and work-based learning.

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Higher Education Skills