four - year colleges are the institutions of higher education in the us.
four - year colleges are the institutions of higher education in the us.
how many institutions of higher education in the us?
four - year colleges
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most public university courses often demand much higher admission marks than most similar courses at the polytechnic institutes or private institutions. this has been a major statistical fact among the higher education subsystems in portugal. however, it is not possible today to characterize precisely a course's quality level by its higher education subsystem (polytechnic or university) because some polytechnical courses demand high grades and have a better reputation and popularity than in the past, after many years of reforms and reorganization in the polytechnical subsystem. but in general, the majority of the most highly regarded degrees, noted for their selectiveness and popularity, are provided by some institutions of the university system, with many of the polytechnic system's institutions being often regarded as a second choice alternative to the major universities for a number of students. there was a historic connotation that polytechnical institutes were often considered the schools of last resort, because of their general low selectiveness (which was clearly substandard from the 1980s to the mid-2000s), lack of historical notability, and diminute number of highly distinguished alumni and professors, which some feel hurts their reputation. in parallel with the bologna reform, two major regulatory initiatives have been implemented from the academic year 2005/06, namely: access rules have enforced minimum grades of 95/200 in the national access examinations for all candidates in every sector of higher education; and a minimum number of 10 students per degree programme has been required for public funding, with this limit to increase to 20 students in 2006/07. the measures provoked great alarm and concern among the polytechnical institutions who criticised the more rigorous requirements as "bad and elitist". however, specific field entrance exams that are required for admission to many institutions are notorious for their inconsistencies, with courses which for instance may traditionally require mathematics, physics or chemistry entrance exams, allowing non-related entrance exams to catch a large number of underachieving applicants who otherwise would not be admitted, and do not have a place at more selective institutions in the same field. for the other side, higher grades inside the higher education institutions were more frequent for those students of private, public polytechnic and some public university courses that were globally the worst pre-higher education applicants. this implied a long-lasting reputation of lower teaching standards and easier entrance requirements in many public polytechnic and private institutions, as well as in some public university departments, which seemed rather relaxed. a number of scandals, suspicions and affairs involving private higher education institutions (for example, major private universities like "universidade moderna" (1998), "universidade independente" (2007) and "universidade internacional" (2007), among others), and a general perception of many of those institutions as having a tendentially relaxed teaching style with less rigorous criteria, have contributed to their poor reputation which originated a state-run inspection of private higher education institutions in 2007. many institutions did not provide degree programs of academic integrity comparable to those of traditional universities. like in any other country in the world, this appears to be an injustice for thousands of others students admitted to more rigorous and selective institutions that will face the same competition in the labour market, where the graduation marks are often decisive. this has allowed other inequalities such as the future impossibility of obtaining a masters or doctoral degree for students with lower marks (usually less than 14, out of 20 for master's degree, or 16 out of 20 for doctorate), and the higher average completion time for graduation and subsequent entrance into the labour market, with different standards in so many heterogeneous institutions.
higher education in portugal