Access to Higher Education Research Papers (original) (raw)

The first chapter and table of contents of Just Universities can be read at the publisher's website: https://www.fordhampress.com/9780823289967/just-universities/. Abstract:
Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices that hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of Catholic Social Teaching such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely affected efforts at Catholic schools to promote worker justice on campus; equitable admissions; financial aid; retention policies; diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members; just investment; and stewardship of resources and the environment. The fir

- by Brendan Bartram
- •
- Education, Adult Education, Higher Education, Student Motivation And Engagement

School counselors are uniquely positioned to promote college going and improve lagging postsecondary matriculation for Latino men. Hipolito-Delgado and Lee’s empowerment framework guided this narrative inquiry to consider how school counselors (dis)empower Latinos via (in)access to college-going information. Findings revealed that participants experienced clear pathways or prohibitive roadblocks through the actions of school counselors as gatekeepers. Implications for school counseling practice and future research are situated within recommendations for creating more equitable college pathways.

- by Tracy Arámbula Turner
- •
- Social Justice, School Counseling, Latinos, Access to Higher Education
- by Dilip A Das
- •
- Access to Higher Education

This article argues that Canada fails to meet its obligation under article 24 of the United Nations Convention on the Rights of Persons with Disabilities to provide students with autism with access to inclusive education. Moving beyond Canadian legislation, under which every province and territory recognises the right of all students to an inclusive education, it analyses Canada’s education system and the implementation of the goal of inclusive education. It points out the effect of five interrelated factors on the inclusiveness of the Canadian education system and its accessibility for students with autism: reductions in funding for education; the inadequacy of individual support measures and parent participation; the lack of education and training for teachers; the use of language indicative of the medical model of disability by governments; and "voluntary segregation" – the voluntary removal of children from the public education system by their parents. It concludes that Canada likely does not meet its obligations under the United Nations Convention on the Rights of Persons with Disabilities.

- by Phil Lord
- •
- Autism, Disability Studies, Critical Disability Studies, Autism Spectrum Disorders

El programa Ser Pilo Paga ha ayudado a atenuar las brechas sociales en el acceso a la educación superior en las ciudades, pero ha sido incapaz de superar la lógica de centro-periferia en relación con las zonas rurales.

- by Sergio Angel
- •
- University, Access to Higher Education

The article argues that the applicability and value of “skills” depend to a considerable degree on the way in which a person enters a country. Based on a study on potential university students with refugee backgrounds, it shows how difficult it can be to transfer skills through the migration channel of asylum in Switzerland and how social and cultural capital may be reduced. The space in which asylum seekers live and operate is restricted in such intersecting fields as mobility, time, finances, languages, or access to information. In addition, the educational system has regulations regarding recognition. The article raises questions as to how education systems in the destination countries recognize, integrate and develop skills. It makes the case for re-assessing the very term “highly skilled”, along with the notions and associations that surround it, as an empirical object of research, rather than accepting it as a category in its own right.

This article reports on access to higher education in South Africa nearly twenty years after the formal demise of apartheid. It presents a description of the challenges facing South African society and schooling, which impact, on higher education and on its ability to transform itself from an exclusive system to one which is more representative of the general population. The study utilizes publicly available data about the education system as well as publicly available documentation and interview data about eight South African universities from a variety of socio-economic and geographic contexts. Using a framework for analysis derived from the work of social realist Margaret Archer on the interplay between structure, culture and agency, it considers limitations in the policy environment as well as the manner in which individuals at the meso level of the university constrain and enable change to occur.

- by Brenda Leibowitz and +1
- •
- Higher Education, Widening Participation, Access to Higher Education, Challenges

Link para acceso al artículo:
https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2507
Resumen
En el contexto de mecanismos de admisión poco selectivos y gratuidad de los estudios en el sector público, la demanda social por estudios de educación superior creció fuertemente en Argentina. Este artículo analiza si el acceso a la educación superior argentina presenta patrones de desigualdad social. Para ello se estudia si la probabilidad de acceso a la educación superior que tiene cada egresado del nivel secundario difiere según su posición en la estratificación económica, el nivel educativo del hogar y el género. Tras estimar un modelo de regresión logística se encontró que las chances de acceso a la educación superior son menores para los jóvenes de nivel socioeconómico bajo y primera generación con educación universitaria. La juventud que habita hogares de menor ingreso económico y capital cultural tiene además mayor probabilidad de estudiar carreras terciarias que universitarias y de asistir a una institución pública que privada.
Abstract
In the context of not very selective admission mechanisms and free studies in the public sector, the social demand for higher education studies has grown vigorously in Argentina. This article analyzes whether access to higher education in Argentina presents patterns of social inequality. To do this, it is analyzed whether the participation each high school graduate differs according to the position in the economic stratification, the cultural capital of the home and the gender. After estimating a logistic regression model, it was found that the chances of access to higher education are lower for young people of low socioeconomic level and first generation with university education. The youth who live in households with lower economic income and cultural capital are also more likely to study tertiary careers than university ones and to attend a public institution than a private one.

- by Cecilia Adrogue and +1
- •
- Higher Education, Argentina, Educación superior, Equidad Educativa

Compared to the few public higher education institutions in the prewar era, postwar Somalia boasts a large number of academic institutions at the tertiary level, mainly as privately owned universities. Although these community-initiated academic establishments are making tremendous contributions to the higher education sector, particularly in the absence of an effective national government, one can argue that much still remains at stake in terms of evaluation and quality assurance, key elements necessary for institutional accreditation and acceptance of credentials by other educational establishments issuing the same level of certificates. In this essay we aim to provide an overview discussion of the trends of higher education in Somalia and the way forward for newly emerged institutions, which have taken the bold initiative of changing the landscape of Somalia’s higher education.

The purpose of this research was to examine the role of tuition fees and their impact on university enrolment in Ontario. The study sought to answer whether or not an increase in tuition fees would deter university students from persistence. In this context, persistence signified “the continual pursue of a student in a degree program leading toward the completion of the program and therefore being award a degree in the student’s field of study” (King, 2004). Although existing empirical results are mixed, the general argument is that post-secondary education (PSE) participants are discouraged to remain enrolled in university when hikes in tuition fees are introduced. With this said, the findings vary with the degree of the participants’ sensitivity to tuition fee hikes. The hypothesis for this study was that in reaction to tuition fee hikes, students who mainly rely on government or student loans, or their own income, would seek to earn more income or reallocate their funds towards tuition while cutting back on their regular expenses. The hypothesis was that there would be an observed effect of tuition hikes on students and their behaviour, but that the effect would not involve discouragement or discontinuation from their university studies. The research participants were offered a variety of reaction options to an increase in tuition fees. This selection ranged from reallocation of funds (whereby the student would cut down on living or extra expenses to pay for tuition) to terminating studies (whereby the student would quit university as a result of the increase in tuition fees).

- by Lejla Delic
- •
- Economics, Public Economics, Literature, Survey Sampling

Using newly available data from the Trajectories in Education and Careers Study, the first longitudinal study on a representative sample of high school students in Russia, we examined the importance of investments in human and cultural capital on students’ mathematics and reading standardized examinations, as well as on the likelihood of matriculation into a selective institution of higher education. Studying mathematics and the Russian language on one’s own for more than a year was positively and significantly associated with standardized scores and with an increased likelihood of matriculating into a selective university. A higher number of books at home was also associated with an increased likelihood of matriculating into a selective university. The findings are discussed within the particular institutional context of the Russian educational system.

- by Tatiana Khavenson
- •
- Russian Studies, Social Capital, Human Capital, Panel Data

This evaluation was commissioned by DG/NEAR to PARTICIP with the overall objective to assess the current generation of EUTF-funded HE support programmes and to identify elements of future EUTF interventions contributing to improving opportunities for Refugees from Syria, Syrian and Iraqi IDPs and vulnerable host communities to access Higher Education. The reviewed contexts are Turkey, Jordan, Lebanon and Iraq-KRI. The reviewed programmes are the HOPES programme in all four countries, the UNHCR programme in Turkey, the GJU programme in Jordan, and the SPARK programme in Turkey, Lebanon and Iraq-KRI.

- by Bart Fonteyne
- •
- Higher Education, Lebanon, Iraq, Education in Turkey

This Guidebook is one of the ACTUS project deliverables (D11) concerning the good practices to follow and the delineation of the appropriate route for creating, in a visible future, an accessible University environment and educational... more

- by Panagiotis Tsalis
- •
- Access to Higher Education

The government of South Africa, through the national department of education and various provincial education branches, has called for an upscale in the use of multigrade teaching in primary schools, many of which are located in rural areas where, for various reasons, it is a challenge to get teachers to take up teaching appointments. At the same time as the country faces teacher shortages, there is also a situation of underqualified and unqualified teachers in the school system. Drawing on a literature review and data collected in a qualitative study, this article sampled 25 multigrade teachers in rural township and farm schools in the Eastern Cape and reported on the professional training needs of these teachers and the implications for teacher in-service education and training in a higher education institution. It revealed multigrade teaching skills deficiency among teachers, many of whom were underqualified as professional teachers. In-service education programmes, such as the BEd programme, which are supposed to address practising teachers’ professional training
needs, do not have modules or topics on multigrade teaching. The author proposed key areas of training to address multigrade teachers’ needs and ways to incorporate multigrade topics into the BEd in-service programme, but theorised that the absence of multigrade in mainstream teacher training schemes is further evidence of the lack of recognition of multigrade as a legitimate practice in schools. Avenues for further research have been proposed.

- by Dr Byron Brown and +1
- •
- Multigrade Teaching, Access to Higher Education, Multigrade Instruction and Pupils Achievement, Access to Education

Educators and policymakers are keenly aware of the need to prepare students to compete in an increasingly global society. It is widely accepted that a high school diploma is not sufficient and that secondary schools have a responsibility to prepare students to be college and career ready. This study examined participation in a rigorous secondary curriculum and the corresponding outcomes related to college enrollment, persistence, and graduation. Focusing on the involvement of students in high-rigor courses that provide a stronger pathway to college, we seek to understand further the indicators that lead to postsecondary success. The sample comprises 1464 students who graduated from high school between 2009 and 2014. The primary analytic technique was binary logistic regression. The results from this study confirmed that a positive relationship exists between high-rigor courses and college success. This relationship was evident even after controlling for relevant student demographics including gender, ethnicity, and socioeconomic status. The academic benefits of the high-rigor course participation are discussed.

The access to university and the continuation of education for people in refugee situation are investigated herein as from four initial questions: how did Covid-19 find society and this is cause displacement cases?; what is a refugee’s situation in the process of the world interruption of face-to-face education?; what are the conditions for refugees to migrate to virtual education?; and what are the actions and responsibilities of international organizations (IOs) concerned with education? ...

The aim of this research project was to evaluate how well Access tutors could work together with HE staff to improve pedagogy with a specialist art and design college. This case study illustrated the benefits and challenges of working with other sectors in art and design education. Access tutors observed HE sessions where students presented work and received feedback in the studio (studio critiques) . Through discussion and critical reflection strategies for improving Access delivery were identified based on a Joint Practice Development approach.

- by Sam Broadhead
- •
- Higher Education, Critical Pedagogy, Research, Access to Higher Education

This is an informative entry on the SAGE Encyclopedia of Economics and Society.

- by Uttam Gaulee
- •
- International Development, Human Capital, Access to Higher Education

As a human right, education is one of the subsidiary elements for a society helping to fight
against discrimination and exclusion. This is because it is necessary to understand the real
meaning of it promulgated under international and regional instruments for creating a
homogeneous society. However, even if the necessity of primary and secondary education
has been generally understood by many governments, the importance of higher education
and the necessity of equal accessibility have been still seen as a dream for all layers of
society. Discrimination based on sex, disability and economic status is a particular threat for
equally accessible higher education in this monetarist world. On the other hand, there is an
urgent need to provide progressive realisation with higher education due to this importance
for the society and for the justiciability of economic, social and cultural rights (‘ESCR’) and
the principle of equality. Nevertheless, the main question in this paper is how equally
accessible higher education is far from being just a dream in different parts of the world.

Nota de opinión en INFOBAE sobre las razones que explican por qué los estudiantes de los grupos más desfavorecidos están sub representados en los estudiantes de universidades argentinas, las que tienen ingreso irrestricto y gratuidad.

- by Monica Marquina
- •
- Access to Higher Education
- by Ines M . Pousadela
- •
- Political Culture, Argentina, Brazil, Equality
- by Vasile Gabriel Marian
- •
- Social Policy, Social Inequality, Romania, Educational Inequality
- by MP Van Stempvoort
- •
- Sex Industry and Workers, Students, Sex Work/sex Workers Rights, Male Sex Work

There is a currently a growing literature investigating the relationship between tuition fee rates and access to post-secondary education. This paper is an analytical review of several existing empirical works that address this relationship. The paper is organized into 3 sections. The first section introduces the existing literature to be examined, and is organized by the studies’ respective geographical locations with the first subsection examining the impact of university tuition fees in Germany—prior to the abolishment of tuition fees in every German state in 2014. The second subsection will consider the relationship between tuition fees and applicants to the MBA program at the global level. The third and final category of this literature review will investigate Canadian tuition fees and enrolment rates. This final section concludes this paper, with a few recommendations for further research.

- by Lejla Delic
- •
- Education, Higher Education, Educational Research, Literature Review

In this chapter I will provide a brief overview of Middlesex University’s approach to the
accreditation of ‘in-house’ organisational training and will describe how this, together
with the UniversityWork Based Learning Framework and organisational development
consultancy services, have provided an effective model for developing employerresponsive
provision. I will also describe how this approach has provided a means of
establishing ‘in-kind’ employer contributions that lower the cost of delivery of higher
education in the context of the HEFCE co-funding initiative. I will primarily be focusing
on a case study example of collaborative organisational development between Middlesex
University and Halifax Community Bank (part of the Lloyds Banking Group)

ABSTRACT
The study examined the extent to which open and distance learning(ODL) is an
alternative university education for women at the Zimbabwe Open University (ZOU).
it explored 50 ZOU staff , that is , 12 female academic and nine clerks- and 1 7 male
academic staff and 12 clerical staff who were all purposively sampled. The study was a
qualitative in nature. Its research strategy was a case study. Data were gathered using
open-ended questionnaires. The study found out that most women had been deprived of
university education because of the absence of ODL university education before 1993.
Cultural and historical factors used to elbow women out of the conventional university
education. The study concluded that lack of university education for women could be a
drawback for the production of the human capital. It also concluded that lack of
university education for women was a letdown to national development. The study
recommended the need for Ministry of higher and tertiary education stake holders to
allocate recourses to ODL university education for women. The study could be extended
to other ODL tertiary education institutions in the Southern African Development
Community (SADC) countries for the sake of comparison using other research
methodologies.
Keywords: Southern African Development Community (SADC);

Special Issue: Call for articles
this Special Issue calls for articles researching the relationship between higher education access policies and citizenship policies in European colonial empires, whatever the empire or the period analyzed. All social science disciplines perspectives are welcome (history, sociology, political sciences, etc.), as well as all levels of analysis, from the reconstitution of individual trajectories to macro-quantitative analysis, including policy analysis, institutional analysis, network analysis, etc. Research can focus on metropolitan universities (often the first training institution for “indigenous elites”) as well as universities in the colonized territories (including training institutions for metropolitan men of some specific social groups, as was the case in the Spanish empire), on individual higher education institutions, or on general empire policies. We expect the overall picture of the Special Issue to offer a state of the art allowing for a better understanding of the historical role played by the intersection of higher education access policies and citizenship policies in the globalization process by bringing together diverse levels and methods of analysis.

The Educational Opportunity Fund program of New Jersey (EOF) is a dynamic program
that was established in 1968 as a way of providing accessibility, support, and funding for New
Jersey students who come from educationally and economically disadvantaged backgrounds.
Based on the legacy, every New Jersey college and university has an EOF program that provides
incoming students with a pre freshman summer bridge program to help ensure their academic,
career, and personal success.
While this program is undoubtedly an academic and social good, careful attention needs
to be paid to how the program has been functioning in relation to the structure and design of the
program moving forward. This paper strives to scrutinize the strengths and weaknesses of the
Fairleigh Dickinson University’s Metropolitan Campus EOF program as it works to ensure that
the mission, goals, and objectives of the program are currently being met, and that the program
will be able to extend its support for future students.

- by Christina Philbert
- •
- Higher Education, Learning and Teaching, Equality and Diversity, University

* The number of males entering higher education via an enabling pathway is slowly increasing; yet, males still battle with the anti-intellectual attitude that is prevalent in regional areas of Australia. Previous research undertaken by the authors began exploring the factors that inhibited or enhanced the male experience within an enabling course. This paper expands upon this research with a deeper focus on the male experience through personalised accounts derived from individual interviews. Using qualitative methodology and narrative inquiry, the findings provide a deeper understanding of the issues that males of different ages face when creating a new identity as a university student. This paper shares insights into what motivated the male students to enter university via an enabling pathway; the actual personal experiences both positive and negative during this time; and the effect that this commitment to study had on them personally and the people around them. The lens of transformative theory underpins this research through exploring frames of reference that align with the students' experiences. Portraiture prose shares the individual stories which are analysed and the key findings extrapolated. *This article was first presented at the National Association of Enabling Educators of Australia Conference, Gold Coast, Australia in December 2017 and was selected via the peer review process as one of the top-rated papers. The authors have kindly given their permission to have this article published in this special issue of the Journal and it has undergone a further review by the guest editors to confirm it aligns with the Journal standards. Student Success: A journal exploring the experiences of students in tertiary education This work is licensed under a Creative Commons Attribution 4.0 International Licence. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. ISSN: 2205-0795 Males in Enabling: Painting a portrait through narrative

- by Trixie James and +3
- •
- Higher Education, Access and Equity, Higher Education, Access to Higher Education, University enabling programs outcomes

This paper presents results of a questionnaire survey of 1400 Year 13 (final-year) school and sixth-form pupils in two contrasting areas of England, which asked them about their thoughts and plans to study at university abroad. Key questions that the survey sought to answer were the following. How many and what proportion of all higher education (HE) applicants, apply, or consider applying, to university outside the UK? What are their reasons for doing so? What are their distinguishing characteristics as regards type of school (state vs. private), academic record, parental socio-occupational background and prior contacts abroad? The questionnaire data were supported, but occasionally contradicted, by interviews with school staff members responsible for coordinating and advising on the HE application process. Approximately 3% of pupils apply to study abroad (most also apply to UK universities) and another 10% consider applying but do not do so. North America, Australia and Ireland are favoured destinations; not mainland, non-English-speaking Europe. Quality of university and desire for adventure are the most important motivations. Decisions to apply abroad are strongly correlated to the academic results of pupils (the best apply), to prior connections abroad (travel, holidays, residence abroad, etc.) and to a range of overlapping indicators of parental wealth and social class. The theoretical and policy implications of the research are also considered. Study abroad creates an 'elite within an elite' and works against government agendas of widening participation. On the other hand, English students' foreign experience potentially enhances their interculturalism and graduate labour market competitiveness, yet raises spectres of 'brain drain' of the 'brightest and best'.

- by Russell King and +2
- •
- Transnationalism, Career Guidance Counseling, International Education, Academic Mobility

This paper examines how opportunity structures for learning, income, and status emerge in a global space shaped by local stakeholders aspiring for strategic positions in international competition. The case-study of Hong Kong suggests that moving up the pyramid of college and university degrees provides opportunities for higher income and reduces turbulence in times of global recessions and layoffs. However, low socio-economic status students are more likely to sustain their upward movement if their learning experiences are enriched with boundary-crossing competencies provided by studies abroad, foreign language training, cross-disciplinary programs, etc. While outbound mobility enhances opportunities for upward mobility, it also challenges the established cultural patterns of learning. This paper discusses the tensions and ties between outbound and upward mobility by analyzing local–global disequilibria in human and institutional agencies of higher education working across social, economic and political boundaries.

- by Anatoly Oleksiyenko
- •
- Asian Studies, International Relations, Social Sciences, Globalization

""Om ons inzicht in de studiekeuzeproblematiek te vergroten bestuderen we de rationale achter de studiekeuze van aspirant-studenten met een niet-westerse allochtone afkomst. In deze studie staan de volgende vragen centraal: (1) welke factoren spelen een rol bij het bepalen van de studiekeuze van aspirant-studenten van niet-westerse allochtone afkomst en (2) welke moeilijkheden of dilemma’s ervaren aspirant-studenten van niet-westerse allochtone afkomst bij het bepalen van hun studiekeuze?
Voor de dataverzameling is gebruik gemaakt van twee methoden van dataverzameling. Deze betreffen discussies met een studentenpanel en interviews met 5/6 vwo-scholieren. De beschreven literatuur. Een analyse van de studiekeuze van aspirant-studenten van allochtone afkomst: status, familie en utiliteit als kernthema’s vormde input voor de discussies met het studentenpanel. De paneldiscussies leverden input voor het verbeteren van de interviewvragen en het gebruikte interviewprotocol.""

Some of the refugees forced to flee their home country
are young people who have just graduated from
secondary school, completed one or more semesters
at university level, or already hold a first degree.
They want to continue their university studies in
Europe, but encounter a variety of obstacles standing
in their way. They are, however, also supported by
Swiss students and universities. What difficulties do
they encounter, and what measures are especially
helpful in this situation?

It is a well-documented concern that at every stage of the CS pipeline, talented students are dropping out, particularly women and ethnic minorities. While many researchers have studied the reasons for this within the scope of their own institutions, there has been less work done around the comparison and synthesis of findings across cultural and regional contexts. This paper presents a broad overview of existing literature concerning factors affecting enrollment and dropout in CS programs, and in particular how the experience may differ for women and ethnic minorities. A key finding from this literature review is that the underrepresentation of women in CS is culture-specific and not universal. Furthermore, the results of this review highlight the value of early formal exposure to CS concepts for all students, the need for additional research on the relative importance of math skills as a determinant of success in CS, as well as a clear presence of both structural and individual motivators towards dropout.

Higher education in Brazil has expanded rapidly over the last 20 years, reaching a total of over 7 million students and over 2000 institutions. However, the net enrollment ratio is still low at only 15%, and students are drawn mainly from the upper socio-economic groups, with particularly low participation of African Brazilian and indigenous communities. Issues around access to higher education have gained political prominence in recent years, leading to a heated national debate and a range of policy initiatives, driven primarily by the strength of social movements, particularly the Black Movement. In order to expand access in the private sector, the Prouni initiative has opened free-of-charge places for lower-income students in private institutions in exchange for tax breaks. This initiative has been highly successful in numerical terms, with over 1 million students benefiting from the program, though it has given rise to a range of critiques, in terms of the quality of institutions in question, and transfer of public funds to profit-making corporations. Another prominent policy development has been the introduction of quotas. Following a range of mobilizations and affirmative action policies in individual universities, the government has now passed a law guaranteeing places in federal universities for students of African Brazilian and indigenous origin from public schools. While these policies have had significant impact, the country is still far from fully addressing the challenge of widening participation. This chapter assesses the merits of existing initiatives, and draws out implications for institutional and governmental policy for the coming years, assessing the significance of the Brazilian experience for other contexts.

- by Katia Cristina Norões
- •
- Social Movements, Brazil, Higher Education Policy, Affirmative Action

This white paper presents current research and makes recommendations on the array of placement practices for writing courses at two-year colleges. Specifically, this white paper (1) identifies the current state of placement practices and trends, (2) offers an overview of placement alternatives, and (3) provides recommendations on placement reform and processes. TYCA encourages two-year college faculty to use this white paper to guide placement reform on their campuses, to be leaders in the field and professional organizations, and to advocate for best practices with policymakers.

The ‘London effect’ on school attainment and the higher rates of university participation in the capital have entrenched the broader geographical inequalities between London and the rest of the country. Within widening participation, there is a vast machinery of third sector organizations offering widening participation activities primarily or largely focussing on the capital. This has, in some cases, brought about tangible improvements in access to Russell Group universities (Crawford, Greaves and Jin, 2015). Organizations such as the Social Mobility Foundation and Into University are now rapidly expanding out of their initial London centres to other provincial cities. However, it is not clear that these initiatives can be simply re-located into urban settings outside of the metropolis. Drawing on interviews with widening participation advisers and post-16 students in London, Sheffield and other provincial cities, I argue that a more complex and subtle approach is needed. Both students and practitioners experienced an inequality in the scale of provision and the ease with which external speakers and organisations can be contacted by 16-19 institutions. They also report a lack of context-specific approaches and in two cases in the North-West and the Midlands, simple translation of London-centric strategies failed. I argue that a geographically subtle and context-specific approach is needed. With reference to earlier community education programmes from earlier periods, the centralised and market-led approach to widening participation is called into question.

- by Sol Gamsu
- •
- Sociology of Education, Higher Education, Banking, Social Justice in Education

Frente a las brechas de acceso a la educación superior, el Gobierno de Chile creó el 2014 un programa de acción afirmativa con el objetivo de restituir el derecho a ese ni- vel educativo: el Programa de Acompañamiento y Acceso Efectivo a la Educación Superior (PACE). A siete años de su implementación, este estudio analiza los principios ligados a la acción afirmativa, que dan origen al programa, junto a la transformación de sus alcances y sustentos, argumentando que existiría una contradicción entre la acción afirmativa y el propósito explícitamente declarado de la restitución de un derecho social. Dentro del mismo análisis, se postula que la evolución de ciertos criterios de focalización podría dar cuenta de una inflexión desde el paradigma neoliberal hacia un nuevo paradigma de lo público. Para estos efectos, el estudio propone un análisis de documentos gubernamentales desde una perspectiva socio-histórica de la política, pudiendo aportar a las decisiones educativas dentro del contexto político nacional y latinoamericano.

There growing interest in retention among researchers, much of which has centred on the extent to which new students can be helped to integrate into the institution. This paper reports on a study of non-traditional students in UK universities, examining the extent to which support services actually impact on the challenges and uncertainties experienced during their everyday lives. We are also interested in the ways in which students feel themselves to be legitimate members of the ‘imagined community’ of higher education, a concept that we adapt from Anderson’s treatment of nationalisms and Jocey Quinn's notion of imagined social capital.

- by John Field
- •
- Adult Education, Disability Studies, Higher Education, Evaluation

En un contexto de mecanismos de admisión poco selectivos y gratuidad de los estudios en el sector público, la demanda social por estudios de educación superior creció fuertemente en Argentina. Este artículo analiza si el acceso a la educación superior argentina presenta patrones de desigualdad social. Para ello se estudia si la probabilidad de acceso a la educación superior que tiene cada egresado del nivel secundario difiere según su posición en la estratificación económica, el nivel educativo del hogar y el género. Tras estimar un modelo de regresión logística se encontró que las chances de acceso a la educación superior son menores para los jóvenes de nivel socioeconómico bajo y primera generación con educación universitaria. La juventud que habita hogares de menor ingreso económico y capital cultural tiene además mayor probabilidad de estudiar carreras terciarias que universitarias y de asistir a una institución pública que privada.

- by Ana Fanelli
- •
- Higher Education, Argentina, Educación superior, Equidad Educativa