Equity in an Educational Boom: Lessons from the Expansion and Marketisation of Tertiary Schooling in Poland

Autor/inn/en	Herbst, Mikolaj; Rok, Jakub
Titel	Equity in an Educational Boom: Lessons from the Expansion and Marketisation of Tertiary Schooling in Poland
Quelle	In: European Journal of Education, 49 (2014) 3, S.435-450 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12068
Schlagwörter	Foreign Countries; Marketing; Equal Education; Socioeconomic Status; Enrollment Trends; Higher Education; Educational Quality; Access to Education; College Admission; Family Characteristics; Educational Background; Low Income; Educational Policy; Tuition; Educational Trends; Poland + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulzugang; Hochschulzulassung; Zulassung; Vorbildung; Niedriglohn; Politics of education; Bildungspolitik; Unterweisung; Unterricht; Bildungsentwicklung; Polen
Abstract	This article shows how the probability of enrolment in tertiary schools has evolved for different social groups in Poland during the period of the educational boom. It also analyses how the socio-economic status influences the choices between full-time and part-time studies (the latter being of relatively low quality), and the probability of admission to subsidised, free programmes versus programmes with tuition fees. Between 1994 and 2008, Poland improved the participation of students with a low socio-economic status in university education. However, if we look at the change in the ratios of enrolment probabilities for different layers of the social strata, we find that the improvement refers to those with a low family educational background who live in small cities, but not to those from low income families. Further investigation shows that the policy makers should focus not only on ensuring equal access to tertiary education for all social strata, but on allowing the unprivileged groups access to education of acceptable quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10