Neo-Liberal Policy Agendas and the Problem of Inequality in Higher Education: The Ethiopian Case

Autor/in	Molla, Tebeje
Titel	Neo-Liberal Policy Agendas and the Problem of Inequality in Higher Education: The Ethiopian Case
Quelle	In: Policy Futures in Education, 12 (2014) 2, S.297-309 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2014.12.2.297
Schlagwörter	Foreign Countries; Neoliberalism; Public Policy; Educational Policy; Higher Education; Equal Education; Educational Change; Social Influences; Socioeconomic Influences; Access to Education; Human Capital; Costs; Educational Finance; Disadvantaged; Social Justice; Policy Analysis; Government Role; Politics of Education; Barriers; Social Bias; Gender Bias; Educational Equity (Finance); Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Neo-liberalism; Neoliberalismus; Öffentliche Ordnung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Sozialer Einfluss; Sozioökonomischer Faktor; Education; Access; Bildung; Zugang; Bildungszugang; Humankapital; Cost; Kosten; Bildungsfonds; Soziale Gerechtigkeit; Politikfeldanalyse; Educational policy; Geschlechterstereotyp; Äthiopien
Abstract	Under the influence of the external policy pressure of donors such as the World Bank, higher education in Ethiopia has witnessed a series of institutional and system-wide reforms. This article reviews selected policy documents to show key neo-liberal policy agendas endorsed in the reforms and explicate how they have affected social equity in the subsystem. The analysis shows that higher education reforms in Ethiopia, primarily framed by concerns of economic efficiency, have constrained social equity in two important ways. First, at a discursive level, the problem of inequality is represented as a lack of access and a disadvantage in the human capital formation of the nation. Second, the drive for greater efficiency and reduced costs in the educational provision embedded in the reforms is inconsistent with the need for the financial and political commitments required to benefit marginalised members of the society through relevant equity instruments. If the equity policy provisions should be instrumental in ensuring participation, retention and successful completion, and thereby supporting the social mobility of disadvantaged groups, they need to draw on a broad social justice perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10