Rural Disadvantage in the Context of Centralised University Admissions: A Multiple Case Study of Georgia and Kazakhstan

Autor/inn/en	Chankseliani, Maia; Gorgodze, Sophia; Janashia, Simon; Kurakbayev, Kairat
Titel	Rural Disadvantage in the Context of Centralised University Admissions: A Multiple Case Study of Georgia and Kazakhstan
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 7, S.995-1013 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chankseliani, Maia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1761294
Schlagwörter	Foreign Countries; Higher Education; Rural Education; College Admission; Cultural Differences; Access to Education; College Readiness; Academic Aspiration; Course Selection (Students); College Students; Rural Areas; Georgia Republic; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ländliche Erwachsenenbildung; Hochschulzugang; Hochschulzulassung; Zulassung; Kultureller Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Course selection; Student; Students; Kurswahl; Collegestudent; Rural area; Ländlicher Raum; Kasachstan
Abstract	The extraordinary expansion of higher education has not been accompanied by more equitable access to universities for various disadvantaged groups. Rural youth is at the heart of this study that draws on secondary data and literature to examine rural-urban disparities in higher education access in two high-participation systems in the Caucasus and Central Asia. This multiple case study uses a historical-comparative lens to offer a synthesis of the evidence on the subnational and cross-national differences in the three domains of higher education access -- academic preparedness, HE aspirations, and HEI/programme choice-making -- to point to the existence of prominent rural-urban disparities in Georgia and Kazakhstan. The study contributes to an improved understanding of the structural-territorial foundations of inequalities in higher education access and charts future directions for policy. The framework used in this study can be applied to examining disparities in access to higher education in other national contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01