Three Dimensions of Equity of Access to Higher Education

Autor/in	McCowan, Tristan
Titel	Three Dimensions of Equity of Access to Higher Education
Quelle	In: Compare: A Journal of Comparative and International Education, 46 (2016) 4, S.645-665 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2015.1043237
Schlagwörter	Higher Education; Access to Education; Equal Education; Educational Policy; Comparative Education; Comparative Analysis; Educational Practices; Change Strategies; Foreign Countries; Brazil; Kenya; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Bildungspraxis; Lösungsstrategie; Ausland; Brasilien; Kenia
Abstract	Concerns over equity of access to higher education are widespread, but there is significant disagreement over what should constitute a fair system. This article assesses diverse conceptualisations of equity and explores the ways in which they embody themselves in the policies of three systems, those of England, Brazil and Kenya. While showing significant disparities of income level and enrolment ratio, all three have made concerted efforts to expand higher education access, accompanied by increasing stratification in terms of the quality and prestige of institutions. Analysis of policy options and outcomes leads to a proposal of three principles for understanding equity of access: availability, accessibility and horizontality. The third of these principles addresses the little-acknowledged safeguard that disadvantaged students should not be confined to lower-quality institutions, while at the same time allowing for diversity of ethos and disciplinary focus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01