Equity in Student Finance: Cross-UK Comparisons

Autor/in	Blackburn, Lucy Hunter
Titel	Equity in Student Finance: Cross-UK Comparisons
Quelle	In: Scottish Educational Review, 48 (2016) 1, S.30-47 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Foreign Countries; Comparative Analysis; Educational Finance; Educational Equity (Finance); Financial Policy; Funding Formulas; Social Justice; Equal Education; Access to Education; Tuition; Debt (Financial); Loan Repayment; Noninstructional Student Costs; Paying for College; Student Financial Aid; Higher Education; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Bildungsfonds; Fiscal policy; Finanzpolitik; Funding; Finanzierung; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Unterweisung; Unterricht; Studienfinanzierung; Finanzielle Beihilfe; Studienförderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Großbritannien
Abstract	Comparisons with other parts of the United Kingdom have played an important role in justifying decisions made in relation to student funding in Scotland since devolution. This article considers first what comparative claims have been made for the content of student funding policy in four areas: fees, debt, total living cost support and "ability to pay". It compares the position of Scotland with other parts of the UK for each of these in turn. After considering what sort of relationship might exist between student funding policy and widening participation, it then examines what issues for equity and social justice in Scotland are brought out by detailed cross-UK comparisons and questions whether claims that the arrangements in Scotland are more supportive of widening access and more socially equitable than those adopted elsewhere in the UK can be sustained. It argues that while some short term effects may be uncertain, one long term effect of the Scottish system is highly predictable: a regressive distribution of student loan means that the cost of expanding higher education to enable wider participation will be borne disproportionately by graduates from more disadvantaged backgrounds. It concludes that a different approach is needed to the use of cross-UK comparisons if these are to be used to support rather than distract from the achievement of greater social justice in higher education student support policy. (As Provided).
Anmerkungen	Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01