Understanding Higher Education Access: Inequalities and Early Learning in Low and Lower-Middle-Income Countries

Autor/inn/en	Ilie, Sonia; Rose, Pauline; Vignoles, Anna
Titel	Understanding Higher Education Access: Inequalities and Early Learning in Low and Lower-Middle-Income Countries
Quelle	In: British Educational Research Journal, 47 (2021) 5, S.1237-1258 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3723
Schlagwörter	Access to Education; Higher Education; Educational Attainment; Equal Education; Early Childhood Education; Correlation; Barriers; Socioeconomic Background; Low Income Groups; Children; Adolescents; Developing Nations; Foreign Countries; Ethiopia; Peru; Vietnam; India + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsabschluss; Bildungsgut; Early childhood; Frühkindliche Bildung; Frühpädagogik; Korrelation; Sozioökonomische Lage; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Developing country; Developing countries; Entwicklungsland; Ausland; Äthiopien; Indien
Abstract	Globally, access to higher education has increased, but inequalities by socio-economic background remain. This article explores the relationship between early schooling opportunities (and learning) and progression into higher education in four low and middle-income countries. We analyse data from the Young Lives longitudinal study, following cohorts of young people from age 5 to 22 in four country settings: Ethiopia, Peru, Vietnam and India. We reveal wide variability in higher education participation between the four countries, with a common pattern of a very strong association between early learning and later higher education participation, even after allowing for a range of demographic characteristics. Whilst early learning is important in predicting later higher education participation, we also find that significant barriers to higher education participation remain for low socio-economic status groups, even if they initially show good levels of learning. We track the trajectories of children who have initial good levels of learning, and hence arguably the potential to progress to higher education, and assess the extent to which socio-economic background plays a mediating role in these trajectories. Pupils with initially good levels of learning at primary school age, but who are from poor backgrounds, fall back in terms of their relative attainment during secondary schooling years. This implies that socio-economic status continues to be a barrier to educational attainment throughout these children's lives. We discuss the implications of these findings for policy initiatives aimed at narrowing inequalities in higher education access in poorer countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01