Do Barriers Get in the Way? A Review of the Determinants of Post-16 Participation

Autor/inn/en	Gorard, Stephen; Smith, Emma
Titel	Do Barriers Get in the Way? A Review of the Determinants of Post-16 Participation
Quelle	In: Research in Post-Compulsory Education, 12 (2007) 2, S.141-158 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Higher Education; Foreign Countries; Educational Policy; Adult Education; Barriers; Socioeconomic Influences; Student Participation; Access to Education; College Attendance; Adolescents; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Politics of education; Bildungspolitik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Sozioökonomischer Faktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Access; Bildung; Zugang; Bildungszugang; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	This paper presents some results from a review of evidence on the barriers to participation in further and higher education in England, organised around the life-course of an individual from birth to the decision to participate in FE/HE at the traditional age. It is clear that inequalities between socioeconomic groups appear early in life and remain important in attainment at school, in the range of the options available and selected at age 14 and 16, qualifications at age 18 and in the decision to participate in higher education or not. Overcoming the identified barriers to participation may be an important step for some individuals, but the evidence is that the role of these barriers is marginal. Also marginal, therefore, is the role of institutions in widening participation during the transition at ages 16 and 18. Policy levers to widen participation must be applied elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10