Class, Caste, and Intellectual Elite in Comparative Perspective

Hans, Nicholas

doi:10.1086/444846

Cited by 5 publications

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“…These countries share a number of similarities as they used to be part of the Soviet Union which aspired to build an egalitarian society. Despite this, glaring gaps existed between rural and urban areas in terms of the standard of living, occupational, cultural and educational opportunities (Cheselka, 1968;Hans, 1961;Zajda, exams: Georgian language and literature, foreign language and either mathematics or history as the third subject based on students chose of the course of study. In Kazakhstan, all HE applicants take the Unified National Test (UNT) which is completed in one sitting and is structured into two blocks.…”

Section: Introductionmentioning

confidence: 99%

Rural disadvantage in the context of centralised university admissions: a multiple case study of Georgia and Kazakhstan

Chankseliani

Gorgodze

Janashia

et al. 2020

Compare: A Journal of Comparative and International Education

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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 choicemaking -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. KeywordsHigher education, access and participation, Georgia, Kazakhstan, rural disadvantage, examinations 2006). The methods section of this paper explains in detail the reasons for selecting these two countries.Following the dissolution of the Soviet Union, the living conditions as well as the educational opportunities for the rural population deteriorated (UNICEF, 2001). In the last two decades, Georgia and Kazakhstan have been in the process of transition into what these countries refer to as competitive, knowledge-based, market economies (Chankseliani & Silova, 2018). Both countries have implemented a number of public policy reforms including the abolition of what was described by local reformers and global partners as the Soviet-style, corrupt system of university-based admissions and the establishment of centralised examinations for student selection in 2003 in Kazakhstan and 2005 in Georgia (Bethell & Zabulionis, 2012; World Bank, 2012). The centralised examinations determine who enters university, how entrants are distributed to higher education institutions (HEIs), and how the state grant for tuition is allocated. The governments fully control, administer and fund these examinations. Kazakhstan's National Testing Centre (NTC) and Georgia's National Assessment and Examinations Center (NAEC) report to their respective line ministries in charge of education and allow almost no involvement from HEIs in the process of student selection.Up until 2020, the Georgian Unified National Examinations (UNEs) included three compulsory tests for all HE applicants: foreign language, Georgian language, and General

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Section: Introductionmentioning

confidence: 99%