Equal Access to University Education in Chile? An Application Using Spatial Heckman Probit Models

Quiroz, Juan Luis; Peeters, Ludo; Chasco, Coro; Aroca, Patrício

doi:10.3390/math10020280

Cited by 7 publications

(4 citation statements)

References 53 publications

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“…This research is in line with research findings on implementing the zoning system in Nigeria, which states that the zoning system is not economically, pedagogically, or administratively useful [32]. Whereas J. L. Quiroz et al [33] found that the chances of getting into a university in Chile increase as students move away from home.…”

Section: Discussionsupporting

confidence: 86%

Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success

Bulkani,

Fatchurahman,

Setiawan

2023

Obraz. nauka

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Introduction. A new student acceptance model with the zoning system raises various problems, including the unequal number of public schools in an area causing students to experience barriers to obtaining a proper education. The decrease in motivation and achievement of students is because the selection is only based on zoning, and the achievements of prospective students at the previous education level are not considered. Students fail to enter superior schools because they are outside the zone. The distribution of quality public schools are not evenly distributed, causing limited choices and causing the implementation of the principle of justice in access to education services – lack of readiness of local governments in setting zones.Aim. From the problems above, this study aims to find differences in learning achievement in terms of admission, predict learning achievement from elementary school to junior high school, and determine graduation document predictions with a zoning system on student achievement.Research methodology and methods. The research used a quantitative approach from October 2021 to March 2022. The research sample was 356 students who entered the 2018 state junior high school and graduated from the 2020 school year junior high school. The sampling technique for this study used proportional random sampling. Determining the size of the research sample was done by considering the pathways for accepting new students: the zoning path, the achievement path, the affirmation path, and the parent transfer path. Data analysis used ANOVA and multiple regression analysis at a significance level of 5%.Results and scientific novelty. The results showed no difference in the average report cards of junior high school students when viewed from the path when they entered the junior high school through the zoning system. The results of one-way ANOVA obtained F = 1.298 with a significance level of 0.275. The differences in the entry paths of students to junior high school, namely from the zoning pathway, academic and non-academic achievement pathways, affirmation pathways, and parental transfer paths, are proven not to affect their learning achievement in junior high schools. There is a linear regression from students’ learning achievement in elementary school to students’ learning achievement in junior high school. The partial and simultaneous tests show that it is not proven that learning achievement in elementary school affects learning achievement in junior high school. When they graduate from elementary school, students’ learning achievement has a weak predictive power on students’ learning achievement in junior high school. The national primary school-based school examination average, elementary school report card average, and elementary school examination average, used as entry requirements to junior high school in the zoning system, only have a predictive power of 1.4–2,7%.Practical significance. Parents can use this research to make decisions on their child’s education. Parents do not need to worry about the zoning system implemented by the government in accepting new students because the zoning system does not affect children’s achievements at the level of education they take. The school must also implement education systems and policies properly so that the quality of education in each institution is maintained so that parents do not worry about choosing a place for their child’s education.

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Section: Discussionsupporting

confidence: 86%

Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success

Bulkani,

Fatchurahman,

Setiawan

2023

Obraz. nauka

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“…All students who graduate from high school may choose to register and take a university entrance exam (PSU) that is required for admission at selective universities but is not required for other types of higher education institutions, such as technical or professional institutes. Quiroz et. al (2022) uses a Heckman probit-type (Heckit) model to adjust for selection during application to higher education.…”

Section: Rural Education In Chilementioning

confidence: 99%

Untitled

2024

JICE

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In response to the economic pressures of globalisation, the Japanese government has sought to internationalise its universities while at the same time attempting to protect Japan's culture. To achieve its goals, namely the increase in the number of international students and the development of human resources, it has initiated a number of top-down, quantitative policies which promote the Internationalisation of Higher Education (IoHE) through an increase in the provision of English Medium Instruction (EMI) courses. This paper provides a critical analysis of the government's approach and how the policies have been implemented by universities. The paper contends that the government's approach has enabled universities, which do not wish to make substantive changes to their curricula, to peripheralise EMI courses. The consequence of this is that the government's current approach of promoting EMI to internationalise Japanese universities is unlikely to achieve its goals.

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“…Yet in contrast to the extensive literature on unequal access to higher education in high-income countries (Jerrim et al, 2015; Jerrim & Vignoles, 2015), research examining inequalities in higher education in lower- and middle-income countries are rare. The existing literature focuses on a handful of countries for which there are data on individuals’ characteristics, including Cambodia (Chea, 2019), Chile (Quiroz et al, 2022), Egypt (Buckner, 2013; Krafft & Alawode, 2018), Tunisia and Jordan (Krafft & Alawode, 2018), India (Chakrabarti, 2009; Sánchez & Singh, 2018), Indonesia (Ogawa & Iimura, 2010), Vietnam (Sánchez & Singh, 2018), and Peru (Sánchez & Singh, 2018). Most of these studies rely on labor market or living standards surveys to model determinants of individuals’ access to higher education, which is typically modeled as a binary variable (i.e., enrolled or not).…”

Section: Literature Reviewmentioning

confidence: 99%

Wealth-Based Inequalities in Higher Education Attendance: A Global Snapshot

Buckner,

Abdelaziz

2023

Educational Researcher

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This study provides a comprehensive global snapshot of wealth-based inequalities in higher education attendance. We draw on data from 117 countries to describe cross-national patterns in higher education attendance rates, disaggregated by wealth quintile and country income group. We then calculate four different indicators to quantify the size of wealth-based inequality in higher education attendance and completion for each country. Our findings point to large wealth-based inequalities in higher education attendance cross-nationally, which are: substantially larger than inequalities in secondary completion, larger in low- and middle-income countries than high-income countries, and negatively associated with national wealth. The results serve as a foundation for future studies on how country-level factors and policies exacerbate or reduce wealth-based inequalities.

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Equal Access to University Education in Chile? An Application Using Spatial Heckman Probit Models

Cited by 7 publications

References 53 publications

Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success

Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success

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Wealth-Based Inequalities in Higher Education Attendance: A Global Snapshot

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