The State, Market and Education

Kontio, Kimmo; Sailer, Maximilian

doi:10.1007/978-94-6300-827-3_8

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…Removing barriers is not the same thing as building opportunities, and therefore removing tuition fees or entrance examinations as barriers to access does not necessarily promote equity if it leads to assimilation policies. Kontio and Sailer (2017) argue that the legitimation of the educational system should include the idea of allowing each individual to cultivate and reach their full potential. Securing sufficient financial aid to manage tuition fees and living costs, for example with money provided by institutional scholarships or government loans, can be a way to enable students to realize their potential in education.…”

Section: Misconceptions About Equity In Higher Educationmentioning

confidence: 99%

“…This is implemented in Finland through tuition-free education, and in the United Kingdom and Australia through loans and institutional scholarships for students. According to Kontio and Sailer (2017), using taxes for educational investment can be an effective way of achieving a more equal income distribution from the rich to the poor. As Table 3 indicates, Finland invests more public resources in higher education than either the United Kingdom or Australia.…”

Section: Misconceptions About Equity In Higher Educationmentioning

confidence: 99%

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Tuition fees, entrance examinations and misconceptions about equity in higher music education

Jääskeläinen

2021

nrme

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The increasing participation rate in higher education has raised its own issues, such as how to fund the growth while retaining the quality of education. In Finland, it has been argued that the tuition-free higher education policy increases equality. On the other hand, in the United Kingdom, establishing a system of tuition fees supported by an income-contingent loan system for students has also been argued to increase equality. In Australia, students also face high tuition fees for higher education, as well as a support system focused on domestic students. In addition to tuition fees, entrance examinations also play a crucial part in higher education systems. In order to examine inequalities in higher education from the students’ point of view, tuition fees are scrutinised in connection with equality, and entrance examinations in relation to cultural reproduction. Comparing examples of higher music education institutions in Finland, the United Kingdom, and Australia shows that there are large differences between the tuition fees charged for domestic and international students, as well as between countries. Entrance examinations in higher music education are similar in these countries, but may include inequalities based on long traditions in the field of music, especially in classical music. By revealing misconceptions about equity in higher education, it is possible to have a critical debate about the role of tuition fee systems as they are connected with the economics of higher education, and about entrance examinations as reproducing social class inequalities. This discussion may contribute to the redefinition and reformation of more equitable and just education systems, and promote equality in general in society.

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Section: Misconceptions About Equity In Higher Educationmentioning

confidence: 99%

Section: Misconceptions About Equity In Higher Educationmentioning

confidence: 99%

Tuition fees, entrance examinations and misconceptions about equity in higher music education

Jääskeläinen

2021

nrme

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Education for Sustainable Development – Securitization in International, National and Local Settings? A Critical Study of Environmental Security in Policies, Education Reforms and Teaching Practices in Sweden

Dwyer

2024

Journal of Teacher Education for Sustainability

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The study focused on environmental security in relation to international and national aims of Education for Sustainable Development (ESD) to explore if ESD can be understood as being part of a globally implemented securitization process with national empirical studies in Sweden. The perception of environmental threats was first set with regard to international environmental agreements and, mainly, UNESCO’s policy aims of ESD. Expressions, statements and undertakings related to environmental threats were examined through a content analysis of education reform policies. Results demonstrated that the implementation of ESD varied depending on the usage of educational programs and individual understanding of ESD at different societal levels. Individual initiatives among teachers played a significant role in this process. It was also shown that securitization took place both horizontally and vertically and that securitization could be re-activated at the existing societal level although the previous one had ignored the impact of environmental threats to society.

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The State, Market and Education

Cited by 2 publications

References 13 publications

Tuition fees, entrance examinations and misconceptions about equity in higher music education

Tuition fees, entrance examinations and misconceptions about equity in higher music education

Education for Sustainable Development – Securitization in International, National and Local Settings? A Critical Study of Environmental Security in Policies, Education Reforms and Teaching Practices in Sweden

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