Trends in Access and Equity in Higher Education: Britain in international perspective

Halsey, A. H.

doi:10.1080/0305498930190201

Cited by 61 publications

(35 citation statements)

References 4 publications

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“…They found that only Sweden and the Netherlands had achieved a significant equalisation among socio-economic groups. Similar findings were reported by Halsey (1993). See further OECD (2001b), Biffl and Isaac (2002), Blöndal et al (2002, Table 6) and Clancy and Goastellec (2007) for an overview of selected country-specific evidence, and e.g.…”

Section: Inequality In Access To and Enrolment In Terti-ary Educationsupporting

confidence: 73%

“…Surprisingly little since comparative international data on participation rates and trends by socio-economic background are simply not available. Apart from the cross-country comparison published by Blossfeld and Shavit in 1993, the contemporary Britain-in-an-international-perspective study by Halsey (1993) and scattered country-specific figures 8 , the only more recent sources shedding at least some comparative light on this question are the EUROSTUDENT Reports, the OECD-PISA studies and the Blöndal et al study (2002).…”

Section: Inequality In Access To and Enrolment In Terti-ary Educationmentioning

confidence: 99%

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An equity perspective on access to, enrolment in and finance of tertiary education

Asplund

Adbelkarim

Skalli

2008

Education Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in ABSTRACT:The failure to achieve equitable access to university studies has turned the focus to the funding of European higher education systems. Since the large amounts of public subsidies injected in tertiary-level education have not succeeded in reducing disparities in access for children from different social backgrounds, this is seen as compelling evidence for there being a need to revise higher education financing not only on efficiency but also on equity grounds. Such policies are already pursued, planned or intensively discussed in most of Europe.More equitable access to and participation in university education through changes in the funding sources and mechanisms is a challenging policy with long-term implications. Hence, it should preferably be based on reliable empirical evidence. This raises the question of what the theoretical and empirical literature actually tells us about these matters. How severe is the under-representation of students from a socially disadvantaged background? Has this inequality changed over time across and within European countries? What role does funding play? Have the changes in funding systems already undertaken in several European countries improved the participation of students from low-income families? This review paper aims to answer these important questions by drawing together the available evidence, by contrasting it against pursued educational policies and by pointing to still existing knowledge gaps. TIIVISTELMÄ:Epäonnistuminen oikeudenmukaisen jakauman saavuttamisessa korkeakoulutukseen hakeutumisessa on kohdistanut huomion eurooppalaisten korkeakoulujärjes-telmien rahoitukseen. Niihin sijoitetut julkiset tuet eivät ole onnistuneet vähentämään eroja eri sosiaaliluokista tulevien lasten hakeutumisessa korkeakoulutukseen, mikä on nähty vakuuttavana todisteena siitä, että korkeakoulutuksen rahoitusta tulee uudistaa paitsi tehokkuuden, myös oikeudenmukaisuuden näkökulmasta. Monissa Euroopan maissa näistä uudistuksista keskustellaan, niitä suunnitellaan tai niitä jo toteutetaan.Rahoituslähteiden ja -mekanismien muutosten kautta saavutettava oikeudenmukaisempi pääsy yliopistokoulutukseen on haastava projekti jolla on pitkäaikaisia seurausvaikutuksia, joten se olisi suotavaa perustaa luotettavaan empiiriseen näyttöön. Tällöin herää kysymys, mitä teoreettinen ja empiirinen kirjallisuus sanovat asiasta. Kuinka vakava on vähempiosai-sista sosiaaliluokista tulevien opiskelijoiden aliedustu...

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Section: Inequality In Access To and Enrolment In Terti-ary Educationsupporting

confidence: 73%

Section: Inequality In Access To and Enrolment In Terti-ary Educationmentioning

confidence: 99%

An equity perspective on access to, enrolment in and finance of tertiary education

Asplund

Adbelkarim

Skalli

2008

Education Economics

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“…By the beginning of the 1990s, all three major political parties in the UK, Labour, Conservative and Liberal Democrats, shared the view that a mass system of higher education was inevitable for the 21 st century (Halsey, 1997). However, this was not reflected in coherent policy in the period between the Robbins and Dearing reports, for despite the economic and social imperatives creating a more significant role for higher education in the past forty years, expansion of the system in the UK has been uneven and has not been systematically planned (Walford, 1991).…”

Section: The Expansion Of Higher Education In the Uk: Changes To Strumentioning

confidence: 99%

“…There is no doubt that the achievement of competitive advantage has impelled educational expansion (Halsey, 1997). Brown and Lauder (1995, p.21) talk of 'global knowledge wars' to describe how knowledge is now seen to be a crucial factor in gaining competitive advantage in a global economy, with education and training forming a central part of economic policy-making.…”

Section: Introductionmentioning

confidence: 99%

The Expansion of Higher Education: A Consideration of Control, Funding and Quality

Bathmaker¹

2003

Education Studies: Essential Issues

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“…The association of access with equity has been a traditional one. The terms access and equity have been strongly associated in educational policy and have attracted plentiful research unpacking the conditions, educational responses and government policy (Williamson, 1989;Orfield, 1992;Halsey, 1993;Morley, 1997;Ramsay et al, 1998). In the research, the concept of equity featured in education policy; however; there are two distinct categories of association.…”

Section: Access To Sequencementioning

confidence: 99%

Reconceptualising Access in Education Policy: Method and Mindset

Vongalis-Macrow

2010

Policy Futures in Education

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Enhancing access to education and knowledge is a long-held principle enshrined in education policy. Access to education offers leverage for educational attainment and achievement, at the individual and social levels. In policy, the term equates with concepts of inclusion, social justice and equity. Over the last decades, as education policy has responded to global social, cultural and economic reforms, concepts such as access have also undergone revision. This article revisits the relationship between access, education and knowledgemaking, in order to clarify the meaning of access in current education policies by reevaluating how access is constructed in policy and how the concept associates with other aspects of education. The research examines the concept of access in order to improve the efficacy of policy, opening the way for more systematic and transparent policy analysis and policy making centred on defining and delineating conceptual meanings such as access, as a basis for more targeted policy. Using evidence-based policy research, the article proposes a research process model based on the hierarchy of abstraction, to show that education policy requires systematic examination of key concepts as a fundamental step towards more clearly defined policy postulates that recognise and deal with contextual complexity of education policy. Defining and delineating the meaning of concepts such as access can help in the way that education policy contributes to guiding innovative knowledge construction.

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Trends in Access and Equity in Higher Education: Britain in international perspective

Cited by 61 publications

References 4 publications

An equity perspective on access to, enrolment in and finance of tertiary education

An equity perspective on access to, enrolment in and finance of tertiary education

The Expansion of Higher Education: A Consideration of Control, Funding and Quality

Reconceptualising Access in Education Policy: Method and Mindset

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