Search

Despite rising participation rates in Portugal, a gap persists between general and vocational upper secondary students' transition to higher education (HE). This study employs a qualitative methodology, specifically through content analysis of focus group discussions, to explore the factors influencing vocational students' reluctance towards higher education, amidst specific policies designed to aid their transition. Empirical findings suggest that vocational students may exhibit reservations stemming from self‐perceived academic deficiencies, impacting their self‐confidence in continuing their education at a HE level. Nevertheless, confidence in market‐valued practical skills might motivate HE consideration within a vocational domain. Their practical focus also makes HE seem less immediately applicable in the labour market. Many prioritise integration into the workforce for short‐run objectives, seeking breaks, experience and financial earnings. Aiming for earning and practicality, many lean towards the labour market over HE, even considering emigrating to achieve financial stability. The study emphasises the need for Portuguese educational policies to align vocational training with HE, supporting diverse student ambitions and holistic career paths. [ABSTRACT FROM AUTHOR]

This research investigates the barriers and facilitators of access to higher education for disabled students in Kazakhstan, based on 23 biographical-narrative interviews with undergraduate students. Despite the broad regulatory framework, support institutions for disabled persons are not sufficiently enforced and are not internalised in regular practice in Kazakhstan. Students with disabilities are unaware of actual barriers, universities' support services and infrastructural capacity. They make a loosely informed choice of the first safe option, as the territorial proximity and opportunity to receive a state grant are the principal priorities. In the context of weakly institutionalised post-secondary transition, interpersonal relationships and self-determination are the key facilitators. Role models of significant others and assistance of relatives and peers act as a substitute for formal supportive institutions at each transition point. We assume that reducing territorial barriers and proactive informing can be the most efficient for improving accessibility. Points of interest: Disabled students in Kazakhstan are poorly informed about educational transition support services. Despite the possibility to apply to several universities, students usually opt for the only one safe option and say that they would not change universities if they had the opportunity. The opportunity to study near home and to receive a state grant are the key criteria for choosing a university. Barriers narrated in relation to countries with strong supportive infrastructure, such as deficiencies in adaptive learning or teacher training, almost do not appear in the narratives of our respondents. In Kazakhstan interpersonal relationships act as key facilitators that substitute for formal supportive institutions at each transition point. For countries with emerging supportive system, the policy should focus on disabled students and their families' awareness, distance learning options and university-level facilitation of post-secondary transition as even an ordinary intervention can be decisive. [ABSTRACT FROM AUTHOR]

Educational inequalities in access to higher education are constituted by multiple intersecting factors that impact equity and the pursuit of tertiary studies. This study seeks to explore the disparities related to gender, socioeconomic level, rurality or urbanicity, and academic trajectory of 202,688 Chilean students who graduated from high school in 2016, to elucidate how these variables generate intersections that impact access to higher education. To carry out the analysis, an intersectionality approach was considered and an innovative quantitative model called the Multilevel Analysis of Individual Heterogeneity and Discriminant Accuracy (MAIHDA) model was applied, which allows for entering multiple variables to generate a complex analysis of their interactions. The results showed that a large amount of variance (20%) in math scores is explained by the aforementioned variables. These are socio-demographic variables, which ideally should not be indicative of one's academic performance. It was also found that males, students of higher socioeconomic status, those from urban areas, and those with more favorable academic trajectories tend to have higher test scores. In addition, relevant interactions and mutual reinforcement between variables were identified. These results highlight the need to address the barriers and inequalities certain groups face in accessing higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT: In this paper, I analyse bilingual interactional practices in higher education in Brazil, focusing on Deaf students and, in particular, on their participation in academic literacy practices with the assistance of Sign Language interpreters. The paper draws on a study conducted within the undergraduate Linguistics program at a public university. As part of this study, I engaged in participant observation and interactional analysis in a classroom where three Deaf students were enrolled. The study was conducted within a theoretical and methodological framework consisting of ethnography as a logic of inquiry, recent writings on bilingual education for Deaf students, and literacy as a social practice (New Literacy Studies). My analysis of the specific challenges faced by these students in higher education is also situated within the wider educational policy context in Brazil and related to recent policy-making regarding democratising access to higher education for minoritized groups.

In France, the "Student Orientation and Success" law of March 8, 2018 created the Parcoursup platform and strengthened the role of secondary school teachers in supporting young people's orientation. Not trained for this, they nevertheless have to deal with this mission and the new features induced by the platform, which is the subject of strong criticism, particularly due to the inequalities it generates. The potential adjustments needed to deal with it then call into question the professional identity of secondary school teachers. The research focuses on how they accept or resist the reform through the prism of its reception and implementation. 23 high school teachers were interviewed in comprehensive semi-directive interviews. The results reveal a lack of training and skills in this area among the respondents. The latter feel illegitimate and remain uncertain about the effects that their support can have on the students' paths. Despite their converging perceptions regarding orientation, the latter reinterpret and adjust to this mission according to their seniority, their discipline and the context of their establishment. They are led to operate a "tinkering" to adapt as best as possible to the injunctions. In France, the "Orientation and Student Success" law of March 8, 2018, created the Parcoursup platform and strengthened the role of high school teachers in guiding young people in their orientation. Untrained for this, the latter nevertheless have to deal with this mission and the new features induced by the platform, which is the subject of strong criticism due in particular to the inequalities it generates. The potential adjustments required to cope with this challenge the professional identity of high school teachers. The research focuses on how the latter accept or resist the reform through the prism of their reception and implementation. 23 high school teachers were interviewed using comprehensive semi-directive interviews. The results highlight a lack of training and skills in this area among the respondents. The latter felt illegitimate and remained uncertain about the effects that their support could have on the students' progress. Despite their convergent perceptions of orientation, they reinterpret and adjust to this mission according to their seniority, their discipline and the context of their school. They have to do a "makeshift job" in order to adapt to the injunctions as best they can. [ABSTRACT FROM AUTHOR]

This article seeks to reflect on the university and the community in which it is located. On the one hand, emphasis is given to the training offer and the possibilities that are offered to future students. On the other hand, it analyses the possibilities for social participation in the community in which they are located. In this sense, it examines the processes relating to the establishment of the university in Mozambique and its evolution, as well as the vacancies available for its attendance. The research has an exploratory and descriptive nature whose motto is based on documentary and bibliographical research. The results indicate that the majority of places (58.4%) made available by higher education institutions with the legal name of university are reserved for a modality that involves the payment of fees and/or monthly fees, which, in a certain way, means the collapse of the public to give way to silent privatization. Furthermore, this privatist trend is carried out without considering the social condition of many students, which makes it an exclusionary institution. It is concluded, therefore, that there is a need for greater participation in the decision-making process for intercession between the university and its community, thus allowing greater social participation. [ABSTRACT FROM AUTHOR]

In response to the growing number of people requiring access to higher education, the student numbers at distance education institutions grew significantly over the last decade (Unisa 2013; 2020). Unfortunately, many students who enrol at open distance learning institutions are not ready for the demands of distance e-learning. More than half of students enrolled at the open distance learning institution where this study was done drop out and the reasons have been well researched (Joubert and Snyman 2018; Mashile, Fynn, and Matoane 2020). It seems that universities' responses to Sustainable Development Goal 4 (SDG 4.3 - equal access to technical, vocational and higher education) (Unesco 2021) may unintentionally have created new vulnerabilities for the very group of people they have targeted for progress to end poverty, hunger and discrimination. As nearly a third of all students in South Africa are enrolled at Africa's largest open distance learning institution (Unisa 2018), it becomes crucial not only to increase access, but simultaneously to prioritise student retention and academic performance. This raises the question: How can and should lecturers teaching at distance-education institutions optimise the online teaching and learning environment in order to bridge the gap between access targets and academic performance targets? Following an autoethnographic research design, I share my own experiences of teaching two year-modules of the Bachelor of Education (B.Ed) Foundation Phase programme offered via a continuous assessment (CA) approach. Two theoretical frameworks, namely the socio-critical model of Subotzky and Prinsloo (2011, 184), and Luna's (2018) theory of layers of vulnerability guided my understanding of the challenges associated with distance learning as well as my research design. My study reveals that the promise of CA does not always convert to optimal performance, and that contextual factors in distance education have a powerful impact on academic achievement despite the effort made by lecturers. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article argues that a holistic, nuanced analytical framework for analysing gender and access to higher education (HE) would be of great benefit to the field, especially in an era where many country contexts are declaring that gender inequalities in HE access are solved due to the use of the gender parity index (GPI) as a measure of success. As such, this article proposes a framework to analyse gendered conditions of access to HE, referring to the various ways in which young people of different genders arrive in HE but with different gendered backgrounds behind them and different gendered expectations of their futures ahead of them, even when they were born into the same families and communities. Drawing on feminist sociological and poststructuralist thinking, the proposed framework promotes a refractive perspective to unpack the varied gendered influences that shape young people’s educational trajectories. The article illustrates the framework with the case of the north-Indian state of Haryana, based on an in-depth mixed-methods empirical study of gendered HE access in government colleges. The analysis reveals enduring gendered disparities that are otherwise masked by the use of GPI, including gendered differences in the perceived purpose of HE for young people, which results in differentiated prioritisation of e.g. quality of institution or subject choice. The article aims to provide future studies in this area with a framework that can be applied in and beyond the Indian context. [ABSTRACT FROM AUTHOR]

International research has demonstrated that careexperienced young people achieve poorer educational and life course outcomes than their peers. Based on statistics from 2012, the Office for Fair Access (now the Office for Students, OfS) reported that while 60% of the general population of school leavers in the UK entered higher education (HE), only 6% of care leavers went to university. The latest data from the Department for Education (DfE) shows that this now stands at 14% of care leaversi, though growth remains slower than for the population as a whole. With rates of children taken into care increasing in Wales, there is value in understanding how best to support this group with their educational transitions. Growing from pan-Wales research into access to, and success in, HE for care-experienced young people, this paper reflects on how the experiences of care-experienced students gathered through research have been translated into action by developing a website centred around information, advice and guidance for this group and those who support them. In particular, there are reflections here on the value of collaboration between professional services and academic staff to further access and participation goals in a university setting. [ABSTRACT FROM AUTHOR]

Educational inequalities in access to higher education are constituted by multiple intersecting factors that impact equity and the pursuit of tertiary studies. This study seeks to explore the disparities related to gender, socioeconomic level, rurality or urbanicity, and academic trajectory of 202,688 Chilean students who graduated from high school in 2016, to elucidate how these variables generate intersections that impact access to higher education. To carry out the analysis, an intersectionality approach was considered and an innovative quantitative model called the Multilevel Analysis of Individual Heterogeneity and Discriminant Accuracy (MAIHDA) model was applied, which allows for entering multiple variables to generate a complex analysis of their interactions. The results showed that a large amount of variance (20%) in math scores is explained by the aforementioned variables. These are socio-demographic variables, which ideally should not be indicative of one’s academic performance. It was also found that males, students of higher socioeconomic status, those from urban areas, and those with more favorable academic trajectories tend to have higher test scores. In addition, relevant interactions and mutual reinforcement between variables were identified. These results highlight the need to address the barriers and inequalities certain groups face in accessing higher education.

As director of a large-scale, part-time distance learning Access programme for the past ten years, I have been reflecting on a career spent widening participation in higher education to mature learners from under-represented backgrounds. This discussion piece synthesises learning from scholarship undertaken over the last decade, exploring the transformational impact an Access preparatory programme can have on disadvantaged adult learners. [ABSTRACT FROM AUTHOR]

Eligibility is a policy construct unique to California. UC and CSU are the only US universities that distinguish between eligibility for admission and admission itself and set separate requirements for each.  The eligibility construct derives originally from California’s 1960 Master Plan for Higher Education, which famously mandated that UC admit students from the top 12.5% (and CSU from the top 33.3%) of California public high school graduates.  Thus began a long and twisting saga of policy implementation that has become increasingly convoluted over time. UC’s decision to eliminate the SAT/ACT in university admissions presents an opportune moment to rethink the eligibility construct from the ground up. This essay proposes, first, eliminating the now-antiquated “Eligibility Index,” a mechanical algorithm that is increasingly at odds with the thrust of UC admissions policy over the past two decades; second, moving from a 12.5% eligibility target (the percentage of students who qualify for admission) to a 7.5% participation target (the percentage who actually enroll); and third, redefining eligibility from a norm-referenced to a criterion-referenced construct. Using holistic or comprehensive review to select from among applicants who have successfully completed UC subject requirements at a specified level of proficiency, UC would admit that number of applicants needed to yield a 7.5% participation rate among California high school graduates. This is the same average participation rate that the Master Plan has yielded historically, so that the proposal would be revenue-neutral with respect to State funding for UC.  At the same time, like the 12.5% eligibility target, a 7.5% participation target would tie UC enrollment growth to growth in California’s college-age population. Conversion from an eligibility to a participation target would not eliminate the eligibility construct but would redefine it. In place of a norm-referenced standard – whether students rank in the “top 12.5%” – eligibility would be redefined as a criterion-referenced standard: Whether students have mastered the foundational knowledge and skills needed to succeed at UC. When we judge students against that standard, two truths become evident. First is that the pool of students who are qualified for and can succeed at UC is far larger than UC can accommodate; the chief advantage of a criterion-referenced standard is the greater scope for UC to select from a broader, more diverse pool of qualified applicants.  Second is that expanding eligibility is much less a priority than increasing actual enrollment and participation rates among the pool of those who are already qualified.

In the past, many South African students found it difficult to pursue higher education due to the high expense of tuition, which also restricted their prospects for development on both a personal and professional level. Fee-free education has helped to level the playing field and provide equal access to education, regardless of an individual’s financial background. Evidently, financially disadvantaged students now have better access to higher education, and this is attributed to fee-free education in South Africa. However, budgetary restrictions exist in South Africa, and the government’s finances are put under strain by the country’s policy of free public education for all pupils. The purpose of this article was to discuss unforeseen financial constraints in South African higher education due to fee-free education. In this article, a qualitative content analysis was employed which was grounded on analysing the existing scholarly literary writings. This paper established that enrolment rates in universities and colleges all around South Africa have increased significantly because of fee-free education. This research adds to the continuing discourse concerning the expenses tied to achieving equality and the unanticipated financial pressures stemming from tuition-free higher education in South Africa.

This article addresses the emergence and consolidation of popular preparatory courses, contextualizing them within the process of modernization of higher education and the origin of college entrance examinations. The study highlights the importance of these popular preparatory courses in the democratization of access to higher education, and its challenges. The research, based on theoretical analysis and clinical interviews, identifies popular preparatory courses as a result of student movements against an exclusionary educational system, offering academic preparation and socio-emotional support to low-income students. The main challenges encountered were the scarcity of financial resources, educational capital gaps, controversy regarding teacher commitment, among others. Despite these challenges, popular preparatory courses have contributed to achievements such as fee exemptions in college entrance exams and the implementation of social quotas in public universities. By understanding the emergence of popular preparatory courses, it is possible to highlight their impact on the formation of critical consciousness among young people and emphasize the need for institutional support and investments that strengthen and expand these initiatives. However, a possible contradiction was found in some of the popular preparatory courses. There is the concern that some of them may reproduce the excluding and precarious education that they try to counteract. [ABSTRACT FROM AUTHOR]

This mixed-methods study is the first to explore the association between fee-charging private supplementary tutoring (PT) participation and access to higher education in Kazakhstan from the perspectives of Grade 11 students during the COVID-19 pandemic. Guided by the work of Entrich in 2018, a four-dimensional model of educational inequality in PT, this study found that the scale of PT had expanded during the pandemic, with 75.06% (623 out of 830) of participants engaged in PT, mainly to excel in the university entrance examinations and gain a state grant at their preferred university in Kazakhstan. Also, 73.8% of the students spent 40,000 tenge (US$88) or less on PT per month. Although participants' families prioritized boys for providing PT services, most participants neither agreed nor disagreed that PT was a financial pressure on their families, probably because the majority attended group tutoring delivered at tutorial centres, and this mode of tutoring reduced the unit cost and gave them the attention they needed from their tutors. The 30 interviewees had positive attitudes towards PT, but some mentioned a few of its disadvantages, including the spread of less qualified, costly tutors due to the unregulated PT market in Kazakhstan. This study suggests pedagogical implications and areas for ongoing research. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the social and academic evolutions in the stratification of French higher education institutions. Through a comparison of students admitted in law and history courses in the Ile-de-France region between 2016 and 2019 (the Parcoursup platform replaced Admission Post-Bac in 2018), we show that differences between higher education institutions remain primarily structured by the opposition between selective and non-selective degrees. In law faculties, all non-selective programs are now allowed to rank applicants, which leads, together with demographic growth, to an increased academic selection. For some programs, the public is approximately the same as in selective Parisian law faculties. In history, we observe above all a polarization of courses according to the district. Keywords: stratification, selection, Paris urban region, access to higher education, inequalities, assignment by Parcoursup

An intricate mesh of factors hampers students from refugee backgrounds from accessing and having success in higher education (HE). The paper examines HE within a broader framework of refugee education and the future politics of its provision. Much research is done on refugee children and youth in schooling contexts, but less is known about students from refugee backgrounds in HE. According to the United Nations High Commissioner for Refugees (UNHCR), an estimated 65 million people are currently displaced, of whom over 21 million meet refugee status criteria. Nevertheless, only five percent of this group has access to HE. Thus, access to HE and the success of students from refugee backgrounds are central to the discussion on the future of HE. The paper provides a comparative overview of difficulties regarding access to HE for refugee students in Uganda and Ethiopia, highlighting policy and settlement issues in their legislative and political contexts. It also interrogates students’ coping mechanisms, exploring their experiences through interviews. The study uses secondary data, document analysis, and interviews with a total of 30 students from refugee backgrounds, fifteen from Makerere University in Uganda and fifteen from Addis Ababa University in Ethiopia.

As F&A fazem parte de uma sistemática capitalista no processo mercantil de instituições privadas, dessa forma. Este estudo tem como principal objetivo, introduzir a eficiência das aquisições dessas grandes IES em relação ao número de alunos e notas do ENADE. Com os resultados podemos visualizar através do método da Análise de Envoltória de Dados que, as notas do ENADE têm maior peso de eficiência no valor das aquisições, porém, não necessariamente notas mais altas equivalem a valores mais altos. As aquisições mais eficientes correspondem às IES adquiridas pelos menores valores, concluindo que os recursos analisados são melhores utilizados e administrados em médias inferiores.

Public policies for higher education, as they seek to foster development, define guidelines for expansion and expand the internalization of this level of education, also evaluate the results of the program. The study aims to analyze the access to distance higher education through the Open University of Brazil (UAB) program, in the context of the Federal University of Piauí (UFPI), in order to assess the extension and internalization of distance higher education in the period of its installation (2006 to 2020). The study has a descriptive-exploratory nature, quantitative approach, based on the technique of the Case Study. As a conclusion, it was noticed that there is frank evolution of the UAB project at UFPI, in view of the growing offer of courses, availability of vacancies and creation of poles. [ABSTRACT FROM AUTHOR]

Copyright of Revista de la Facultad de Derecho y Ciencias Políticas is the property of Revista Faculdad de Derecho y Ciencias Politicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite efforts to increase the number of students from socio-economically marginalised communities in higher education (HE) they remain under-represented, a situation likely to perpetuate economic and social inequality. University is a form of HE that is especially vulnerable to decreased representation of students from marginalised communities. This study draws on the perspectives of multiple stakeholders in HE access to identify contemporary barriers to attending university in the Republic of Ireland. It highlights the perspectives of stakeholder groups connected with a university peer mentoring access initiative, including secondary education students and their parents, HE students and graduates, and university and secondary school staff. Findings suggest that contemporary barriers to accessing universities are manifold and include socio-cultural, financial and structural factors involved in applying for, and attending, university. Stakeholders identified supports that would address these factors, with a strong emphasis on the need for relational supports provided through the peer mentoring programme to ensure students feel included in, and prepared to succeed at university. Differences in perspectives by stakeholder group were evident. Secondary education students frequently highlighted socio-cultural and structural barriers to university, for example the low expectations of themselves or others and the 'points' entry system. In contrast, university students and graduates emphasised the need for relational support, knowledge and preparedness in applying for and attending university. The series of barriers identified in this study begin in secondary education and continue throughout HE indicating a need for ongoing responsive supports at various stages throughout students' educational journey. [ABSTRACT FROM AUTHOR]

The objective of the article is to analyze the implementation of public educational policies, Preferential School Subsidy and the Program of Accompaniment and Effective Access to Higher Education, in the context of the articulation with the National Curriculum Policy (PCN) in public settings, every time implemented, no evidence is observed about its articulation with PCN at the micro level. The study had a qualitative approach, in four schools of the Metropolitan Region. As a result, each case presents different levels of implementation, likewise there are no evidence of previous articulating mechanisms in the design of each policy at the micro level. [ABSTRACT FROM AUTHOR]

Objectives This paper presents the comparison of various approaches to the issue of access to higher education for adult learners in European countries. In particular, it indicates two systems of learners' skills evaluation, similar in way of organization but opposite in obtained results. The first one is Finnish and second one Polish Matriculation Examination system, regarded as the Entrance Exams to university level education. Both systems are presented in perspective of learners of schools for adults, mostly young people who have drop out of the youth system. The main goal of this paper is to indicate the difficulties faced by learners of upper secondary schools for adults, especially in Poland. The difficulties causing that door to higher education are closed in front of these learners. Material and methods The analyses take into account secondary data from examination sessions 2015-2018, provided by the Polish Central Examination Board and the Finnish Matriculation Examination Board. Results While in reference to students of youth schools from Finland and Poland we can say in some approximation the examination results are similar, for adult school learners the distribution is fundamentally different. When in Finland 10% candidates do not pass the mathematics exam, in Poland corresponding indicator is 7 times larger. Conclusions Presented results indicate Polish adult formal education urgently needs the help. The modifications are necessary. Maybe not the change of organization of matriculation examination, but certainly the reconstruction of learning/teaching process in secondary schools for adults.

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The number of international students in the UK has risen considerably in recent years. These students, now constituting around one-fifth of the student body in the UK universities, are viewed primarily in terms of the economic benefits they bring to the host country, and there has been little explicit discussion around equity principles that might inform international student recruitment. Responding to calls for further consideration of the ethics of this situation, this article offers a novel perspective by drawing on a 'pluralist internationalist' theory of global justice. This theory grants unique normative relevance to the state whilst at the same time embedding the state within multiple other grounds of justice that are global in scope, thereby contributing to the disentanglement of some of the normative disagreements that characterise debates about global justice. The suggestions that result from applying this theory offer a substantive alternative both to the nationally oriented assumptions of current policy and to other contributions to the debate within academia which have drawn on the cosmopolitan tradition of global justice. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Novedades en Población is the property of Universidad de La Habana, Centro de Estudios Demograficos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the last ten years, a group of selective universities in Chile has started admission programs to increase equity in higher education that consider the achievement of students in the context of educational opportunities they have had, thus reducing reliance on the national college entrance exam. This study explores persistence rates of students admitted through these programs using matching procedures and inferential analyses; in particular, logistic regressions and hazard models were conducted in a matched sampled based on students´ demographic characteristic. Although results vary slightly depending on the methodology used and the specific period of time under analysis, we observe non-statistically significant differences between students admitted by these programs and matched counterparts. These results are auspicious considering the different academic profile of students enrolled in higher education through equity access programs. [ABSTRACT FROM AUTHOR]

This article addresses the formalisation of support structures for refugee students at German higher education organisations. After the refugee influx in 2015 and 2016, early support for refugees was characterised by often voluntary, informal, spontaneous activities by pioneers. Subsequently, the situation changed as higher education organisations adjusted to the new challenge and restructured their way of dealing with study-interested refugees. Based on 18 interviews with heads of international offices and with the holders of so-called first contact positions for refugees at eight German higher education organisations, we investigate – drawing on organisation sociology – these organisational responses to (prospective) refugee students. In a second step, we focus on the first contact positions as the smallest organisational units in this field of action and describe their tasks, their placement in the hierarchy, and the procedures for staffing. Our analysis shows that in response to the growing number of refugee applicants and the availability of external funding, support structures for refugees were formalised by creating and/or expanding existing organisational structures, including the establishment of first contacts as specific boundary positions and of new internal and external communication channels. [ABSTRACT FROM AUTHOR]

Asylum seekers are generally excluded from welfare provisions, social support, and higher education (HE) in their host countries. The depth and impact of these exclusions is barely known, as this population remains invisible and underserved. This article aims to deepen understanding of the challenges asylum seekers face in accessing HE in Western countries and present potential solutions. Existing literature highlights (1) socioeconomic challenges such as poverty, unrecognition of qualifications, low language proficiency, and mental health issues; (2) institutional barriers; and (3) good practices such as policy advocacy, scholarships, alternative admission paths, staff and faculty training, community collaboration, and asylum seeker involvement in policy and decision-making. We pose critical questions on the role of higher education institutions in addressing migration challenges and facilitating integration through access to education. An ongoing student-run initiative at a private U.S. university serves as a case example to offer further directions for research and practice. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher education continues to be a complex scenario and with new directions, which imply new ways of doing and conceiving educational processes in order to respond to the most felt needs and demands of society. In this order and considering the equality approach that has prevailed in the social policies that have been carried out in Cuba, it is pertinent to direct actions towards the analysis of the sociocultural conditions articulated with raciality, and that can become disadvantages to successfully move through the different educational levels to higher education. The research carried out had a mixed descriptive exploratory nature that addresses the equity gaps in access to higher education, with a particular regard to the analysis from the perspective of raciality, exposing the main asymmetries that put the less socially favored groups at a disadvantage. [ABSTRACT FROM AUTHOR]