Index
Note: Page numbers followed by “f” and “t” refer to figures and tables, respectively.
A
Aboriginal Participation Initiative,
2–3
Aboriginal population,
25–26
normalized process of,
207
Accelerated Learning Program (ALP),
186–187
Agency-structure debate,
230
policy developments,
36–37
importance of Māori and Pasifika,
39
Pasifika Education Plan,
39–40
Tertiary Education Strategy,
37
propositions
ideologies of political party in government,
45–46
policies imply deficit ideology,
43–44
shift from increasing participation to increasing achievement,
42–43
widening participation,
35
Applied associate of science degrees (AAS degrees),
189
Associate of Arts (AA),
183
Associate of Science/Applied Associate of Science (AS/AAS),
183
Association of Community Colleges of Canada (ACCC),
20–21
Australian higher education system, ,
Australian Tertiary Admission Rank (ATAR),
Australian Tertiary Education Quality and Standards Agency (TEQSA),
166
Australian Universities Quality Agency (AUQA),
164
theoretical framework,
165
facilitating student choice,
170
inclusive curriculum and assessment design,
170–171
minimizing financial challenges for students,
173
normalizing and encouraging help-seeking behavior,
172
resourcing teachers of students from LSES backgrounds,
173–174
respect
contexts of students from LSES backgrounds,
168–170
debunking myths of lowered standards,
166–168
B
Bantuan Biaya Pendidikan Peningkatan Prestasi Akademik (
BPP-PPA),
129
Bantuan Operasional Perguruan Tinggi Negeri (BOPTN),
132
Beasiswa Peningkatan Prestasi Akademik (
Beasiswa-PPA),
129
Bill & Melinda Gates Foundation,
190
Black and minority ethnic groups (BME groups),
138
Bourdieuian analysis of social factors,
234–235
Bourdieuian concept of habitus,
235
Brazil
challenge of WP to HE in,
63
growth of private sector,
64–65
initial response to social movements,
68
academic research studies,
70
motivations of grant holders,
71
University fAll Program (Prouni) Bill,
68–69,
72
quotas in public universities,
72
historical development of affirmative action programmes,
74
axes of intervention,
76–77
public investment in federal universities,
78
social mobilization and university reforms,
65
higher education entrepreneurs,
68
proposals and policies,
67
race/color and social inequality,
65–66
Bridging sociocultural incongruity,
161–162
C
expansion and participation,
18–19
indigenous education,
25–26
educational attainment rates,
27t
highest level of education,
28t
postsecondary education,
26
secondary school credentials,
27–28
as liberal welfare regime and liberal market economy,
16–17
varieties of capitalism,
17–18
participation today,
21–22
socio-economically disadvantaged,
24–25
structure of system today,
19
in university participation and completion rates,
22–23
Canadian system of higher education,
15–16
Career-technical education,
182–183
Career-technical education (CTE) program,
184
community college students,
188–189
signs of success and efficiency,
189–190
Career-technical education (CTE) students,
182–183
Central Bureau of Statistics (CBS),
84
Chinese General Social Survey (CGSS),
103
ideas from social theory
challenges to instrumental rationality and choice,
232–236
Colleges of advanced education (CAEs),
2–3
Community colleges
completion agenda and access,
190–191
costs associated with noncompletion,
191
signs of success and efficiency in CTE program,
189–190
students
in developmental education,
184–188
enrollment and completion sequence,
185f
variety of paths and outcomes,
182–184
Conservative welfare regimes,
16–17
Contemporary feminist theory,
233–234
Coordinated market economies (CMEs),
17–18
Council of Ministers of Education, Canada (CMEC),
16
Custom-tailored approach,
187
D
Democratization effect,
19
Department of Basic Education,
204
Deputy Vice Chancellors (DVC),
201–202
Directorate General for Higher Education (DGHE),
127–128,
128
Disparities in Student Attainment (DiSA),
138
E
Education
techno-rationalist definition of,
249
Effectively Maintained Inequality (EMI),
101
nontraditional students,
49–50
widening participation,
54–55
entry routes to higher education,
56t,
57t
European Higher Education Area (EHEA),
49
F
“Fast-tracked” versions of remediation,
247
Financial support, widening access through,
203–204
Foucauldian critique,
227
G
General Senior Secondary School (GSSS),
121
Global Development Learning Network (GDLN),
133
Grade point average (GPA),
129
Gross Enrollment Ratio (GER),
125
H
“via dolorosa” to HE in Israel,
88t
economic benefits of WP,
215
exclusivity to inclusivity in,
241–242
Indonesia
affordability, equity, and access,
127–128
enhancing role of information technology and communication,
133
improving equity in left behind areas,
130
increasing role of business entities and local government,
132–133
increasing scholarship and education cost assistance,
128–130
optimizing private HEIs,
132
resources mobilization,
130
vocational institutions’ capacity and number of vocational students,
132
distribution of Arab students,
87f
structural reforms,
85–86
meta-analysis of Israeli policies,
81–82
for peripheral groups in Israel,
83–84
race-based student enrollment,
196t
trends in HEI admissions policy and criteria,
87–88
widening access into,
199
Higher Education Equity Program,
2–3
Higher Education Funding Council for England (HEFCE),
135,
212
coping strategies to overcome blocks,
92–93
high school graduates,
85t
students studying for academic degrees in,
84t
trends in HEI admissions policy and criteria,
87–88
Higher Education Statistics Agency (HESA),
136
Human capital function of education,
227–228
I
differential outcomes from HE,
136
academic preparedness and student motivation,
138
indicators retention,
138
postgraduate education,
140
improving outcomes for students,
140–141
curriculum and pedagogy,
142
student-centered learning and teaching,
141
learning and teaching delivery,
149–150
student retention and success program,
142
assessment and feedback,
145
curricular contents and related opportunities,
144–145
effective interventions,
147
learning and teaching,
145
peer relations and cohort identity,
146
principles of effective practices,
144
sense of belonging to particular place,
146–147
staff/student relationships,
144
student-centered and active learning approaches,
147–148
What works programme of research,
144
affordability, equity, and access to HE,
127–128
enhancing role of information technology and communication,
133
improving equity in left behind areas,
130
increasing role of business entities and local government,
132–133
increasing scholarship and education cost assistance,
128–130
optimizing private HEIs,
132
resources mobilization,
130
vocational institutions’ capacity and number of vocational students,
132
Indonesian education system,
120,
121f
Indonesian Education Act,
120
access and equity trends in HE,
123,
123f
Indonesia Higher Education Network (INHERENT),
133
Indonesian Education Act,
120
Information and communication technology (ICT),
133
blocks encountered by students in,
92
challenges to access and equity in,
88–89
overcoming blocks and achieving equity,
91
language and culture barrier,
91
J
Junior Secondary Schools (JSS),
121
K
Key performance indicators (KPIs),
191
Kredit Mahasiswa Indonesia (KMI),
130
L
Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ),
147
Less advantaged backgrounds,
214
Liberal market economy (LME),
17–18
Liberal welfare regimes,
16–17
M
Madrasah Aliyah (MA),
122
Madrasah Ibtidaiyah (MI),
122
Madrasah Tsanawiyah (MTs),
122
Mainland China
enrollment systems of HEIs in,
100
ethnicity, opportunity, and issues in debate,
106–107
family background and access to prestigious universities,
102
policies widening disadvantaged groups,
111
regional disparities in allocation of prestigious universities,
107,
108t
individual provinces,
111
“985 project” universities,
109,
110t
six prestigious universities self-improvement plans,
113–114
widening preferential enrollment policy and deepening reform,
111–112
Maximally Maintained Inequality (MMI),
101
Ministry of National Education (MoNEC),
120
Ministry of Religious Affairs (MoRA),
120
N
National Department of Higher Education,
198
National student funding scheme (NSFAS),
203–204
Nontraditional students,
49–50
Normative yardsticks,
227
O
Office for Fair Access (OFFA),
136,
214
Olimpiade Sains Internasional (
OSI),
129
“One size fits all” approach,
16
Optimizing private HEIs,
132
P
Packet A Learning Program,
122
Packet B Learning Program,
122
Packet C Learning Program,
122
Palestinian Arab citizens of Israel (PAI),
81,
82–83
Pasifika Education Plan,
39–40
Postgraduate education,
140
Postsecondary education,
26
Postsecondary participation,
18
Prestigious universities, regional disparities in allocation,
107,
108t
individual provinces,
111
“985 project” universities,
109,
110t
Primary Schools (PS),
121
Psychometric testing, developing policy concerning barrier of,
93–94
R
Randomized controlled trial (RCT),
192
rational critique of,
227
systematic calculation of means and ends,
229
Remedial courses within Community Colleges,
247
Resources mobilization,
130
Respect
contexts of students from LSES backgrounds,
168–170
axes of intervention,
76–77
public investment in federal universities,
78
S
Scholastic aptitude test (SAT),
89
Scottish Widening Access Programme (SWAP),
58–59
Second modernity
Self-improvement plan,
113
Social ladder of opportunity,
Social Mobility and Child Poverty Commission (SMCPC),
211–212,
214
Social movements, initial response to,
68
academic research studies,
70
motivations of grant holders,
71
University fAll Program (Prouni) Bill,
68–69,
72
Social stratification,
243
Social-democratic welfare regimes,
16–17
Socio-economically disadvantaged,
24–25
Sociological research,
234
race-based participation rates,
197t
race-based student enrollment,
196t
widening access
debunking myths of lowered standards,
166–168
structural diversification,
245
Student accommodation,
199
“Student as human capital” perspective,
232
Students from LSES backgrounds,
161
theoretical framework,
165
Swedish Scholastic Aptitude Test,
57–58
Systemic equity challenges,
government role,
Australian higher education, ,
3–4
community concerns,
higher education providers role,
7–9
schools role,
ATAR,
gap year,
SES,
social inclusion,
universities role,
equity groups,
T
Techno-rationalist definition of education,
249
Tertiary Education Advisory Commission (TEAC),
36–37
Tertiary Education Strategy,
37
U
evidence on economic benefits in,
217–221
evidence on social benefits in,
220–221
community colleges role in,
181–182
completion agenda and access,
190–191
costs associated with noncompletion,
191
signs of success and efficiency in CTE program,
189–190
students
in developmental education,
184–188
enrollment and completion sequence,
185f
variety of paths and outcomes,
182–184
University fAll Program (Prouni) Bill,
68–69
University of Campinas (UNICAMP),
73–74
University of Durban-Westville (UDW),
204–205
University of KwaZulu-Natal (UKZN),
205–207
V
Vocational education training providers (VET providers),
Vocational Senior Secondary School (VSSS),
121
Vocational student graduates,
132
W
What works programme of research,
144
Widening access
affirmative action policy,
244
challenge to HE in Brazil,
63
diversion effect of sub-degree pathway,
245–246
economic and social benefits,
214–215
enabling access and success,
251–252
evidence
on economic benefits in UK,
217–221
exclusivity to inclusivity in higher education,
241–242
“fast-tracked” versions of remediation,
247
higher education stratification,
242–243
lack of social parity,
248
massification and marketization,
248
methodological problems in benefits identification,
216–217
remedial courses within Community Colleges,
247
research about equity,
246
rituals of cultural consensus,
250
social inclusion in higher education,
250–251
social stratification of higher education,
243
structural dimensions of higher education,
246–247
structural diversification or heterogeneity,
245
Widening Participation Strategic Assessments (WPSAs),
141–142
in university participation and completion rates,
22–23