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
ABSTUDY, 2–3
Academic drift, 20
Academic racism, 66–67
Academic support, 199
normalized process of, 207
widening access through, 200–203
Accelerated Learning Program (ALP), 186–187
Affirmative action, 67, 72, 73–74
policy, 244
Agency, 229–232
Agency-structure debate, 230
Aotearoa New Zealand, 35
See also Israel, Indonesia, South Africa
document analysis, 35–36
policy developments, 36–37
importance of Māori and Pasifika, 39
Pasifika Education Plan, 39–40
priorities, 38
propositions, 40
TEAC reports, 38–39
Tertiary Education Strategy, 37
propositions
drivers for WP, 40–41
focus of WP, 41–42
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, 1, 2
Australian Tertiary Admission Rank (ATAR), 5
Australian Tertiary Education Quality and Standards Agency (TEQSA), 166
Australian Universities Quality Agency (AUQA), 164
Australian widening participation agenda, 162–163
See also Israel, Indonesia, South Africa, Widening participation (WP)
Australian study, 165
data collection, 165–166
theoretical framework, 165
equity, 163–164
institutional lessons, 166–174
facilitating student choice, 170
inclusive curriculum and assessment design, 170–171
minimizing financial challenges for students, 173
normalizing and encouraging help-seeking behavior, 172
promoting engagement, 171–172
resourcing teachers of students from LSES backgrounds, 173–174
respect
contexts of students from LSES backgrounds, 168–170
institutional lessons, 166–174
standards, 163–164
debunking myths of lowered standards, 166–168
institutional lessons, 166–174
AUSTUDY, 2–3

B

Bantuan Biaya Pendidikan Peningkatan Prestasi Akademik (BPP-PPA), 129
Bantuan Operasional Perguruan Tinggi Negeri (BOPTN), 132
Beasiswa Peningkatan Prestasi Akademik (Beasiswa-PPA), 129
“Bidik Misi” scholarship, 119, 128–129
Bill & Melinda Gates Foundation, 190
Black and minority ethnic groups (BME groups), 138
Black Movement, 66
Bologna Process, 50–53
Bounded rationality, 232
Bourdieuian analysis of social factors, 234–235
Bourdieuian concept of habitus, 235
Brazil
access to HE, 63–64
Catch-22, 64
challenge of WP to HE in, 63
growth of private sector, 64–65
initial response to social movements, 68
academic research studies, 70
evaluative stages, 69
HEI, 69
motivations of grant holders, 71
nonwhites, 71–72
retention grant, 69–70
University fAll Program (Prouni) Bill, 68–69, 72
quotas in public universities, 72
factors, 75
HEI, 73–74, 74f
historical development of affirmative action programmes, 74
REUNI policy, 76
axes of intervention, 76–77
federal institutions, 77
public investment in federal universities, 78
social inclusion, 77
social mobilization and university reforms, 65
Black Movement, 66
higher education entrepreneurs, 68
proposals and policies, 67
race/color and social inequality, 65–66
social actors, 67–68
Bridging sociocultural incongruity, 161–162

C

Canada, 15
expansion and participation, 18–19
indigenous education, 25–26
aboriginal peoples, 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
perspectives, 18
varieties of capitalism, 17–18
participation today, 21–22
socio-economically disadvantaged, 24–25
structure of system today, 19
ACCC, 20–21
isomorphism, 20
value of credentials, 20
women, 22
average earnings, 23–24
employment rates, 23t, 23t
in university participation and completion rates, 22–23
Canadian system of higher education, 15–16
Career-oriented subjects, 187–188
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
Careership theory, 231–232
Catch-22, 64
Central Bureau of Statistics (CBS), 84
Chinese General Social Survey (CGSS), 103
Choice, 227–228
ideas from social theory
agency and structure, 229–232
challenges to instrumental rationality and choice, 232–236
as problematization of WP, 236–238
Colleges of advanced education (CAEs), 2–3
Community colleges
completion agenda and access, 190–191
costs associated with noncompletion, 191
potential research, 192
role in United States, 181–182
signs of success and efficiency in CTE program, 189–190
structured pathways, 192
students
in CTE and applied fields, 188–189
in developmental education, 184–188
enrollment and completion sequence, 185f
variety of paths and outcomes, 182–184
Completion agenda, 190–191, 246–247
Conservative welfare regimes, 16–17
Contemporary feminist theory, 233–234
Cooling out, 19, 245–246
Coordinated market economies (CMEs), 17–18
Council of Ministers of Education, Canada (CMEC), 16
Cultural capital, 140, 143
Cultural Revolution, 100
Curriculum design, 149
Custom-tailored approach, 187

D

Decommodification, 16–17
Democratization effect, 19
Department of Basic Education, 204
Deputy Vice Chancellors (DVC), 201–202
Developmental education, 184–185, 186
Directorate General for Higher Education (DGHE), 127–128, 128
Disadvantaged groups, 21–22, 25, 100–102
Disparities in Student Attainment (DiSA), 138
Diverse groups, 135–136
Diversification, 85
Diversion effect, 19
Document analysis, 35–36

E

Economic benefits of WP, 214–215, 217–221
Economic rationalist, 241–242, 248
Education
human capital function of, 227–228
techno-rationalist definition of, 249
Effectively Maintained Inequality (EMI), 101
Elementary Schools., See Primary Schools (PS)
Equity, 162, 163–164
of access, 241
groups, 4, 4f
institutional lessons, 166–174
issues of, 100–102
research about, 246
Europe, HE in, 49
Bologna Process, 50–53
nontraditional students, 49–50
OMC, 49, 53–54
social dimension, 50–53
widening participation, 54–55
entry routes to higher education, 56t, 57t
Germany, 55–57
Scotland, 58–59
Sweden, 57–58
European Higher Education Area (EHEA), 49

F

Fair access, 212–213
“Fast-tracked” versions of remediation, 247
Financial support, widening access through, 203–204
First modernity societies, 225–226
Formal education, 120
Foucauldian critique, 227
Foundation programs, 201–202

G

General Senior Secondary School (GSSS), 121
Global Development Learning Network (GDLN), 133
Grade point average (GPA), 129
Gross Enrollment Ratio (GER), 125

H

Habitus, 143, 235
Heterogeneity, 245
Higher education (HE), 81, 161, 211–212
See also Israel
Bourdieuian analysis, 234–235
“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
optimizing public HEIs, 130–132
resources mobilization, 130
vocational institutions’ capacity and number of vocational students, 132
Israel, 81, 85
distribution of Arab students, 87f
factors, 86–87
HEI, 86
State of Israel, 82–83
structural reforms, 85–86
market, 213–214
meta-analysis of Israeli policies, 81–82
methodology, 82
for peripheral groups in Israel, 83–84
race-based student enrollment, 196t
social inclusion in, 250–251
in South Africa, 195–207
stratification, 242–243, 243
structural dimensions, 246–247
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
Higher education institutions (HEI), 82, 83, 100, 119, 127, 165, 196, 212–213, 218–219
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

Inclusive assessment, 150–151
Inclusive learning, 135, 148
assessment, 150–151
institutional commitment, 151–152
real-world examples, 152–154
curriculum design, 149
differential outcomes from HE, 136
academic preparedness and student motivation, 138
barriers, 139
BME groups, 138
direct effects, 139
HEFCE’s analysis, 136–138
indicators retention, 138
postgraduate education, 140
retention, 136
diverse groups, 135–136
improving outcomes for students, 140–141
curriculum and pedagogy, 142
student-centered learning and teaching, 141
WPSAs, 141–142
learning and teaching delivery, 149–150
student retention and success program, 142
assessment and feedback, 145
cultural capital, 143
curricular contents and related opportunities, 144–145
effective interventions, 147
learning and teaching, 145
peer relations and cohort identity, 146
personal tutoring, 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
transition pedagogy, 148
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
optimizing public HEIs, 130–132
resources mobilization, 130
vocational institutions’ capacity and number of vocational students, 132
education sector in, 119
Indonesian education system, 120, 121f
basic education, 121
higher education, 122–123, 122f
Indonesian Education Act, 120
Madrasah, 122
nonformal programs, 122
paths, 120
secondary education, 121
strategic pillars, 120
access and equity trends in HE, 123, 123f
gender parity, 125
GER, 125
gross enrollment rates, 123–124
HEIs, 127
issues, 125–127
Indonesia Higher Education Network (INHERENT), 133
Indonesian Education Act, 120
Informal education, 120
Information and communication technology (ICT), 133
Institutional commitment, 151–152
Instrumental rationality, 232–236
Internationalization, 86
Isomorphism, 20
blocks encountered by students in, 92
challenges to access and equity in, 88–89
HE system, 81
overcoming blocks and achieving equity, 91
SAT, 89–91
entrance interviews, 91
language and culture barrier, 91
minimum age limit, 89

J

Junior Secondary Schools (JSS), 121

K

Key performance indicators (KPIs), 191
Kredit Mahasiswa Indonesia (KMI), 130

L

Learning, 251–252
Left behind areas, 130
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, 122
Madrasah Aliyah (MA), 122
Madrasah Ibtidaiyah (MI), 122
Madrasah Tsanawiyah (MTs), 122
Mainland China
choice of major, 104–106
concerns about policy, 113–114
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
211 project, 107–109
silent revolution, 102
CGSS, 103
data analysis, 104
empirical studies, 103
empirical survey, 103–104
policy-makers, 104
six prestigious universities self-improvement plans, 113–114
widening preferential enrollment policy and deepening reform, 111–112
Marketization, 248
Massification, 248
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
Neoliberal university, 227–228
Neoliberalism, 227, 248
New Growth Theory, 214–215
Nonformal education, 120
Nonformal programs, 122
Nonrationality, 233
Nontraditional students, 49–50
Nonwhites, 71–72
Normative yardsticks, 227

O

Office for Fair Access (OFFA), 136, 214
Olimpiade Sains Internasional (OSI), 129
“One size fits all” approach, 16
Open Method of Coordination (OMC), 49, 53–54, 249
Optimizing private HEIs, 132
Optimizing public HEIs, 130–132
Out-of-school education., See Nonformal education

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
Pre-university block, 89
Preschool, 120
Prestigious universities, regional disparities in allocation, 107, 108t
individual provinces, 111
“985 project” universities, 109, 110t
211 project, 107–109
Primary Schools (PS), 121
Privatization, 85–86
Production regimes, 15
Psychometric testing, developing policy concerning barrier of, 93–94

R

Randomized controlled trial (RCT), 192
Rationality, 232
instrumental, 232–236
rational critique of, 227
systematic calculation of means and ends, 229
Real-world examples, 152–154
art and design, 153
business, 153
engineering, 152
Remedial courses within Community Colleges, 247
Resources mobilization, 130
Respect
contexts of students from LSES backgrounds, 168–170
institutional lessons, 166–174
Retention, 136
grant, 69–70
REUNI policy, 76
axes of intervention, 76–77
federal institutions, 77
public investment in federal universities, 78
social inclusion, 77
Reverse transfer, 188, 248
Rightsizing, See Optimizing private HEIs

S

Scholastic aptitude test (SAT), 89
Scottish Widening Access Programme (SWAP), 58–59
Second modernity
decision-making, 226
societies, 225–226
warning, 237
Self-improvement plan, 113
Silent revolution, 102
CGSS, 103
data analysis, 104
empirical studies, 103
empirical survey, 103–104
policy-makers, 104
Social benefits of WP, 214–215, 220–221
Social capital, 140
Social dimension, 50–53
Social inclusion, 1, 77
Social ladder of opportunity, 8
Social Mobility and Child Poverty Commission (SMCPC), 211–212, 214
Social movements, initial response to, 68
academic research studies, 70
evaluative stages, 69
HEI, 69
motivations of grant holders, 71
nonwhites, 71–72
retention grant, 69–70
University fAll Program (Prouni) Bill, 68–69, 72
Social stratification, 243
Social theory, 228
Social-democratic welfare regimes, 16–17
Socio-economically disadvantaged, 24–25
Sociological research, 234
HE in, 195–207
race-based participation rates, 197t
race-based student enrollment, 196t
transformation, 195–207
UKZN cast study, 204–205
widening access
through academic support, 200–203
through financial support, 203–204
into HE, 199
Standards, 163–164
debunking myths of lowered standards, 166–168
institutional lessons, 166–174
Structure, 229–232
structural diversification, 245
Student accommodation, 199
“Student as human capital” perspective, 232
Student progression, 204–205
Students from LSES backgrounds, 161
contexts of, 168–170
data collection, 165–166
equity, 162
resourcing teachers of, 173–174
theoretical framework, 165
Swedish Scholastic Aptitude Test, 57–58
Systemic equity challenges, 1
government role, 2
Australian higher education, 2, 3–4
CAEs, 2–3, 3
community concerns, 5
equity groups, 4, 4f
higher education providers role, 7–9
schools role, 5
ATAR, 5
factors, 6–7
gap year, 5
SES, 6
social inclusion, 7
social inclusion, 1–2
universities role, 9
analytics, 10, 10
equity groups, 9
low SES students, 9–10

T

Techno-rationalist definition of education, 249
Tertiary Education Advisory Commission (TEAC), 36–37
Tertiary Education Strategy, 37
Transition pedagogy, 148

U

United Kingdom (UK), 212
evidence on economic benefits in, 217–221
evidence on social benefits in, 220–221
SMCPC, 211–212
United States, 181
community colleges role in, 181–182
completion agenda and access, 190–191
costs associated with noncompletion, 191
potential research, 192
signs of success and efficiency in CTE program, 189–190
structured pathways, 192
students
in CTE and applied fields, 188–189
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
University of Natal (UN), 204–205

V

Value rationality, 232–233
Vocational drift, 20
Vocational education training providers (VET providers), 7
Vocational Senior Secondary School (VSSS), 121
Vocational student graduates, 132

W

Welfare regimes, 15, 16–17
What works programme of research, 144
Widening access
through academic support, 200–203
through financial support, 203–204
into HE, 199
Widening participation (WP), 213–214, 241
See also Australian widening participation agenda
affirmative action policy, 244
Aotearoa New Zealand, 35
drivers for WP, 40–41
challenge to HE in Brazil, 63
choice, 249
as problematization, 236–238
diversion effect of sub-degree pathway, 245–246
economic and social benefits, 214–215
enabling access and success, 251–252
enabling learning, 251–252
evidence
on economic benefits in UK, 217–221
on social benefits in UK, 220–221
exclusivity to inclusivity in higher education, 241–242
“fast-tracked” versions of remediation, 247
and HE market, 213–214
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
reverse transfer, 248
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
university programs, 248
Widening participation in Australia, See Australian widening participation agenda
Widening Participation Strategic Assessments (WPSAs), 141–142
Women, 22
average earnings, 23–24
employment rates, 23t, 23t
in university participation and completion rates, 22–23
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