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1.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
2.
Anita Y.K. Poon Yiu-Chung Wong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,6(3):33-55
Although Hong Kong’s education system has long been criticized as lacking in creativity and over-emphasising rote learning,
on the whole it has served Hong Kong well in the past years, breeding outstanding business, academic and political leaders
who continue to maintain Hong Kong’s competitive edge. The traditional elite schools have played a crucial role in the process.
The education reform, which is still on-going, aims to overhaul the entire system by introducing the “through-road” model.
To accomplish this, some mechanisms need to be changed. J.P. Farrell’s concepts of equality and equity, C.W. Mills’ concept
of elitism, and P. Bourdieu and J. Coleman’s concepts of cultural and social capital will be applied to analyse the consequences
of the reform. The paper argues that the education reform may be well-intentioned in eliminating some elements of inequality
and inequity in education, but that this comes at the expense of Hong Kong’s cultural and social capital and leads to the
development of new forms of inequality. 相似文献
3.
Dale Kirby 《Higher Education》2011,62(3):267-278
Under the Canadian constitution, authority over all levels of education, including higher education, rests with each of the
individual provinces and territories. Although Canada has one of the highest levels of per capita educational attainment in
the world, student access continues to be one of the most dominant policy areas in Canadian higher education. In recent years,
a number of significant access policy reforms have been put in place by governments at the national and provincial levels.
These initiatives are demonstrative of the continued and growing influence of marketization in Canada’s quasi-market system.
This analysis provides some insight into these recent reforms and the influence that market principles have come to have in
Canadian policies on both the supply-side and the demand-side of the country’s higher education sector. 相似文献
4.
张建新 《清华大学教育研究》2008,29(6)
由于高等教育公平是一个动态过程,必须用历史的、全面的、发展的视角来审视它。本研究抽查了1951-2000年间5355份云南大学"学籍登记卡"的家庭出身,结合历史宏观背景,对云南大学近五十年不同社会阶层子女接受高等教育机会进行了研究。结果表明,中国高等教育并非"完全公平",在不同的历史发展时期和阶段,获得高等教育机会的群体各异,由此教育公平也呈现了不同的表现形式。 相似文献
5.
Fazal Rizvi 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):274-278
Beginning with a reflection on the Participation and Equity Program (PEP) in Australia in the 1980s, this response describes the distinctive ideological shift from a social democratic to a market conception of equity in education over the past three decades. This shift has been accompanied by changes in the techniques of educational governance, from the collaborative approach of the PEP, which emphasised the importance of trust in teachers as professionals, to new managerialism focused on efficiency and accountability. Market reforms in education have continued to use such traditionally socially democratic notions as equity, but have been enormously successful in re-articulating their meaning. A commentary is provided on the papers in this Special Issue and their collective analysis of governmental strategies that have led to this re-articulation of equity; the extent to which these strategies have been successful; the consequences they have had on students and school communities, and for the work of teachers and schools; and possibilities for creating new approaches in education that undermine the seemingly hegemonic neo-liberal imaginary and work towards a more progressive democratic view of educational equity. 相似文献
6.
Over the past few decades, America’s social compact for higher education as a public good has effectively lapsed as government
support of higher education has diminished. Given the need for a highly educated workforce in today’s knowledge-based global
economy, we propose a new compact for higher education that couples increased funding with increased institutional accountability.
While the compact must retain academic freedom as an essential component of higher education, this autonomy must co-exist
with rigorous accountability standards. Accountability systems should be multifaceted, as different methodologies have differing
strengths and limitations. All systems should, however, inform the public and provide for institutional improvement. 相似文献
7.
The article examines the theoretical and empirical literature on higher education’s role in relation to social equity and
related notions of citizenship, social justice, social cohesion and meritocracy. It considers both the education and the research
functions of higher education and how these impact upon different sections of society, on who benefits and who loses from
them. Questions for future research on the wider impact of higher education are posed as well as some research questions on
the narrower issue of widening participation. 相似文献
8.
Zenub Kakli 《The Urban Review》2011,43(2):175-195
In recent years, much research has documented the benefits of parent involvement and offered strategies on how educators can
encourage parents’ participation in their children’s education. While the literature has brought much needed attention to
school-family relationships, little is known about parents who are activists for educational improvement beyond their own
children’s schooling and who concern themselves with district policymaking and governance. This article offers a portrait
of one African American mother who is an education activist in Boston, Massachusetts. Drawing on social movement and Black
feminist theories, the portrait documents how and why she has devoted her life to educational reform and equity with an emphasis
on racial equality. The article concludes with a discussion of two possible factors that contribute to the making of an education
activist: the development of a political racial identity and educators’ support for education activism. 相似文献
9.
Gerard A. Postiglione 《Higher Education》2011,62(6):789-814
This paper presents a perspective on the capacity of colleges and universities during past and present economic shocks. The
main argument is that the environment of the global recession—an Asia far more economically integrated than during past economic
shocks, with more unified aspirations to be globally competitive and socially responsible—no longer delay reforms in higher
education. In fact, the global recession has become an opportune time for higher education in Asia, specifically developing
countries in eastern (East and Southeast) Asia, to continue reforming governance and administration, access and equity, internal
and external efficiency, and regional collaboration. Economic shocks have accelerated reforms in higher education, especially
those for promoting innovation in their economies, though more is needed in improving governance and access for underserved
populations. This paper examines the cases of China, Mongolia, and Vietnam as examples of how the global recession and regional
integration are growing forces in shaping their higher education reform and development. The paper also identifies a series
of measures for increasing the resilience of higher education systems in serving poor and vulnerable populations during economic
recessions. Responses to the global economic recession by nations in eastern Asia are likely to improve the global shift in
economy and human capital. 相似文献
10.
Tahar Abdessalem 《Prospects》2011,41(1):135-155
Like other developing countries, Tunisia has allocated increasing levels of resources to education, particularly higher education,
over the past few decades, mainly through public funding. From 2005 to 2008, public expenditure on education amounted to around
7.4% of GDP, with 2% allocated to higher education. Recently, however, budgetary constraints have increased, student enrollment
is increasing rapidly, and the country needs to improve its higher education so that graduates are more employable. In this
context, to enhance access and equity, public policy is required to define orientations and programmes to improve quality
and efficiency while reducing costs. This article first assesses public expenditure on higher education in Tunisia, with respect
to its adequacy, efficiency, and equity, and then explores the challenges posed to financing by demographic changes, the need
for higher quality of education, and private provision. It also examines some strategies for reinforcing financing, and analyzes
measures to increase private funding. 相似文献
11.
Goli M. Rezai-Rashti Valentine M. Moghadam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,34(1):419-441
In contemporary Iran, women with higher education face both gender discrimination and an unfavourable economic system, one
that is not conducive to employment-generation for women. This paper provides an analysis of women’s access to higher education
in Iran, which has varied over the last 30 years, and their continuously limited participation in the job market. Based on
qualitative field research, this paper includes the voices of individual women, discussing their experience of higher education
and factors they think are contributing to their limited choice of employment. The paper suggests that while the recent trend
in negotiating mehrieh (a nuptial gift which is payable by the groom to the bride) has been a strategy employed by Iranian women to overcome some
of the discriminatory laws they are subject to, this trend cannot actually be explained by the fact that women’s employment
opportunities are limited. The paper concludes by asserting that limited labour force participation for educated women is
a consequence of both political economy and gender ideology. 相似文献
12.
China is now facing significant challenges in funding its rapidly expanding higher education systems, though it has experienced
enormous economic growth in recent years. Equity has become a serious concern in Chinese higher education system. This article
tries to identify the causes and implications of under-representation of the rural-poor students in China’s higher educational
institutions: academic and social preparedness, institutional funding arrangements, the admissions policy, and the socioeconomic
background are significant factors that determine an individual’s opportunity to access to higher education. Also, a brief
discussion of possible policy recommendations is presented. 相似文献
13.
《Chinese Education & Society》2013,46(5-6):99-111
Higher education is one of the most crucial indicators for national overall competitiveness. But the issue of education equity has remained a concern throughout the world. Many studies in Taiwan show that family income, parents' education level, and place of origin impact children's higher education enrollment opportunities. This paper analyzes the question of education equity during Taiwan's higher education massification process, based on equity from the start, during the process, and in the outcome. The research findings indicate that the education equity issue remains the same in Taiwan as higher education expands. The author further concludes three possible solutions for equity assurance: to enforce positive differential treatment among different social groups to reduce the impact of background inequality, to encourage beneficiaries of higher education, including individuals and businesses, to share educational expenses, and to increase linkage between university and job market. 相似文献
14.
教育公平是一个独立的发展目标——辨析教育的公平与效率 总被引：29，自引：0，他引：29
教育公平从社会正义、平等、自由、人权的价值中产生,是一个独立的社会发展目标。我国教育理论界过于关注教育的公平与效率之争,是经济领域“效率优先、兼顾公平”的口号泛化的结果,也与我国“财政视角”的教育改革路径有关。教育的公平与效率问题应当具体分析,其冲突主要表现在教育资源的配置上。在义务教育阶段,公平与效率是高度一致的,但在入学机会问题上,主要是公平、公正的制度和政策设计问题,与效率无关。 相似文献
15.
Deborah Hayes 《The Australian Educational Researcher》1999,26(2):87-98
In recent years the pendulum has certainly swung towards women in higher education participation, but variations in the way
these statistics have been calculated account for some of this swing. More importantly, women still receive less vocational
and economic benefit than males from this increased participation. Despite over twenty years of gender equity policies and
strategies in education, women still lag behind men on important indicators. Until women gain a greater share of higher degrees,
labour force participation and earnings from income, their levels of participation in higher education should be maintained
in order to preserve the gains that women have made and to ensure that they continue to improve their position relative to
men. Far from removing women’s equity status, their equity status should be reconfirmed and efforts to break down sex-differentiated
participation in education and the work force should be renewed. 相似文献
16.
In China, legislation exists which requires compulsory schooling for all students of school age. This article examines the
functions of and the constraints on using law to institutionalize equality in basic education. It argues that, in China, law
is a last resort, holding governments of various levels accountable. Law can be a device of social justice to promote equity
in education by serving as an important mechanism to check and balance the state’s power regarding its obligations toward
instituting basic education, redistributing public resources, reducing disparities, and promoting equality in compulsory schooling.
However, the use of legislation to promote equity in basic education is constrained by economic conditions and other extra-legal
factors. This article concludes by offering an explanation of the functions of and constraints on law in the quest for equality
in basic education, as well as the implications of China’s experience for understanding law and change. 相似文献
17.
Toni Downes 《Education and Information Technologies》1996,1(3-4):191-201
This paper presents the findings of a recent research project into children’s access to and use of computers in their homes.
The study involved over 400 children who regularly used a computer at home. The children were aged between five and twelve
and came from a variety of social, economic and cultural backgrounds in urban Sydney. Significant themes that emerged from
the discussion included issues of equity and access, the variety of use of computers, the ways children learned to use them
in their homes and children’s perceptions of differences between computing at home and at school. Each of these themes is
discussed in terms of the implications for schools and teachers. 相似文献
18.
Tim N. Sealey 《The Australian Educational Researcher》2011,38(1):43-56
The proportion of students enrolled at university from the lowest quartile of socio-economic position has remained static
at around 15% for at least the past 15 years (DEEWR, Transforming Australia’s higher education system, 2009). This paper argues that the apparent lack of progress towards equity of access has been exacerbated due to how socio-economic
position (SEP) is measured within higher education. Three major methodological issues are identified: (a) the use of socio-economic
indicator for areas (SEIFA) at an inappropriate unit of geographic area (postcode), (b) an inappropriate choice of index (education
and occupation), and (c) using the index of education and occupation as the sole indicator of SEP thereby increasing the risk
of misclassification of individuals through the operation of ecological fallacy. This paper argues that to address these methodological
deficiencies, alternative methods of determining SEP are required at both the aggregate and individual level. Possible options
are proposed for use as replacements for the geographic area (postcode) and index (education and occupation) as well as additional
measures at the individual or household level. 相似文献
19.
20.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献