scholarly journals Social inequalities in attaining higher education in Scotland: New evidence from sibling data

2021 ◽  
Author(s):  
Adriana Duta ◽  
Cristina Iannelli ◽  
Richard Breen
Keyword(s):  
Higher Education ◽  
Social Inequalities ◽  
New Evidence

scholarly journals Uma pós graduação a distância: internacionalização e networking global / A Distance Post-Graduation: Internationalization and Global Networking

2016 ◽  
Vol 5 (1) ◽  
pp. 83-89
Author(s):  
Siderly do Carmo Dahle de Almeida ◽  
Alvaro Martins Fernandes Junior ◽  
Willian Victor Kendrick de Matos Silva
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Social Inequalities ◽  
Theoretical Foundation ◽  
Graduate Courses ◽  
Geographically Dispersed ◽  
Whole Process ◽  
The World ◽  
Internationalization Of Education ◽  
Globalization Of Education

ABSTRACTThrough education it is possible to build a fairer and democratic society, strengthening the overcoming of social inequalities. The higher education institutions can contemporary contribute to the internationalization of education proces-ses, observing the existing demand in other countries. The aim of this paper is to present the possibilities of a private insti-tution of higher education located in Maringa - Parana - Brazil, by offering graduate courses in the distance geographically dispersed  students  around  the  world  who  speak  the  Portuguese  language.  The  presented  model  enable  students  to  attend classes, participate in activities that take place throughout the course and come to Brazil only once, at the end of the whole process, to realize tests and present an article. From the perspective of the strategies aiming internationalization, the techno-logical expansion is considered one of the most important tools to allow the globalization of education. The use of the Inter-net  in  distance  learning,  allows  the  development  of  learning  communities  in  higher  education,  that  is,  the  formation  of networks. The theoretical foundation of this study is based on Green (2008), Levy (1996, 1999), Castells (2007), Sen (2000).RESUMOPor meio da educação é possível construir uma sociedade mais justa e democrática, fortalecendo a superação das desigualdades sociais. As Instituições de Ensino Superior podem contemporaneamente contribuir para os processos de internacionalização do ensino, observando-se a demanda existente em outros países. O objetivo deste artigo é apresentar as possibilidades de uma instituição privada de ensino superior localizada em Maringá - Paraná - Brasil, ao oferecer cursos de pós-graduação na modalidade a distância a alunos dispersos geograficamente pelo mundo que falem a língua portuguesa. O modelo apresentado torna possível que os alunos assistam as aulas, participem das atividades que ocorrem ao longo do curso e se desloquem ao Brasil apenas uma vez ao final de todo o processo para realizar prova presencial e apresentar artigo como trabalho de conclusão de curso. Sob o prisma das estratégias que visam a internacionalização, a expansão tecnológica é considerada um dos mais importantes instrumentos para permitir a globalização da educação. O uso da Internet na modalidade à distancia, permite o desenvolvimento das comunidades de aprendizagem no ensino superior, ou seja, a formação de redes. A fundamentação teórica deste estudo está alicerçada em Green (2008), Levy (1996, 1999), Castells (2007), Sen (2000).

Overcoming failure in higher education: Social inequalities and compensatory advantage in dropout patterns

2020 ◽  
pp. 000169932092091
Author(s):  
Estelle Herbaut
Keyword(s):  
Higher Education ◽  
Event History Analysis ◽  
Social Inequalities ◽  
Strong Predictor ◽  
Academic Failure ◽  
Drop Out ◽  
Industrialized Countries ◽  
Social Origin ◽  
High Performing ◽  
History Analysis

The large proportion of dropout students from higher education has become a major concern in many industrialized countries. Despite consistent evidence of the association between social origin and dropout behaviour, it is unclear through which mechanisms social origin influences trajectories and educational outcomes in higher education, especially in countries with low financial costs for higher education studies. This study builds on the compensatory advantage mechanism to investigate the relationship between social origin, academic failure in higher education and dropout behaviour. Using a French longitudinal survey and event history analysis, results confirm that academic failure in the first year of higher education is a strong predictor of dropout, even after controlling for academic readiness for higher education. Supporting the compensatory advantage hypothesis, students from advantaged backgrounds are much less likely to drop out after academic failure than disadvantaged students and this result also holds for high-performing high-school graduates. These results stress the importance of taking into account the interplay between social origin and academic performance during higher education to reduce dropout behaviour.

scholarly journals Considerations on Europeanisation at Universities

2019 ◽  
Vol 31 (‹Digitale Bildung›) ◽  
pp. 192-213
Author(s):  
Jasmin Bastian ◽  
Estella Hebert
Keyword(s):  
Complex System ◽  
Higher Education ◽  
Teaching And Learning ◽  
Social Inequalities ◽  
Educational Policies ◽  
The European Union ◽  
International Context ◽  
Learning Platform ◽  
International University ◽  
Free Movement Of Capital

The following paper critically discusses the idea of a learning platform for teaching and learning at universities in an international context highlighting several social questions that arise in relation to questions of higher education and mobility. By using the example of the proposed platform, the paper touches on existing social inequalities in a complex system of international university landscapes and current educational and political changes by relating the discussed topics to the Four Freedoms of the European Union, namely the free movement of capital, goods, services and people. Based on the discussion of the ambivalence of benefits and limitations of current changes in higher education especially in relation to mobility, the paper discusses innovative ideas using new technical opportunities and critically asks whether these ideas are necessary and helpful in order to reduce limitations and inequalities or whether it might instead just shift these limitations and inequalities, thus pointing at wider structural and political problems within higher education and educational policies.

scholarly journals Rural Population and COVID-19: A Model for Assessing the Economic Effects of Drop-Out in Higher Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Alfredo Guzmán Rincón ◽  
Sandra Barragán Moreno ◽  
Favio Cala-Vitery
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Educational Level ◽  
Social Inequalities ◽  
Public Policies ◽  
Economic Effects ◽  
Drop Out ◽  
Access To Higher Education ◽  
Training Programmes ◽  
Rural Student

Higher education is one of the ways to overcome social inequalities in rural areas in developing countries. This has led states to develop public policies aimed at access, retention and timely graduation of students in those sectors, yet the high drop-out rates among the rural student population, which were catalysed by COVID-19, prevent the intrinsic and extrinsic benefits of obtaining a higher education degree from materialising. Thus, the study of the phenomenon of dropout before and after the pandemic has not sufficiently addressed the economic issues raised by this phenomenon for the different actors at the educational level. The purpose of this paper is to model the economic effects of rural student dropout at the higher education level for students and families, Higher Education Institutions (HEIs) and the State, based on public policies for access to higher education, in the pandemic and post-pandemic scenario. In order to delimit the operationalisation of the proposed model, a set of undergraduate training programmes in Colombia was taken as a reference. System dynamics was used as the main modelling technique. The model was based on data from the 20 training programmes with the highest number of students enrolled in rural areas for the year 2019, by running three computational simulations. The results showed the description of the dynamic model and the financial effects of dropout for the actors of the educational level with the current policies of access to higher education, the scenario in which COVID-19 would not have occurred and the consolidation of the public policy of tuition fee exemption in public HEIs as a result of the pandemic. It was concluded that the model developed is very useful for the valuation of these economic effects and for decision-making on policies to be implemented, given that the costs of dropout are characterised by high costs for students and their families as well as for HEIs, and where it was determined that current policies are inefficient in preventing and mitigating dropout.

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