scholarly journals ACCESS AND BARRIERS TO EDUCATION: ATTITUDES AND PERCEPTIONS OF ETHNIC MINORITIES LIVING IN GEORGIA

2016 ◽  
Vol 72 (1) ◽  
pp. 53-64
Author(s):  
Anastasia Kitiashvili ◽  
Tamar Abashidze ◽  
Irine Zhvania
Keyword(s):  
Higher Education ◽  
General Education ◽  
Ethnic Minorities ◽  
Vocational Education And Training ◽  
Access To Higher Education ◽  
Education Policies ◽  
Limited Participation ◽  
Barriers To Education ◽  
Attitudes And Perceptions ◽  
Participation In Higher Education

The aim of this research is to analyse the attitudes and perceptions by Georgian Azeri and Armenian ethnic minorities about the accessibility and barriers to acquire an education. The research includes three types of education: general, vocational education and training (VET), and higher education. The survey was carried out with 800 participants of both ethnic minorities in two regions of Georgia, Samtskhe-Javakheti and Kvemo Kartli . In-depth interviews were carried out with four experts working in the field of education for ethnic minorities. Respondents believe that they have more equal access to general education and VET while local Georgians have better access to higher education than ethnic minorities do. Attitudes of Ethnic Minorities correspond to their limited participation in Higher Education. The respondents identified poor knowledge of Georgian language (state language of Georgia) as the most significant barrier that excludes them from educational opportunities. This research provides evidence and a basis for formulating education policies for the Azeri and Armenian ethnic minorities living in Georgia. Key words: access to education, barriers to education, ethnic minorities.

scholarly journals How COVID-19 Has Exacerbated Inequality in Higher Education in Brazil

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Francisco Pinto
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Low Income ◽  
Census Data ◽  
Private Higher Education ◽  
Access To Higher Education ◽  
Education Policies ◽  
Higher Education Policies ◽  
Retention In Higher Education ◽  
The Impact

Drawing on educational census data and a review of news articles and higher education policies in Brazil, this article examines the impact of COVID-19 on the access and retention of the low-income Brazilian population in higher education. Guided by the question, “What is the impact of COVID-19 on the most vulnerable population in Brazil in terms of access to, and retention in higher education?”, the paper is structured in two sections: the first offers a short historical overview of Brazilian higher education; the second examines the impact of the pandemic on student retention in higher education, looking at factors such as social isolation, job and income precarity, use of Information and Communication Technologies (ICT), internet access, and technological resources. I argue that distance education offered by private higher education institutions benefits the privileged students and that the effects of the pandemic are detrimental to the socially disadvantaged students since those who are in public universities do not always have access to technology, and those who study in private universities feel the impact of not being able to pay tuition fees, besides the loss of several jobs in different sectors. In conclusion, I recommend policy initiatives to improve access to higher education.

scholarly journals Népesség, szelekció, oktatás

Educatio ◽  
2021 ◽  
Vol 30 (2) ◽  
pp. 226-241
Author(s):  
Anikó Fehérvári ◽  
Tamás Híves ◽  
Marianna Szemerszki
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Significant Proportion ◽  
Vocational Education And Training ◽  
School Students ◽  
Upper Secondary Education ◽  
Part Time Students ◽  
Secondary School Enrolment

Összefoglaló. Írásunk a középiskolai és a felsőoktatási felvételi adatokat felhasználva mutatja be az elmúlt évtizedek beiskolázási trendjeit, fókuszálva az elmúlt másfél-két évtizedben végbemenő folyamatokra. A középiskolai beiskolázás adatai szerint egyrészt megállapítható, hogy a rendszerváltás utáni trend 2011 után megtört, a középiskolás korosztályon belül egyre csökken azok aránya, akik részt vesznek valamilyen középfokú képzésben, másrészt a képzésben maradók preferenciái ugyan az általános képzés felé törekednek, de a felvettek számát és arányát tekintve mégis a szakképzésben tanulnak többen. A felsőoktatásba újonnan bekerülők jelentős hányadát adják a frissen érettségizettek, akiknek a létszáma az utóbbi 15 évben folyamatosan csökken, ezzel egyidejűleg azonban a részidős képzésekben tanulók létszáma is meredeken visszaesett. Summary. The study presents enrolment trends using secondary and tertiary enrolment data, focusing on trends over the last two decades. The data on secondary school enrolment shows that, on the one hand, the post-transition trend was broken after 2011, with the proportion of secondary school students enrolled in some form of upper secondary education decreasing, and on the other hand, while the preferences of those who remain in education are tending towards general education, more people are enrolled in vocational education and training in terms of both the number and the proportion of enrolments. A significant proportion of new entrants to higher education are recent graduates from secondary education, whose number have been declining steadily over the last 15 years, but at the same time the number of part-time students in higher education has also fallen sharply.

scholarly journals Exploring socioeconomic inequalities and access to elite postgraduate education among English graduates

2021 ◽  
Author(s):  
José Luis Mateos-González ◽  
Paul Wakeling
Keyword(s):  
Higher Education ◽  
Undergraduate Education ◽  
Postgraduate Education ◽  
Socioeconomic Inequalities ◽  
Access To Higher Education ◽  
Large Dataset ◽  
Undergraduate Level ◽  
Undergraduate Study ◽  
Participation In Higher Education ◽  
Educational Variables

AbstractA worldwide trend towards high levels of participation in higher education, paired with concerns about the post-university destinations of an increasing pool of graduates, have brought about two parallel phenomena: a process of sharp stratification in higher education and the growing relevance of postgraduate education as undergraduate study becomes nearly ubiquitous, particularly among the most advantaged groups of students. To date, the literature on socioeconomic inequalities and access to higher education has focussed on undergraduate education, with some researchers specifically investigating access to the most prestigious institutions. We contribute to this body of research by investigating the effects of socioeconomic characteristics on access to postgraduate education at those universities believed to deliver elite forms of higher education. We look at access to ‘elite’ postgraduate education among English graduates, operationalised as belonging to the Russell Group of research-intensive universities. We analyse an exceptionally large dataset (N = 533,885) capturing graduate destinations, including postgraduate education at specific institutions. We find that socioeconomic inequalities in attending an elite postgraduate degree persist, but these are mediated by educational variables. Socioeconomically advantaged students are more likely to attain a good degree and to attend an elite institution at the undergraduate level, which powerfully predicts access to elite postgraduate education.

scholarly journals Access to Higher Education – From the Orientation to Elite Through Democratization to Parentocracy

2018 ◽  
pp. 121-133
Author(s):  
Anna Sobczak
Keyword(s):  
Higher Education ◽  
General Education ◽  
Education System ◽  
Access To Higher Education ◽  
Mass Education ◽  
Higher Education System ◽  
Modern Times ◽  
Ancient Times ◽  
The University

The article aims to describe the changes that have taken place in access to higher education over the years. The author began her reflections from ancient times, when higher education was initiated, and ends in modern times, characterized by mass education at a higher level. The article points out that the university and higher education system has undergone many transformations over the centuries, and elite studies have evolved into egalitarian ones. The phenomenon of parentocracy, which is more and more common in the current conditions of general education in higher schools, is also discussed.

Structural Inequality in Refugee Participation in Higher Education

2019 ◽  
Author(s):  
Ryan Naylor ◽  
Les Terry ◽  
Alberto Rizzo ◽  
Nga Nguyen ◽  
Nathan Mifsud
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Refugee Students ◽  
Structural Inequality ◽  
University Outreach ◽  
Education Data ◽  
Support Programmes ◽  
Type Of Institution ◽  
Unequal Opportunities ◽  
Participation In Higher Education

Abstract Structural inequality is a framework that examines conditions in which groups of people experience unequal opportunities in terms of roles, rights and decision-making compared to others. This research sought to examine whether students from refugee backgrounds faced structural inequalities in their access to higher education. Data regarding the participation of refugee students in higher education between 2011 and 2014 was obtained from the Australian Department of Education and Training. This data was compared with sector averages and those of students from formal equity backgrounds to establish possible structural impediments to university study. Students from refugee backgrounds were found to face both horizontal and vertical inequalities in their access to higher education, as do other equity groups. The experience of refugee students appears to have unique features, however, including gender, age, type of institution accessed and potentially field of study. These barriers may be addressed to some extent by university outreach and support programmes, but more will be required to facilitate full participation in higher education by these students.

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