By Annette Hayton, Anna Paczuska
Participation - and especially widening participation to scholars from less-privileged social teams and those that have frequently no longer entered HE - has been a big factor given that at the very least the early Nineteen Fifties. Widening participation has been an energetic coverage of virtually all united kingdom governments during the last forty years, however the factor is now achieving a potential deadlock, with numbers at top static and key teams nonetheless successfully excluded from greater schooling. it is a significant political factor in addition to probably the most major concerns dealing with academic institutions. With concerns similar to pupil charges and excessive drop-out premiums nonetheless political hot-potatoes, this publication is a well timed and significant survey of the true matters in the back of participation, and non-participation, and is certain to be as arguable because it is useful.Contents is established in elements, taking a look at first the altering context of HE and secondly at matters in the back of tips on how to boost ideas for widening participation. individuals come from around the HE spectrum, from faculties of HE to standard universities.
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Extra resources for Access, Participation and Higher Education: Policy and Practice (The Future of Education from 14+)
How do choices, pathways, participation patterns and experiences reflect the wider socio-economic environment, particularly with reference to forms of regulation and the operation of markets? Features of German higher education German universities differ from those in the UK in a number of important ways. They tend to be more ‘traditional’ and conservative than their UK counterparts, and less diverse, although there are newer and older institutions with slightly different missions. On the whole, young Germans attend their local university.
This does not mean that they have no difficulties; the dilemma of poor-quality provision in halls of residence was experienced acutely by many students and while non-traditional students like Tracy were more likely to live at home, those like Florence and Raj, who lived in university accommodation, reported health problems related to their living conditions. Thus, in terms of any policy attempts to widen participation in higher education for young, non-traditional students like Tracy or Raj, while there is a need to consider access, there is also a need to consider issues related to support and retention.
They may have family and schools to enable them successfully to ‘read’ the workings of the university and empower them to steer themselves successfully through many of the ‘disruptions’ or unexpected events that might de-rail those with less social capital at their disposal. Others, who recognize the ways an elite higher education provider can endow them with status and market advantages (perhaps) on graduation, may have less capacity to manoeuvre themselves through a complex and unfamiliar set of predicaments, experiences and different people.
Access, Participation and Higher Education: Policy and Practice (The Future of Education from 14+) by Annette Hayton, Anna Paczuska