Social Justice, Equal Access, and Stratification of Higher Education in Taiwan

2011 ◽  
pp. 139-153 ◽  
Author(s):  
Shen-Keng Yang ◽  
Kent Sheng Yao Cheng
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Equal Access

scholarly journals Equidad en la educación superior en México: la necesidad de un nuevo concepto y nuevas políticas

2012 ◽  
Vol 20 ◽  
pp. 4 ◽  
Author(s):  
Marisol Silva Laya
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Young People ◽  
Cultural Capital ◽  
Educational Equity ◽  
Equal Access ◽  
Quality Requirements ◽  
Mexican State ◽  
Basic Quality ◽  
Compensatory Programs

This article analyzes equity in Mexican higher education. It suggests a new conceptualization in educational equity based on a social justice definition that includes: effective access, compensation of inequalities, assuring permanence, and the achievement of meaningful results. Based on this framework, there is a warning that despite policies aimed at democratizing this public good, the education system still excludes thousands of young people from poor areas, and so many others are inadequately attended. The Mexican State has failed to ensure equal access for young people coming from disadvantaged areas and who have a different socio-economic and cultural background. In this light the meritocratic approach is questioned as a fair measure of distribution and advocates for the implementation of compensatory programs and affirmative action. In terms of school permanency, it is mentioned that the strategies and institutions addressed to the population that was excluded, do not always fulfill the basic quality requirements –infrastructure, teachers, libraries, technology, and must of all, relevant teaching practices. All this is deemed important in order to respond to the particular needs associated with youth’s low cultural capital in vulnerable areas. A way to overcome these problems is to generate equity policies that can guarantee a fair distribution of higher education that takes into account the disadvantages of large segments of young people so that their needs are addressed adequately.

scholarly journals Kebijakan Perguruan Tinggi Negeri Yogyakarta Terhadap Penyandang Disabilitas

1970 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Akhmad Soleh
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Learning Process ◽  
Public Universities ◽  
University Education ◽  
Equal Access ◽  
State University ◽  
Research Findings ◽  
Physical Limitations ◽  
Teaching Learning

This study discusses the accessibility of university education in the four public universities in Yogyakarta; Indonesian Arts Institute (ISI), University of Gajah Mada (UGM),Yogyakarta State University (UNY), and State Islamic University (UIN) Sunan Kalijaga. Upto now, the disability groups have not got an equal access and the opportunity in a higher education. There are only a few students with disabilities that are accepted in Universities in Indonesia, because of physical limitations that would interfere the teaching-learning process in their classrooms. The research findings showed that the education systems in the UGM, Yogyakarta State University, and the ISI have a system of “integration”, while at UIN has led to the inclusion system, that is “accommodative” and has the ability to service for persons with disabilities.Penelitian ini membahas tentang aksesibilitas pendidikan di perguruan tinggi di empat perguruan tinggi negeri di Yogyakarta; yaitu Institut Seni Indonesia (ISI), Universitas Gajah Mada (UGM), Universitas Negeri Yogyakarta (UNY), an Universitas Islam Negeri (UIN) Sunan Kalijaga. Sampai saat, kelompok masyarakat yang menyandang disabilitas masih belum memperoleh persamaan dan kesempatan dalam mengakses pada pendidikan tinggi. Hanya sedikit mahasiswa penyandang disabilitas yang diterima pada Perguruan tinggi di Indonesia, karena keterbatasan fisik yang akan mengganggu proses belajar-mengajar di kelasnya. Hasil penelitian menunjukkan baha pendidikan di UGM, UNY, dan ISI memiliki sistem “integrasi”,sedangkan di UIN telah memiliki sistem inklusi, yang “akomodatif”, dan mampu memberi layanan mahasiswa penyandang disabilitas.

scholarly journals WIDENING ACCESS IS THE END OF STORY? ENSURING EQUAL ACCESS AND IMPROVING CONTINUATION RATIO OF HIGHER EDUCATION IN INDONESIA

2017 ◽  
Vol 11 (2) ◽  
pp. 85
Author(s):  
Rizqy Amelia Zein
Keyword(s):  
Higher Education ◽  
Education System ◽  
Secondary Analysis ◽  
Participation Rate ◽  
Equal Access ◽  
Widening Participation ◽  
Higher Education System ◽  
Research Technology ◽  
Daunting Task ◽  
Continuation Ratio

In the last two decades, Indonesian higher education system has expanded rapidly in regards to the number of new established institutions and the number of students enrolled in higher education. However, the participation rate within university level is stated as low. In 2016, it only reached 31 percent. It means, although massification has been implemented within higher education system, it is not in line in ensuring equal access to pupils from disadvantaged social groups such as women, lower socio-economic statuses, and students from outer or periphery areas. Rather, it has been evident as a daunting task. Widening participation is not the end of story, since Indonesia should be dealing with another problem which is non-continuation. By performing secondary analysis on several datasets released by World Bank, Indonesian Ministry of Research, Technology and Higher Education, and Indonesian Statistics Bureau, this paper explores several major findings on accessibility and retention problem of Indonesian higher education.

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