Access and Equity in Higher Education: Historical and Cultural Contexts

2010 ◽  
pp. 9-34 ◽  
Keyword(s):  
Higher Education ◽  
Cultural Contexts ◽  
Access And Equity

scholarly journals Editorial Volume 9, Issue 2 2018

2018 ◽  
Vol 9 (2) ◽  
pp. i-iii
Author(s):  
Karen Nelson ◽  
Tracy Creagh
Keyword(s):  
Higher Education ◽  
High Education ◽  
Higher Education Institutions ◽  
National Association ◽  
Gold Coast ◽  
Special Issue ◽  
Australian Government ◽  
Funding System ◽  
Access And Equity ◽  
The Impact

Welcome to our second issue for 2018.  In February we opened the year with the publication of Volume 9(1), a special issue dedicated to the top papers from the 6th Biennial National Association of Enabling Educators of Australia (NAEEA) Conference which was hosted by Southern Cross University at the Gold Coast, Australia in December 2017.   Shortly after this Conference, the Australian Government announced that undergraduate funding was to be capped at 2017 levels, effectively stopping the demand driven funding system for high education in Australia.  With that backdrop Volume 9(1) was a timely opportunity to consider the impact of disruption, and as perceptions of the value of higher education are challenged, to reiterate the value of supporting access and equity to higher education institutions.

Equity and Access as Keys for Opening Open Learning

2016 ◽  
pp. 263-290 ◽  
Author(s):  
Luke van der Laan ◽  
Liz Neary
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Lifelong Learning ◽  
Open Education ◽  
Critical Perspective ◽  
Education Demand ◽  
Equity And Access ◽  
Access And Equity ◽  
Key Drivers

This chapter adopts a critical perspective of how open education (OE), based on the principles of equity and access, aligns with the mega-drivers of contemporary higher education. These include key drivers of OE such as lifelong learning, self-directed career development and credentialing. The process of synthesising learning, work and transition within what is described as the ‘conceptual age' of work, is daunting to the majority of members of the workforce globally. A combination of regulation, academic dogma underpinning traditional university models and rigid assumptions as to the nature of knowledge frustrate the promotion of OE. This case study explores a work-based learning (WBL) university program designed to broaden access and equity to universities within the context of mega-drivers shaping higher education demand. The model complements rather than competes with traditional university offerings and represents a pragmatic response to the barriers to participation and OE principles.

Higher Education in Kerala: Development, Equity and Issues of Access

2019 ◽  
Vol 39 (3_suppl) ◽  
pp. 42S-60S ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Higher Education ◽  
Social Indicators ◽  
The State ◽  
School Education ◽  
Vicious Circle ◽  
Academic Education ◽  
Development Indicators ◽  
Educational Achievements ◽  
Access And Equity

Kerala’s advanced position in terms of literacy levels, educational achievements and other social indicators is well known. However, regarding higher education, the state displays less impressive development. The article first provides a brief overview of Kerala’s school education scenario as a base for higher education and then examines issues of access and equity related to higher education in Kerala. The findings suggest that four socio-economically backward northern districts of the state, partly facing a vicious circle of poverty and illiteracy, appear to be responsible for holding the entire state back in the rankings of present development indicators. A set of recommendations to strengthen the access and equity pillars of higher education in Kerala concludes this article, together with some comments on the relevance of vocational rather than purely academic education.

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