scholarly journals Widening access to higher education for low-income students: a Brazilian case study (1990s-2016)

2018 ◽  
Vol 23 (0) ◽  
Author(s):  
LEONARDO CIVINELLI TORNEL DA SILVEIRA
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Student Loans ◽  
Higher Education Institutions ◽  
Access To Higher Education ◽  
Higher Education Access ◽  
Widening Access ◽  
Education Participation ◽  
The Government ◽  
The Impact

ABSTRACT This article analyses the widening access policies implemented by Brazil during the 1990s and in 2016. It cites and evaluates the different strategies used by the government, such as student loans, needs-based and race-based quotas. In the context of a highly privatized sector, in which for-profit higher education institutions account for over half of the existing higher education institutions in Brazil, the results display a relative growth in higher education access based on minorities and needs-based communities. However, it also showcases some trends not achieved as originally planned by the government (specially increasing higher education participation in regions other than the south and the southeast) and serves as a point requiring further research to evaluate the influence on the lives of students and graduates. This study uses government and publicly available sources to analyse the impact of this strategy over time.

scholarly journals The Impact of Higher Education Loan System among Students from Low-Income Background in Tanzania

2018 ◽  
Vol 14 (28) ◽  
pp. 39
Author(s):  
Watende Pius Nyoni
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Relevant Literature ◽  
Access To Higher Education ◽  
Means Testing ◽  
Operational Mechanism ◽  
Low Income Families ◽  
The Government ◽  
The Impact ◽  
The Needy

In spite of the initiatives which have been taken by the government of Tanzania towards access to higher education for qualified students who came from low - income backgrounds, the studies and real situation reveal the reality of how this group of people has been denied to parity and fair for accessing higher education. Thus, Tanzania government has established Higher Education Students Loans Board with the Act No.9 of 2004 aiming at giving assistance to the students who got admission in universities, but came from low-income families with no financial strength to support their schooling. However, since its inception higher education loans board had failed to identify students from low-income background resulting in some students dropping out or postpone their studies as they look for other sources of funds. This article is qualitative in nature with the use of document analysis technique. The author uses relevant literature, officially published statistical data and various theoretical justifications for examining the impact of HE loan towards students from low-income background. The results of this study identified some challenges leading to a misallocation of fund to the needy students, application of Means Testing being one of them. Meanwhile, the author concludes with careful planning and effective use of means testing with a sustainable operational mechanism which will address the issue of parity and justice for the needy students in accessing higher education in Tanzania.

scholarly journals Institutional Capacity as Prevention of Abuse of Power of National Standard Policies for Private Universities in Jakarta

2020 ◽  
Vol 10 ◽  
pp. 281-292
Author(s):  
Mochammad Rozikin ◽  
◽  
Mohamad Sofyan ◽  
Bambang Slamet Riyadi ◽  
Bambang Supriyono
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Universities ◽  
Private Higher Education ◽  
National Standard ◽  
Research Technology ◽  
Private Higher Education Institutions ◽  
The Republic ◽  
The Government ◽  
The Impact

Research on this journal ontology that many private higher education institutions in Jakarta cover the impact of the policies of the Ministry of Research, Technology and Higher Education of the Republic of Indonesia as public officials to make and issue regulations that are very burdensome for the management of private higher education institutions. The purpose of this research is to criticize for improvement to the government of the Republic of Indonesia. This research used a qualitative method, while the research object was private universities in Jakarta that lack resources. The research subjects were resource persons who were aware of the constraints of the bankruptcy of private universities in Jakarta. The results of the study show that it has been proven that the state, in this case, the Ministry of Research, Technology and Higher Education of the Republic of Indonesia, makes and issues regulations that are very detrimental to the management of private higher education which is minimal in resources. The suggestion from this research shows that the government, by the constitution of the Republic of Indonesia, must be able to provide resource assistance efforts for private universities that are deficient.

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 Muslim Private Higher Educational Institutions in Malaysia: Issues and Challenges

ICR Journal ◽  
2012 ◽  
Vol 3 (3) ◽  
pp. 474-488
Author(s):  
Rosnani Hashim
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Attractive Alternative ◽  
Access To Higher Education ◽  
Integrated Education ◽  
Universities And Colleges ◽  
Private Higher Education Institutions ◽  
The Government

Privatisation of higher education is a global trend. There is an increasing demand for higher education due to the nature of work and economy today, and public universities and colleges cannot meet the demand with their limited financial resources from the government. Private higher education institutions (PHEI) seem to be the most attractive alternative to public universities and colleges in opening greater access to higher education. Malaysia is no exception, having about 25 private universities, 22 private university colleges and 410 private colleges and institutes. About a fourth of these PHEIs are Islamic institutions going by the name of the institutions or their ownership. However, private higher education institutions have their own issues and challenges. The most serious of them are preserving the philosophical goal of a balanced and integrated education despite market demands and sustaining its operation financially amidst a competitive environment. Yet, there are several opportunities for Islamic PHEIs especially in terms of international collaboration and exchanges. This article is an attempt to examine these issues and challenges or opportunities.

scholarly journals The use of the Scottish Index of Multiple Deprivation as an indicator to evaluate the impact of policy on widening access to higher education

2019 ◽  
Vol 28 (4) ◽  
pp. 414-433 ◽  
Author(s):  
Lindsay Paterson ◽  
Lucy Hunter Blackburn ◽  
Elisabet Weedon
Keyword(s):  
Higher Education ◽  
Household Survey ◽  
Access To Higher Education ◽  
Growing Up ◽  
Multiple Deprivation ◽  
Widening Access ◽  
Education Statistics ◽  
The Impact ◽  
Index Of Multiple Deprivation ◽  
Deprived Areas

Policy on widening access to higher education in Scotland is defined mainly in terms of students who live in deprived areas as defined by the Scottish Index of Multiple Deprivation. Although area measures can be informative, and are convenient because they require only a postcode to classify any person into a deprivation category, they are crude. We use data from the Higher Education Statistics Agency, the Growing Up in Scotland Survey and the Scottish Household Survey to analyse the extent to which neighbourhood measures can be used as the basis of valid indicators of widening access. We conclude that they are flawed, although not wholly useless, and ought to be supplemented by more valid measures of students' social circumstances.

scholarly journals Penolakan Rektor Perguruan Tinggi Negeri dan Perguruan Tinggi Swasta atas Demands Deliverance Uang Kuliah Tahunan Mahasiswa yang Terdampak Akibat Virus Covid-19

2021 ◽  
Vol 13 (1) ◽  
pp. 138
Author(s):  
Edi Ribut Harwanto
Keyword(s):  
Higher Education ◽  
Local Governments ◽  
Higher Education Institutions ◽  
Economically Disadvantaged Students ◽  
Tertiary Institutions ◽  
Legal Norms ◽  
Criminal Offenses ◽  
The Government ◽  
Administrative Sanctions ◽  
The Impact

This study aims to determine the response of the leadership of PTS and PTN rectors throughout Indonesia regarding the full exemption of UKT for students who are affected by the Covid 19 virus and the impact of criminal and civil law on leaders or higher education institutions. In the context of this problem, the authors see from the optical psychology of law aspects in the legal review process, with two approaches to religious norms and an approach with positive legal norms. Furthermore, to support the purpose of this study, the paradigm used in this study is the post-positivism paradigm. The results of the study show that, based on the formulation of the criminal provisions of Law No.12 of 2012 on Higher Education, criminal provisions are regulated for those who commit criminal offenses. Meanwhile, regarding administrative sanctions for PTS and PTN higher education institutions that violate it, they are subject to administrative sanctions. Of the various administrative sanctions that have been regulated, there are also no rules for PTS and PTN to get sanctions, if they do not give full UKT exemption to students. What is regulated relating to students is only in Article 76 (1) "the government, local governments, and / or tertiary institutions are obliged to fulfill the rights of economically disadvantaged students to be able to complete their studies in accordance with academic regulations.

scholarly journals Case Study of the Dundee Academy of Sport Secondary, Further and Higher Education Work (2013-17)

2018 ◽  
Vol 6 (2) ◽  
pp. 91-98
Author(s):  
Jonathan Glen
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
Further Education ◽  
Access To Higher Education ◽  
Widening Access ◽  
Continued Education ◽  
Educational Environments ◽  
The Government ◽  
Mind Set ◽  
The University

Widening access to Higher Education has been a priority globally in recent years. This has helped shape projects that work with educational establishments in more deprived communities to remove barriers to continued education. One such barrier is often the difficulty that students face in transitioning between educational environments. In Scotland, the Government have made widening access a key initiative and have supported projects that work towards this aim. The Dundee Academy of Sport (DAoS) project was established as a venture between Abertay University and Dundee and Angus College. The project works with schools from an SIMD20 (deprived) background and attempts to remove barriers to Further Education (FE) and Higher Education (HE). The project works throughout the educational continuum and supports students at each stage of transition. This study focused specifically on the work within secondary schools, FE, HE, as well as the role of DAoS in supporting transition across sectors. Six practitioners from three partner schools, two partner colleges and one lecturer at the university were interviewed to give their evaluation on how DAoS worked with their institution. At secondary level, work with senior pupils was highlighted as being useful in preparing students for FE and HE. Changes in attitude and mind-set for the pupils were noted among those who previously may not have considered continued education. Financial support and skills of DAoS staff were identified as being beneficial to schools. This suggests that a contextualised approach in schools can be useful for engaging pupils. This also suggests that by offering access to FE and HE establishments can make pupils consider these as viable options moving forward. Areas for improvement identified included further embedding of the project into FE and HE courses, further integration of staff, as well as the project being focussed more towards the senior phases of secondary schools.

Access Policies: Between Institutional Competition and the Search for Equality of Opportunities

2009 ◽  
Vol 15 (2) ◽  
pp. 155-169 ◽  
Author(s):  
Alberto Amaral ◽  
António Magalhães
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Higher Education Institutions ◽  
Access To Higher Education ◽  
Mass System ◽  
Public And Private ◽  
Equality Of Opportunities ◽  
The Government ◽  
Portuguese Higher Education ◽  
Access Policies

Portuguese higher education can be characterised as a mass system, as the total gross participation rate in universities and polytechnics, public and private, is over 50 per cent. Recently, under the simultaneous pressure of demographic decreasing of the population potentially involved with higher education and financial stringency, higher education institutions, both public and private, have started to compete for students, while responding to an increasing social demand for more diversified higher education. The government and higher education institutions are being challenged to widen access to higher education to improve the country's educational and economic performance, with the objective of attracting new publics and students from a broader range of social backgrounds. In the public sector, the competition for students is being mainly felt in the polytechnic sector, but it is in the private sector, both universities and polytechnics, that the need to recruit more students is felt more intensely. The Portuguese government, allegedly to enhance the equality of opportunities in the access to higher education and to attract new publics, has recently broadened the area of recruitment of the special contingent of adult students who have not completed secondary education courses, by lowering the qualification age from 25 years to 23 years old, and has completely deregulated the system by allocating to each institution the responsibility for the selection of adult students. This paper intends, firstly, to contextualise this governmental action in the framework of the access policies, that, since the beginning of the 2000s, can be characterised as offering not only ‘more’ higher education but also ‘more diverse’ higher education; secondly, to identify the strategies that Portuguese higher education institutions are deploying to meet institutional needs (meaning institutions’ own good) and the political goals assigned by the government; finally, to identify differences of institutional reactions according to their public or private nature and university or polytechnic identity.

scholarly journals Socio-Economic Distribution and Higher Education Participation of Students in Kenya

2015 ◽  
Vol 7 (3) ◽  
pp. 49
Author(s):  
John Mugun Boit
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Higher Education Institutions ◽  
Three Dimensions ◽  
School Level ◽  
School Students ◽  
Higher Education Participation ◽  
Education Participation ◽  
The Government ◽  
Economic Distribution

<p>The disparity in higher education participation is a perverse problem in most developing<br />countries. The purpose of this study was to examine the socio-economic distribution of<br />students and higher education participation of students in Kenya from three dimensions:<br />students’ parents socio-economic backgrounds, parental occupational status, and parental<br />level of education. The survey sample compromising 581 respondents was selected from<br />three higher education institutions namely; a public university, a private university and a<br />polytechnic institution. Findings indicatethat despite the overall expansion towards mass<br />systems imbalances in participation based on student socio-economic background is a major<br />factor in Kenyan higher education institutions. The study reveals that higher education is<br />selective, not only in terms of type of secondary school students attended but across parental<br />traits such as father’s education and occupation. The economic capacity of parents is very<br />crucial in determining who can take advantage of the best available education provision and<br />how far a student goes up the education ladder. These findings further confirm the perverse<br />social selection and class bias in higher education institutions with students from lower<br />socioeconomic backgrounds less likely to participate in higher education as students from<br />middle and higher socioeconomic backgrounds. This makes higher education access in Kenya<br />to be highly inequitable. This disproportionate representationpresents a major challenge for<br />education policy. In order to achieve equity and enhance access to tertiary level education,<br />amongst all socio-economic groups, the government should seriously address disparities in<br />school outcomes, both at primary school level and between the various secondary school<br />types and barriers to access that are due to financial obstacles.</p>

scholarly journals Access to Higher Education: Reflections on a Participatory Design Process with Refugees

2019 ◽  
Vol 5 (1) ◽  
pp. 156-176
Author(s):  
Oula Abu-Amsha ◽  
Rebecca Gordon ◽  
Laura Benton ◽  
Mina Vasalou ◽  
Ben Webster
Keyword(s):  
Higher Education ◽  
Participatory Design ◽  
Participatory Approach ◽  
Recruitment Strategies ◽  
Participatory Process ◽  
Access To Higher Education ◽  
Higher Education Access ◽  
Education Access ◽  
New Education ◽  
The Impact

Refugees face significant challenges in accessing higher education. It is clear that new and diverse solutions are needed that both understand and address the contextual barriers to higher education access for refugees. In keeping with new approaches in the wider humanitarian community, which recognize the role communities can play in creating new education solutions, our organization sought to employ participatory design methods in the development of a new program to support access to higher education for refugees in the Middle East (mainly in Jordan and Lebanon). This note provides insights into the implementation of the participatory process and details the impact the participatory approach had on the design of our programs. Finally, we highlight the need for gender-balanced recruitment strategies through our reflection on the impact of the design of the participatory process on those participating. Finally, we highlight the need for gender-balanced recruitment strategies and reflect on how the design of the participatory process benefited the participants and the initiating organization.

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