Download Access and Participation in Irish Higher Education by Ted Fleming, Andrew Loxley, Fergal Finnegan PDF

By Ted Fleming, Andrew Loxley, Fergal Finnegan

This e-book explores the entry and participation matters current inside of greater schooling in eire. It examines coverage, pedagogy and practices with regards to widening participation and records the development and demanding situations encountered in furthering the ‘access schedule’ over the last 20 years. entry has turn into an essential component of ways larger schooling is familiar with itself and the way it explains the price of what it does for society as an entire. enhancing entry to schooling strengthens social team spirit, lessens inequality, promises the long run energy of tertiary associations and guarantees fiscal competitiveness and adaptability within the period of the “Knowledge dependent Economy”. delivering a coherent, serious account of modern advancements in Irish better schooling and the consequences for Irish society as a complete, this booklet is vital for these concerned either in getting to know the sector and in better schooling itself.

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The long-term effects of this shift are unclear and whether graduates will be able to repay loans will be an unanswered question for some time and the experience of student loans schemes in the UK is not encouraging (McGettigan 2013). Increasingly, in other countries, students are graduating in debt. This issue of debt has prompted a debate and protests about the nature and purpose of education as a public good in a wide range of countries (most notably in South Africa, Chile, the US and in Quebec).

A new national plan for equity of access to HE (HEA 2015e) covering the period 2015–19 addresses a number of key issues, which include the following: developing a broader definition of the meaning of disadvantage; taking a system-wide approach to access; consideration of future options concerning part-time students and their fees; addressing financial barriers to accessing HE; strengthening links between HE institutions and disadvantaged communities; increase student voice in access measures and mainstreaming access measures across HE (DG EAC 2015, p.

The European Union has set a target that “the share of 30–34-year-olds with tertiary educational attainment or equivalent should be at least 40 percent by 2020” (EC 2014, p. 29). The European Commission (EC 2014) highlights the patchwork nature of collecting data across Europe and the “hit or miss” nature of linking funding with set targets that may or may not be met in most countries. As we shall see though in the next chapter, target setting in itself may not be as significant as the EU claims.

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