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

By Ted Fleming, Andrew Loxley, Fergal Finnegan

This publication explores the entry and participation concerns current inside 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’ during the last twenty years. entry has develop into a vital part of ways greater schooling is familiar with itself and the way it explains the price of what it does for society as an entire. bettering entry to schooling strengthens social team spirit, lessens inequality, promises the long run energy of tertiary associations and guarantees financial competitiveness and suppleness within the period of the “Knowledge established Economy”. supplying a coherent, serious account of contemporary advancements in Irish greater schooling and the consequences for Irish society as a complete, this publication is vital for these concerned either in discovering the sphere and in larger schooling itself.

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The role of HE is built on developments in both the primary and secondary education sectors. This HE journey has been planned with national policy priorities set and re-set over these years. The entire story is coloured increasingly by the impact and incorporation of international directions especially from the OECD and EU. Together and progressively over the years as HE expanded to include an increasing number of school leavers or traditional students, the focus has broadened to include non-traditional learners.

However, the problematic “who” in this context was mostly framed by policy makers in terms of the “equity groups”. NAMING AND PARTS: WHAT IS ACCESS EXACTLY HOW WIDE IS IT? OF THE One of the more problematic aspects of access is constructing a working definition which allows for a reasonable degree of conceptual and explanatory “grip”.

216) and significantly below the leading OECD countries (US, Finland, Sweden and Denmark), this is really a move towards making students pay their own fees. 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).

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