Charting Equity in Higher Education: Drawing the Global Access Map

Research output: Book/ReportBook

Standard

Charting Equity in Higher Education: Drawing the Global Access Map. / Atherton, Graeme; Dumangane Jr, Constantino; Whitty, Geoff.

Pearson Education, 2016. 38 p.

Research output: Book/ReportBook

Harvard

Atherton, G, Dumangane Jr, C & Whitty, G 2016, Charting Equity in Higher Education: Drawing the Global Access Map. Pearson Education. <https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/Charting-Equity_WEB.pdf>

APA

Atherton, G., Dumangane Jr, C., & Whitty, G. (2016). Charting Equity in Higher Education: Drawing the Global Access Map. Pearson Education. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/Charting-Equity_WEB.pdf

Vancouver

Atherton G, Dumangane Jr C, Whitty G. Charting Equity in Higher Education: Drawing the Global Access Map. Pearson Education, 2016. 38 p.

Author

Atherton, Graeme ; Dumangane Jr, Constantino ; Whitty, Geoff. / Charting Equity in Higher Education: Drawing the Global Access Map. Pearson Education, 2016. 38 p.

Bibtex - Download

@book{904ed3f5ec3841c083c7153f06f1e3a9,
title = "Charting Equity in Higher Education: Drawing the Global Access Map",
abstract = "According to current figures, there will be almost half a billion highereducation (HE) students around the world by 2030,1 up from about200 million today.2 There is every reason to expect this number tocontinue rising over the course of the 21st century.The drivers behind the growing demand for HE among students, andfor graduates among employers, are many – the principal among thembeing the need for higher-level skills as our labour markets and jobschange; the growth of the middle class internationally; and the role ofHE study as a gateway to professional careers.The benefits of HE study to individuals and society are widely recognised.Continued study – particularly the completion of an undergraduatedegree – is associated with better employment prospects and productivity,improved health and wellbeing, and greater civic engagement. The beliefthat those with the most education will be best equipped to thrive intoday{\textquoteright}s global economy – with all its risk, change and uncertainty – hasbeen highlighted in several reports.3 It is further illustrated by one ofUNESCO{\textquoteright}s 2015 lifelong learning goals: that by 2030, we should ensure thatall women and men have equal access to high quality, affordable technical,vocational and tertiary education, including university.4Despite the importance of HE and the opportunities it presents, weknow that some groups find it much easier than others to access andsucceed in it, and that there are some shared patterns across countriesin this regard.To move towards equity, we need a fuller understanding of which groupsare accessing HE. At the moment this knowledge is partial and patchy,reflecting the relative neglect of HE access data collection, and perhaps,the complexity of monitoring access to HE.If robust data on participation in HE are not available, it is difficult tomonitor participation and to begin tackling inequities. So there is a socialjustice case for investigating how we might gather comparable data onwho is – and who is not – accessing HE around the world. ",
author = "Graeme Atherton and {Dumangane Jr}, Constantino and Geoff Whitty",
year = "2016",
language = "English",
publisher = "Pearson Education",

}

RIS (suitable for import to EndNote) - Download

TY - BOOK

T1 - Charting Equity in Higher Education: Drawing the Global Access Map

AU - Atherton, Graeme

AU - Dumangane Jr, Constantino

AU - Whitty, Geoff

PY - 2016

Y1 - 2016

N2 - According to current figures, there will be almost half a billion highereducation (HE) students around the world by 2030,1 up from about200 million today.2 There is every reason to expect this number tocontinue rising over the course of the 21st century.The drivers behind the growing demand for HE among students, andfor graduates among employers, are many – the principal among thembeing the need for higher-level skills as our labour markets and jobschange; the growth of the middle class internationally; and the role ofHE study as a gateway to professional careers.The benefits of HE study to individuals and society are widely recognised.Continued study – particularly the completion of an undergraduatedegree – is associated with better employment prospects and productivity,improved health and wellbeing, and greater civic engagement. The beliefthat those with the most education will be best equipped to thrive intoday’s global economy – with all its risk, change and uncertainty – hasbeen highlighted in several reports.3 It is further illustrated by one ofUNESCO’s 2015 lifelong learning goals: that by 2030, we should ensure thatall women and men have equal access to high quality, affordable technical,vocational and tertiary education, including university.4Despite the importance of HE and the opportunities it presents, weknow that some groups find it much easier than others to access andsucceed in it, and that there are some shared patterns across countriesin this regard.To move towards equity, we need a fuller understanding of which groupsare accessing HE. At the moment this knowledge is partial and patchy,reflecting the relative neglect of HE access data collection, and perhaps,the complexity of monitoring access to HE.If robust data on participation in HE are not available, it is difficult tomonitor participation and to begin tackling inequities. So there is a socialjustice case for investigating how we might gather comparable data onwho is – and who is not – accessing HE around the world.

AB - According to current figures, there will be almost half a billion highereducation (HE) students around the world by 2030,1 up from about200 million today.2 There is every reason to expect this number tocontinue rising over the course of the 21st century.The drivers behind the growing demand for HE among students, andfor graduates among employers, are many – the principal among thembeing the need for higher-level skills as our labour markets and jobschange; the growth of the middle class internationally; and the role ofHE study as a gateway to professional careers.The benefits of HE study to individuals and society are widely recognised.Continued study – particularly the completion of an undergraduatedegree – is associated with better employment prospects and productivity,improved health and wellbeing, and greater civic engagement. The beliefthat those with the most education will be best equipped to thrive intoday’s global economy – with all its risk, change and uncertainty – hasbeen highlighted in several reports.3 It is further illustrated by one ofUNESCO’s 2015 lifelong learning goals: that by 2030, we should ensure thatall women and men have equal access to high quality, affordable technical,vocational and tertiary education, including university.4Despite the importance of HE and the opportunities it presents, weknow that some groups find it much easier than others to access andsucceed in it, and that there are some shared patterns across countriesin this regard.To move towards equity, we need a fuller understanding of which groupsare accessing HE. At the moment this knowledge is partial and patchy,reflecting the relative neglect of HE access data collection, and perhaps,the complexity of monitoring access to HE.If robust data on participation in HE are not available, it is difficult tomonitor participation and to begin tackling inequities. So there is a socialjustice case for investigating how we might gather comparable data onwho is – and who is not – accessing HE around the world.

M3 - Book

BT - Charting Equity in Higher Education: Drawing the Global Access Map

PB - Pearson Education

ER -