By Ted Fleming, Andrew Loxley, Fergal Finnegan
This e-book explores the entry and participation matters current inside better schooling in eire. It examines coverage, pedagogy and practices on the subject of widening participation and files the growth and demanding situations encountered in furthering the ‘access schedule’ over the last 20 years. entry has develop into an essential component of ways greater schooling is aware itself and the way it explains the price of what it does for society as a complete. enhancing entry to schooling strengthens social team spirit, lessens inequality, promises the longer term energy of tertiary associations and guarantees fiscal competitiveness and adaptability within the period of the “Knowledge dependent Economy”. supplying a coherent, severe account of contemporary advancements in Irish greater schooling and the consequences for Irish society as an entire, this ebook is key for these concerned either in discovering the sphere and in greater schooling itself.
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Extra resources for Access and Participation in Irish Higher Education
At present, each student pays €3,000 apart from the 50 per cent who qualify for grants. The state is withdrawing from funding HE in favour of fees, foreign recruitment of students (especially from China), philanthropy and research contracts. The number of foreign students is expected to increase from 7 to 13 per cent by 2016 (HEA 2015b, p. 15). Universities had 80 per cent of their costs paid by the state in 2008 and this decreased to 65 per cent in 2014 (HEA 2015a, p. 12) and is expected to fall to a target of 51 per cent in 2016.
Bigger, deeper and wider does not always lead to equal access across departments and programmes and so access to work in the knowledge economy is also, by implication, highly stratiﬁed. AN ALTERNATIVE VISION OF HIGHER EDUCATION In such a diverse and seemingly contradictory and complex arena how can a vision of HE emerge? What key ideas ought to drive this third level sector? Who might our allies be for this part of the story? There is a noble history of ideals for university learning and teaching.
Migrant status data are captured in 13 systems and data on ethnicity of students and staff in only 8 countries. In a number of countries where alternative entry routes have been developed as one of the measures to help widen access, there is no ofﬁcial monitoring of the numbers of students actually entering via the different possible routes. In the countries where monitoring does exist, there is very commonly a pattern of one route dominating as the primary means of entering HE. Both bridging programmes and recognition of prior learning are an access feature in only half of European HE systems.