Access to Education in Europe - A Framework and Agenda for System Change

Foreword

Acknowledgements

Contents

Chapter 1: Introduction: Developing a Conceptual Framework for Access to Education for Socio-­economically Marginalised Groups: A Systems Focus

1.1 Scope of the Book

References

Chapter 2: System Blockages for Access to Education in Europe: Paper Commitments and Substantive Gaps

2.1 The European Union’s Strategic Priority on Paper of Access and Lifelong Learning as a Means of Fostering Social Inclusion: Falling Between Two Stools in the ET2020 Targets?

2.2 Access to Education for Marginalised Groups: A Neglected Focus in University Rankings

References

Chapter 3: Conceptual Framework and Agenda: Beyond Bronfenbrenner (1979, 1995) to Interrogation of Blocked Systems via Structural Indicators

3.1 Introduction

3.2 Conceptual Framework: Interrogating Bronfenbrenner’s ( 1979, 1995) Systems Framework in Educational, Developmental and Community Psychology for Access to Education

3.2.1 A Systems Focus as a Multilevelled Approach

3.2.2 System Transitions in Education

3.2.3 Systems: Beyond a Unidimensional Focus

3.2.4 Systems as Key Silent Conditions for Complex Causal Influences

3.2.5 Systems as Growth Rather than Deficits

3.3 The Need for Focus on System Blockage and Displacement in Moving from Inert to Inclusive Systems: Key Limitations to Bronfenbrenner’s ( 1979, 1995) Understanding of Systems

3.3.1 A Stronger Focus on Time

3.3.2 System Change in Time as Overcoming System Blockage or Displacement

3.3.3 The Need for Change Towards Inclusive Systems that Facilitate Individual Agency

References

Chapter 4: Structural Indicators for System Level Change for Access to Education for Marginalised Groups

4.1 An Agenda of Structural Indicators for System Level Change for Access to Education for Marginalised Groups at International, European Commission, National and Institutional Levels

4.2 Key Interpretative Principles Underpinning a Systemic Review of Structural Indicators for Access to Education Derived by Analogy from International Rights Discourse

4.3 Structural Indicators: A Key Strategic Gap in the OECD (Organisation for Economic Cooperation and Development) International Education Indicators

4.3.1 A Critique of Indicators as a Neo-liberal Agenda: The Need for a Democratic Agenda of Accountability That Is Not Reduced to Neo-liberalism

References

Chapter 5: Access to Higher Education for Socio-­economically Marginalised Groups: Indicators at Macro-Exo Levels

5.1 A Central Driving Committee at State Level for Access to Higher Education and Lifelong Learning for Marginalised Groups (Structural Indicator), Including Clear Funding Sources

5.2 Clarification of the Criteria to Ascertain Socio-economic Exclusion (Structural Indicator) Given the Observed Tendency, Especially in Central and Eastern European Countries, for Targeting to Occur for More Easily Identifiable Target Groups Like Thos

References

Chapter 6: Access to Higher Education for Socio-­economically Marginalised Groups: Indicators at Macro-Exo Levels

6.1 The Need for a Formal Obligation on Institutions from the State to Improve Access and for Incentives for Third-­Level Institutions Such as Differentiated Funding from the State Based on Implementation of Access Goals (Structural Indicator)

6.2 State-Led Incentives to Different Faculties and Departments Within Third-Level Institutions to Increase Access: A Faculty and Departmental Level Focus to Increase Access (Structural Indicator)

6.3 An Access Strategy for the So-Called ‘Elite’ Universities (Structural Indicator)

6.4 Representation of Target Groups (Including Ethnic Minorities in the Decision-Making Structures and Processes at National Level Regarding Access to Education (Structural Indicator))

6.5 A System of Reserved Places or Equivalent Approach to Increase Participation of Underrepresented Groups at the Third Level (Structural Indicator)

6.6 A Coherent Support Strategy for Access to Third-Level Education for Orphans and Young People in Care (Structural Indicator)

References

Chapter 7: Access to Higher Education for Socio-­economically Marginalised Groups: Indicators at Micro-Meso Levels

7.1 Education Institutional Strategies for Access for Groups Experiencing Socio-economic Exclusion (Structural Indicator)

7.2 Development of Outreach Institutional Strategies That Go Beyond Mere Information-Based Models (Structural Indicator)

7.3 Availability of School and University Institutions Free of Charge During Summertime and Evenings for Community Groups from Marginalised Areas (Structural Indicator)

7.4 Outreach Strategy to Communicate with Spokespersons, Opinion Makers and Community Leaders in Socio-­economically Marginalised or Ethnic Minority Communities (Structural Indicator)

7.5 Formal Links Between Universities and Non-­governmental Organisations Representing Marginalised Groups (Structural Indicator)

7.6 Outreach Strategy to Engage Young Immigrants and Young Members of a Target Group: Cohort Effect as a Positive Potential (Structural Indicator)

7.7 An Access Strategy of Third-Level Institutions Which Engages with Primary and Secondary Students Experiencing Socio-economic Marginalisation (Structural Indicator)

7.8 Preparatory Admission Courses (Structural Indicator)

7.9 Challenge to Institutional Staff Attitudes

References

Chapter 8: Non-formal Education: Indicators at Macro-­Exo Levels

8.1 Introduction: Non-formal Education as a Key Path to Overcoming Fear of Failure in Marginalised Groups

8.2 The Need for a National and Regional Strategy for Non-formal Education: To Relate But Not Reduce Non-­formal Education to the Formal System (Structural Indicator)

8.3 The Need for Agreed, Non-reductionist, Accountability Processes in the Non-formal Sector: Due to Less Accountability Provided by Non-formal Educational Institutions in a Climate of Increasing Need for Accountability (Structural Indicator)

8.4 Funded Strategies to Develop Local Community Lifelong Learning Centres (Structural Indicator)

8.5 Non-formal Education as a Key Bridge to Ethnic Minorities, Immigrants and Those Experiencing Social Exclusion

References

Chapter 9: Non-formal Education: Indicators at Micro-­Meso Levels

9.1 A Strategy to Develop Community Leaders (Structural Indicator)

9.2 National Strategies for Lifelong Learning to Include the Arts as a Key Bridge into Societal and Systemic Participation via Non-formal Education (Structural Indicator)

9.3 Non-formal as a Path to Formal Education (Structural Indicator)

9.4 Staff Continuity and Development in Non-formal Education (Structural Indicator)

9.5 Pathways to Overcome Process Difficulties Regarding Recognition of Prior Learning

References

Chapter 10: Prison Education: Indicators at Macro-Exo Levels

10.1 Introduction: Prison Education as a Domain of Lifelong Learning

10.2 A National Strategy of Education for Prisoners (Structural Indicator)

10.3 Opportunities for Distance Education and Web-Based Learning in Prison (Structural Indicator)

10.4 An Education Strategy for High-Security Prisons (Structural Indicator)

10.5 Overcoming Ambivalence from Prison Officers in Some Countries to Prisoner Learning

References

Chapter 11: Prison Education: Indicators at Micro-Meso Levels

11.1 Establishment and Implementation of a Principle of Normality in Prisons (Structural Indicator)

11.2 Individual Education Plans for Prisoners (Structural Indicator)

11.3 Initial Assessment Approaches for Prisoners (Structural Indicator)

11.4 Sufficient Space in Prison for Education (Structural Indicator)

11.5 Professional Development Support and Resource Materials for Teachers in Prisons (Structural Indicator)

11.6 Prisoner Exchange Based on Educational Reasons, Including Bridges to External Education Institutions (Structural Indicator)

11.7 Overcoming Practical Problems to Allow the Prisoner to Study in Prison and at Third Level

11.8 Peer Effects on Motivation to Learn in Prison

References

Chapter 12: Conclusion

12.1 Developing a European Union Agenda of Structural Indicators for Access to Higher Education and Lifelong Learning for Socio-economically Excluded Groups

12.2 Developing a Conceptual Framework to Move from Blocked Systems of Exclusion Towards Systems of Inclusion for Access to Higher Education and Lifelong Learning: From Diametric to Concentric Systems of Relation

12.2.1 Amplifying a Structuralist Framework for Moving from Diametric Oppositional to Concentric Relational Spaces: From Assumed Separation to Assumed Connection in the Communicative Culture

12.2.2 Systemic Assumed Separation Between Strategies, Structures and People: Barriers to Developing Concentric Systems of Inclusion

12.2.3 Systemic Assumed Connection: A Transitions Focus on Developing Concentric Systems of Inclusion

12.2.4 Systemic Assumed Separation Where Parts of an Institution Operate in Parallel Due to Historically Different Goals of These Parts: Barriers to Developing Concentric Systems of Inclusion

12.2.5 Mirror Image Inversion as a Diametric Systemic Structural Relation: Beyond Diametric Mirror Image Inversions in the Relational Space of the Powerful (Teacher) Versus Powerless (Student), Active (Teacher) Versus Passive (Student)

References

Appendices

Appendix A: Glossary of Key Terms

Appendix B: Illustrative Examples of a Structural Indicators Matrix Tool for Access to Education for Socio-economically Marginalised Groups: Higher Education, Non-formal Education and Prison Education

Introducing Structural Indicators

Access to Higher Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators at National Levels

Access to Higher Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators at Third-Level Education/University Institution Level

Access to Non-formal Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators

Prison Education: Illustrative Structural Indicators

References

Biopic

Index