HE Policy Across Europe & Patterns of Participation Sheila Riddell and Elisabet Weedon, Centre for Research in Education Inclusion and Diversity, University of Edinburgh www.creid.ed.ac.uk Range of strands within European higher education policy Building of European identity and training of European elite through student mobility Social dimension associated with Bologna Process breaking the link between family background and HE participation. Goal - % participation rate by Marketisation and competition influence of international league tables Influence of European policy varies- in some countries, national or regional policies much more important. Historical legacy critical 1
Marked difference across Europe in understanding of widening access agenda Most countries recognise those from low-socioeconomic background as under-represented but not recognised in Russia, Slovenia or Estonia Gender & disability frequently monitored but understood differently Immigrant status monitored in some countries, race/ethnicity in others Norway, Czech no monitoring Some countries have already achieved % participation target but Austria, Czech & Hungary fall well short Proportion of -34 year olds with tertiary education, 5 and 6 5 7 Source: http://epp.eurostat.ec.europa.eu/portal/page/portal/europe indicators/headline_indicators 2
Generally, younger age groups have higher participation rates, but in Czech & Estonia, participation rate higher for older (45-49) than younger age groups. Social disruption associated with collapse of Soviet Union Proportion of -34 year olds with tertiary education, 5 and 6 5 7 Source: http://epp.eurostat.ec.europa.eu/portal/page/portal/europe indicators/headline_indicators Women have been major beneficiaries of HE expansionoutnumber men in younger, but not older age groups Figure 7.3: who have completed tertiary education by age and gender (ISCED 5-6), 7 6 9 3
Strong association between parents & children s level of educational attainment. In Czech, Hungary & Slovenia, 5% of those whose parents have low educational attainment achieve tertiary level qualification, c.f. % in UK Figure 7.3: who have completed tertiary education by age and gender (ISCED 5-6), 7 6 9 Strong association between employment status and having higher educational qualification in Lithuania & Czech, those with low educational qualifications have extremely low employment rates(12% & %) Figure 7.3: who have completed tertiary education by age and gender (ISCED 5-6), 7 6 9 4
Strong association between poverty and educational attainment Paradox As HE participation rates have risen, penalties for those with low employment rates have increased. Analysis by Andy Green and others shows that countries with wider educational and economic inequality have much greater social problems than countries which are more equal Since the 198s, according to the OECD, economic inequality has widened across much of Europe. Particular issues in countries in Central & Eastern Europe, where support mechanisms of Soviet system disappeared Future challenge- equalising access to education at time of resource scarcity & economic crisis 5