Titlebook: Access and Participation in Irish Higher Education; Ted Fleming,Andrew Loxley,Fergal Finnegan Book 2017 The Editor(s) (if applicable) and

出汗

CUR

Book 2017ion to widening participation and documents the progress and challenges encountered in furthering the ‘access agenda’ over the past two decades. Access has become an integral part of how Higher Education understands itself and how it explains the value of what it does for society as a whole. Improvi

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眉毛

Stacy R. Finkbeiner Ph.D.,Lori R. Holtz M.D. Since the 1960s, there has been a firm emphasis in social policy and political discourse on ensuring economic growth and making Ireland more equal through the expansion of the education system. Widening access to HE for under-represented student groups is an important part of this larger narrative.

DECRY

Stacy R. Finkbeiner Ph.D.,Lori R. Holtz M.D.” in two main regards: (1) participants and (2) processes. As we will return to a more detailed discussion of the different equity groups in Part II, our purpose here is to structure the Irish access story so far, around four broad but interlocking themes which will be explored in this and the next

哭得清醒了

https://doi.org/10.1007/978-981-10-1935-7ll also discuss some of the cognate issues around student finance which we touched on in Chapter 3. Although student finance is but one component of being a student, it is significant and particularly so for those from the “l(fā)ower” socio-economic groups (SEGs) whom the state wishes to draw into HE. T

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https://doi.org/10.1007/978-3-663-01529-1 disabilities within HE. We contend that Initial access initiatives tended to focus on people from poorer socio-economic backgrounds and/or those from ethnic minorities. It was only at a later stage that children and young people with disabilities were given additional supports to enable their parti

FAST

https://doi.org/10.1007/978-3-322-92546-6of widening access for mature students on the one hand and the continued, poor representation of this group in the system to now. Specific attention is given to the falling numbers of older learners in the period 2011–15 despite ambitious policy targets for the group set out in the recent .–. (DES 2