Edited By Virginia Stead
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
10 Admission Policy in Contemporary Russia: Recent Changes, Expected Outcomes, and Potential Winners
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Admission Policy in Contemporary Russia
Recent Changes, Expected Outcomes, and Potential Winners
Ilya Prakhov and Maria Yudkevich
While for many decades in the Soviet Union, and then in post-Soviet Russia, university-specific exams were at the core of the university admission system, they have been recently replaced by an admission system based on the results of national exams known as the Unified State Examinations (USE), which are obligatory for all high school graduates in Russia. This reform has had at least three consequences: first of all, under the new system, high school students sit the national exams in the city or regional center in which they live, so there is no need to pay for a trip to go and sit examinations in their potential place of learning. Second, there is no need to prepare for any particular requirements set by the universities or to make university-specific investments that would be fulfilled in the local exams. Finally, while under former systems applicants had to choose one university to apply to well before exams, they now can make their final choice with a whole range of offers at their fingertips.
One of the aims of such a reform was to increase the accessibility and equality of higher education. It was assumed that under the new institutional settings, students from disadvantaged backgrounds would have more opportunities to be enrolled in universities due to a reduction...
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