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International Perspectives on Higher Education Admission Policy

A Reader


Edited By Virginia Stead

The promise of this admission policy reader arises from the embodiment of research from 58 authors, six continents, 20 time zones, 20+ first languages, and a broad array of research methodologies. Four sections aggregate key themes within the text:
(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.
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12 Spain and France: Moving from Democratization towards Elitism in Access to Higher Education


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Spain and France

Moving from Democratization towards Elitism in Access to Higher Education

Leoncio Vega Gil and Juan Carlos Hernández Beltrán


There is a certain academic tradition regarding comparative analyses of education in France and Spain. Some studies have focused on the equality of educational opportunities (Fernández Mellizo-Soto, 2003), others on teacher training, on priority education networks (Luzón, 2005), on intercultural education (Martínez, 2007), on comparative historical analyses (Hernández Díaz, 2011) or on more general studies (Sauvageot & Charras, 2008). Additionally, here we shall compare two educational systems and universities with common elements; both are of an integrated character (Jallade, 1992). Regarding the aims and structure of the present work, it should be mentioned that our analysis aims to describe the trajectories and requirements for academic transition that students must attain to access higher education in its various forms. These essentials are, for the time being, the expression of political practices based on ideological interpretations of higher education and are encompassed within the more general framework of globalization.

The chapter structure can be split into three different sections. First is the sociohistorical and political context of secondary education. Next is an explanation of the contents of the access system; that is, the requirements, the equivalences, and the exceptions (the practical ones). Finally, we shall look at the fundamentals or rationalization of the regulation of systems...

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