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.
21 Open-Access Policies at Community College Global Counterparts
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Open-Access Policies at Community College Global Counterparts
Rosalind Latiner Raby and Edward J. Valeau
There is universal consensus that a better-educated population seeds a range of socioeconomic opportunities for people, for communities, and for countries. While students worldwide are achieving secondary education in increasing numbers, the pathways for postsecondary instruction are not abundant nor are they easily available. Access to the traditional university remains limited and therefore highly competitive. While alternatives to the traditional university have existed for decades, new variants within the public, private, and for-profit sectors are changing the postsecondary climate. One of these institutional types offers a more advanced curriculum than secondary school and serves as a lower-cost pathway that gives options for university overflow for adult learners, displaced workers, lifelong learners, workforce learners, developmental learners, and nontraditional learners (Raby & Valeau, 2009).
We refer to this institutional type as “community college global counterparts” whereas others may use the following terms: colleges of further education, polytechnic, regional college/university; technical college/institute, and technical and further education (TAFE). Other more specific terms include Ammattikorkeakoulu (Finland); Centres de formation tecnica (Chile); Centra Federal de Tecnologia (Brazil); Colegio Nacional de Educaion Profesional Tecnia (Mexico); Colegios Universitarios (Argentina); College of Applied Arts and Technology (Canada); College d’Enseignement General et Professionel (Canada); Ecole de France; Fachochschuelen (Germany); Folk High School (Scandinavia); Higher Colleges of Technology (United Arab Emirates); Higher Education College for Social Promotion (Belgium); Higher Technicians’...
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