scholarly journals Rural Population and COVID-19: A Model for Assessing the Economic Effects of Drop-Out in Higher Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Alfredo Guzmán Rincón ◽  
Sandra Barragán Moreno ◽  
Favio Cala-Vitery
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Educational Level ◽  
Social Inequalities ◽  
Public Policies ◽  
Economic Effects ◽  
Drop Out ◽  
Access To Higher Education ◽  
Training Programmes ◽  
Rural Student

Higher education is one of the ways to overcome social inequalities in rural areas in developing countries. This has led states to develop public policies aimed at access, retention and timely graduation of students in those sectors, yet the high drop-out rates among the rural student population, which were catalysed by COVID-19, prevent the intrinsic and extrinsic benefits of obtaining a higher education degree from materialising. Thus, the study of the phenomenon of dropout before and after the pandemic has not sufficiently addressed the economic issues raised by this phenomenon for the different actors at the educational level. The purpose of this paper is to model the economic effects of rural student dropout at the higher education level for students and families, Higher Education Institutions (HEIs) and the State, based on public policies for access to higher education, in the pandemic and post-pandemic scenario. In order to delimit the operationalisation of the proposed model, a set of undergraduate training programmes in Colombia was taken as a reference. System dynamics was used as the main modelling technique. The model was based on data from the 20 training programmes with the highest number of students enrolled in rural areas for the year 2019, by running three computational simulations. The results showed the description of the dynamic model and the financial effects of dropout for the actors of the educational level with the current policies of access to higher education, the scenario in which COVID-19 would not have occurred and the consolidation of the public policy of tuition fee exemption in public HEIs as a result of the pandemic. It was concluded that the model developed is very useful for the valuation of these economic effects and for decision-making on policies to be implemented, given that the costs of dropout are characterised by high costs for students and their families as well as for HEIs, and where it was determined that current policies are inefficient in preventing and mitigating dropout.

scholarly journals Rurality and Dropout in Virtual Higher Education Programmes in Colombia

2021 ◽  
Vol 13 (9) ◽  
pp. 4953
Author(s):  
Alfredo Guzmán Rincón ◽  
Sandra Barragán ◽  
Favio Cala Vitery
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Hierarchical Cluster ◽  
Cross Sectional Study ◽  
Evaluation Instrument ◽  
Cross Sectional ◽  
Social Stratum ◽  
Level Of Education ◽  
Explanatory Variables ◽  
Rural Student

As part of the 2030 Agenda, higher education has been conceptualised as one of the ways to overcome the social disparities experienced in rural areas in Colombia. Thus, in concordance with the benefits of this level of education, the state has been designing public policies during the last few years, in order to facilitate access to undergraduate programmes to these populations, focusing mainly on the implementation of the virtual modality. In this context, it is recognised that access itself is not enough, but that continuance and timely graduation are required to materialise the benefits obtained along with a higher education degree; hence, dropout is a subject of interest for study, especially due to the high rates existing in the rural student population. Therefore, the event of dropout becomes an obstacle to social change and transformation in rural areas. Thus, this article aimed to identify which individual, institutional, academic and socio-economic characteristics influence rural student dropout in virtual undergraduate programmes in Colombia. For this purpose, an exploratory, quantitative and cross-sectional study was proposed, with a sample of 291 students to whom a student characterisation instrument and a classroom evaluation instrument were applied. With these data, it was proceeded to establish which of them had deserted, constituting the extraction of the sample of the study, which were 168. With the information, an exploratory factor analysis, hierarchical cluster analysis and descriptive statistics were used to establish which explanatory variables are involved in the dropout of this type of student. The results showed that the academic variables analysed do not have an impact on the event, while marital status (associated with family obligations), age, social stratum, work obligations, parents’ level of education and type of work, income and type of employment relationship of the student, and, finally, the number of people who depend on the family’s income do.

Overcoming failure in higher education: Social inequalities and compensatory advantage in dropout patterns

2020 ◽  
pp. 000169932092091
Author(s):  
Estelle Herbaut
Keyword(s):  
Higher Education ◽  
Event History Analysis ◽  
Social Inequalities ◽  
Strong Predictor ◽  
Academic Failure ◽  
Drop Out ◽  
Industrialized Countries ◽  
Social Origin ◽  
High Performing ◽  
History Analysis

The large proportion of dropout students from higher education has become a major concern in many industrialized countries. Despite consistent evidence of the association between social origin and dropout behaviour, it is unclear through which mechanisms social origin influences trajectories and educational outcomes in higher education, especially in countries with low financial costs for higher education studies. This study builds on the compensatory advantage mechanism to investigate the relationship between social origin, academic failure in higher education and dropout behaviour. Using a French longitudinal survey and event history analysis, results confirm that academic failure in the first year of higher education is a strong predictor of dropout, even after controlling for academic readiness for higher education. Supporting the compensatory advantage hypothesis, students from advantaged backgrounds are much less likely to drop out after academic failure than disadvantaged students and this result also holds for high-performing high-school graduates. These results stress the importance of taking into account the interplay between social origin and academic performance during higher education to reduce dropout behaviour.

scholarly journals Geographical differentiation in access to higher education in Sweden

2020 ◽  
Vol 13 (3) ◽  
pp. 61-81
Author(s):  
Aimee Haley
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Geographical Origin ◽  
Sustainable Communities ◽  
Access To Higher Education ◽  
Theory Of Practice ◽  
Upper Secondary ◽  
Secondary Grades ◽  
Type Of Institution

Using Bourdieu’s Theory of Practice, this study examines the practices of Swedish students when entering higher education. Logistic regression is used to examine relationships between the educational resources and geographical origins of students born 1973–1982 (N = 382,198) and 1) their probability of migration when entering higher education and 2) the type of institution they entered. The results indicate that students’ practices differ by geographical origin, suggesting that students use migration in different ways to access higher education. For example, the students with the highest probability of migration are students originating from rural areas with high upper-secondary grades and students from large urban areas with low grades. Implications for expanding access to higher education while also creating sustainable communities are discussed.

scholarly journals The Level of Education is in Ukraine: Research of Dynamics in the Context of Providing of Quality of Labour Force

2020 ◽  
pp. 222-228
Author(s):  
T. Gitis ◽  
◽  
A. Evseichik ◽  
A. Spirato ◽  
M. Andriychuk ◽  
...  
Keyword(s):  
Higher Education ◽  
Educational Level ◽  
Labour Force ◽  
Developed Countries ◽  
Professional Preparation ◽  
General Level ◽  
Access To Higher Education ◽  
Constant Attention ◽  
Level Of Education

The level of education, being the most significant sign of the quality of labor force, contributes to ensuring the development of enterprises in production and economic aspects and requires constant attention and research of its dynamics in order to prevent and overcome negative trends. In the article the estimation of level of education is conducted in Ukraine, his dynamics is investigational in the context of providing of height of quality of labour force. It is set that on part of population with higher education Ukraine passes ahead the most developed countries considerably, but in the last few years there are ambiguous changes in the level of formation of labour force. So, the amount of persons having base higher and incomplete higher education grows gradually, and the amount of persons with complete higher education diminishes vice versa. The special attention is deserved by the considerable height of amount of persons, having only base, initial common or does not have education. Also the last years there is gradual reduction of amount of competitors of higher education, reductions of level of participation of young people in the formal and informal types of studies and professional preparation (in particular in rural to locality). On the whole it is necessary to mark some decline of index of general level of formation of labour force in 2019. The presence of tendency of decline of educational level of labour force in Ukraine is conditioned by the row of factors among that it is possible to distinguish the following: limit access to higher education for the certain layers of population of Ukraine (in particular for of scanty means families and habitants of villages); selective form of differentiation of studies that assists inequality between schools; depreciation of meaningfulness of higher education, that it contingently the crisis state of economy of Ukraine; subzero activity and personal interest of leaders of the Ukrainian enterprises are in financing of increase of educational level of personnel. The set circle of factors negatively influencing on the level of formation of labour force of Ukraine requires an immediate removal. Thus a question of increase of level of formation of population must be priority not only for the state but also for business, as exactly private enterprises are the basic "consumers" of labour force, one of major quality signs of that is a level of education.

scholarly journals Expanding Access to Higher Education and Its (Limited) Consequences for Social Inclusion: The Brazilian Experience

2019 ◽  
Vol 7 (1) ◽  
pp. 7-17 ◽  
Author(s):  
Elizabeth Balbachevsky ◽  
Helena Sampaio ◽  
Cibele Yahn De Andrade
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Social Stratification ◽  
Social Inclusion ◽  
Social Inequalities ◽  
Historical Institutionalism ◽  
Rapid Expansion ◽  
Access To Higher Education ◽  
Production And Distribution ◽  
The Impact

This article adopts an historical institutionalism perspective (Pierson, 2011; Pierson & Skocpol, 2002; Thelen, 2014). Its main goal is to understand the lasting dynamics and path dependency processes that constrain the impact of expanding access to higher education (HE) in changing the pattern of social inequalities in a given country. To do this, the article will explore two different aspects of the impact of education on social inclusion: the dynamics associated with production and distribution of portable skills and competences, and the dynamics associated with social stratification. The study follows the experience of Brazilian HE over the last 15 years. In this period, the country experienced a rapid expansion, coming from a total undergraduate enrolment of 2.7 million in 2000 up to nine million in 2016. Nevertheless, the design of this expansion assumed a very conservative pattern. Following a well-ingrained domestic pattern, most of this expansion was absorbed by the country’s huge demand-driven private sector, and into less than half a dozen very traditional types of bachelor programs. Thus, the article argues that by failing to diversify, and by preserving old institutional hierarchies, expanding access to HE in Brazil has rendered less impact than one would expect on the country’s social inequalities.

A Study On The Equity Of Higher Education In Punjab In Context Of Equal Opportunities In Higher Education

2011 ◽  
Vol 2 (2) ◽  
pp. 23
Author(s):  
Sara Maqbool
Keyword(s):  
Higher Education ◽  
Gender Bias ◽  
Rural Areas ◽  
Public Universities ◽  
Admission Criteria ◽  
Institution Building ◽  
Access To Higher Education ◽  
Equal Opportunities ◽  
Science System ◽  
Selection Of

Higher education is central to the development of a country. Without it, countries are bound to lag behind others in the race for development. Without human resources development and institution building, a nation cannot dream of progress and prosperity. The investment in higher education does not go unrecorded and its neglect does not get ignored. The policies of the Government are placing greater stress on upgrading the skills of the vast resources of human capital in the country through measures promoting access to education, with a focus on enhancing the knowledge distribution power of the economy through collaborative network and the diffusion of technology, and providing the enabling conditions for change in the science system to maximize the benefits of technology.The objective of the study was to investigate the extent of equal opportunities in higher education in Punjab.The study was descriptive and survey type. The study was delimited to the higher education institutions of Punjab. The population included 18 public universities in Punjab. A random sampling technique was applied for selection of sample. Ten public sector universities were randomly selected for the above population. Ten teachers (5 male and 5 female) and 20 students (10 male and 10 female) were further selected from the sample universities.Data were collected through questionnaires developed with the help of experts. Data collected were tabulated, analyzed using the Likert’s five-point scale and chi-square. After drawing the conclusions, some workable recommendations were made for the improvement of higher education, bringing equity and access in higher education. The following conclusions were drawn from responses. (1) The concept of gender bias is prevailing in the developing countries of the world. (2) The study showed that there is indifferent attitude of teachers towards male and female students.(3) It was also found that the behaviour of the teachers was indifferent to rural and urban students. It creates region differences to breed. (4) The results showed that girls are not preferred to boys in selection of technical or scientific subjects. (5) The majority of the respondents pointed out those admission criteria effects the students with average grade to get enrolled in higher education. (6) Age restrictions keep the students with genuine problems away from higher education.The following recommendations were made on the basis of conclusions: (1)The authorities must assure that fair access to higher education is provided without gender bias.(2) There should be establishment of public universities in rural areas to promote equity region wise. (3)There should be equal opportunities for girls in selection of the subjects of their own choice. (4) Teachers should be trained in a way that student belonging to any group or sex have equal behaviour of teachers.(5) Admission criteria must have some relaxation for deprived students.(6) There should be an alternate way in the selection of medium of instruction.

Extended Education at College in India: Advancing Equity Through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups

2021 ◽  
Vol 8 (2) ◽  
pp. 156-172
Author(s):  
Nidhi S. Sabharwal
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Rural Areas ◽  
Parental Support ◽  
Economically Disadvantaged ◽  
Social Inequalities ◽  
Academic Support ◽  
Disadvantaged Groups ◽  
Supplementary Instruction ◽  
Support Programmes

The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students’ academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society.

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