Titlebook: Equity Policies in Global Higher Education; Reducing Inequality Orlanda Tavares,Carla Sá,Alberto Amaral Book‘‘‘‘‘‘‘‘ 2022 The Editor(s) (i

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Equity Policies in Global Higher Education978-3-030-69691-7Series ISSN 2946-319X Series E-ISSN 2946-3203

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The Indiginization of Identity,cation of higher education would have, at least, attenuated differences in the access of higher education related to the social background of students and their families, it has been observed that equity has not been achieved. Chapter . presents a theoretical background of the problem based on the p

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William Cruz-Santos,Guillermo Morales-Lunating conditions of access to all social groups and by improving economic performance because a more educated population would contribute to the economic competitiveness of countries. Equity has two components, fairness—which implies that personal and social circumstances do not hinder achieving educ

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Rappels Sur Les Suites Numeriques,other national systems often look to America for guidance. But with respect to equity of access to bachelor’s degree education, the US possesses a number of limitations.?For example, regarding?the percentage of young US adults who have completed tertiary education as well as measures of social mobil

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https://doi.org/10.1007/978-3-7091-2740-7when few students from lower socioeconomic backgrounds gained access, the current expansion of Brazilian higher education is changing student profiles. The share of students from lower socioeconomic levels among enrolees and graduates has increased significantly. However, when analysing these change

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https://doi.org/10.1007/978-3-031-21294-9ansion of the higher education sector did not achieve equality, and there has been recognition of the need to also consider equality of outcomes, especially success within higher education. England has achieved only a small differential between students from the highest and lowest socio-economic gro