Equality in Higher Education in Spain and the UK: Mismatch between Rhetoric and Policy?
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| Title: | Equality in Higher Education in Spain and the UK: Mismatch between Rhetoric and Policy? |
|---|---|
| Language: | English |
| Authors: | Otero, Manuel Souto, Whitworth, Adam |
| Source: | Higher Education Quarterly. Apr 2006 60(2):167-186. |
| Availability: | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp. |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Higher Education, Educational Policy, Equal Education, Rhetoric, Access to Education, Intervention, Foreign Countries |
| Geographic Terms: | Spain, United Kingdom |
| DOI: | 10.1111/j.1468-2273.2006.00315.x |
| ISSN: | 0951-5224 |
| Abstract: | Making use of Grisay's typology of educational equality, the paper analyses rhetoric and policy on equality in higher education (HE) in Spain and the UK in the period 1996-2004, using electoral manifestos, policy papers, legislation and academic literature. We find that in both countries, and in spite of similar pressures and levels of access to HE, the prevailing notions of educational equality vary. We also find evidence of a good match between policy rhetoric and policy practice in terms of areas of intervention, but not in the strength of these interventions. |
| Abstractor: | Author |
| Number of References: | 31 |
| Entry Date: | 2006 |
| Accession Number: | EJ732929 |
| Database: | ERIC |
| Abstract: | Making use of Grisay's typology of educational equality, the paper analyses rhetoric and policy on equality in higher education (HE) in Spain and the UK in the period 1996-2004, using electoral manifestos, policy papers, legislation and academic literature. We find that in both countries, and in spite of similar pressures and levels of access to HE, the prevailing notions of educational equality vary. We also find evidence of a good match between policy rhetoric and policy practice in terms of areas of intervention, but not in the strength of these interventions. |
|---|---|
| ISSN: | 0951-5224 |
| DOI: | 10.1111/j.1468-2273.2006.00315.x |
