Higher Education in the College Sector: Widening Access or Diversion? Questions and Challenges from the Scottish Experience

Autor/in	Gallacher, Jim
Titel	Higher Education in the College Sector: Widening Access or Diversion? Questions and Challenges from the Scottish Experience
Quelle	In: Journal of Education and Work, 30 (2017) 7, S.712-721 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2017.1380753
Schlagwörter	Foreign Countries; Higher Education; Access to Education; Disadvantaged; Educational Opportunities; Educational Policy; Role of Education; Ambiguity (Context); Barriers; Change Strategies; Articulation (Education); College Role; Educational Practices; Educational Change; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Bildungsauftrag; Lösungsstrategie; Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungspraxis; Bildungsreform
Abstract	Higher education in the college sector has become an increasingly important aspect of the tertiary education system in Scotland, particularly in widening access to higher education for students from disadvantaged backgrounds. In this respect there is a distinctively different tradition in Scotland when compared with England. Despite the success of the college sector, a number of issues and challenges have emerged and it is important that these are recognised and addressed in developing policy responses which will improve the opportunities provided for students. This article explores the changing role of higher education in the Scottish colleges, the ambiguities which have emerged in its functions, the problems which this has led to, and the opportunities to address this through further policy initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01