Policies for achieving inclusion in higher education

ABSTRACT

Considering the extensive social and private benefits that higher education generates, ensuring inclusive access and success is essential to achieve social justice and economic efficiency. With this premise in mind, this article reviews current knowledge about equity promotion policies in higher education and what is known about the effectiveness of various policies, drawing from experience in various parts of the world. It starts with reviewing definitions of under-represented groups in higher education, which can be considered as ‘equity target groups’. After examining the depth and scope of disparities across regions and countries, it analyses studies focusing on the effectiveness of equity promotion policies and measures. For this purpose, it distinguishes between financial aid programmes (grants, loans) and non-monetary interventions (outreach, affirmative action, retention, specialized institutions, etc.) that seek to remove the barriers facing students from under-represented groups. It concludes that policies matter and can make a significant difference.

KEYWORDS:

• Higher education
• equity
• equity promotion policies
• equity target groups

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 This paper is partly based on a background paper written by Jamil Salmi for the UNESCO Global Education Monitoring Report 2020 Inclusion and Education: All Means All, available at https://unesdoc.unesco.org/ark:/48223/pf0000373689. Corresponding author. J. Salmi [email protected]. Anna Cristina D’Addio is Senior Policy Analyst in the Global Education Monitoring Report Team at UNESCO. The views and opinions expressed in this paper are those of the authors and should not be attributed to the Global Education Monitoring Report or to UNESCO or its member states.

2 Usher and Burroughs (2018) were the first ones to coin the expression and write about this emerging phenomenon.