the role of higher education in social mobility-2
TRANSCRIPT
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BY ROBERT HAVEMAN &TIMOTHY SMEEDING
PRESENTED BY
ANILI FASHA BINTI MAHADI
SITI HANIZAN BINTI SAMSURI
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Higher education courses are those leading to theaward of:
associate degree bachelor's degree graduate certificate graduate diploma master's degree doctoral degree.
Some courses leading to the award of a diploma or
advanced diploma may also be accredited as highereducation.
The State of Queensland(Department of Education, Training and Employment) 2005-2012
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An Institution of Higher Education is a school that:
Awards a bachelors degree or not less than a 2 year
program that provides credit towards a degree or,
Provides not less than 1 year of training towards gainfulemployment or,
Is a vocational program that provides training for gainful
employment and has been in existence for at least two
years.
And must meet all three of the following criteria:
Admits as regular students only persons with a high
school diploma or equivalent; or admits as regular
students persons who are beyond the age ofcompulsory school attendance
Public, Private, or Non-Profit
Accredited or pre accredited and is authorized to
operate in that state.
National Resource Centre for Youth Development
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Social mobility is shifting from one social
status to another, commonly to a status that
is either higher or lower
Societies organized by social class, ratherthan caste, usually allow greater social
mobility; in such societies, one's ability to
achieve a higher social status can depend
on factors such as social connections,wealth, effort, and education.
In meritocracies, social status depends on
merit.
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Higher
Education
Social Equity
Social equity implies fair access tolivelihood, education, and resources; full
participation in the political and cultural
life of the community; and self-
determination in meeting fundamental
needs.
EconomicEfficiencyThe extent to which supplies of goods
are matched to demands for goods or
services in a particular market. The
notion of economic efficiency implies
the possibility of an ideal market inwhich no value is lost due to waste,
unneeded surpluses, unmet demand, or
other misallocations of resources.
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Offset the role of social class
Prevent parents economic position from
simply passing straight through to their
children
Promoting economic efficiency, social
justice and social mobility.
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3 requirements
Social origin and schooling must
increasingly reflect only ability
Schooling and the eventual employment
must be strengthened by qualification
acquired through education
Difference social origin does not affect thelink between schooling and employment
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Affluent higher income parents with less
than two children invest time, money and
influence in ensuring their childrensacademic success.
Less well educated and well to-do parents
begin the higher education later with fewerchoices and fewer resources.
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Labourmarket- skills
- Ability
- Motivation
- Preparedness
Graduates- High quality
educational
services
Social
Mobility
Based on the
economic
position of the
childrens familyGenetic &
Environment
Nations
primary andsecondary
school system
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Youth from the poorest families
concentrated in vocational andtechnical institutions youth from
the richest families tended to
enroll in four-year colleges
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Composition of enrollment to top-tier colleges
and universities :
majority high socioeconomic family status
minority low socioeconomic family status
Similar composition of high and low
socioeconomic family status Community
colleges
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Extreme inequality of educationalattainment between youth from the top and
the bottom of family income-to-needsratios
Same goes to the allocation of educationalresources except to high school,
educational services distributed relativelyevenly among children from variouseconomic backgrounds
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Colleges could enroll more low-incomestudents without decreasing selectionstandards
Part of the gap between low income students
population share and their enrollment incolleges and universities is due to low testscores and other indicators of ability that areindirectly related to family income
Allocation of spending to other priorities (eg:medical care) along the years of schooling forlow income students rather than toeducational services
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Higher education influences social mobility
because
- family income affects schooling
- schooling affects the income of adult children- returns to schooling differ by quality and type
of institution
The earning gains for students from high-income
families exceed those for students fromlow-income families.
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Sheepskin effect - the education level applicants
used for years as a way of delineating who is
qualified for what kinds of jobs. The preference
for college and graduate school degrees, sonamed because the degree dresses up an
applicant but does not necessarily change their
skills or overall value.
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Reasons for unprepared students from poor
secondary school:
1) High school tend to be of low quality and
lack of resources, both financial andhuman.
2) rigorous courses, especially mathematics
improper academic foundation
3) poor signals given by school, advocates andpolicymakers overemphasize access as
opposed to preparation
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4) Poor-quality high school support and teach
the study and work habits necessary forpostsecondary success
5) Students lacking knowledge on how to select
colleges, apply for admission, and gain
acceptance6) Students and parents were ill-informed about
the cost of attending college, often put off by the
high sticker price
7) Unfamiliar with the availability of needs-based
financial aid
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Finding and getting financial aid
- Needs-based aid replaced by merit
based aid
- Financial aid in the form of loans, rather
than grants
- Federal subsidized student loanprogram lenders may charge interest
on student loan, reducing subsidies to
lenders
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Community colleges
- Provide the key access point to higher education- offer technical and occupational training and
certificates of competency in some fields
- role as primary social mobility as their ability to
raise college completion rates among low-income
children
- initial access point to higher education, providing
bridges to schools
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Remediation and Persistence
- admission does not assure graduation- access without support doest not ensure equality
of opportunity
- remediation improves educational performance
- low-income students are more likely academically,
psychologically and culturally unprepared - require
remedial courses , additional counseling
- students in remediation are almost 10% less likelyto drop out than similar whos not in remediation
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Strengthen Student Preparation- strengthen link between K-12 andpostsecondary education
- put emphasis on college preparatorycoursework- universal high-quality preschool for allchildren
- better preparation from middle andsecondary schools
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Reducing Scope through Partnering
- Colleges and university pass several
function and services to community college
or contract providers
- they should instead focus on their
specialized core competenciesPricing and Performance
- institutions should price tuition close to real
costs, use the bulk of additional revenue toprovide direct student aid targeted at students
from low-income families
- pay for performance
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Limiting Public Subsidies
- cap subsidies for wealthy universities
Substituting Public Direct Student Assistance
- Redirecting financial support provided to
colleges to the students (eg: vouchers)
- introduce income-related loans, studentsrepay debt contingent on their future income
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Generational pattern of income inequality
System of higher education is far less
oriented toward social mobility