Equity in access and graduation in higher education: Reflections from the Southern Cone

Authors

  • Ana María García de Fanelli Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) Centro de Estudios de Estado y Sociedad (CEDES)
  • Cecilia Adrogué CONICET-Universidad de San Andrés

DOI:

https://doi.org/10.14507/epaa.27.3943

Keywords:

Equity, Higher Education, Higher Education Public Policies, Access, Graduation, Latin America

Abstract

The analysis of the equity of mass higher education systems in Latin America indicates how important it is to ensure that young people in the lower income sectors can study and obtain a degree. In this sense, the Southern Cone region constitutes an interesting case study to analyze the results in terms of access and graduation through the implementation of selective admissions policies, institutional diversification and privatization (Chile); or free and unrestricted access in the public sector in a diversified institutional environment (Argentina) or low institutional diversification (Uruguay). The comparative analysis of these countries reveals the relevance of analyzing not only the public and institutional policies of access and sources of funding and the evolution of the indicators regarding access and graduation in each case, but also of studying what occurs in terms of institutional differentiation, its association with social stratification and prestige allocation. Thus, the indicators show improvements over time, but in institutional contexts that maintain certain patterns of social inequality.

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Author Biographies

Ana María García de Fanelli, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) Centro de Estudios de Estado y Sociedad (CEDES)

Principal Investigator (CONICET) Higher Education Department (CEDES)

Cecilia Adrogué, CONICET-Universidad de San Andrés

La Dra. Adrogué es Investigadora Asistente del CONICET y trabaja en la Universidad de San Andrés en Buenos Aires Argentina. Ella fue visiting scholar en el Center for International Higher Education del Lynch School of Education en Boston College. Ha publicado numerosos artículos relacionados con la economía de la educación. Es PhD en Economía de la Universidad de San Andrés y profesora asociada de la Universidad Austral en Argentina.

Published

2019-08-26

How to Cite

García de Fanelli, A. M., & Adrogué, C. (2019). Equity in access and graduation in higher education: Reflections from the Southern Cone. Education Policy Analysis Archives, 27, 96. https://doi.org/10.14507/epaa.27.3943

Issue

Section

The Construction of Knowledge in Higher Education Studies