No description available.

There is considerable knowledge about why school-leavers from socio- economically disadvantaged backgrounds do not participate in higher education, however, there is less knowledge about why and how the minority of such young adults do apply and participate in higher education. From a policy and practice perspective, to increase participation in higher education, this knowledge is important. In Ireland, research from an interpretative socio-cultural perspective is particularly valuable, given the traditional dominance of research and policy based on the concepts of socio-economic group and barriers to participation, and a limited tradition of interpretative research. This study, using a combined life history and case-study methodology, provides a socio-cultural understanding of the broad range of enabling factors supporting application to and participation in higher education through in-depth interviews with a group of twenty young adults from similar socio-economically disadvantaged backgrounds in an inner city area, interviews with people they identified as influential in their education decisions and interviews with education and community personnel from the area. The study shows that there were common elements in all of the young peoples' lives which enabled them to avail of increased education opportunities in the area and be in a position to consider applying to higher education. There was also evidence of diversity within socio-economic disadvantage in the form of three groups with differing orientations towards higher education, experiences of education, sense of identity and desires for their lives. Networks with different types of social capital and providing different levels of cultural capital specific to accessing higher education were key to understanding the differences between the three groups and understanding who did and did not participate in higher education. The study draws on and extends Bourdieu's work on the relationship between field, capital and habitus and Woolcock's work on social capital to provide an understanding of the factors affecting application to and participation in higher education for young adults from SED backgrounds.

No description available.

No description available.

The policy shift to widen participation in recent years has emerged using language associated with radical, practitioner-led discourses on post compulsory education and training (PCET) of the 1970s and 80s and even from earlier periods. This research focuses on the underrepresented student experience and perceptions of success within the PCET system. It uses a mainly qualitative approach to analyse the experience of staff and students in two further education (FE) colleges and two universities with traditions of widening access to underrepresented groups to explore good practice in widening access to further and higher education, the support services, student-centred administration as well as institutional policies and barriers to widening access. It also examines, from the perspectives of senior managers, teachers and students, institutional polices and practices to support the success of underrepresented groups. The research showed some evidence of changes within institutions but found that staff practices and administration processes had not changed to meet the diversified participation. What was in evidence was a largely unchanged provision requiring the student to change. The successful student experience, for higher education (HE) certainly and mature students generally, identity was personal and strong, community links remain in the home. The HE institution is not somewhere you go to live, as campus based, ‘traditional’ students. The theories on success and retention of Tinto and others therefore need revisiting in light of the ‘new’ student population. The research evidence suggests a different context of successful access to PCET for ‘non-traditional’ students and the failure of the case study institutions to identify and accommodate it. The research found hard working but frustrated staff in FE and HE, and dissatisfied but determined students. The research concludes with recommendations for policy makers and PCET institutions.

Le Plan Décennal de Développement de l'Éducation de Base (PDDEB) mis en place depuis 2002 au Burkina Faso (devenu depuis 2012, le Plan de Développement Stratégique de l’Éducation de Base) n'a pas concerné Ouagadougou, la capitale, considérée comme privilégiée en matière de scolarisation, car présentant les taux de scolarisation les plus élevés du pays. Dans le même temps, Ouagadougou connaît une forte croissance démographique (son taux d'accroissement intercensitaire entre 1996 et 2006 est de 7,6 %), avec pour corollaire un besoin important en infrastructures sociales de base (éducation et santé), et un étalement spatial rapide de la ville. Sur le plan scientifique, la dimension socio-spatiale des inégalités intra-urbaines en matière d'éducation reste très peu abordée, à Ouagadougou comme dans les autres villes du continent africain. La thèse traite des facteurs socio-spatiaux des inégalités de scolarisation au primaire à Ouagadougou, d'une part en menant une approche inédite des inégalités spatiales de l'offre scolaire (à travers la fusion du fichier des écoles géoréférencées avec celui des écoles issues de la base de données des statistiques scolaires), d'autre part en mettant l'accent sur les facteurs (individuels, familiaux et contextuels) de la fréquentation scolaire chez les enfants âgés de 9 à 11 ans. Pour ce faire, elle mobilise plusieurs sources de données : le recensement général de la population et de l'habitation de 2006, les statistiques scolaires (2000 à 2014), le géoréférencement des écoles et des entretiens réalisés auprès des acteurs institutionnels de l'éducation. Les méthodes d'analyse utilisées sont à la fois quantitatives (bivariée, régression logistique classique et régression logistique multiniveau), qualitatives (analyse de contenu des entretiens) et spatiales. Les résultats montrent que très peu de partenaires au développement (ONGs, associations, institutions bilatérales et multilatérales, etc.) interviennent dans le domaine de l'éducation à Ouagadougou. Ceux qui interviennent font essentiellement de la sensibilisation, de la dotation de fournitures scolaires aux élèves, et moins de la construction de nouvelles salles de classes. En matière d'offre scolaire, les écoles primaires publiques sont concentrées au centre de la ville. Les écoles qui sont dans la périphérie non lotie sont surtout privées offrant des mauvaises conditions d'apprentissage. Le développement de l'offre scolaire publique à la périphérie de Ouagadougou n'est pas seulement une question de volonté politique. Il dépend aussi de la gestion de l'espace urbain dans laquelle des facteurs comme le lotissement jouent un rôle important. En termes de facteurs explicatifs de la scolarisation, le statut familial de l'enfant est plus déterminant dans la scolarisation des enfants, particulièrement des filles sans lien de parenté avec le chef de ménage en raison de leur utilisation dans les travaux domestiques. Par contre, dans la périphérie non lotie, le niveau de vie du ménage et le niveau d'instruction des parents sont les plus déterminants. D'autres facteurs notamment la présence de robinet dans le ménage et la possession d'un moyen de déplacement jouent positivement dans la scolarisation des enfants à Ouagadougou. Les analyses indiquent aussi qu'il existe des effets contextuels (même si les effets familiaux sont plus dominants) dans la scolarisation des enfants à Ouagadougou. En effet, plus les enfants résident dans un quartier instruit, plus ils ont la chance d'être scolarisés. / Ouagadougou, the capital city of Burkina Faso with the highest school enrolment rates in the country, has not been included in the Decennial Plan for the Development of Basic Education in Burkina Faso implemented since 2002. At the same time, Ouagadougou is experiencing a high demographic growth rate in the country (the rate of growth between two censuses 1996 and 2006 is 7.6 %) with a significant need for basic social infrastructure (education and health) due to the rapid spatial spreading of the city. In research, little is known on the socio-spatial dimension of intra-urban inequalities in education, in the case of Ouagadougou as in other cities on the African continent. This thesis investigates the socio-spatial factors of inequalities in primary school enrolment in Ouagadougou by using a new approach to spatial inequalities in school supplies (through the merger of the georeferenced schools and the schools resulting from the database of school statistics), and by highlighting the factors (individuals, families and contextual) influencing school enrolment of children aged between 9 and 11 years old. Data used in thesis included data from the 2006 general census of the population and housing, school statistics (2000 to 2014), data from the georeferencing of schools and data from surveys with institutional actors in education. Analysis methods used include quantitative (bivariate, classic logistic regression, multilevel logistic regression), qualitative (analysis of the interviews contained) and spatial analysis. The results of this study show that very few development partners intervene in the field of education in Ouagadougou. Those who intervene essentially make outreach, provision of school supplies to students, and very little is being done to build new classrooms. In the cases of the school supply, public primary schools are more implanted in the city centre. The schools who implanted in the slums around the city of Ouagadougou are essentially private and have a bad learning condition. The development of school supplies on the periphery of Ouagadougou city is not depending only on the political will but also depends on management of urban space in which the parcelling has an important role. With regards of analysis of the school factors, the familial status of children is very determined in the school enrolment of children in the city centre, particularly for girls who are used in the domestic activities. In contrast, at the periphery untied, the variables who determined the school enrolment of children are the household's economic conditions and the parent's educational level. Other factors such as the presence of tap water in the household and the possession of transport locomotion are favourable of children's schooling in Ouagadougou. The analysis also shows that there is a contextual effect (even if family effects are more important) in the children's schooling in Ouagadougou. In fact, more the children reside in 'well-educated neighborhoods', more they have likely to enrol in school.

No description available.

No description available.

No description available.

No description available.