Democratising Higher Education in Ghana and Tanzania: Opportunity Structures and Social Processes
Widening participation in higher education can be a force for democratisation and differentiation. In the developing world, there has been scant research and theorisation of how different structures of inequality intersect or how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. Socio-cultural theory has not been widely applied to research on higher education in low-income countries, nor has there been consideration of the part that private higher education plays in widening participation. In short, there has been limited scholarship on the sociology of higher education in low-income countries. This paper is based on our ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (www.sussex.ac.uk/education/wideningparticipation). Findings to date suggest that opportunity structures reflect social inequalities.
||Widening Participation, Higher Education, Ghana and Tanzania, Gender, Poverty Reduction
Journal of the World Universities Forum, Volume 1, Issue 6, pp.51-60.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 549.706KB).
Professor of Education, Centre for Higher Education and Equity Research (CHEER), School of Education, University of Sussex, Brighton, UK
Louise Morley is a Professor of Education at the University of Sussex, UK. She is the Director of the Centre for Higher Education and Equity Studies (CHEER) in the Sussex School of Education (www.sussex.ac.uk/education/cheer). Louise has an international profile in the field of higher education studies. Her research interests focus on gender, equity, quality, power, and policy in higher education. Recent publications include: Morley, L. et al (2006) Gender Equity in Selected Commonwealth Universities. Publication No. 65 in the Department of International Development Researching the Issues Series. London, DFID; Morley, L. (2003) Quality and Power in Higher Education. Buckingham: Open University Press; Morley, L. (2007). “Sister-matic: Gender Mainstreaming in Higher Education.” Teaching in Higher Education- Special Issue on Diversity. 12(5/6): 607-620; and Morley, L. (2007). “The X factor: Employability, Elitism and Equity in Graduate Recruitment” 21st Century Society: Journal of the Academy of Social Sciences 2(2): 191-207.
Centre for Higher Education and Equity Research, Sussex School of Education, University of Sussex., University of Sussex, UK
Rosemary Lugg is the Sussex-based Research Fellow on the ESRC/DFID project on Widening Participation in Higher Education in Ghana and Tanzania. Her research interests lie in equity in education and training, and international education policy. Recent publications include Lugg, R.(2008) Making Different Equal? Fractured State and Ruptured Policy: The National Qualifications Framework in South Africa. International Journal of Educational Development. dx.doi.org/10.1016/j.ijedudev.2008.06.001
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