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ABSTRACT
%The economic, social, political, and pedagogical
-issues that surround the notion of democratization of higher
education are considered, based on various approaches being.
undertaken, arotind the world to open up higher education to new
population groups.veonservative;diberal, and radical interpretations
of democratizatioKand the:iole of education -are reviewed. Four
'criteria fpr evaluating the extent of higher education opportunity in
any natioffal or regional context are: equality of access to higher',
education, equality of participation within, the higher education
institutions, equality of education results'(success in completing
once there ,is Access),-and equality of edugation effects in life
Changes in the future. Examples of democratization efforts are
outlined under the following categorieS: the expansion of facilities,
reforms in admission polities, physical and/or temporal divorce of
teaching/learning, different types of courses, and structural t
changes, including comprehensive reform, Major concerns of the highly
developed countries and thedeveloping countries with regard to,
educational opportunity, educational demand for higher education and
economic and social goals are,Addressed. Key issues cited in pursuing
democratization of higher education include: equality and value
judgments, whether equality of opportunity is an appropriate goal,
equal versus maximum development, democratization within the
university and in relatibn to society; and.the equality
equalitx-merttocracylailetma. A bibliography ip appended. (SW)
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*
*
'-,
-1"
AP.
ISS
AND TRENDS*
Seth Spaulding
Arka Kargodorian
REPRODUCE THIS
"PERMISSION TO
GRANTED BY
MATERIAL HAS BEEN
UNICEF/Zaire
Paper presented
RESOURCES
TO THE EDUCATIONAL
INFORMATION CENTER (ERIC)
at the
Annual Meeting
of the
*This paper drawfron aplonger study done by the authors for the United
Nations Educational,'Scientific, and Cultural Organization entitled/
Democratization of Higher Education through New Admissions Strategies:
A Comparative Study of Theory and Practice.
ED- 81 /WS /4, 1981).
(Paris:
UNESCO Document
paper.
O
S
c.
For a variety of
reasons, this expansion and the changes it has wrought are being questioned.
The New York Times of February 7, 1982, reports that trends in the United
States are such that even public universities will be cutting back on
enrollment and will become more selective.
TheIrector of Admissions
study agriculture and you apply early enough, you can be admitted; but
those lesser qualified students interested in business and engineering
are going to ,be squeezed out."
Council on Academic Affairs indicates that "We'd love to get out of the
remedial education business."
operating under the fallacy that anybody should be able to'get into a
college.
ti
7//
on a variety of cases in both rich and pour countries aroufid the world
which indicate that these problems exist, in one form or another, in most
1
countries.3
Millot, in discussing
The various
To what
What has
lrigber:_edueat-i-oni-w-ith -moi4e
Has
Conservative
Liberal
tations of Democratization
was,
iaseg
that, by and large, God has giVen,dach individual the aptitudes that,
correspond to the caste or social class in which he is. born.
The
assumption is that, he should be content with it, becaUge he had been given
what he deservesj
The liberal concept of equality is that all-individuals should be
riven the same opportunity to start. their careers but not necessarily that
capacity or intelligence.
a kind of corrective
..\.
FIGURE I
ECUALITY OF EDUCATIONAL OPPORTUNITY:
School of Thought/
Interpretation of
Role of
Educational System
T'quality of Educa-
Ntional Opportunity
Essential Assumntions
Conservative/
UltraConservative
individual.
o Concerns of social class,
not a,function of education.
Intelligence is innate, can
be predicted at puberty,
and cap be measured by
Psychometric testing.
Criteria for
Assessing Equality
EqVality at juncture of
primary and high school.
Hip school serves as
fi tering device using
exams and tracking.
Access to higher education reserved for-
Quality of enterinP
students as defined
by psychometric testing.
Genetic explanation of
failure of students
tp gain access.
Through educational
Liberal/ 4
Reformist
Equality at start/
entrance.
,
Educational-system to
remove ekternal barriers
o Compensatory education.
Curricular
differentiation.
High school (and in some
-countries, prihary
school serves as a filtering device.
Persisters.
Emphasis on access.
Structural reforA
and professional
explanations of, c
failure (curriculum, *E'
methods, etc.).
ur
FIGURE: I (continued) .
:.9chool of'Thou8ht/
Interpretation of
Equality of Educational Opportunity
Radical/
Ultra-Radical
Criteria' for
Essential Assumptions
Educational system
reproduces structure of
society, traditionally
served as sorting and
certifying agendy.
Intelligence is.a cul-,
'tural phenomenon, is
influenced by Private,
public envirpaments,
and cannot be beadured,
at least by, traditional
psychometric aPproaches.
,Educational System
o Equality at end/entry
in society.,
. High school should not
be a filtering device;
special help 'should ,be
rprovided disadvantaged
Froups.
Assessing Equality
Decree to Which
educational system
provides for the
needs, of all.
EMphasis on effects on
life chances.
. Welfare capitalism)
socialist explanations
pf failure of present
systems to provide
equal opportunity.
V1
of individual acc6rding
to his'needs.
rf
ef4
6
r
TI.
Padical
thinkers look at what goes into the system (equal treatment), Cs well as
that i.is not very fruitful to put the responsibility for scholastic
success or failure entirely on the individual.
larger burden of responsibili
in order
y.
10
e
Luck is the
in the future.
theplannimg and development of the curriculum, administration, and distribution of resources in the institution.
0
Th
'attention upon the university's internal variables and whether or not they
give all types of students equal chances of succeeding once they are in
the institution.
that
is to be truly democratict
'Countryl&periences
The range of country and institutional attempts at/democratization is
eXtensive.
11
8
'
pi-cif-craps,
hensive.
.
era
This
12
FIGIIRE It
b.
c.
2.
b.
c.
d.
e.
f.
g.
h.
i.
b.
c.
4.
3.
b.
c.
,
Compensatory 'programs.; preparatory courses (Bulgaria, HnhgaiY.
Nigeria, United States)
10
4
-FIGURE II (continued)
5..
44-
fr
rd-15
e,
1&.
Fa
.11
if
to the. second
gels
Only
a few (i.e., the University Centre Of Roskilde, the YUAblavian 1/associated labor" groups, and the American "contract ieiihthg") are.examPles
,
The`preparatory.
,
responseS concerned with achievement or "what happens once they ,are in,"
.
and the Swedish and German structural reforms are examples of the " outcome"
.
test of democratization,
.,
..,
--,
Are
opportunity, ___i
Is the cooling
obtained from an institution negate the "outcome" and the "effects,pn life,
chances" measurement of democratization?
These quests n
This is
.
OECD's
12
,
.11'
ao August 1979 paper is oneof the first in its Policies for Post-,
Secondary Education Program.
A
How to
(
J
deal with-the increasing social pressure for higher education; and How
to relate higher education more directly to economic and social goals
)
Or have they led even larger numbers'of students up the same blind
in,fact, perpetuation, at a higher degree of complexity, of the dysfunctions they were supposedly correcting?
of the education system, pven though its consequences are less visible
Sweden,
39 percent
'
democrat4s4ion:
(2) rele-
Should unintentional
other aspects of the educational system? and (3) Is the program flexible
enough to accommodate incremental changes or is a fundamental restructuring
necessary?
In regard to
then again the high drop-out rate and the problems of student adjusttent
.
.t
17
14
Thus
the definitions used for "democratization" and the selection of proxies may
result in conflicting evaluations of the same program depending on the
perspective to which the author adheres.
education {as all education) tends t
higher
gout.
Key Issues in Pursuing Democratization of Higher Education
As countries and higher-educAition institutions-have pursued various
1.
Why is
flout
the
ty7-the
18
15'
.Coleman; as an exanple,'suggested a list of five at least partial
operationalized conceptions of equality of educational opportunity, one
of which he favored:
ability.27
Is
has been a privilege reserved for the elite, the religious, and political
*-
nobility who were thought to be necessary for the management of the social
order and therefore worthy of academic learning.
Coleman
Private resolirpes."81
4IP
16
environmentally determined.
He suggests that:
every being warrants equal consideration of hi's needs and his pursuit of
happiness.38.
3.
not equal opportunity for identical )evelopment but eoual oppOrtunity for
maximum development of each group or individual.38
Thus, although
Compensatory
give students-what they need and-can use maximally in order to learn to cope,with and change their particular environments, even if they are "made more
'
AP
17.
4.
It
fabric, not only in terms of access policies but also in terms of selection
In relation to A, for example, one could evaluate the degree and form
of democracy which characterize the organization (the hierarchical order
among the staff members and the regulations governing access to the profession), and assess the weigtit of teaching authority.by looking at the
.e4
teacher-student relationship.
For example,
one could have democracy in the sense of social mobility but none in
d'
<1.
which in the '50s and '60s opened their doors fairly widely to various
sociai classes (peasants, workers)' hitherto excludbd, retained, or
Chain Reaction
ed in isolation.
It is
Equalizing higher
a so
40.
18
lf higher
question beeOnv.s:
And
it the argument is that higher education can bring about equality of educational opportgnity, then the quest1b64becomes:
Haw do we dolt?
This approach
;And
Those who
argument, defining
inherited characteristics.
Egalitarianism
refers to the. belief that every-1
one is inherently of equal dignity and should have a fair or equal opportunity to develop technical skills and "to acquire a higher education.42
On the input side of the higher-education system, colleges and universitiea have been under growing pressure to contribute to greater
social equality by admitting students to post-secondary studies without
discrimination.
arranged according to merit, certifild according to intellectual achievement, and stacked in the hierarchical job-market that awaits them off
campus. 43
/.
22
19
the basic facts from which generalizations
nd how an aristocracy
"I'm as
is acceptable.
93
20
they
equality an
Everyone
it
-4
ted by
21
reg
Accompanying the proliferetton of the interpretations of "democratization of higher education" were different assumptions regarding
the sources for existing inequalities,tcorrespodding structural implications,
and a spectrum of criteria for the assessment of the concept,'-- Once it
was agreed that equality of educational opportunity was a worthy goal, then
the quettiOns remained;
Equilibrium theorists
emphasize access,
whereas conflict theorists believe in equity and then question the powei
system will, on the whole, have little effect on life chances untirther.
e
with pressures for access illustrate the range of actions possible, within
A number of.countries
25
11P
22.
Most
The trend is
the only place where advanced educations can behad; that youth is the only
age of learning; that knowledge flows solely from the teacher; that education is properly measured by the accumulation of courses and credits;
that education must be experienced-in unbroken sequences of 16 or more
talent and competence and the only instruments by Aich upward social'
mobility may be acquired.58
Concluding Remarks
23
1
social order, when we demand that &ey be an innovative agent for radical
change.
equal success once admitted; and equal success in life chances once
completed?
Educational reform
cannot, in itself, resolve social dilemmas that arise out of the basic
nature of the economic, political, and social system itself.
A society
The
27
(0/
As long as society is differentiated by a distinct socio-economic
and political class structure, opportunity for higher education as
.
selves will place priority on'the study, of these phenomenci\so that the
involved are only beginning to be understood and controver%ies concerning then will be with us for yeais to come.
7-..
b.
25
Footnotes
A Comparative Study of
(Paris:
United Nations
The
French Case," Comparative Education Review, Vol. 25, No. 3 (October 1981),
p. 368.
International
a l'enseignement:
(Amsterdam:
Cahiers)Occasional Papers 8.
"Ibid., p. 29.
"Ibid., P. 35.
12Ibid., 13. 34.
26
"James S. Coleman, 6Equality of Opportunity and Equality of
Results," Harvard Educational Review, Vol. 43, No, 1 (February 1973),
pp. 135-136.
20Gj
aendra Man.Shrestha,'"Higher Education in Nepal,"
College and
Canada (Paris:
Reviews
Orga,zation for
Chronicle.of Hipher,Education
Deux points
European Cultural
Theory, Vol..26,
261-bid
To
27
"James S. Coleman, "Equality of Opportunity and Equality of Results,"
Harvard Educational Review, Vol: 1L3, No. 1 (February 1973), P. 135.
32Robert H. Ennis, a.. cit., p. 94-1e6.
"Ibid., p. 15.
'34Roald F. Campbell and William L. Boyd, "Federal Support of Higher
Education:
Prepared by the
(Cambridge, Mass.:
"Ibid., D. 137.
"Jean- Claude Passeron, sm. cit., p. 45-46.
Jui a
p. 46
.
A
.
41IbidO, p. 470
An International Viewpoint,"
Harlan Cleveland, "Guess if you Can, Choose if you Dare,"in ThkUniversity'a Response to. Societal Demands, Edited by.Philip G. Altbach,
(New York:
and 256.'
44Doro1ea Furth, op. cit., p. 259;
Inter-
13-14./
28
Do
48T-"uA.,
4"
p. 159
L
"Ibid., p. 12.
acy9
Toward Meritocracy or
Higher Education.(Paris:
32
S.
29
Bibliography
Bowles, Samuel.
Harvard Educational Review, Vol. 38, No. 1 Winter 1968), pp. 89-99
"Schooling and Inequality from Generation to Generation."
Brubacher, Rohn, S.
San
-----
Francisco:
Educatibn:
New York:
Coleman, James S.
Harvard
alEnnisRobertH.
"Equ
Educational
Times? Vol.' CXXI, No. 2e5, 217 (February 7, 192), p. 1 and 56.
Frankel, Charles.
Commentary,
An International Viewpoint."
Comparative Educatibn Review, Vol. 22, No. 2 (June 1978), pp. 257-277
Gardner, John W.
Excellence:
New
York:
a
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1,
30
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11N
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1.
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Nor
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Edited by Philip G.
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),_'
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'
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The
Noonan, Richard D.
t.
O
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.>
31
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Today's Education,
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A Retrospective View."
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..
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35
32
Democratization -o-fHifther--
Study
A Coin
Paris:
February 1981.
1981.
Tomasson, Richard F.
Sweden."
'
1.