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Equality of opportunity is a contested concept. It evokes strong emotions from proponents and opponents alike. Enduring issues of inequality and discrimination mean that it remains at the forefront of political priorities in the twenty-first century. Traditional analyses tend to focus on developments at the level of the unitary state or European Union. In contrast, this book underlines the salience of multi-level governance and offers the first detailed comparative analysis of contemporary efforts to promote equality of opportunity in the wake of constitutional reform in the UK. It presents a summary of social theory on equalities in relation to gender, and a full range of social groups and identities - such as disability, ethnicity, sexual orientation and age. It outlines the contemporary evidence base relating to patterns and processes of inequality in the 'devolved' nations. A 'governance perspective' is also advanced; one that details how constitutional law establishing the devolved legislatures contains equality clauses that enable and empower government to promote equality in public policy and law. Analysis reveals the development of distinctive regulatory structures and equalities policy lobbies in each territory. Overall, this volume charts the development of divergent legal rights and public policy on the promotion of equality in the wake of constitutional reform in the UK. Notwithstanding ongoing challenges, it is argued that the move to quasi-federalism is significant for it marks a shift from the predominant, centralised administration of social policy witnessed throughout the twentieth century, to divergent approaches designed to address contrasting socio-economic patterns and processes in Wales, Scotland and Northern Ireland.
Working practices between the UK and Welsh Assembly governments in relation to cross-border policies appear much improved since the Committee's earlier reports on this subject. But a number of outstanding issues remain in transport, health and further and higher education. On transport the Committee welcomes the planned electrification of the Great Western Main Line. However, the Department for Transport appears to have washed its hands of any strategic responsibility for cross-border roads. The A483 is the clearest example of a road vital for travel within Wales but which is not important to the English region in which it is located, and as a result loses out on funding. The Committee stresses the need for comparative data on which to build solid research comparing NHS performance in the devolved nations. More needs to be done to raise public awareness of the differences in services people can expect to receive on both sides of the border. Transparency of information is vital. Research proposals in the UK Government's Higher Ambitions strategy for higher education make no reference to nations other than England, despite the UK-wide research remit of the Department for Business, Innovation and Skills. The Committee calls for details about how research funding proposals apply to all four nations.
an invaluable companion for researchers, postgraduate students and other academics with an interest in Wales and Welsh life. offers readers with an interest in Wales and Welsh life an accessible, current and thought provoking account of the nation. provides an insight to post-devolution Wales in relation to education, employment, social policy, the media, civil society, the Welsh language and issues of inequality. features art and creative writing developed with young people in Wales, which allows an opportunity for new ideas and perspectives to be voiced. extends the themes raised in the book with audio and video material available on the University of Wales website.
"Provides a fine-grained, multidisciplinary, multi-context and inclusive set of approaches to the challenges and complexities within contemporary academic working lives"--
The steady increase in joint programmes and qualifications offered by UK and French universities is a cause for celebration. But language constraints, financial pressures and political uncertainty present real obstacles to continued expansion. How are these to be overcome? And how can higher education institutions on either side of the Channel help each other to realise the enormous potential of Franco-British partnerships? Franco-British Academic Partnerships: The Next Chapter is a valuable opportunity not only to take stock of intensifying bilateral cooperation in the higher education sector, but also to share experience and best practice, and, hopefully, to identify some new initiatives and areas for collaboration. Boasting contributions from leading politicians and higher education managers, alongside essays from distinguished international scholars, the book will be required reading for academics and university leaders.
This book addresses the complex phenomenon in higher education of structural reforms in higher education systems. Across the globe, governments initiate comprehensive reforms of their higher education systems because they want their models to be the best and to excel at what they do. This regularly requires governments to change the higher education landscape to achieve their set objectives. Changes can include merger processes, the introduction of a new sector of higher education or a new type of higher education institution or excellence initiative. This book explores the current understanding of how successful such comprehensive reforms have been through an examination of eleven reform cases in European countries. For each reform, the different phases of the policy process – policy objectives, design, implementation, policy tools and evaluation – are systematically described and analysed to provide an overview of the factors that contribute to the success or failure of the reforms.
The book provides an understanding of why disabled students experience inequality and exclusion within higher education and identifies those areas where change is needed to secure an inclusive educational environment.
This practical and authoritative handbook provides a comprehensive overview of the issues and approaches to assuring quality in university teaching. Including contributions from major international figures, the book contains a wealth of ideas and practical advice to help universities commit to quality in teaching and offers insights into how the topics raised can be directly applied. The book initially identifies some of the key issues surrounding the topic, such as the evidence-based identification of teaching quality; the training of university lecturers and faculty; external and internal quality assurance; the tension between professional autonomy and governmental regulation; and the involvement of students in developing quality. It then moves on to present ideas and initiatives to address these problems, tackling the subject through four sections: Assuring Quality – questioning what quality assurance means and how it might be practised; Identifying Quality – examining what knowledge exists at present and how it might be further researched; Developing Quality – investigating the development of staff through teacher training and appraisal; Case Studies of Quality Assurance – reviewing six case studies of quality assurance in a range of contrasting subjects including the professional subjects of Medicine, Nursing and Teacher Training which are also addressed systemically in the first section. Full of practical advice, Handbook of Quality Assurance for University Teaching is an invaluable and unique resource for Faculty, Subject Leaders, University Administrators and Quality Assessors.
The aim of this book is to document the experiences of institutions and states that are implementing bilingual higher education policies in the legal context, to identify the different approaches and to suggest some of the likely areas for future theoretical development. It examines the role of higher education language policies (medium-of-instruction policies in higher education) in mediating the tension between on the one hand the centralizing forces of stated-mandated policies and globalisation and demands for language rights by ethnic and linguistic minorities on the other.
This book explores how multiculturalism should be promoted throughout higher education due to its benefits for students. It adopts a strengths-based student-centred perspective and offers practical illustrations of how multicultural education can instigate students to understand each other and to relate to each other meaningfully. With the rise of international students in higher education across the globe it is crucial that institutions promote multicultural education for their wider communities.