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Reflection on Social Equity in Higher Education 代寫

Reflection on Social Equity in Higher Education

  1. Summary            Reflection on Social Equity in Higher Education  代寫
In the year of 2007, James wrote an essay called ‘Social Equity in a mass, globalized higher education environment: the unresolved issue of widening access to university’ and its main purpose is to evaluate the social equity of higher education in Australia especially focused on people with low SES backgrounds. As to the structure of the essay, it mainly separates into 5 parts.
 
The first part is about the concept of equity and its importance in higher education. The second part is brief introduction to the international patterns of participation in higher education. The following part is to analyze the social equity issue in Australia in a quite detailed and comparative way. In the next part, the author takes the University of Melbourne as an example to show these challenges of the excellence-equity social contract. The fifth part is the main part of this essay and the author dispels six myths that surround equity of access of higher education in Australia. These six myths include how to improve social equity by the way of expanding university participation, lowering the cost for high education, remove a large amount of barriers, making good use of university to solve the social equity issues, lowering relative retention rates, and increase the choice for students. On the basis of part five, the author recommends to take bold stepson so as to provide a series of ideas which tend to increase the social of higher education in Australian. These steps are separated into seven aspects and the author explains their rationality respectively and in a detailed way. At the same time, the author holds such an idea that Australia should develop a new concept of equity among international students because more and more students in Australian universities are from foreign countries.
 
In a summary, the author thinks that it is quite necessary for Australia to re-invigorate its equity discourse so as to forming a new kind of broad study on the evaluation about social equity of higher education especially the nation should focuses on these people with low social-economic status background and rural areas together with local people. At the same time, the author holds quite strong belief that Australia will be able to recover its reputation in higher education all over the world after going through a few troubles.
 
  1. Reflection on Social Equity in Higher Education  代寫Analysis
Undoubtedly, the social equity of higher education is becoming more and more important in the area of social equity. The meaning of the social equity in higher education can be seen from both the macro perspective and the micro perspective (Magali, 2007). From the macro perspective, the social equity in higher education is tightly connected with government’s policy making to a large extent. As is known, the social equity in higher education is a typical topic that can create social changes for both individuals and organizations. For individuals, the social equity in higher education can provide good opportunity for them to improve their skills so as to improve their life quality in a corresponding way. For organizations, they can make good use of knowledge economy so as to survival in the same industry with furious competition (Creedy, 1992). From the micro perspective, the social equity in higher education is an effective way to popularize education among the whole society and this is quite beneficial for individual development in the whole life (Cullinan, 2012). From these two perspectives, it can be seen that it is quite important and meaningful to study the topic on the social equity in higher education.
 
When it comes to the context of the social equity in higher education in Australia, it should pay enough attention to SES issues, which is short for the concept of social-economic status. In other words, the study of the social equity in higher education in Australia should make the concept of social-economic status into consideration in a comprehensive way. Firstly, these people with low social-economic status have quite little opportunity in getting higher education compared these people with high social-economic status. Secondly, the central government of Australia should take corresponding measures to guarantee the benefits of people with low social-economic status so as to create a more equal society correspondingly.
 
At the same time, Australia is quite hot place for international students from other countries and this provides quite furious challenges to the development of higher education in Australia (Mikolaj, 2011). In order to cope with this issue, the central government of Australia should also take international equity into consideration not just domestic equity. By such a measure, it is quite possible for Australia to become a world-class country with the best education system.
 
In a word, Australia should take effective measures to cope with the social equity in higher education. On one hand, the central government of Australia should aware the importance and necessary of the topic on social equity in higher education. Correspondingly, the government should support studies on the topic which can provide macro direction to the development of higher education in Australia. On the hand, Australia universities should pay more attention to these people with low SES and try to balance the ratio.
 
 
 Reflection on Social Equity in Higher Education  代寫
 
 
Reference
Cullinan, J. (2012).  Distance Effects, Social Class and the Decision to Participate in Higher Education in Ireland. Economic and Social Research Institute Papers, NO. WP444.
 
Creedy, J. (1992). Higher Education and Progressive Taxation: Equity, Efficiency and Majority Voting. Journal of Economic Studies, 19 (4), 17-30.
 
Magali, G. (2007). Social attributes, equity and higher educative path. Micro econometric study of a discrete choice model with logistic regression. Applied Economics Letters, 14 (4), 287-291.
 
Mikolaj, H. (2011). Equity of access to higher education in the transforming economy. Evidence from Poland. Higher Education Quarterly, 31 (3), 36-54.
 
 
 

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