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Investigating Inequitable Access to Higher Education in Developing Countries: A Case of Centro Preuniversitario, UNMSM in Peru = = 개발도상국 고등교육 접근 기회의 불평등 탐색: 페루 산마르코스국립대학 내 입시준비기관을 중심으로 /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Investigating Inequitable Access to Higher Education in Developing Countries: A Case of Centro Preuniversitario, UNMSM in Peru =/ Minkyung Shin.
Reminder of title:	개발도상국 고등교육 접근 기회의 불평등 탐색: 페루 산마르코스국립대학 내 입시준비기관을 중심으로 /
Author:	Shin, Minkyung,
Description:	1 electronic resource (290 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31301100
ISBN:	9798383608432

Investigating Inequitable Access to Higher Education in Developing Countries: A Case of Centro Preuniversitario, UNMSM in Peru = = 개발도상국 고등교육 접근 기회의 불평등 탐색: 페루 산마르코스국립대학 내 입시준비기관을 중심으로 /
Shin, Minkyung,

Investigating Inequitable Access to Higher Education in Developing Countries: A Case of Centro Preuniversitario, UNMSM in Peru =개발도상국 고등교육 접근 기회의 불평등 탐색: 페루 산마르코스국립대학 내 입시준비기관을 중심으로 /Minkyung Shin. - 1 electronic resource (290 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

In the international arena, discussions are actively underway to achieve equitable access to higher education through initiatives such as the Sustainable Development Goals (SDGs). While there is no binding obligation at the national level to enhance the equity of higher education access, the Cordoba Reform, which had a widespread impact in the Latin American region, serves as the basis for specific societal expectations placed on public universities of Peru. Peruvian public universities are aware of their role in this regard. With the expansion of demand and supply in higher education, Peruvian public universities have transitioned from elite to popularized institutions since the 1960s.However, in the 1990s, public universities established Centro Preuniversitario (Preuniversity Center, hereafter 'CEPRE'), a type of private supplementary education (PSE) institution to prepare applicants for their university entrance exams within their campuses, ostensibly with the goal of admitting academically prepared students to the university while providing more opportunity for higher education to low-income individuals. However, within this context, the period during which university aspirants enroll and study at CEPRE is not recognized for any level of secondary or higher education. CEPREs exist in both public and private universities that rank above a certain level. Modeled after 'academies' that had been preparing students for competitive university admissions exams since the 1960s, CEPREs also gained legal standing in 1983. As higher education expanded, students entering university exhibited a broader socio-economic spectrum, and those who had received lower-quality public education struggled to meet the academic standards required by universities. This led to the emergence of academies as businesses, mirroring the financial challenges faced by public universities, which, in turn, implemented a similar model within the university.The fact that the state permits each public university to operate a CEPRE and generate its own profits is not unrelated to the global trend of neoliberalism or education privatization. In other words, the public university CEPRE is a system with elements of neoliberalism within a state-supported higher education institution.Meanwhile, from the perspective of students and parents, public university CEPREs function in the same way as PSE taken to prepare for university entrance exams. Therefore, this study considers the CEPRE as an extreme form of PSE that exists at the point of transition from secondary education to higher education. While PSE is generally known to exacerbate educational inequity, CEPRE is notorious for charging higher tuition fees than any other academy. Against this backdrop, this dissertation examines how the inequity of higher education access opportunities is manifested through the case study of a CEPRE at the National University of San Marcos (UNMSM) in Peru. This research specifically addresses the lack of studies examining the impact of PSE in inequities during the transition from secondary to higher education in the context of developing countries.The purpose of this study is to understand the patterns of inequitable higher education access in developing countries through PSE during the university admissions process. The research questions are as follows:1) How does inequity in higher education access occur through public university CEPREs?- What are public university CEPREs?- How do public university CEPREs function?2) What are the educational systematic factors that explain the ongoing presence of public university CEPREs?This research is a qualitative case study conducted locally in Peru, incorporating literature reviews and interviews. Interviews were conducted with a total of 40 participants, including current students of UNMSM, professors, officials of CEPRE UNMSM, and so on. The analytical framework adopted was based on the method used in Zhang & Bray's (2018) study on private tutoring in China. Their findings demonstrate that education equalization policies in Shanghai, China, have inadvertently exacerbated the concerns of middle-class and above parents who wish to maintain competitive advantages. This has led them to actively engage in private tutoring, ultimately offsetting the intended effects of equalization policies. The differentiation and tracking phenomena within China's private tutoring institutions reveal that high-income students are more likely to receive quality private tutoring and, furthermore, have a higher likelihood of entering elite schools. Following this approach, this paper analyzes Peru's university admissions preparation methods by 'differentiation of access' and 'sorting mechanisms.' This framework aligns closely with Lucas's (2001) Effectively Maintained Inequality (EMI) theory. The EMI theory argues that despite quantitative expansion in education, students with higher socioeconomic status continue to have an advantageous position in progressing to higher educational levels or entering universities through qualitative differentiation. However, Zhang & Bray (2018) provide an analytical framework illustrating how private tutoring can serve as a form of qualitative differentiation utilized by students with higher socioeconomic status.The research results are as follows. First, based on the analysis of 'differentiation. (Abstract shortened by ProQuest).

English

ISBN: 9798383608432Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Education privatization

Investigating Inequitable Access to Higher Education in Developing Countries: A Case of Centro Preuniversitario, UNMSM in Peru = = 개발도상국 고등교육 접근 기회의 불평등 탐색: 페루 산마르코스국립대학 내 입시준비기관을 중심으로 /
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520 $a In the international arena, discussions are actively underway to achieve equitable access to higher education through initiatives such as the Sustainable Development Goals (SDGs). While there is no binding obligation at the national level to enhance the equity of higher education access, the Cordoba Reform, which had a widespread impact in the Latin American region, serves as the basis for specific societal expectations placed on public universities of Peru. Peruvian public universities are aware of their role in this regard. With the expansion of demand and supply in higher education, Peruvian public universities have transitioned from elite to popularized institutions since the 1960s.However, in the 1990s, public universities established Centro Preuniversitario (Preuniversity Center, hereafter 'CEPRE'), a type of private supplementary education (PSE) institution to prepare applicants for their university entrance exams within their campuses, ostensibly with the goal of admitting academically prepared students to the university while providing more opportunity for higher education to low-income individuals. However, within this context, the period during which university aspirants enroll and study at CEPRE is not recognized for any level of secondary or higher education. CEPREs exist in both public and private universities that rank above a certain level. Modeled after 'academies' that had been preparing students for competitive university admissions exams since the 1960s, CEPREs also gained legal standing in 1983. As higher education expanded, students entering university exhibited a broader socio-economic spectrum, and those who had received lower-quality public education struggled to meet the academic standards required by universities. This led to the emergence of academies as businesses, mirroring the financial challenges faced by public universities, which, in turn, implemented a similar model within the university.The fact that the state permits each public university to operate a CEPRE and generate its own profits is not unrelated to the global trend of neoliberalism or education privatization. In other words, the public university CEPRE is a system with elements of neoliberalism within a state-supported higher education institution.Meanwhile, from the perspective of students and parents, public university CEPREs function in the same way as PSE taken to prepare for university entrance exams. Therefore, this study considers the CEPRE as an extreme form of PSE that exists at the point of transition from secondary education to higher education. While PSE is generally known to exacerbate educational inequity, CEPRE is notorious for charging higher tuition fees than any other academy. Against this backdrop, this dissertation examines how the inequity of higher education access opportunities is manifested through the case study of a CEPRE at the National University of San Marcos (UNMSM) in Peru. This research specifically addresses the lack of studies examining the impact of PSE in inequities during the transition from secondary to higher education in the context of developing countries.The purpose of this study is to understand the patterns of inequitable higher education access in developing countries through PSE during the university admissions process. The research questions are as follows:1) How does inequity in higher education access occur through public university CEPREs?- What are public university CEPREs?- How do public university CEPREs function?2) What are the educational systematic factors that explain the ongoing presence of public university CEPREs?This research is a qualitative case study conducted locally in Peru, incorporating literature reviews and interviews. Interviews were conducted with a total of 40 participants, including current students of UNMSM, professors, officials of CEPRE UNMSM, and so on. The analytical framework adopted was based on the method used in Zhang & Bray's (2018) study on private tutoring in China. Their findings demonstrate that education equalization policies in Shanghai, China, have inadvertently exacerbated the concerns of middle-class and above parents who wish to maintain competitive advantages. This has led them to actively engage in private tutoring, ultimately offsetting the intended effects of equalization policies. The differentiation and tracking phenomena within China's private tutoring institutions reveal that high-income students are more likely to receive quality private tutoring and, furthermore, have a higher likelihood of entering elite schools. Following this approach, this paper analyzes Peru's university admissions preparation methods by 'differentiation of access' and 'sorting mechanisms.' This framework aligns closely with Lucas's (2001) Effectively Maintained Inequality (EMI) theory. The EMI theory argues that despite quantitative expansion in education, students with higher socioeconomic status continue to have an advantageous position in progressing to higher educational levels or entering universities through qualitative differentiation. However, Zhang & Bray (2018) provide an analytical framework illustrating how private tutoring can serve as a form of qualitative differentiation utilized by students with higher socioeconomic status.The research results are as follows. First, based on the analysis of 'differentiation. (Abstract shortened by ProQuest).
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