Leaving No One Behind in Access to Higher Education in the Baltic States and Poland

Higher education is growing most rapidly in the Asia-Pacific region, and policy makers are facing the task of balancing quality and quantity. This book will help readers understand the current situati

This study explores the impact of educational information systems on enhancing learning accessibility in higher education, as digital tools increasingly become integral to academic support, and student engagement. The main objective is to assess how these systems improve access to learning resources and facilitate communication, particularly for students from diverse backgrounds and with varying educational needs. Using a mixed-methods approach, this research combines quantitative analysis of accessibility metrics with qualitative insights from surveys and interviews with students and faculty across different higher education institutions. The findings show that educational information systems significantly enhance learning accessibility by providing flexible access to resources, facilitating real-time feedback, and supporting personalized learning paths. These systems also improve student engagement by enabling convenient access to materials and fostering a collaborative learning environment that accommodates different learning styles. However, the study identifies several barriers, including gaps in digital literacy, usability challenges, and unequal access to the necessary infrastructure, which can limit the effectiveness of these systems in reaching all students equally. Additionally, concerns around data privacy and system complexity are noted as areas needing attention to build user trust and ensure smoother system integration. The study concludes that while educational information systems hold great promise for improving accessibility and inclusivity in higher education, addressing these barriers through targeted training, digital equity initiatives, and robust data protection policies is essential for maximizing their potential. These insights offer valuable guidance for educational institutions aiming to create more inclusive learning environments through strategic integration of educational information systems.

Using the social exclusion theory, this study examines how institutional structures, infrastructure, and social attitudes influence the educational experiences of students with disabilities, with a focus on accessibility, support systems, and academic inclusion. The study aims to examine the institutional support offered to differently abled students at two rural universities in South Africa and to explore the barriers to inclusion they face in these institutions. A qualitative approach was employed through an interpretative phenomenological design. Data were collected from 12 differently abled participants and three key informants, who were purposively selected through semi-structured interviews at two rural South African universities. Thematic analysis was used to analyse the findings. The study found that the Disability Unit plays a crucial role in supporting students, particularly those with disabilities. However, it also identified structural and systemic barriers to inclusion, including infrastructural barriers, inaccessible lecture venues, and a lack of empathy and awareness among lecturers. The students also highlighted personal challenges and experiences related to their disabilities that negatively affect their academic experience. Despite policy frameworks advocating for inclusion, rural universities remain inadequately equipped to accommodate differently abled students. The study recommends a holistic approach to address these challenges—one that includes infrastructural modifications, faculty sensitisation, and expanded disability support services. Findings underscore the need for institutional reforms to enhance accessibility and inclusivity in higher education, ensuring equal opportunities for differently abled students.

This study analyzes education financing strategies to improve accessibility in Indonesian higher education. Equitable access to higher education is essential to support the nation's progress and reduce socio-economic disparities between regions. However, the high cost of education, the economic limitations of the community, and the impact of the Covid-19 pandemic have become major barriers for low-income groups to continue their studies at the tertiary level. This study uses a qualitative approach with a literature study method to identify and evaluate various financing strategies, such as scholarships, tuition assistance, student loans, subsidies, partnerships with the industrial sector, as well as community-based and philanthropic funding innovations. The results of the analysis show that a combination of various financing strategies from the government, private sector and the community is more effective in expanding access to higher education in an inclusive and sustainable manner. This study recommends the need for cross-sector collaboration, increased financial literacy, and strengthened regulation and transparency in the distribution of education funds to ensure that every individual has a fair opportunity to receive higher education and improve the quality of national human resources.

PurposeThe purpose of this paper is to contribute to the scholarship of diversity, equity and inclusivity in higher education. The focus is to advance an understanding of the issues concerning student admissions and access in higher education. The paper will contribute to the debate on student admissions and access in higher education. Among others, the author argues that in the context of higher education, access has different meanings.Design/methodology/approachThis paper is conceptual in approach and draws from extant literature and the review was used in compiling the paper. Interpretivist approach was used in understanding the topic. Relying on capabilities approach (CA) as a lens in understanding student admissions and access, the author argues that higher education institutions (HEIs) should consider opportunities (capabilities) for all students to live the lives that they have reason to value (valued functionings). CA works from the premise that human beings share universal capabilities and students’ life can be fulfilling if given the opportunity to exercise their capabilities by universities.FindingsUniversities can rely on students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities in admitting them. Diversity characteristics can be used as a tool to ensure the heterogeneity of the student population or as an unfair advantage given to students who might otherwise be deemed inadmissible on the basis of their academic or test performance. Factors such as changing demographics, public policy, institutional practices and marketing techniques seem to have a subtle influence on the process of admission. Students may experience challenges because of the “invisibility” of their disabilities due to a breakdown in communication within higher education systems.Research limitations/implicationsThe paper relied on literature review only and this is its limitation. Literature review may have been influenced by selection bias of the author and is likely to include only those sources that are most consistent with the author’s personal opinion. Selection bias can arise when the inclusion and exclusion criteria for the review are not clearly stated and that might bias the findings.Practical implicationsAdmission officials in HEIs are expected to conduct a diversity needs assessment before admissions with the aim of using the data to identify student population. The needs assessment can look at aspects such as the students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities to ensure access and success of all students.Social implicationsInequities around access and admission for diverse groups of students in higher education are a reality worldwide. There is a worldwide trend within countries to see universities as contributors to economic growth, and many institutions are now increasingly attuned to the money economy. A student’s decision to apply on where to study may be influenced by the reputation of the institution.Originality/valueThis concept is relative and has different meanings depending on the nature of the work in question. The paper was compiled through literature review, all the sources used have been acknowledged, and the paper conveys the thoughts, interpretations and ideas of the author.

Purpose The purpose of this paper is to contribute to the scholarship of diversity, equity and inclusivity in higher education. The focus is to advance an understanding of the issues concerning student admissions and access in higher education. The paper will contribute to the debate on student admissions and access in higher education. Among others, the author argues that in the context of higher education, access has different meanings. Design/methodology/approach This paper is conceptual in approach and draws from extant literature and the review was used in compiling the paper. Interpretivist approach was used in understanding the topic. Relying on capabilities approach (CA) as a lens in understanding student admissions and access the author argues that higher Education Institutions should consider opportunities (capabilities) for all students to live the lives that they have reason to value (valued functionings). CA works from the premise that human beings share universal capabilities and students’ life can be fulfilling if given the opportunity to exercise their capabilities by universities. Findings Universities can rely on students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities in admitting them. Diversity characteristics can be used as a tool to ensure the heterogeneity of the student population or as an unfair advantage given to students who might otherwise be deemed inadmissible on the basis of their academic or test performance. Factors such as changing demographics, public policy, institutional practices and marketing techniques seem to have a subtle influence on the process of admission. Students may experience challenges because of the “invisibility” of their disabilities due to a breakdown in communication within higher education systems. Research limitations/implications The paper relied on literature review only and this is its limitation. Literature review may have been influenced by selection bias of the author and is likely to include only those sources that are most consistent with the author’s personal opinion. Selection bias can arise when the inclusion and exclusion criteria for the review are not clearly stated and that might bias the findings. Practical implications Admission officials in higher education institutions are expected to conduct a diversity needs assessment before admissions with the aim of using the data to identify student population. The needs assessment can look at aspects such as the students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities to ensure access and success of all students. Social implications Inequities around access and admission for diverse groups of students in higher education are a reality worldwide. There is a worldwide trend within countries to see universities as contributors to economic growth, and many institutions are now increasingly attuned to the money economy. A student’s decision to apply on where to study may be influenced by the reputation of the institution. Originality/value This concept is relative and has different meanings depending on the nature of the work in question. The paper was compiled through literature review, all the sources used have been acknowledged, and the paper conveys the thoughts, interpretations and ideas of the author.

The commitment to accessibility is a driving force for creating and adopting practices that remove barriers and foster inclusive participation within the world around us. Unfortunately, within higher education, the importance of accessibility does not always translate to commitment and compliance. Despite gradual efforts to enhance accessibility, the global pandemic, technological advancements, and various significant social justice movements have highlighted the prevalence of inaccessible content and systems. The text The New Accessibility in Higher Education: Disrupting the System for an Inclusive Future guides the reader through the various areas of higher education, detailing how barriers to access were identified and how accessibility was reimagined and improved through the perspectives of faculty, administrators, and students. The text explores the multifaceted nature of accessibility and emphasizes the need for postsecondary scholars and practitioners to rethink how accessibility is perceived and implemented in higher education. It contends that the higher education community can no longer overlook accessibility issues or return to outdated and discriminatory policies that lack inclusive and accessible practices essential for the success of disabled students. The New Accessibility in Higher Education: Disrupting the System for an Inclusive Future not only highlights events from the COVID-19 pandemic and other significant recent occurrences but also offers a roadmap for the ongoing incorporation of more accessible strategies in contemporary higher education.

The purpose of this article is to discuss accessibility and ableism in Higher Education from the academic trajectory of a psychologist with physical disabilities/a wheelchair user. To this end, concepts such as disability, inclusion, accessibility and ableism are discussed. For the production of data, a semi-structured interview was carried out with a wheelchair user, who was invited to speak, among other aspects, about his inclusion in Higher Education in a Psychology undergraduate course. In addition to this interview, the data was complemented by informal conversations to resolve any questions about what had been discussed during the interview. Data analysis followed the principles of Textual Discourse Analysis, with the steps of unitarization, categorization and construction of a metatext. Among the results, the following stand out: ableist manifestations in different situations that influenced the participant’s professional training; aspects related to (in)accessibility to services offered by the university; and a lack of knowledge about the characteristics of academics with disabilities as a disadvantage to their inclusion. As possibilities for advances in improving the quality of inclusion in Higher Education, there should be more dialogue with persons with disabilities, including organizing discussion groups within the university environment as one step towards reducing barriers against inclusion.

Access to higher education is often hindered by curriculum gaps in secondary education, where misalignment between school curricula and university admission requirements leaves many students underprepared and ineligible for their desired programs. This qualitative study set out to explore ways in which curriculum gaps negatively impact students’ ability to meet admission criteria, aiming to highlight systemic challenges and propose solutions to bridge the divide between secondary and higher education. 4 teachers, 2 university administration officers, and 4 learners who seek entry into the university from different high schools were purposively sampled for semi-structured interviews and focus group interviews, and the data were thematically analysed in this study. The Critical Social Theory served as the lens through which this whole discussion in this study was addressed. The study identified significant misalignment between high school subjects and the prerequisites for tertiary education programs, particularly in STEM and professional fields. The study revealed that a lack of guidance on subject selection and inadequate preparation for standardised assessments further compound the problem, leaving students ill-equipped to meet competitive admission criteria. It is recommended that stakeholders address curriculum gaps that require systemic reforms, including aligning secondary education content with university requirements, improving career guidance, and equipping schools with adequate resources. These measures will ensure that all students have equal opportunities to access higher education and pursue their career aspirations regardless of background. The study contributes to existing literature on improving equitable access to higher education opportunities by addressing this issue. Keywords: Curriculum Gaps, Higher Education Access, Admission Criteria, Educational Inequality

India is a country with the highest youth population in the world. Therefore, the future of India and its higher education highly depends on how India will design its higher education access policies and its approach towards financing the same. This chapter analyses the impact of educational finance on higher education access in India by using fixed-effect models. This chapter shows that there is a negative relation between the public spending on elementary education and higher education access, but spending on secondary and higher education positively influences the college access. It is also found that there is a negative relationship between per-student expenditure on higher education and the higher education access. This relation is more intensely negative for high-income states of India. This is mainly due to the increasing privatization in higher education sector to cater to the rising demand of the higher education, on the one hand, and gradual withdrawal of public funding from higher education, on the other. Next important result is the weak impact of educational finance on college access of scheduled castes and scheduled tribes in comparison to cumulative and female enrolments. This chapter further shows that the increase in economic growth highly enhances the overall college access, but not in the case of scheduled castes and scheduled tribes. Finally, statistically insignificant relation has been detected between spending on scholarships and higher education access.

Ensuring equity and access in higher education has become a paramount concern for institutions, policymakers, and stakeholders worldwide. This review delves into the legal frameworks and management strategies essential for promoting equity and access within higher education systems. Firstly, legal perspectives provide a foundation for understanding the rights and responsibilities of both institutions and students. Various laws and regulations, including affirmative action policies, anti-discrimination statutes, and accessibility mandates, shape the legal landscape of higher education equity. Analyzing landmark court cases and legislative acts elucidates the evolving nature of these legal frameworks and their implications for fostering inclusive environments. Secondly, effective management strategies play a pivotal role in translating legal mandates into actionable initiatives. Institutional leaders must prioritize diversity, equity, and inclusion (DEI) efforts across all facets of academic and administrative operations. Implementing proactive recruitment and retention practices, establishing support services for underrepresented groups, and fostering a culture of inclusivity are among the key strategies employed to enhance accessibility and promote equity. Moreover, leveraging technology and data analytics can facilitate evidence-based decision-making and resource allocation, thereby addressing disparities in educational outcomes. Collaborative partnerships with community organizations, government agencies, and industry stakeholders also amplify the impact of equity initiatives and expand access to higher education opportunities. Navigating the complex intersection of legal requirements and management imperatives is essential for advancing equity and access in higher education. By embracing a holistic approach that combines legal compliance with strategic planning and proactive interventions, institutions can foster environments where all individuals have equitable opportunities to succeed and thrive academically.

A framework to foster accessibility in post-pandemic virtual higher education

This article presents the educational aspects of prisoner access to higher education while in detention. The theoretical overview discusses the Lithuanian and foreign scientific resources, analyzing the importance of education for all human beings, no matter whether they are incarcerated or not. The empirical part, consists of surveys and questionnaires collected from Ministries of Justice, and other institutions that collect data on prisoners pursuing higher education in seven foreign countries. The empirical evidence highlights the possibilities of and motives for achieving a higher education degree by those performing custodial sentences in prison.
 The third paragraph of article 24 in Lithuanian law of education No. 38-1804 [11] addresses the right to education for every citizen and legal alien having a permanent or temporary residence in the Republic of Lithuania. The state guarantees the right to primary and secondary education. It also provides for accessibility to higher education, vocational training, and graduate degree programs. The law of education in Article 33, also addresses access to education for socially underprivileged people such as families living in poverty, refugees, people who have dropped out from school at an early age, unemployed, people with addiction problems, as well as those returning from correctional institutions. Thus, despite the social situation in Lithuania, the education system is designed so that it is available to everyone. In order to promote their effective adjustment into the community, disadvantaged individuals need access to education through social services and education assistance programs.
 This article aims to investigate the opportunities for access to higher education available to prisoners in detention and to understand the motivation.
 Objective – the availability of higher education in the Lithuanian prison system and the motivation.
 The article utilizes the following methods:
 Theoretical: the article reviews the scientific literature and legal analysis of documents of both Lithuanian and foreign authors, sources of information and insight into the normative documents of the formed provisions.
 Empirical: Surveys conducted with justice ministries or institutions that collect information about higher education for convicts, in seven foreign countries were conducted. Semi-structured interviews with prisoners who have acquired and the benefitted from higher education were also conducted with a written survey.
 The results of the questionnaire demonstrated that prisoners have a high level of desire to improve themselves through the selection of higher education, while free time is mentioned as a necessary component.
 Of the surveyed countries, representatives of institutions indicated that prisoners have the opportunity to study in higher education, but this opportunity depends upon certain circumstances.
 Lithuanian law provides higher education opportunities for socially excluded, at-risk groups. Imprisoned persons have a high level of motivation to be successful in the higher education and for learning. Thus, higher education institutions should have close cooperation with the correctional institutions.

The aim of this paper is to critically review the capabilities of the European Framework for the Digital Competence of Educators (DigCompEdu) and the UNESCO ICT Competency Framework for in delivering greater accessibility for students with disabilities in a Higher Education landscape undergoing Digital Transformation. These frameworks describe what it means for educators to be digitally competent. However are there other competencies required to deliver Digital Accessibility in education. The particular focus of this paper is the role of the teachers in delivering Digital Accessibility in higher education. What should be expected of them and what are the required competencies to meet these expectations? Is it fair for example to expect teachers to cross boundaries where the effectiveness of general accessibility strategies such as UDL end for particular groups of students for example blind students in STEM subjects and where there is a need for individualised accommodations?

<p>O estudo irá discorrer sobre o estudante com deficiência no ensino superior, a partir da análise de documentos oficiais e de ações de acessibilidade arquitetônica, pedagógica e atitudinal, compreendidas como meio para o ingresso e permanência neste nível de ensino. Os objetivos expressam-se em analisar políticas institucionais no tocante a acessibilidade no ensino superior, bem como verificar e refletir sobre ações acessíveis para estudantes com deficiência neste nível de ensino. O referencial teórico está fundamentado em políticas educacionais e contribuições de autores que discutem a acessibilidade no ensino superior. Metodologicamente, o estudo apresenta um caráter qualitativo, através da pesquisa exploratória, com a revisão de literatura. Quanto aos resultados, observou-se que a acessibilidade no ensino superior permanece no campo teórico, o que inviabiliza que políticas institucionais se concretizem. Em suma, o momento é de ressignificar ações que possibilite discussões e, sobretudo a efetividade de políticas dentro das instituições, em vista de desconstruir barreiras arquitetônicas, pedagógicas e atitudinais para pensar em um ambiente acadêmico que vivencia valores e princípios inclusivos.</p>