Tuition fees, entrance examinations and misconceptions about equity in higher music education

Tuula Jääskeläinen

doi:10.23865/nrme.v2.2803

Abstract

The increasing participation rate in higher education has raised its own issues, such as how to fund the growth while retaining the quality of education. In Finland, it has been argued that the tuition-free higher education policy increases equality. On the other hand, in the United Kingdom, establishing a system of tuition fees supported by an income-contingent loan system for students has also been argued to increase equality. In Australia, students also face high tuition fees for higher education, as well as a support system focused on domestic students. In addition to tuition fees, entrance examinations also play a crucial part in higher education systems. In order to examine inequalities in higher education from the students’ point of view, tuition fees are scrutinised in connection with equality, and entrance examinations in relation to cultural reproduction. Comparing examples of higher music education institutions in Finland, the United Kingdom, and Australia shows that there are large differences between the tuition fees charged for domestic and international students, as well as between countries. Entrance examinations in higher music education are similar in these countries, but may include inequalities based on long traditions in the field of music, especially in classical music. By revealing misconceptions about equity in higher education, it is possible to have a critical debate about the role of tuition fee systems as they are connected with the economics of higher education, and about entrance examinations as reproducing social class inequalities. This discussion may contribute to the redefinition and reformation of more equitable and just education systems, and promote equality in general in society.

Highlights

IntroductionA national higher education policy which provides equal opportunities to access tertiary education is generally seen as satisfying one of the central criteria for describing an education system as conducive to equality
Equality is not given, nor is it claimed, it is practiced, it is verified.(Rancière, 1999, p. 137)A national higher education policy which provides equal opportunities to access tertiary education is generally seen as satisfying one of the central criteria for describing an education system as conducive to equality
Low tuition fees have been seen as a reason why international students choose Finland as a country in which to study in higher education, feedback from students in the United Kingdom and Australia indicates that university prestige is a more important factor than the cost of tuition fees (Cai & Kivistö, 2013)

Summary

Introduction

A national higher education policy which provides equal opportunities to access tertiary education is generally seen as satisfying one of the central criteria for describing an education system as conducive to equality. The countries to be looked at are Finland, the United Kingdom and Australia.. As a concept, is often associated with Finnish higher education policy because it has been seen to provide equal opportunities to access tertiary education after mandatory primary and secondary education (Leijola, 2004). Low tuition fees have been seen as a reason why international students choose Finland as a country in which to study in higher education, feedback from students in the United Kingdom and Australia indicates that university prestige is a more important factor than the cost of tuition fees (Cai & Kivistö, 2013)

Objectives

Conclusion