Abstract
This chapter draws on the international higher education literature to present some of the common and contrasting themes around marketisation and equality, as well as some of the contextual specifics which may be dictating policy and practice. It draws on analysis policy documents from four Anglophone countries—Australia, New Zealand, the Republic of Ireland and England—to illustrate the interplay between international and national priorities and to highlight the commonalities and contrasts in the way different national governments express marketising and equality aims.
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Notes
- 1.
Under the Education Act 1989 Wānanga are recognised tertiary institutions in New Zealand. ‘A wānanga is characterised by teaching and research that maintains, advances, and disseminates knowledge and develops intellectual independence, and assists the application of knowledge regarding ahuatanga Māori (Māori tradition) according to tikanga Māori (Māori custom)’. www.nzqa.govt.nz
- 2.
Since 1998, some powers, including education and training, have been devolved to constituent countries of the UK. Legislation on higher education fee setting in England is therefore distinct from that in Scotland, Wales and Northern Ireland.
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Bowl, M. (2018). International Policies for Higher Education and Their National Variants: Reconciling Equality and Marketisation in National Policy Texts. In: Bowl, M., McCaig, C., Hughes, J. (eds) Equality and Differentiation in Marketised Higher Education. Palgrave Studies in Excellence and Equity in Global Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-78313-0_2
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