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Equality of opportunity in UK’s higher education system is provided for by the transparency practices observed during admissions (Schuetze & Slowey, 2013, p.269). The higher education admissions boards shun discriminatory practices when selecting and admitting students in higher learning institutions. This practice is consistent with the legal provisions that enforce right to education. In other words, gender, class, age, ethnicity, faith, disability, wealth, and sexual orientation are not the determining factors for admissions purposes (Brunswick, 2012, p.183). However, this does not rule out the occurrence of discriminatory practices in the UK education system. Cases of failure to admit qualified students have been reported, thereby raising concerns about the extent to which UK higher education system provides for equality of opportunity (HEFCE, 2008).
The UK education sector is characterized by a large number of foreign student populations. It is important to note that the admission of foreign students in higher learning institutions is done in line with the available opportunities. Given this the high number of foreign students in the UK, it is undoubtedly true to conclude that the UK system has diversified its education opportunities. As result, equality of opportunity is not only provided to the locals, but also to the international student population.
Merit is a vital factor that influences student enrolment in the UK higher education system. Whilst the system has been said to operate on a for-merit basis, the reliability, relevance, and validity of the process have been challenged (Parry, 2007, p.104). This follows concerns about the exact factors and variables that define merit. In regard to the merit factor, the equality of opportunity prospect has been more or less jeopardized. Notably, the admissions system works towards minimizing or alleviating
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However, liberalism and conservatism are the most prominent ideologies in America. An individual’s ideological position is describable social and economic terms. This discussion focuses on their different views on the issues of self-reliance, equality of opportunity, and political freedom.
Indeed to be sure, the term is ambiguous not only in meaning but also in application the world over; not even in organizations believed to be the firmest, passionate advocates. By modern standards, equality from a personal perspective refers to the socially recognized entitlements granted to all [man or woman] uniformly without the element of discrimination based on any form of social partitioning.
Public policies are normative and express both the end and means designed to steer the action and behavior of people. Policy refers to things that can be achieved in principle, to matters over which authority can be exercised (Rizvi & Lingard 2010, p.4). Public policies such as the education policy of any country and by any government must emphasize the purpose and the goal of education.
According to the paper Education law comprises different rules and regulations, which are meant to guide how the education system functions in a country. Different countries have varying systems of education law, depending on their priorities. Nonetheless, education law might deal with the founding, developing, and funding of schools.
According to the author, "no-one knows his place in society, his class position or social status, nor does anyone know his fortune in the distribution of natural assets and abilities, his intelligence, strength and the like". Thus behind this “veil of ignorance” different groups will hound their own benefits.
Rawls's in his book A Theory of Justice has constructed a hypothetical theory which is system based on equality that he calls "Justice as Fairness". Rawls's social theory discusses the role of institutions in a society, which aggravate bitterness creating isolation.
Equal opportunity is the perceived inherent bigotry existent in a legally mandated quota system. Equal opportunity is an elastic notion because of the problems of deciding at what point in a process it is appropriate to measure it. For example, a competitive examination may provide equal opportunity for candidates to be tested, but that does not mean they have had an equal opportunity to acquire the knowledge and skills required for success, and hence may not be a true guide to talent.