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By Deane Neubauer, Yoshiro Tanaka (eds.)

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Extra info for Access, Equity, and Capacity in Asia-Pacific Higher Education

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Having achieved such rankings, the logic of the endeavor would imply a continuous assessment in which the relative position of an institution was analyzed in terms of the kinds of capacity employed to reach this stage. Models would then be constructed to determine how increments of capacity for other institutions might raise competitive standings. In practice such rational calculations rarely apply, being superceded by more mundane bureaucratic processes that tend to govern higher education spending.

By the year 2000 the number of tuition-paying students was four times that of those supported by government scholarships. The decentralization policies and market-oriented programs have been a factor in increased HE access of students from rural and low-income families. Roughly 30 percent of students from rural backgrounds attend four-year programs although it must be remembered that 75 percent of the population lives in rural areas (Vietnam 2007). The two groups that continue to lag behind in access to HE are ethnic minorities (who usually live in marginal areas) and rural girls.

The purpose of these two projects was to help China’s top universities transition into world-class institutions. This meant that Projects 211 and 985 HEIs would have greater public financial support and better facilities than other universities. Projects 211 and 985 helped enroll a larger percent of high-income students than other HEIs. While universities that qualified as 211 and 985 HEIs received special governmental financial support in an effort to improve higher education quality, this emphasis on improved quality has not necessarily made these same HEIs more equitable.

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