Foreword	8
	Acknowledgements	12
	Contents	14
	Chapter 1: Introduction: Developing a Conceptual Framework for Access to Education for Socio-­economically Marginalised Groups: A Systems Focus	20
	1.1 Scope of the Book	23
	References	30
	Chapter 2: System Blockages for Access to Education in Europe: Paper Commitments and Substantive Gaps	34
	2.1 The European Union’s Strategic Priority on Paper of Access and Lifelong Learning as a Means of Fostering Social Inclusion: Falling Between Two Stools in the ET2020 Targets?	34
	2.2 Access to Education for Marginalised Groups: A Neglected Focus in University Rankings	41
	References	46
	Chapter 3: Conceptual Framework and Agenda: Beyond Bronfenbrenner (1979, 1995) to Interrogation of Blocked Systems via Structural Indicators	48
	3.1 Introduction	48
	3.2 Conceptual Framework: Interrogating Bronfenbrenner’s ( 1979, 1995) Systems Framework in Educational, Developmental and Community Psychology for Access to Education	50
	3.2.1 A Systems Focus as a Multilevelled Approach	50
	3.2.2 System Transitions in Education	51
	3.2.3 Systems: Beyond a Unidimensional Focus	53
	3.2.4 Systems as Key Silent Conditions for Complex Causal Influences	55
	3.2.5 Systems as Growth Rather than Deficits	56
	3.3 The Need for Focus on System Blockage and Displacement in Moving from Inert to Inclusive Systems: Key Limitations to Bronfenbrenner’s ( 1979, 1995) Understanding of Systems	57
	3.3.1 A Stronger Focus on Time	57
	3.3.2 System Change in Time as Overcoming System Blockage or Displacement	58
	3.3.3 The Need for Change Towards Inclusive Systems that Facilitate Individual Agency	59
	References	63
	Chapter 4: Structural Indicators for System Level Change for Access to Education for Marginalised Groups	68
	4.1 An Agenda of Structural Indicators for System Level Change for Access to Education for Marginalised Groups at International, European Commission, National and Institutional Levels	68
	4.2 Key Interpretative Principles Underpinning a Systemic Review of Structural Indicators for Access to Education Derived by Analogy from International Rights Discourse	73
	4.3 Structural Indicators: A Key Strategic Gap in the OECD (Organisation for Economic Cooperation and Development) International Education Indicators	77
	4.3.1 A Critique of Indicators as a Neo-liberal Agenda: The Need for a Democratic Agenda of Accountability That Is Not Reduced to Neo-liberalism	81
	References	84
	Chapter 5: Access to Higher Education for Socio-­economically Marginalised Groups: Indicators at Macro-Exo Levels	87
	5.1 A Central Driving Committee at State Level for Access to Higher Education and Lifelong Learning for Marginalised Groups (Structural Indicator), Including Clear Funding Sources	87
	5.2 Clarification of the Criteria to Ascertain Socio-economic Exclusion (Structural Indicator) Given the Observed Tendency, Especially in Central and Eastern European Countries, for Targeting to Occur for More Easily Identifiable Target Groups Like Thos	92
	References	100
	Chapter 6: Access to Higher Education for Socio-­economically Marginalised Groups: Indicators at Macro-Exo Levels	103
	6.1 The Need for a Formal Obligation on Institutions from the State to Improve Access and for Incentives for Third-­Level Institutions Such as Differentiated Funding from the State Based on Implementation of Access Goals (Structural Indicator)	103
	6.2 State-Led Incentives to Different Faculties and Departments Within Third-Level Institutions to Increase Access: A Faculty and Departmental Level Focus to Increase Access (Structural Indicator)	106
	6.3 An Access Strategy for the So-Called ‘Elite’ Universities (Structural Indicator)	109
	6.4 Representation of Target Groups (Including Ethnic Minorities in the Decision-Making Structures and Processes at National Level Regarding Access to Education (Structural Indicator))	113
	6.5 A System of Reserved Places or Equivalent Approach to Increase Participation of Underrepresented Groups at the Third Level (Structural Indicator)	117
	6.6 A Coherent Support Strategy for Access to Third-Level Education for Orphans and Young People in Care (Structural Indicator)	122
	References	125
	Chapter 7: Access to Higher Education for Socio-­economically Marginalised Groups: Indicators at Micro-Meso Levels	128
	7.1 Education Institutional Strategies for Access for Groups Experiencing Socio-economic Exclusion (Structural Indicator)	128
	7.2 Development of Outreach Institutional Strategies That Go Beyond Mere Information-Based Models (Structural Indicator)	133
	7.3 Availability of School and University Institutions Free of Charge During Summertime and Evenings for Community Groups from Marginalised Areas (Structural Indicator)	142
	7.4 Outreach Strategy to Communicate with Spokespersons, Opinion Makers and Community Leaders in Socio-­economically Marginalised or Ethnic Minority Communities (Structural Indicator)	145
	7.5 Formal Links Between Universities and Non-­governmental Organisations Representing Marginalised Groups (Structural Indicator)	146
	7.6 Outreach Strategy to Engage Young Immigrants and Young Members of a Target Group: Cohort Effect as a Positive Potential (Structural Indicator)	148
	7.7 An Access Strategy of Third-Level Institutions Which Engages with Primary and Secondary Students Experiencing Socio-economic Marginalisation (Structural Indicator)	149
	7.8 Preparatory Admission Courses (Structural Indicator)	150
	7.9 Challenge to Institutional Staff Attitudes	153
	References	157
	Chapter 8: Non-formal Education: Indicators at Macro-­Exo Levels	160
	8.1 Introduction: Non-formal Education as a Key Path to Overcoming Fear of Failure in Marginalised Groups	160
	8.2 The Need for a National and Regional Strategy for Non-formal Education: To Relate But Not Reduce Non-­formal Education to the Formal System (Structural Indicator)	162
	8.3 The Need for Agreed, Non-reductionist, Accountability Processes in the Non-formal Sector: Due to Less Accountability Provided by Non-formal Educational Institutions in a Climate of Increasing Need for Accountability (Structural Indicator)	174
	8.4 Funded Strategies to Develop Local Community Lifelong Learning Centres (Structural Indicator)	176
	8.5 Non-formal Education as a Key Bridge to Ethnic Minorities, Immigrants and Those Experiencing Social Exclusion	182
	References	186
	Chapter 9: Non-formal Education: Indicators at Micro-­Meso Levels	190
	9.1 A Strategy to Develop Community Leaders (Structural Indicator)	190
	9.2 National Strategies for Lifelong Learning to Include the Arts as a Key Bridge into Societal and Systemic Participation via Non-formal Education (Structural Indicator)	192
	9.3 Non-formal as a Path to Formal Education (Structural Indicator)	194
	9.4 Staff Continuity and Development in Non-formal Education (Structural Indicator)	196
	9.5 Pathways to Overcome Process Difficulties Regarding Recognition of Prior Learning	197
	References	206
	Chapter 10: Prison Education: Indicators at Macro-Exo Levels	208
	10.1 Introduction: Prison Education as a Domain of Lifelong Learning	208
	10.2 A National Strategy of Education for Prisoners (Structural Indicator)	209
	10.3 Opportunities for Distance Education and Web-Based Learning in Prison (Structural Indicator)	214
	10.4 An Education Strategy for High-Security Prisons (Structural Indicator)	216
	10.5 Overcoming Ambivalence from Prison Officers in Some Countries to Prisoner Learning	217
	References	220
	Chapter 11: Prison Education: Indicators at Micro-Meso Levels	222
	11.1 Establishment and Implementation of a Principle of Normality in Prisons (Structural Indicator)	222
	11.2 Individual Education Plans for Prisoners (Structural Indicator)	224
	11.3 Initial Assessment Approaches for Prisoners (Structural Indicator)	226
	11.4 Sufficient Space in Prison for Education (Structural Indicator)	229
	11.5 Professional Development Support and Resource Materials for Teachers in Prisons (Structural Indicator)	233
	11.6 Prisoner Exchange Based on Educational Reasons, Including Bridges to External Education Institutions (Structural Indicator)	234
	11.7 Overcoming Practical Problems to Allow the Prisoner to Study in Prison and at Third Level	235
	11.8 Peer Effects on Motivation to Learn in Prison	239
	References	242
	Chapter 12: Conclusion	244
	12.1 Developing a European Union Agenda of Structural Indicators for Access to Higher Education and Lifelong Learning for Socio-economically Excluded Groups	244
	12.2 Developing a Conceptual Framework to Move from Blocked Systems of Exclusion Towards Systems of Inclusion for Access to Higher Education and Lifelong Learning: From Diametric to Concentric Systems of Relation	252
	12.2.1 Amplifying a Structuralist Framework for Moving from Diametric Oppositional to Concentric Relational Spaces: From Assumed Separation to Assumed Connection in the Communicative Culture	254
	12.2.2 Systemic Assumed Separation Between Strategies, Structures and People: Barriers to Developing Concentric Systems of Inclusion	256
	12.2.3 Systemic Assumed Connection: A Transitions Focus on Developing Concentric Systems of Inclusion	257
	12.2.4 Systemic Assumed Separation Where Parts of an Institution Operate in Parallel Due to Historically Different Goals of These Parts: Barriers to Developing Concentric Systems of Inclusion	259
	12.2.5 Mirror Image Inversion as a Diametric Systemic Structural Relation: Beyond Diametric Mirror Image Inversions in the Relational Space of the Powerful (Teacher) Versus Powerless (Student), Active (Teacher) Versus Passive (Student)	261
	References	265
	Appendices	267
	Appendix A: Glossary of Key Terms	267
	Appendix B: Illustrative Examples of a Structural Indicators Matrix Tool for Access to Education for Socio-economically Marginalised Groups: Higher Education, Non-formal Education and Prison Education	269
	Introducing Structural Indicators	269
	Access to Higher Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators at National Levels	269
	Access to Higher Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators at Third-Level Education/University Institution Level	270
	Access to Non-formal Education for Socio-economically Marginalised Groups: Illustrative Structural Indicators	271
	Prison Education: Illustrative Structural Indicators	272
	References	272
	Biopic	274
	Index	275