Page 42 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 42
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
Figure 2: Levels of Education by Father and Mother’s Educational Level in Croatia 1999–
2010
Source: Ilišin (ed) (2014)
in Croatia between 2001/2 and 2013/4. As the graph shows (Figure 1), how-
ever, the share of those whose fathers did not complete secondary educa-
tion, fell from an already very low base to begin with. The graph is the cal-
culation of the authors’ based on statistics they had to email the Croatian
Bureau of Statistics to obtain, suggesting that information on education
and mobility is still not routinely available and accessible.
Sample data from 2010 collected by Vlasta Ilšin and colleagues (Ilišin
(ed), 2014) (Figure 2) show the dramatic increase in self-reproduction in
university education in Croatia and its gender dimension. In 1999 only 10.7
% of university students came from families where the mother had univer-
sity education, by 2010 it was 29.8 %. The literature also shows how the in-
stitutional structure of higher education represents a barrier to equity. The
same study suggests that 80 % of students received no scholarships whatso-
ever, and a study, again by Karin Doolan and colleagues, in 2013 (Doolan,
Dolenec and Domazet, 2013), pointed out that scholarships were as much,
if not more, merit-based than needs-based and that, compared to Slove-
nia, although living costs were approximately the same, scholarships were
about half, covering less than one third of likely expenses. Crucially for
me, there are no second chances: Farnell et al’s study (EUROSTUDENT,
42
Figure 2: Levels of Education by Father and Mother’s Educational Level in Croatia 1999–
2010
Source: Ilišin (ed) (2014)
in Croatia between 2001/2 and 2013/4. As the graph shows (Figure 1), how-
ever, the share of those whose fathers did not complete secondary educa-
tion, fell from an already very low base to begin with. The graph is the cal-
culation of the authors’ based on statistics they had to email the Croatian
Bureau of Statistics to obtain, suggesting that information on education
and mobility is still not routinely available and accessible.
Sample data from 2010 collected by Vlasta Ilšin and colleagues (Ilišin
(ed), 2014) (Figure 2) show the dramatic increase in self-reproduction in
university education in Croatia and its gender dimension. In 1999 only 10.7
% of university students came from families where the mother had univer-
sity education, by 2010 it was 29.8 %. The literature also shows how the in-
stitutional structure of higher education represents a barrier to equity. The
same study suggests that 80 % of students received no scholarships whatso-
ever, and a study, again by Karin Doolan and colleagues, in 2013 (Doolan,
Dolenec and Domazet, 2013), pointed out that scholarships were as much,
if not more, merit-based than needs-based and that, compared to Slove-
nia, although living costs were approximately the same, scholarships were
about half, covering less than one third of likely expenses. Crucially for
me, there are no second chances: Farnell et al’s study (EUROSTUDENT,
42
