This composite indicator examines issues that encourage the development of a supportive admissions policy in a lifelong learning framework. It comprises five elements:
The first element examines whether a strategy for increasing participation for under-represented groups exists. Strategy, in this context, refers to a top-level vision for equitable participation in higher education which has been conceived with clear (qualitative and quantitative) objectives and goals and applies to all higher education institutions.
The second element examines funded measures for increasing participation in education in later life. This is particularly important in a fast-changing labour market that requires a skilled workforce and where educational opportunities are therefore not only needed for young people but also for more experienced adults.
The third element considers the existence of atypical entry routes into higher education, and in particular whether bridging programmes exist, and whether non-formal and informal learning may be taken into account in admissions. In the majority of cases one main route exists for admission, and that is via the successful completion of upper secondary education. However, those who do not complete upper secondary education but later wish to enter higher education may find themselves blocked unless there is an alternative route available. The most prevalent alternative routes include bridging programmes and the recognition of prior informal and non-formal learning.
The fourth element concerns quality assurance, and in particular whether external quality assurance agencies are required to monitor higher education institutional admission policy measures. If quality assurance agencies are required to monitor implementation, this gives a strong signal that the importance of admission policy and practice is recognised.
The fifth element examines whether at least two student background characteristics (other than age and gender) are taken into account in admission measures for encouraging the participation of under-represented groups. In such cases this shows that under-represented groups are defined in a more sophisticated way.
