GENERAL INFORMATION
TAM title: Socioeconomic Inequalities in Higher Education Participation: Patterns, Drivers and Policy Interventions in Europe
Type of Event: Online seminar
Modality: Online
Country: Israel
Dates: 3 – 4 July 2025
Participants: Approximately 12 participants took part in the TAM. The activity targeted senior policymakers and higher education leaders, including members of the National Committee for Higher Education Reform, policy advisors, and senior academic leadership, and also included individual consultations with representatives responsible for diversity and inclusion from Ben-Gurion University and Bar-Ilan University.
THEMES COVERED
- Socioeconomic inequalities in access to higher education
- Vertical and horizontal inequalities in participation
- European policy approaches to equity and inclusion
- Contextual admissions and disadvantage indicators
- Financial aid, outreach, and retention policies
- Governance responsibilities at national and institutional level
- Monitoring and evaluation of inclusion policies
- Integration of equity concerns into higher education reform
KEY OUTCOMES
During the workshop, participants:
- Strengthened their understanding of European evidence-based approaches to reducing socioeconomic inequalities
- Clarified key conceptual frameworks, including distinctions between types of inequality and policy instruments
- Identified the need for clearer definitions and indicators of disadvantaged groups
- Recognised the importance of embedding equity considerations across all governance levels
Used the expert input as a basis for drafting a national policy report on inclusion in higher education
OVERVIEW
The Technical Assistance Mission “Socioeconomic Inequalities in Higher Education Participation: Patterns, Drivers and Policy Interventions in Europe” was conducted as a series of online meetings via Zoom. The activity aimed to support Israeli higher education policymakers in addressing socioeconomic inequalities in access to higher education, drawing on comparative European evidence and policy experience.
The core of the TAM consisted of a structured seminar delivered to the national steering committee responsible for higher education reform, focusing on patterns of inequality, typologies of policy interventions, governance arrangements, and evaluation evidence from across Europe. This was complemented by individual consultation sessions with university representatives, allowing for tailored discussion on institutional strategies, indicators of disadvantage, and monitoring practices. The event combined analytical frameworks with practical illustrations, fostering evidence-informed dialogue relevant to national policy development.
THE FOLLOW UP ACTIVITY
Title of the activity: Follow-up workshop on strengthening the socio-economic impact of higher education
Dates: February 3, 2026
Audience: Representatives of the Ministry of Higher Education and Scientific Research, higher education institutions, research organisations, socio-economic stakeholders, and actors involved in innovation, regional development and university–society cooperation.
Description: The follow-up activity consisted of a workshop aimed at consolidating the results of the Technical Assistance Mission focused on enhancing the socio-economic contribution of higher education. The activity brought together key stakeholders to review the main findings and recommendations of the TAM, assess progress since its implementation, and discuss approaches to strengthening the link between higher education, research and socio-economic development. The discussions focused on improving collaboration between universities and external stakeholders, reinforcing innovation ecosystems, and promoting mechanisms that enhance the societal and economic impact of higher education institutions. Particular attention was given to identifying priority actions and policy measures that support sustainable partnerships and knowledge exchange.
The activity facilitated dialogue among policymakers, academia and socio-economic actors, contributing to the translation of TAM recommendations into concrete actions and strategies aimed at increasing the relevance and impact of higher education systems.
ENHANCING IMPACT: PROPOSED NEXT STEPS
- Develop a national access and inclusion strategy with clear performance indicators.
- Introduce robust but flexible indicators (e.g. socioeconomic status, first-generation status, geography) to guide targeted policies.
- Strengthen monitoring and evaluation culture when designing access interventions.
- Combine targeted financial aid, outreach, and retention programmes with broader structural reforms.
- Integrate equity objectives into both governance frameworks and institutional autonomy.
- Promote knowledge sharing and follow-up workshops within higher education institutions.
RESOURCES AND BACKGROUND MATERIAL
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- Erstad, O. and Voogt, J. (2020) ‘Pedagogical strategies for 21st-century learning’, Computers & Education, 152, p. 103873. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0276562419300770
- Fitzgerald, A., Avirmed, T. and Battulga, N. (2024)
‘Exploring the factors informing educational inequality in higher education: A systematic literature review’, Perspectives: Policy and Practice in Higher Education, pp. 1–11. - French, R. and Oreopoulos, P. (2017)
‘Behavioral barriers transitioning to college’, Labour Economics, 47, pp. 48–63. - Herbaut, E. and Geven, K. (2020)
‘What works to reduce inequalities in higher education? A systematic review of the (quasi-)experimental literature on outreach and financial aid’, Research in Social Stratification and Mobility, 65, p. 100442. - LaSota, R.R., Polanin, J.R., Perna, L.W., Rodgers, M.A. and Austin, M.J. (2025)
‘Does aid matter? A systematic review and meta-analysis of the effects of grant aid on college student outcomes’, Review of Educational Research, 95(3), pp. 464–504. - Lintner, T. (2024)
‘Effects of performance-based financial incentives on higher education students: A meta-analysis using causal evidence’, Educational Research Review, p. 100621. - European Commission / EACEA / Eurydice (2022)
Towards equity and inclusion in higher education in Europe. Luxembourg: Publications Office of the European Union. - Kottmann, A., et al. (2019)
Social inclusion policies in higher education: Evidence from the EU. Overview of major widening participation policies applied in the EU-28. EUR 29801 EN. Luxembourg: Publications Office of the European Union. - Ballarino, G., Filippin, A., Abbiati, G., Argentin, G., Barone, C. and Schizzerotto, A. (2022)
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‘Applying to college: Do information deficits lower the likelihood of college-eligible students from less-privileged families to pursue their college intentions? Evidence from a field experiment’, Social Science Research, 67, pp. 193–212. - Erdmann, M., Pietrzyk, I., Helbig, M., Jacob, M. and Stuth, S. (2022)
‘Do intensive guidance programs reduce social inequality in the transition to higher education? Results of a field experiment’, Swiss Journal of Sociology, 48(1), pp. 137–164. - Triventi, M. (2013)
‘Stratification in higher education and its relationship with social inequality: A comparative study of 11 European countries’, European Sociological Review, 29(3), pp. 489–502. - Triventi, M. (2014)
‘Higher education regimes: An empirical classification of higher education systems and its relationship with student accessibility’, Quality & Quantity, 48, pp. 1685–1703. - Triventi, M. (2023)
‘Social inequalities in higher education participation’, in Handbook on Higher Education Management and Governance. Cheltenham: Edward Elgar Publishing, pp. 172–188.
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