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Globalising the Universal: Equity, Policy and Planning
Abstract
‚Universal’ provision has been nation-based, parochial, and abused for nationalistic purposes. This chapter critically assesses
the ‚universal’ ideology and related human rights codes, and identifies emergent precepts for equity, policy and planning
in a globalising world:Global context entails ‚glocal subsidiarity’ within nation-based administration, but greater international influence through service provision,
service users and regulation, based on educational best value. Regional provision will increase, and rolling equity should ensure fairness across generations and borders. Willing attendance at school should become an indicator of school effectiveness. An international right to education entails states funding their citizens in other countries, and increased student mobility requires an ethics of international study. The notional universal family provides a better locus of education planning than the state or parental choice. The concept of human/global security links educational and international relations interests including the need to ‚disarm history’, precludes unreliable global information, and questions coercive inter-state intervention.
This chapter analyses the position of women in Iran1 over the last 3 decades, particularly with reference to tertiary education. The objective is to explore (a) the commonly
held view that the Islamic revolution and the Khomeini regime produced a serious and adverse setback in the status and condition
of women in Iran and (b) the regime’s relationship to women’s increased participation, literacy, and access to higher education.
The rationale for a focus on women’s achievements in higher education is that education is considered a key social development
indicator measuring women’s status and condition in any country (see also Zajda, 2005). Furthermore, tertiary education is
seen as providing greater opportunities for women in employment and social development (Zajda et al., 2008a, 2008b). According
to Aghajanian, “education is one of the most objective dimensions of the status of women” influencing factors such as paid
labour force participation and health status of women and female children (Aghajanian, 1994, p. 44).
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