Page 36 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

approach, which involves taking care of them from enrolment to graduation and

preparing them for integration into society and the labour market, is a crucial factor
for improving the quality of studies. This approach should ultimately ensure an

effective transition from education to the labour market and foster the professional
and social development of graduates.

It is crucial to prioritise and demonstrate transparency while showing a willingness

to be more inclusive. This approach will also encourage individuals from targeted
groups to apply, even if they might have previously believed the opportunity was
not meant for them. While it is acceptable to focus on certain student profiles, if

students from other target groups express interest in participating in higher
education, priorities should not serve as a reason to discourage them from applying
or to reject their application (Guedens, 2021).

It is essential not to confuse equality and equity. Merely offering nominal or formal
fairness, which implies equal rights and responsibilities for all, does not always

guarantee real equality or equity in practice to promote inclusion and diversity in
higher education. For instance, data shows (European Commission, European
Education and Culture Executive Agency, 2022) that children from

socioeconomically disadvantaged backgrounds face relatively greater difficulties
in school, resulting in them having different prospects for accessing higher
education compared to students from more privileged backgrounds. Additionally,

relatively more public money has been invested in young people of better
socioeconomic status because they tend to pursue longer education and are
relatively more likely to attend more expensive faculties, such as medicine

(European Commission, European Education and Culture Executive Agency,
2022).

xxxv