The Price of Success: Some Consequences of Increased Access to Higher Education in Israel
Bibliographic record
Abstract
Access to higher education in general, and to a bachelor’s degree in particular, constitutes a major issue on the agendas of higher education systems in recent years. The end of WWII marked the global transition to higher education institutions of a democratic, open nature, and in most western countries, including Israel, the accelerated pace of this transformation in the twentieth century led to the massification of the bachelor’s degree. In the final quarter of the twentieth century, Israel’s Planning and Budgeting Committee conceived of the system of higher education as consisting of two levels: universities, with a focus on research and graduate studies, and colleges with a focus on undergraduate studies, which would serve as instruments of equality and social justice for students from the periphery through access to higher education. However, increased access affected both the new colleges and the longstanding universities, which competed among themselves, and gradually obliterated the differences between them. In this paper we discuss two specific aspects of this transformation and their implications: whether the Israeli Council of Higher Education’s major goal of increased access has been achieved and the effects of increased access to bachelor’s degree programs on the expansion of master’s degree programs. Key words : Higher education; Bachelor’s degree; Massification; Equality; Justice; Periphery Resume L’acces a l’enseignement superieur en general, et a un diplome de baccalaureat, en particulier, constitue un enjeu majeur dans les agendas des systemes d’enseignement superieur ces dernieres annees. La fin de la Seconde Guerre mondiale a marque la transition mondiale vers les etablissements d’enseignement superieur d’une societe democratique, la nature ouverte, et dans la plupart des pays occidentaux, y compris Israel, l’acceleration du rythme de cette transformation dans le XXe siecle a conduit a la massification du diplome de baccalaureat. Dans le dernier quart du XXe siecle, de la planification d’Israel et du Comite du budget a concu le systeme d’enseignement superieur comme etant composee de deux niveaux: les universites, avec un accent sur la recherche et aux etudes superieures, et les colleges avec un accent sur les etudes de premier cycle, qui serviraient comme des instruments de l’egalite et la justice sociale pour les etudiants de la peripherie a travers l’acces a l’enseignement superieur. Toutefois, l’acces accru affecte a la fois les nouveaux colleges et les universites de longue date, qui se disputent entre eux, et peu a peu efface les differences entre eux. Dans cet article, nous discutons de deux aspects particuliers de cette transformation et de leurs implications: si le Conseil israelien de l’objectif majeur de l’enseignement superieur de l’acces accru a ete realise et les effets d’un acces accru aux programmes de baccalaureat sur l’expansion des programmes de maitrise. Mots cles : L’enseignement superieur; Baccalaureat; La massification; L’egalite; La justice; a la peripherie
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".