International E-Journal of Advances in Education

Öz

The aim of this article is to identify the main dynamics of education from
a transnational and trans-regional perspective. It therefore takes a diachronic
approach over a time span of more than half a century and consider the meanings
of different categories in the process, in particular where age and gender are
concerned. It also takes account of the weight of education and its dynamics
and locations in social opportunities and their relationship with different
types of inequality.

The first interpretative axis focuses on the most significant moments of
enlargement and relates them to inequalities in education. In spite of a gradual
increase in access to and certification of education and training systems over more
than half a century, we still find inequality in education and associated with
other spheres, such as age/generation and gender, at regional and national
level.

The second analytical axis is on education systems’ ability to operate
in these dynamics. We look at how they have been creating policies and cultures
that offer incentives or, on the other hand, use dissuasive mechanisms that
result in real difficulties in producing basic skills and sustainable learning
paths enabling people to make their way in knowledge-based societies and
economies.

Finally, we also seek to establish a relationship between inequality and
the fundamental guidelines in education systems. This relationship is reflected
in the systems' performance and the integration and success of students of
different social origins. 

The findings point to a relationship between education and life
opportunities and the way in which education systems foster greater equity in
the success and construction of school paths. The references and empirical
sources used include the OECD, UNESCO, etc. They helped us to delve further
into these issues and make comparisons between countries and regions, in diachronic
perspective.