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Yıl 2016, Cilt 2, Sayı 6, 374 - 382, 09.12.2016
https://doi.org/10.18768/ijaedu.280565

Öz

Kaynakça

  • Barro, J.R.; and Lee, J-W (2015). Education Matters global - School gains from the 19th to the 2st century. Oxford: Oxford University Press.
  • Benaabdelaali, W.; Hanchane, S.; and Kamal, A. (2012). A New Data Set of Educational Inequality in the World, 1950–2010: Gini Index of Education by Age Group. Cahiers du LEAD, Nº 2012-1, p. 1-24.
  • Bernstein, B. (1975). Language et Classe Social. Codes Socio-Linguistiques et Contrôle Social. Paris: Les Éditions de Minuit.
  • Boudon, R. (1981). A Desigualdade de Oportunidades. A Mobilidade Social nas Sociedades Contemporâneas. Brasília: Editora Universidade de Brasília.
  • Bourdieu, P.; and Passeron, J. P. Les Héritiers. Les Étudiants et la Culture. Paris : Les Éditions de Minuit, 1964.
  • Breen, R.; Luijkx, R., Müller; W., and Pollak; R. (2009). Non-persistent inequality in educational attainment: evidence from eight European countries. American Journal of Sociology, 114 (5), 1475-1521.
  • Breen, R., Luijkx, R., Müller, W., and Pollak, R. (2010). Long-term trends in educational inequality in Europe: class inequalities and gender differences. European Sociological Review, 26 (1), 1-18. DOI: 10.1093/esr/jcp001
  • Coleman, J. S. (org.) (1966). Equality of Educational Opportunity. Washington: DC, Government Printing Office.
  • Costa, A. F. (2012), Desigualdades Globais (Global inequalities). Sociologia, Problemas e Práticas, 68, 9-32. DOI: 10.7458/SPP20126869.
  • Duru-Bellat, M.; Mons, N.; & Suchaut, B. (2004). Organisation scolaire et inégalités sociales de performance: les enseignements de l’enquête PISA. Education et Formations, 70, 123-131. (http://media.education.gouv.fr/file/13/5/5135.pdf).
  • Duru-Bellat, M., and Suchaut, B. (2005), Organisation and context, efficiency and equity of educational systems: what PISA tells us. European Educational Research Journal, 4(3), 181-194.
  • EURYDICE. (2011). Grade Retention During Compulsory Education in Europe: Regulations and Statistics. Brussels: European Comission. DOI: 10.2797/50570.
  • Martins, S. C. (2012). Escolas e Estudantes da Europa: Estruturas, Recursos e Políticas de Educação [Schools and Students in Europe]. Lisbon: Editora Mundos Sociais.
  • Martins, S. C. (2013). “Social state and public support for education: European dynamics and configurations”, proceedings of the EDULEARN13 5th International Conference on Education and New Learning Technologies (Session: General Issues in Education. Barriers to Learning & Globalization).
  • Martins, S. C.; Nunes, N.; Mauritti, R.; and COSTA, A.F. (2014). O que nos dizem as desigualdades educacionais sobre as outras desigualdades? Uma perspetiva comparada à escala europeia [What is the educational inequalities tell us about other inequalities? A compared perspective on a European scale]. In Melo, B.P.; A. Diogo; M. Ferreira; J. T. Lopes, e E. E. Gomes (orgs.). Entre Crise e Euforia : Práticas e Políticas Educativas no Brasil e em Portugal. Porto: Faculdade de Letras da Universidade do Porto, pp.845-868.
  • Meyer, J.; Ramirez, F. O.; Frank; e D. J; and Schofer, E. (2005). Higher education as an institution, CDDRL Working Papers, 57.
  • OECD (2016), Education at a Glance 2016: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.187/eag-2016-en
  • OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science (Volume I, Revised edition, February 2014), PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264201118-en).
  • OECD (2013). PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II), OECD Publishing, 2013. ( http://dx.doi.org/10.1787/9789264201132-en).
  • OECD. 2013. PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD Publishing. (http://dx.doi.org/10.1787/9789264201156-en).
  • Schlicht, R., Stadelmann-Steffen, I.; and Freitag, M. (2010), Educational inequality in the EU: The Effectiveness of the national education policy, European Union Politics, 11(1), 29-59. doi: 10.1177/1465116509346387.
  • Werfhorst, H.G. van (2007). Scarcity and abundance: Reconciling trends in the effects of education on social class and earnings in Great Britain 1972–2003. European Sociological Review, 23 (2), 239-261. DOI: 10. 1093/esr/jc103.

PERFORMANCE, ORGANISATION AND INEQUALITY IN EDUCATION SYSTEMS: AN INTERNATIONAL COMPARISON OF THE DYNAMICS OF SCHOOLING

Yıl 2016, Cilt 2, Sayı 6, 374 - 382, 09.12.2016
https://doi.org/10.18768/ijaedu.280565

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.

Kaynakça

  • Barro, J.R.; and Lee, J-W (2015). Education Matters global - School gains from the 19th to the 2st century. Oxford: Oxford University Press.
  • Benaabdelaali, W.; Hanchane, S.; and Kamal, A. (2012). A New Data Set of Educational Inequality in the World, 1950–2010: Gini Index of Education by Age Group. Cahiers du LEAD, Nº 2012-1, p. 1-24.
  • Bernstein, B. (1975). Language et Classe Social. Codes Socio-Linguistiques et Contrôle Social. Paris: Les Éditions de Minuit.
  • Boudon, R. (1981). A Desigualdade de Oportunidades. A Mobilidade Social nas Sociedades Contemporâneas. Brasília: Editora Universidade de Brasília.
  • Bourdieu, P.; and Passeron, J. P. Les Héritiers. Les Étudiants et la Culture. Paris : Les Éditions de Minuit, 1964.
  • Breen, R.; Luijkx, R., Müller; W., and Pollak; R. (2009). Non-persistent inequality in educational attainment: evidence from eight European countries. American Journal of Sociology, 114 (5), 1475-1521.
  • Breen, R., Luijkx, R., Müller, W., and Pollak, R. (2010). Long-term trends in educational inequality in Europe: class inequalities and gender differences. European Sociological Review, 26 (1), 1-18. DOI: 10.1093/esr/jcp001
  • Coleman, J. S. (org.) (1966). Equality of Educational Opportunity. Washington: DC, Government Printing Office.
  • Costa, A. F. (2012), Desigualdades Globais (Global inequalities). Sociologia, Problemas e Práticas, 68, 9-32. DOI: 10.7458/SPP20126869.
  • Duru-Bellat, M.; Mons, N.; & Suchaut, B. (2004). Organisation scolaire et inégalités sociales de performance: les enseignements de l’enquête PISA. Education et Formations, 70, 123-131. (http://media.education.gouv.fr/file/13/5/5135.pdf).
  • Duru-Bellat, M., and Suchaut, B. (2005), Organisation and context, efficiency and equity of educational systems: what PISA tells us. European Educational Research Journal, 4(3), 181-194.
  • EURYDICE. (2011). Grade Retention During Compulsory Education in Europe: Regulations and Statistics. Brussels: European Comission. DOI: 10.2797/50570.
  • Martins, S. C. (2012). Escolas e Estudantes da Europa: Estruturas, Recursos e Políticas de Educação [Schools and Students in Europe]. Lisbon: Editora Mundos Sociais.
  • Martins, S. C. (2013). “Social state and public support for education: European dynamics and configurations”, proceedings of the EDULEARN13 5th International Conference on Education and New Learning Technologies (Session: General Issues in Education. Barriers to Learning & Globalization).
  • Martins, S. C.; Nunes, N.; Mauritti, R.; and COSTA, A.F. (2014). O que nos dizem as desigualdades educacionais sobre as outras desigualdades? Uma perspetiva comparada à escala europeia [What is the educational inequalities tell us about other inequalities? A compared perspective on a European scale]. In Melo, B.P.; A. Diogo; M. Ferreira; J. T. Lopes, e E. E. Gomes (orgs.). Entre Crise e Euforia : Práticas e Políticas Educativas no Brasil e em Portugal. Porto: Faculdade de Letras da Universidade do Porto, pp.845-868.
  • Meyer, J.; Ramirez, F. O.; Frank; e D. J; and Schofer, E. (2005). Higher education as an institution, CDDRL Working Papers, 57.
  • OECD (2016), Education at a Glance 2016: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.187/eag-2016-en
  • OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science (Volume I, Revised edition, February 2014), PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264201118-en).
  • OECD (2013). PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II), OECD Publishing, 2013. ( http://dx.doi.org/10.1787/9789264201132-en).
  • OECD. 2013. PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV), PISA , OECD Publishing. (http://dx.doi.org/10.1787/9789264201156-en).
  • Schlicht, R., Stadelmann-Steffen, I.; and Freitag, M. (2010), Educational inequality in the EU: The Effectiveness of the national education policy, European Union Politics, 11(1), 29-59. doi: 10.1177/1465116509346387.
  • Werfhorst, H.G. van (2007). Scarcity and abundance: Reconciling trends in the effects of education on social class and earnings in Great Britain 1972–2003. European Sociological Review, 23 (2), 239-261. DOI: 10. 1093/esr/jc103.

Ayrıntılar

Konular Sosyal
Bölüm Makaleler
Yazarlar

Susana Da Cruz MARTİNS Bu kişi benim
Portugal

Yayımlanma Tarihi 9 Aralık 2016
Başvuru Tarihi 25 Aralık 2016
Kabul Tarihi 13 Eylül 2021
Yayınlandığı Sayı Yıl 2016, Cilt 2, Sayı 6

Kaynak Göster

EndNote %0 International E-Journal of Advances in Education PERFORMANCE, ORGANISATION AND INEQUALITY IN EDUCATION SYSTEMS: AN INTERNATIONAL COMPARISON OF THE DYNAMICS OF SCHOOLING %A Susana Da Cruz Martins %T PERFORMANCE, ORGANISATION AND INEQUALITY IN EDUCATION SYSTEMS: AN INTERNATIONAL COMPARISON OF THE DYNAMICS OF SCHOOLING %D 2016 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 2 %N 6 %R doi: 10.18768/ijaedu.280565 %U 10.18768/ijaedu.280565

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