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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.
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.
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Susana Da Cruz Martins

Yayımlanma Tarihi 9 Aralık 2016
Gönderilme Tarihi 25 Aralık 2016
Yayımlandığı Sayı Yıl 2016Cilt: 2 Sayı: 6

Kaynak Göster

EndNote Martins SDC (01 Aralık 2016) PERFORMANCE, ORGANISATION AND INEQUALITY IN EDUCATION SYSTEMS: AN INTERNATIONAL COMPARISON OF THE DYNAMICS OF SCHOOLING. IJAEDU- International E-Journal of Advances in Education 2 6 374–382.

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