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Equity of the European Educational Systems – A Set of Indicators


File number :
IST-ISC-21e

Bibliographic reference :
Baye, A., Demeuse, M., Monseur, C., & Goffin, C. (2006). Equity of the European Educational Systems – A Set of Indicators. European Commission, 65 pages. Université of Liège : Service de pédagogie expérimentale. http://www.ulg.ac.be/pedaexpe/equity/


Abstract :

This report follows an extensive analysis published in 2005 by the European Group of Research on Equity of the Educational Systems. The equity indicators that were the subjects of this earlier analysis were used and analyzed once more for the 25 European Union countries. The authors of this report provided a clear picture of equity in the educational systems of these countries to stimulate discussion and reflection and avoid limiting the report to a mere ranking of countries. This analysis highlighted the importance of considering several aspects when examining equity among educational systems, since the countries can be ranked differently according to the type of comparison being used.

Each country was profiled based on four major questions. The indicators devised for each of these questions provided information on particular aspects, such as differences among individuals and groups (socio-economic status, gender, birthplace) and the characteristics of individuals below the literacy and mathematics proficiency threshold.

What is the extent of inequalities within the European Union educational systems?
The indicators used measured inequalities with regard to cognitive skills, educational paths, graduation and length of schooling. For instance, Finland revealed itself as among the most equitable countries regarding differences among individuals, but among the least equitable countries when inequalities among groups are considered. Other countries showed more coherent results. Such was the case for Belgium and Germany, ranked among the least equitable countries and Ireland, on the contrary, ranked among the most equitable countries in every respect.

What advantages are tied to education in the European Union countries and what is the extent of social and economical inequalities related to the educational level?
The indicators used measured the benefits that can be related to education. This report focused on economical and social benefits, along with benefits for children, in other words, the next generation (e.g., the possibility of offering a better education to children). The United Kingdom and Germany offered the best advantages related to education, whereas Greece, Finland and Sweden offered the poorest.

Do the European Union educational systems have a role in amplifying or reducing contextual inequalities?
The indicators used provided information on the social, economic and cultural context of the educational systems and inequalities related to individual variables (gender, national origin, socio-economic level, reading skill level). France, Austria, Greece, Hungary, the Czech Republic and the Netherlands were the countries whose contexts best facilitated educational systems to reduce inequalities tied to individual differences.

As for Poland and Luxembourg, these countries showed marked disparities regarding context, but few disparities regarding academic results among individuals and groups. These results revealed that the educational systems of these countries helped to improve the situation created initially by the context.

In addition, indicators of school mechanisms (policies and practices) provided information on segregation, learning conditions (class size and climate) and support provided by teachers. In Sweden, Denmark, Finland and Greece, the effects of segregation were the least felt and the differences in academic results among educational establishments were the least significant. In almost every country, underprivileged and weak students attended smaller classes. In general, underprivileged, ethnic minority and weak students considered the class climate less favourable.

To what extent do educational inequalities benefit the disadvantaged and encourage upward social mobility?
The indicators used measured the literacy and mathematics skills of weak students, growth of national wealth, financial redistribution mechanisms and social mix (cohabitation), along with the values of students with the highest levels of education. The ranking of countries based on these indicators revealed that Finland, Denmark and Sweden were the countries whose educational systems served the most disadvantaged students, unlike Germany, Greece, Italy and Portugal.

Conclusion
For most countries, the results in terms of educational system equity varied from one indicator to another. However, certain trends emerged. In Germany and Belgium, inequalities were more prevalent among groups of individuals and for individuals below the literacy and mathematics proficiency threshold. In Finland, Sweden and Ireland, these inequalities were the least prevalent.

Overall, three groups of countries were established:
1) The most equitable countries, including Sweden, Ireland, Denmark and Finland;
2) The intermediate countries, including France, the United Kingdom and Portugal;
3) The countries with the most significant inequalities, including Germany, Belgium, Italy and Greece.



Links :
http://www.ulg.ac.be/pedaexpe/equity/

Key Words :
Equity, International Comparisons, Indicators, Educational Systems, Literacy, Mathematics, Survey Data, Newsletter4

Monitored Countries :
European Union