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Overcoming Equity-Related Challenges for the Education and Training Systems of Europe

机译：克服欧洲教育和培训系统的股权相关挑战

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This paper is a discussion of the challenges to equity faced by the education and training systems of the 28 EU countries (at time of writing), based on secondary sources and official reports by individual countries. The data are descriptive and simply summarised for this paper. The systems of all countries are fairly similar, modelled on those set up to deal with challenges of early industrialisation, and all now face several similar problems and opportunities. There is a clear correlation between family background, average attainment, and subsequent participation in education and training. All 28 countries show some signs of progress over time, both in terms of the absolute level of attainment, and in terms of reduced gaps between social and economic groups. These trends are historical, and thus hard to link to specific policies. However, looking at the common characteristics of countries with similar levels of equity can produce a tentative guide to its determinants. Some of the main suggestions are: More countries to set up monitoring systems for school intakes and outcomes; more robust evaluations of policy interventions; fair funding and opportunities for all students; extra funding for students facing challenges; no selection by ability or anything else; all taught in mainstream settings; no tracking or grade retention; more recognition of prior experience and learning; respectful interaction with all students; and use of context when allocating places in higher education, or simply more open access.
机译：本文讨论了28个欧盟国家（撰写于撰写）的教育和培训系统面临的股权面临的挑战，基于各国的次要来源和官方报告。数据是描述性的，简单地概述了本文。所有国家的系统都相似，在成立的那些上建模，以应对早期工业化的挑战，现在都面临着几种类似的问题和机遇。家庭背景，平均达到和随后参与教育和培训之间存在明显相关性。所有28个国家都在绝对的成就水平方面显示出一些进展的迹象，以及社会和经济群体之间的差距减少。这些趋势是历史，因此很难联系到具体的政策。然而，看着具有相似股权水平的国家的共同特征可以产生其决定因素的试点。一些主要的建议是：更多国家设立学校摄入和结果的监测系统;更强大的政策干预评估;所有学生的公平资金和机会;面临挑战的学生的额外资金;没有能力或其他任何东西的选择;所有人都教授主流设置;没有跟踪或等级保留;更多对先前经验和学习的认识;与所有学生的互动互动;在分配高等教育的地方或简单地开放访问时使用上下文。

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