Equity in education. Breaking down barriers to social mobility.

Institution	OECD
Titel	Equity in education. Breaking down barriers to social mobility.
Quelle	Paris: OECD (2018), 188 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	PISA
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	92-64-05673-4; 978-92-64-05673-2; 978-92-64-07323-4; 978-92-64-30695-0; 978-92-64-30696-7
DOI	10.1787/9789264073234-en
Schlagwörter	Längsschnittuntersuchung; Bildungsaspiration; Chancengleichheit; Einstellung (Psy); Wohlbefinden; Soziale Herkunft; Soziale Mobilität; Australien; Beruf; Bildungspolitik; Chancengleichheit; Dänemark; Kanada; Längsschnittuntersuchung; Bildungssystem; Schule; Schweiz; Bildungssystem; Soziale Mobilität; USA; Bildungspolitik; Internationaler Vergleich; Soziale Herkunft; Wohlbefinden; Lernerfolg; Heterogenität; Schule; Übergang; Lernerfolg; Schülerleistung; Sozioökonomische Lage; Beruf; Internationaler Vergleich; Einflussfaktor; Heterogenität; Benachteiligter Jugendlicher; Benachteiligtes Kind; Australien; Dänemark; Kanada; Schweiz; USA
Abstract	In times of growing economic inequality, improving equity in education becomes more urgent. While some countries and economies that participate in the OECD Programme for International Student Assessment (PISA) have managed to build education systems where socio-economic status makes less of a difference to students' learning and well-being, every country can do more. This book shows that high performance and more positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on. The report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school. Using longitudinal data from five countries (Australia, Canada, Denmark, Switzerland, and the United States), the report also describes the links between a student's performance near the end of compulsory education and upward social mobility - i.e. attaining a higher level of education or working in a higher-status job than one's parents. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2