What has been done to achieve fairer and more efficient education systems, and what more can be done in the future?
Stephen Gorard provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU28 countries, USA, Pakistan and Japan.
This approachable, rich text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.
Inhoudsopgave
INTRODUCTION;
Introduction: the themes of the book;
The nature of the evidence assembled;
Differential outcomes at school and beyond;
POSSIBLE EXPLANATIONS;
The clustering of access to schools;
Differential attainment at school;
Differential school ‘effects’;
School improvement;
Learning beyond institutions;
The wider outcomes of schools as societies;
Widening participation to higher education;
The supply of professionals;
Widening participation to other opportunities;
CONCLUSIONS;
Where now for equity and effectiveness policy?.
Over de auteur
Stephen Gorard is Professor of Education and Public Policy at Durham University. He is a member of the UK Df E Associate Pool, the British Academy grants panel, the ESRC commissioning panel for Strategic Networks, and Fellow of the Academy of Social Sciences. He regularly gives advice to governments and other policy-makers, and is a widely read and cited methodologist, involved in international and regional capacity-building activities, and used as an adviser on the design of rigorous evaluations by central and local governments, NGOs and charities.
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