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Equity signifies giving more to those most in need. Countries with greater inequity in education results are also those in which governments distribute resources according to the...
Educational Inequality is the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, physical facilities and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed.
Equity in Education. International Observatory on Equity and Inclusion in Education. Equity is at the core of the Sustainable Development Goals ( SDGs ), with Target 4.5 specifically aiming to “eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with ...
Apr 10, 2022 · This chapter provides new evidence on educational inequality and reviews the literature on the causes and consequences of unequal education.
- List of abbreviations
- Foreword
- 1.3 OVERVIEW OF THE HANDBOOK
- 2.1 INTRODUCTION
- 2.2.2 What do we mean by equity?
- Equality of opportunity
- Justice as fairness
- Focus on the consequences of unequal education
- Spheres of justice: Applying different principles in different domains
- 2.3 CONCEPTS FOR MEASURING EQUITY
- 2.3.1 Meritocracy
- Concentration curves and concentration indices
- 2.3.4 Equality of condition
- 2.4 EQUALITY OF WHAT?
- 2.5 WHAT SHOULD AN EQUITY MEASURE LOOK LIKE?
- 5. Decomposability
- 2.5.2 Five desirable properties of impartiality measures
- 3.1 INTRODUCTION
- 3.2 VISUAL REPRESENTATIONS OF EQUALITY OF CONDITION
- 3.2.1 The histogram or the probability density function
- 3.2.4 Using visualisations of equality of condition
- Equality of condition
- 3.3.1.1 Differences
- D = Yi – Yj [1]
- 3.3.1.2 Ratios
- Coeficient of variation
- G (Y ) = [7c] n2 μ
- 3.3.2 Impartiality
- 3.3.2.4 Cumulative information
- 3.3.2.5 Analytic tools for testing impartiality
- H0 : Y Q1 = Y Q2 = Y Q3 = Y Q4 = Y Q5 [17]
- 3.6 EQUITY ANALYSIS: A PROPOSED SEQUENCE
- Analyse outcomes by equity dimension.
- REFERENCES
- BY BEN ALCOTT, PAULINE ROSE, RICARDO SABATES AND RODRIGO TORRES
- INTRODUCTION
- 4.2.2 Expanding the coverage of data collection
- 4.2.3 Focusing explicitly on disadvantaged sub-groups from the earliest years
- 4.3 CONCLUSION
- BY SONIA ILIE, PAULINE ROSE AND ASMA ZUBAIRI
- INTRODUCTION
- Eij (1) Ei Ei Si
- 5.4 NATIONAL EDUCATION ACCOUNTS FOR TRACKING PROGRESS TOWARDS EQUITABLE FINANCING
- BY PAULINE ROSE, RICARDO SABATES AND BEN ALCOTT
CDF DGP DHS EFA EGRA EMIS EPDC GE index GPE GPI IDPs IIEP LLECE MDGs NEA NGO NHA OECD OPM ORF PIRLS PISA PDF PMF REAL SDGs TIMSS UIS UNESCO UNSD WIDE Cumulative distribution function Data Generating Process Demographic and Health Surveys Education for All Early Grade Reading Assessment Education management information system Education Policy a...
We know that education is a fundamental human right. We know that without it, our lives – and indeed our world – would be greatly diminished. The collective progress that has been made over recent decades to get millions more students into the classroom is cause for celebration. But with so many challenges remaining – from concerns about whether th...
This handbook addresses some of the knowledge gaps outlined above. Specifically, it provides a conceptual framework for measuring equality in learning; offers methodological guidance on how to calculate and interpret indicators; and investigates the extent to which measuring equity in learning has been integrated into country policies, national pla...
What does equity in learning mean? The long history of debate on the nature of equity and inequality in political philosophy and ethics suggests that there may be no single universally-convincing answer to this question. Equity is a political issue, and differences in political views will influence the aspects of equity in which we are interested. ...
This handbook focuses on equity in learning. Equity and equality are contested terms, used differently by different people. Following Jacob and Holsinger (2008, p. 4) we define equality as “the state of being equal in terms of quantity, rank, status, value or degree”, while equity “considers the social justice ramifications of education in relation...
A common approach to dividing up inequalities into those that can be justified and those that cannot is by applying the principle of equal opportunity. Equality of opportunity means that everyone should have the same opportunity to thrive, regardless of variations in the circumstances into which they are born. Having been granted such opportunities...
Perhaps the most famous attempt at a more comprehensive definition of what types of inequality can be justified is the idea of justice as fairness described in John Rawls’ book, A Theory of Justice. Rawls’ theory of justice is based on the ideas of “society as a fair system of cooperation” and “citizens as free and equal persons” (Rawls, 1971). Ref...
There is an implicit assumption in both equality of opportunity and Rawlsian justice that societies have to make trade-offs between equality and other social goals, such as economic eficiency. Both approaches are trying to find a balance where some inequality exists but which can be justified morally and politically. However, this assumption needs ...
The approaches described above tend to push for a single principle governing the distribution of a number of different educational goods. Are access to primary schools and good teachers, literacy and numeracy skills, university places and public educational expenditure all to be subjected to the same expectations when it comes to how these goods sh...
How do we translate the philosophical debate on equality and equity into measurement of distributions in a data set? In this section, we present five key concepts that can be applied directly to a distribution. Their meaning in the broader equity debate depends on which indicators they are applied to. The concepts fit into two broad classes: some a...
Meritocracy means that educational opportunities are distributed on the basis of merit. Many education systems apply de facto meritocratic principles to the distribution of educational opportunities. Children judged the most able, usually through performance in high-stakes examinations at the end of each level of education, are given opportunities ...
provide an analogy to the Gini coeficient (see Section 2.3.4). These are often used in assessing health equity but rarely applied to education, despite being a potentially useful tool for examining the joint distribution of an education variable with respect to a second variable, such as income. Finally, measures such as the Gini coeficient or stan...
Impartiality is concerned with the way that an educational variable relates to circumstances such as wealth, gender or location. But another approach to measuring inequality is simply to look at the distribution of the educational variable across persons, regardless of their different circumstances. We refer to this as “equality of condition”. For ...
The preceding section described five different ways of measuring or analysing the distribution of an education indicator. In this section we consider the range of indicators that are used in educational analysis and suggest that indicators can be classified according to two dimensions that particularly matter for equity measurement. The first dimen...
A large number of inequality indicators exist, and these are well represented in the literature on income and health inequality. A comprehensive discussion of them is beyond the scope of this handbook, but it is useful to consider what characteristics they should have in different circumstances and with different indicators. There is at least one p...
Decomposability implies that there should be a coherent relationship between inequality in the whole of a society and the inequality in sub-groups that make up that society. Notably, the Gini coeficient is not decomposable: it is possible for it to register increases in inequality in every sub-group at the same time as a decrease in inequality over...
In broad terms, the same set of principles applies to impartiality measures as to equality of condition measures. However, the exact meaning of these principles differs slightly, given that impartiality measures are inherently multivariate – that is, they depend on at least one “independent” circumstance variable, as well as at least one “dependent...
If equity can be conceptualised from a myriad of different perspectives, how, then, can it be measured? As this handbook proposes in Chapter 2, there are five different conceptual categories of equity measurement in education: meritocracy, minimum standards, impartiality, equality of condition and redistribution. This chapter focuses on the technic...
Any analysis of equity in education should begin with a simple visual analysis of the distribution of the indicator in question. This is done by examining the extent to which it is equal or unequal across observations within a given dataset. While perfect equality can never be reasonably expected, the nature and shape of distributions and the magni...
We begin our review with what is perhaps the simplest way of representing dispersion and inequality: the histogram. Histograms are a graphical representation of a probability density function (PDF) for continuous outcomes and a probability mass function (PMF) for discrete outcomes. It is a visual representation of the distribution of a given popula...
Visual representations of inequality provide an overview of the distribution of a given educational outcome and offer a general gauge of dispersion within a distribution. However, visual distributions of inequality do not provide a summary indicator of the magnitude of inequality and therefore are merely the first step in analysing equity. In the f...
Bivariate in international education to analyse equity but should offer a way to compare the benefits and shortcomings of each. Last, this section is divided into two streams: measurements of equality of condition (univariate individual-level analysis) and measurements of impartiality (bivariate group/aggregate).
One of the most intuitive and simple measures of inequality is the analysis of differences or gaps. Since this section discusses equality of condition at the individual level, calculation of gaps in educational outcomes requires data at the person level and a basic working knowledge of statistics. The mathematical definition of a difference, or a g...
where D represents the difference between the outcome realised by person i and person j. One of the main advantages of the difference measure is its flexibility since differences can be calculated between any two points. Obviously, this type of measurement is most useful when educational outcomes of interest are continuous in nature, since binary o...
The ratio is a commonly-used measure in education, especially in gender studies. Ratios are simply the result of dividing the value of an indicator for one person (or group) by that of another. This measure is similar to the difference metric in its simplicity and ease of interpretation, yet provides an advantage in that the relative magnitude of t...
To avoid the drawbacks of variance and standard deviation, the coeficient of variation can be used to standardise the variance, thus making this measure of inequality immune to scaling issues and lack of relative magnitude. The coeficient of variation is defined as the standard deviation of an education indicator divided by its mean. As a result, t...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Research for Equitable Access and Learning (REAL) Centre, University of Cambridge Our world continues to be marked by stark social, economic and structural inequalities. Significant progress towards the SDGs and the Education 2030 Framework for Action is unlikely to take place unless there is strong commitment by UN Member States, global actors and...
Educational inequality can be defined as intergroup disparities regarding the opportunities for academic achievement. These disparities can concern a variety of educational factors, such as resources, treatment, access, and/or results.
Apr 29, 2021 · What can schools and governments do to prevent existing inequalities in education widening or new ones from forming? What can governments do to reduce inequalities further? What interventions are required to provide support for the most vulnerable children?
