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Educational Equity Portal

E+Programme

In this section, you can find the papers that have been written and published along the development of the Erasmus+ project on School Equity.


TitleJournalAccess to paper
Equity in Education. A new definition from a European perspectiveACTA. Universitatis Lucian Blaga. Nr.1/2018
Abstract

This paper is the first in a series based on the Erasmus+ project: “Supporting Opportunity in Schools: Promoting Educational Equity” which includes educational institutions from five European countries. This project is aimed to empower school leaders to enhance and to assess equity through the development of several intellectual outputs and actions about the importance of assessing equity in schools to raise awareness among educational stakeholders. The first output was to agree on a new definition of school equity, which captured the needs of the five different educational systems involved in the project and represented current policy perspectives from across Europe. The definition was built around the identification of six key words, which became equity dimensions. From this point, these dimensions have been the starting point to deepen the topic and set the sub-dimensions. This will allow school heads to evaluate equity in their school by means of using a variety of digital tools, which will be developed throughout the project.

THIS PAPER IS WRITTEN IN ENGLISH




TitleJournalAccess to paper
The evaluation of equity in education: proposal of instruments based on European collaborationAvances en Supervisión Educativa. No.30/2018
Abstract

European countries have made the right to education universal; but it's not enough. Education plays a key role in determining what our adult life will be like and it has been shown that an individual's level of education correlates directly with the quality of future life. Consequently, there is a need for schools and education systems to focus on equity, as a measure of achievement, justice and opportunities to ensure that socioeconomic features, educational needs, origin and gender are compensated and that all school children can achieve the same kind of healthy lifestyle.

Educational stakeholders have a key role to improve equity in education. In this context, school autonomy can boost school excellence so that the binomial equity and excellence contributes to all schoolchildren have the same opportunities to access a high-quality education. These reasons led the Inspectorate of Education of Catalonia to coordinate an Erasmus + project to promote the evaluation of equity in schools, based on raising the awareness of school leaders.

Thanks to the shared practical knowledge on different educational systems, several institutions from five European countries agreed a working framework based on a new definition of school equity. From this definition, 6 dimensions and 25 sub-dimensions were established, which were defined using a rubric with four levels of achievement. This rubric, along with a dashboard of indicators, allows schools to carry out a self-assessment of school equity from which they can establish improvement proposals to make progress in their path towards quality.

THIS PAPER IS WRITTEN IN SPANISH