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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


TitleJournalAccess to paper
International perspectives on EquityThe 14th Annual Conference of the British Education Studies Association (BESA), 27–29 June 2018BESA
Abstract

Many countries are considering how their education systems can be a vehicle for developing more just, fair and equal societies. Across the globe, we are asking what role schools have to play in developing equity for the citizens of its countries. Socio-economic background remains to be a key determiner of children's educational outcomes and as Europe seeks to grapple with issues of increasing ethical complexities, many countries are seeking ways to develop equity as an influential driver in educational reform. This research paper will set out an international collaborative research project which aims to develop a shared understanding of the principles and values of equity across several European countries. A key aim of the project is to determine a means by which equity in schools can be assessed and the information used as part of a school's improvement journey. The presentation will share the initial findings of the first year of the research.

THIS PAPER IS WRITTEN IN ENGLISH


TitleJournalAccess to paper
Supporting Opportunity in Schools: Promoting Educational Equity – A Report on the Second and Final Year of Project OutcomesThe 15th Annual Conference of the British Education Studies Association (BESA), 27–28 June 2019BESA
Abstract

Educational policy in Wales is much focused on the concept of equity within education, yet despite this policy commitment, much remains to be done within the Welsh education system to translate such policy into effective, meaningful practice. Whilst Welsh Government’s (2017) Our National Mission commits to one of four enabling objectives which seeks “strong and inclusive schools, committed to excellence, equity and wellbeing” (Welsh Government, 2017, p.23), organisations such as the Organisation for Economic Co-Operation and Development (OECD, 2017) note that there is still a job at hand in fulfilling this realisation. It is within such a context that the University of Wales Trinity St David took part in an Erasmus+ project focused on developing school equity. Working in collaboration with nine institutions across five countries and coordinated by the Inspectorate of Education of Catalonia, the project’s aim is to empower schools to enhance and to assess school equity. The team is comprised of institutions from Catalonia (Inspectorate and School group), Wales (UWTSD and Pembroke Dock Community School), Romania (Inspectorate and University of Sibiu), Belgium (Go! School Group) and Italy (School group). The Erasmus+ project Supporting Opportunity in Schools: Promoting Educational Equity is now in its second and final year. This paper will report on the final outcomes of the project, including the development of the concept of school equity and the construction of a framework to assess the equity conditions at the school level. Aimed at use by school leaders, the project has culminated in a series of intellectual outputs which include a methodological guide, a school leaders’ training portal, an annotated bibliography, a series of best practice videos and the publication of peer-reviewed academic journals which outline the project’s approach. This paper will provide an overview of the key aims and purpose of the project, and to detail the action research methodology used in developing the project’s theoretical concept of equity, which underpins the creation of a quantitative measurement tool to assess school equity conditions. The paper will report on the main project activities which led to the creation of a series of outcomes for use by education practitioners. It will also critically reflect on the dual nature of the project in working towards a shared conceptualisation of school equity whilst simultaneously meeting wider Erasmus aims of developing collaborative practice.

THIS PAPER IS WRITTEN IN ENGLISH




TitleJournalAccess to paper
The inclusive dimension of equity in educationFuture Academy www.FutureAcademy.org.UK
Abstract

In this article, we want to present some of the results obtained from the activities carried out so far under the project “Supporting Opportunity in Schools: Promoting Educational Equity”, no. 2017-1-ES01-KA201-037990, funded under the Erasmus+ Program, Strategic Partnerships, project running from 01.09.2017 to 31.08.2019. This is primarily about addressing the concept of equity in education, a concept that is increasingly used in the last period of time as it is an indicator of a quality education process.

Within the project activities the dimensions and subdimensions of the concept of equity were developed, as well as the highest level of their application and recognition in an educational institution. We will present these details of the concept of equity

THIS PAPER IS WRITTEN IN ENGLISH




TitleJournalAccess to paper
Evaluare echitatii in scoliSesiunea internationala de comunicari stiintifice a colegiului tehnic energetic sibiu. Editia a XI-a
Abstract

lnnovative Strategic Project no. 2017-1-ES01-KA201-037990 entitled Supporting Opportunity in Schools: Promoting Educational Equity under the Erasmus + European Program aims to facilitate teachers in strengthening and assessing equity in schools. The six dimensions of equity were identified, a framework far assessing equity in schools and identifying equity indicators.

THIS PAPER IS WRITTEN IN ROMANIAN