Social Progress in and by Education. Concept & Empirical Findings.
Concerning education we find contradictory developments. We observed an enormous educational expansion as well as we witness the emergence of educational poverty and social exclusion of people effected. Considering this background the aim is, to develop a concept that allows answering the research q...| Link(s) zu Dokument(en): | IHS Publikation |
|---|---|
| 1. Verfasser: | |
| Format: | Conference or Workshop Item NonPeerReviewed |
| Sprache: | Englisch |
| Veröffentlicht: |
2017
|
| Zusammenfassung: | Concerning education we find contradictory developments. We observed an enormous educational expansion as well as we witness the emergence of educational poverty and social exclusion of people effected. Considering this background the aim is, to develop a concept that allows answering the research question, whether in the long run we can observe social progress or regress in the field of education.
To give an answer a concept of social progress in education has to be developed first. Building upon theories of justice, equality of opportunity and progress I will work out 8 dimensions of social progress in education spanning from equity and capabilities to participation and recognition.
The operationalisation of these dimensions consists of 26 indicators which all are calculated empirically and show the actual status and development over time. Besides that results for disadvantaged groups are calculated because the concept developed builds upon the hypothesis, that social progress can be observed, when social differences decrease. Many indicators cover besides Austria several European countries.
The findings not only tell a story of educational success. Only a limited number of indicators show social progress others even social regress. For instance the odd ratio for belonging to the low achievers groups not only equals a five-time risk for pupils with a poor socioeconomic background but also grew over time. Even indicators showing social progress reveal a long way to go, since social disadvantages still are enormous. Dimensions focused on the educational system in many cases show progressive developments whereas the dimensions covering consequences of education in society point in a regressive direction.
In international comparison developments work out differently for different countries. Besides booming countries starting from a low level of social progress also continuous improving countries starting from a high level can be found. On the other hand side countries are situated showing a decreasing trend either from a high or even from a low level of development.
All together progressive and regressive elements are in balance and therefore do not allow a final judgement. But growing exclusion of migrants and low qualified people demand policy measures ensuring that also the most vulnerable find their place in the societal elevator and will not be left behind. |
|---|