This book is about inequities in education in Europe. The authors have worked together on an analysis of educational inequalities in Europe, which they draw on through the book: they suggest that the countries of Europe, through the European Union, are beginning to address issues of educational disadvantage on a systematic, continent-wide basis. Because of this policy concern, this book is timely in the way that it addresses social and education inequities on the scale of Europe. This is not simply an account of practices and policies. The authors’ analysis of individual country and European Union policy documents will be of practical and theoretical use to the policy community and the community of practitioners who are concerned with inequities in society, and in education in particular. The authors want to do more than simply add to the literature and theory: they aspire to make an impact on how education can contribute to positively improving the lives of disadvantaged groups. While some suggest that education is doomed to simply reproduce existing social patterns and replicate social inequities, the authors believe that educational policies have the potential to challenge inequalities, and to transform lives.

This book posits that national education systems are enhancing socioeconomic inequalities in political engagement. While the democratic ideal is social equality in political engagement, the authors demonstrate that the English education system is recreating and enhancing entrenched democratic inequalities. In Europe, the UK has the strongest correlation between social background and voting behaviours. Examining the role of the school and the education system in the potential reproduction of these inequalities, the authors draw upon the theories of Bourdieu and Bernstein and compare the English school system to other European countries to analyse barriers that are put along the way to political engagement. In times of political disaffection, frustration and polarisation, it is particularly important to uncover why young people from disadvantaged backgrounds are less likely to engage politically, and to help inspire future generations to use their voice. This timely book will be of interest and value to students and scholars of educational inequality and political engagement.

Educational research monograph on the influence of new structures in higher education on equality of educational opportunity in Europe - describes the evolution and expansion of higher education between 1945 and 1974, covers age group trends among school leavers, boy-girl ratios in the student body, access to education, educational policies and educational planning in EC countries and Norway, etc., and includes recommendations. References and statistical tables.

Gender equality has been on the agenda of national policies of higher education within and outside the European Union (EU) for the last twenty years. In some European countries, this process was initiated early on and has brought about remarkable results, while in others progress has been slower. Different countries and institutions have focussed on different strategies for raising awareness about the discrimination of women and for increasing the number of women in aca- mia, particularly in leadership positions. Previous research on gender equality in higher education has produced many case studies about programmes at institutions of higher education in Europe and elsewhere. Different actors like the European Commission and - tional organisations have also furnished reports about national policies. Building on this material, it is now time to analyse under what conditions equality p- grammes are successful. For a deeper understanding of the mechanisms of and barriers to gender equality in higher education, we also need studies that focus on the development of gender equality policies in different countries, as well as on conditions of implementation, change of strategy, and the evaluation of - sults. Comparative studies would be another useful tool for understanding the development and success of gender equality programmes.

Gender equality has been a major educational theme for the past two decades and has become interwoven with other policy themes, including those of marketisation and managerialism. Contributors to this strong collection are key researchers in their fields and seek to address the following questions: * What patterns are discernible in the educational attainment of girls and boys over the past two decades? * To what extent are changes attributable to gender equality policies? * What form have gender equality policies taken in different parts of the UK? * What has been the impact of European equality policies? * How have gender equality policies been experienced by particular groups including pupils from ethnic minority and working-class backgrounds? This book aims to take an overall look at how significant have been the changes in experiences, aspirations and culture of girls and boys and male and female teachers. It explores how attempts to improve equal opportunities in education have fared and examines the tensions and contradications in recent policies.

Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.