Equidad en la educación: 10 medidas recomendadas
Entre los recientes Policy Brief de la OECD, se publica uno sobre el tema educación y equidad, en el cual a partir de los estudios y pruebas internacionales --como PISA-- la OECD propone 10 pasos que deberían considerarse en la formulación de políticas educacionales, en los aspectos de diseño del sistema, prácticas escolares y financiamiento:
Design
1. Limit early tracking and streaming and postpone academic selection.
2. Manage school choice so as to contain the risks to equity.
3. In upper secondary education, provide attractive alternatives, remove dead ends and prevent dropout.
4. Offer second chances to gain from education.
Practices
5. Identify and provide systematic help to those who fall behind at school and reduce year repetition.
6. Strengthen the links between school and home to help disadvantaged parents help their children to learn.
7. Respond to diversity and provide for the successful inclusion of migrants and minorities within mainstream education.
Resourcing
8. Provide strong education for all, giving priority to early childhood provision and basic schooling.
9. Direct resources to the students with the greatest needs.
10. Set concrete targets for more equity, particularly related to low school attainment and dropouts.
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Introduction
Education plays a key role in determining how you spend your adult life – a higher level of education means higher earnings, better health, and a longer life. By the same token, the long-term social and financial costs of educational failure are high. Those without the skills to participate socially and economically generate higher costs for health, income support, child welfare and social security systems.
So a fair and inclusive system that makes the advantages of education available to all is one of the most powerful levers to make society more equitable. Education has expanded significantly in the past half-century, but hopes that this would automatically bring about a fairer society have been only partly realised. Women have made dramatic advances, but overall social mobility has not risen and in some places inequalities of income and wealth have increased.
As ever more students go on to university or professional education, many are still being left behind. Across OECD countries nearly one in three adults have only primary or lower secondary education – a real disadvantage in terms of employment and life chances.
At the same time, increased migration poses new challenges for social cohesion in some countries while other countries face longstanding issues of integrating minorities. Fair and inclusive education for migrants and minorities is a key to these challenges. Equity in education enhances social cohesion and trust.
This Policy Brief looks at how to improve equity in education in three key policy domains: the design of education systems, practices both in and out of school, and resourcing. It proposes ten steps which would help reduce school failure and dropout rates, make society fairer and help avoid the large social costs of marginalised adults with few basic skills.
Publicado por: jjbrunner
Comentarios
Muy interesante, breve y al punto. ¿Pasa la LGE este test? A medias, lo cual significa al menos algo de progreso...
Angela
Publicado por: angela hernandez Fecha: Agosto 7, 2008 08:47 PM
Muy interesentes los 10 puntos de síntesis. Particularmente llama la atención el séptimo: "Respond to diversity and provide for the successful inclusion of migrants and minorities within mainstream education", que tal vez sea, lamentablemente, el más alejado de nuestro sistema educativo actual, muy fuertemente segmentado, por origen socioeconómico y confesiones. La libertad de enseñanza ha sido apropiada en Chile desde el punto de vista que cada confesión religiosa, o perspectiva axiológica, para su propio colegio para su propio redil, y la diversidad, o pluralismo propio de sociedades democráticas que comparten códigos morales diversos, se ha "guetificado", en vez de tender a espacios de encuentro e integración de la diversidad, y por lo tanto de formación de habilidades cognitivas democráticas en diálogo en el propio espacio educativo.
Cuando se discute de educación "pública", a mi juicio este debiera ser un aspecto a considerar, y hacia allá es donde apuntan la mayoría de los sistemas educativos de la OECD (sin que ello implique que no existan colegios particulares pagados -el 7% de la matrícula nacional- que sí tengan la posibilidad de ser monoconfesionales).
Saludos y gracias por compartir este informe,
Manuel.
Publicado por: Manuel Guerrero Fecha: Agosto 8, 2008 10:34 AM