Academic literature on the topic 'Educational equalization – France'
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Journal articles on the topic "Educational equalization – France"
Breen, Richard. "Education and intergenerational social mobility in the US and four European countries." Oxford Review of Economic Policy 35, no. 3 (2019): 445–66. http://dx.doi.org/10.1093/oxrep/grz013.
Full textPléh, Csaba. "Mérei Ferenc a polgári és a szocialista embereszmény feszültségei közepette." Educatio 29, no. 4 (December 31, 2020): 545–66. http://dx.doi.org/10.1556/2063.29.2020.4.2.
Full textAlqahtani, Tahani. "The Status of Women in Leadership." Archives of Business Research 8, no. 3 (April 4, 2020): 294–99. http://dx.doi.org/10.14738/abr.83.8004.
Full textDissertations / Theses on the topic "Educational equalization – France"
HABERSTROH, Charlotte M. "The politics of equal opportunities in education : partisan governments and school choice reform in Sweden, England, and France, 1980-2010." Doctoral thesis, 2016. http://hdl.handle.net/1814/41914.
Full textExamining Board: Professor Pepper D. Culpepper, European University Institute (Supervisor); Professor Sven H. Steinmo, European University Institute (Co-Supervisor); Professor Ben W. Ansell, University of Oxford; Professor Marius R. Busemeyer, University of Konstanz.
Awarded the Linz-Rokkan Thesis Prize in Political Sociology at the European University Institute conferring ceremony on 9 June 2017
In this thesis, I ask about the political determinants of educational inequalities, and posit that as school quality differs, the competition for school places poses a problem to the social right of equal educational opportunities at the compulsory education level. What are the policy options to equalise access to quality education? When are these reformed? These questions motivated the design of a typology of Student Sorting Institutions with which we can meaningfully compare formal institutional arrangements that interfere in the competition for quality school places. A critical review of sociology of stratification and economics of education literature suggests classifying Student Sorting Institutions along two dimensions: whether they grant school choice to parents, and whether the allocation process permits academic selection. Building on recent insights of the field of political economy of education, the thesis explains institutional reform with an interest-based approach. Policymakers encounter a trilemma between high choice, low selection and enhancing school quality in disadvantaged neighbourhoods: the high choice/low selection option of regulating school choice particularly benefits students that want to opt out of disadvantaged neighbourhood schools, hence risking increasing segregation of such schools. The winners of each institutional arrangement vary according to income and education. How the trilemma is solved depends on parties in government who cater to their electorates' interests. These then change with educational expansion. The high political cost and uncertain benefit structure of such institutions favour the status quo. With the use of new insights in the methodology of process tracing, I show that the theory empirically accounts for variation of reform trajectories in France, Sweden, and the UK (England for school policy) from the 1980s to the 2000s. In contrast, I argue that my findings shed doubt on the explanatory role of neoliberal ideas and path-dependent feedback effects to account for these reform trajectories.
HERBAUT, Estelle Marie Régine. "From access to attainment : patterns of social inequality and equity policies in higher education." Doctoral thesis, 2018. http://hdl.handle.net/1814/60252.
Full textExamining Board: Professor Fabrizio Bernardi, European University Institute (Supervisor); Professor Carlo Barone, Sciences Po Paris (Co-supervisor); Professor Juho Härkönen, European University Institute; Professor Mathieu Ichou, Institut national d’études démographiques-INED
Chapter 6 'What works to reduce inequalities in higher education? A systematic review of the (quasi-)experimental literature on outreach and financial aid' is co-authored: Dr Koen Geven (30%) and Estelle Marie Régine Herbaut (70%)
To what extent, and how, does social background influence students’ attainment in higher education? Building on the life course perspective on educational inequalities, this PhD thesis focuses on patterns of inequality formation in French higher education and on an evaluation of educational policies to reduce them. It assesses the effect of social origin on pivotal outcomes of higher education careers in both the vertical dimension of stratification (access to higher education, dropout) and horizontal dimension (access and transfer to prestigious institutions). In order to provide a comprehensive assessment of patterns of inequalities, from initial access to final attainment, this thesis further combines the study of single key transitions with an analysis of whole students’ trajectories during their educational careers. Focusing on policy solutions, it estimates the effect of alternative pathways on the composition of the student body in prestigious institutions and provides a systematic review of the (quasi-) experimental literature evaluating the impacts of both outreach interventions and financial aid on the outcomes of disadvantaged students in higher education. Results first confirm the crucial role of previous education in shaping social inequalities in higher education outcomes. However, these results also provide evidence of a “lingering” effect of social origin in the French higher education system for some crucial outcomes, especially in the horizontal dimension of social stratification. They further confirm the relevance of the compensatory advantage hypothesis in the formation of social inequalities in higher education outcomes, as, in France, socially advantaged students with lower performance are better able to gain eligibility to higher education and to overcome failure in their first year of tertiary studies. Finally, the systematic literature review allows the conclusion that some late interventions, when well-designed, are efficient in increasing opportunities for disadvantaged students and reducing inequalities in higher education outcomes. Most notably, outreach interventions which complement information with personalized support are usually efficient in increasing access rates, and need-based grants appear to raise, often substantially, the graduation rates of disadvantaged students. Finally, the implications of these results for our understanding of social stratification in higher education and some promising avenues for future research are discussed.
Books on the topic "Educational equalization – France"
La spirale des inégalités: Choix scolaires en France et en Italie au XXe siècle. Paris: PUPS. Presses de l'université Paris-Sorbonne, 2009.
Find full textFerrez, Jean. Au service de la démocratisation: Souvenirs du ministère de l'éducation nationale, 1943-1983. Lyon: Institut national de recherche pédagogique, Service d'histoire de l'éducation, 2004.
Find full textLes métamorphoses de la distinction: Inégalités culturelles dans la France d'aujourd'hui. Paris: Bernard Grasset, 2011.
Find full textL'école en France: Crises, pratiques, perspectives. Paris: Dispute, 2005.
Find full textEnseignement et démocratie: La démocratisation de l'enseignement en France et en Europe : hommage à Louis Legrand. Besançon: CRDP de Franche-Comté, 2001.
Find full textSocial Equality in Education: France and England 1789–1939. Palgrave Macmillan, 2018.
Find full textDoyle, Ann Margaret. Social Equality in Education: France and England 1789-1939. Springer International Publishing AG, 2018.
Find full textInner City Schools: Inequality and Urban Education. SAGE Publications, Incorporated, 2017.
Find full textAnnals of the American Academy of Political and Social Science: Inner City Schools - Inequality and Urban Education. SAGE Publications, Incorporated, 2017.
Find full textBook chapters on the topic "Educational equalization – France"
Andreoli, Francesco, Arnaud Lefranc, and Vincenzo Prete. "Rising Educational Attainment and Opportunity Equalization: Evidence from France." In Research on Economic Inequality, 123–49. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s1049-258520200000028005.
Full textCierpich-Kozieł, Agnieszka, and Elżbieta Mańczak-Wohlfeld. "The Englishization of Polish higher education." In The Englishization of Higher Education in Europe. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463727358_ch12.
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