Opheim Vibeke (2004). Equity in Education Thematic Review : Country Analytical Report - Norway. Paris : OCDE. En ligne : <http://www.oecd.org/dataoecd/50/12/38692818.pdf>.
Added by: Feyfant Annie (12 Jun 2007 10:11:44 Europe/Paris)
|Resource type: Book
BibTeX citation key: Opheim2004
Publisher: OCDE (Paris)
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|URLs http://www.oecd.or ... 50/12/38692818.pdf|
"The goal of this report is to analyse equity in education in Norway. In this project there has been an agreement between the participating countries to use the following definition: â€śEducational equity refers to an educational and learning environment in which individuals can consider options and make choices throughout their lives based on their abilities and talents, not on the basis of stereotypes, biased expectations or discrimination. The achievement of educational equity enables females and males of all races and ethnic backgrounds to develop skills needed to be productive, empowered citizens. It opens economic and social opportunities regardless of gender, ethnicity, race or social status.â€·0i0k0i0n0d0x In summary, the activity will explore â€śequity of opportunitiesâ€·0i0k0i0n0d0x in a broad sense. It will acknowledge existing inequities in access, participation, achievement and educational outcomes and creation of fair learning environment for all regardless of socio-economic background, place of residence, ethnic background, and gender.
The definition of equity is broad and emphasizes both equity in opportunities and equity in educational outcome. Equity in education is thus not only a question of opportunities provided in the educational system, but it is also concerning the actual results of the various educational choices and performances of different groups of pupils and students through the educational system. In the definition of equity in education lies a concern that pupils and students are different along several dimensions which have an impact on their need for learning and follow-up in the educational system. If all where alike, equity in education would simply be a question of providing equal distribution of educational resources to all pupils and students. But because pupils and students are different both individually, and in the type and amount of resources they have obtained from their family and environment which they bring with them into the classroom, their individual need for training will vary. What these differences are and how they may be reduced by educational policy is questions that researchers and policymakers still try to answer. Differences in personal or family resources may affect the pupil's or student's perception of the educational system, and the need for information. These differences open for a range of dilemmas and discussions when analysing equity in education. To what extent is the educational system constructed in order to provide a fair learning environment for all groups of pupils and students? Is the system equally accessible for pupils and students with a Norwegian mother tongue and for those with a different mother tongue?"
Added by: Feyfant Annie