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Education and Society, Bilateral acculturation theory (Bourhis,…

- - - - Powerful engine in social and economic development
      - Inexhaustible/ non-rivalry
      - Development
        
        Dissemination
        
        internet, mass media
        access to education
        
        Implementation
        
        global competition
        technological progress
        
        Production
        
        exponential growth of workers
        innovation acceleration
      - Implication
        
        Layers of knowledge
        
        information
        knowledge
        competence
        
        Lifelong learning
        
        Knowledge development
        
        contextual and interactive
        no longer monopoly
        production in networks, not hierarchical
        
        No more monopoly education, nonformal/informal training
    - - human capital > GDP
        
        Level effect
        productivity ↑
        
        Rate effect
        learning abilities ↑ → technological innovation → further productivity ↑
      - GDP > human capital
        
        income ↑ → demand for schooling ↑ → further growth
    - - Knowledge-intensive growth
        
        encouraging R&D, subsidising high-tech industries, liberalising international trade
        
        boosting demand for high-skilled labour and lowering demand for low-skilled work
        
        strengthening inequality
        
        Balance mix
      - Knowledge-extensive growth
        
        investing in education and training, mainly for basic skills (adult literacy, basic ICT-skills, preventing unqualified school-leaving…)
        
        reducing supply of low-skilled labour and raising supply of high-skilled labour
        
        greater equality
  - - - Human Development Index (HDI)
      - Human Poverty Index
      - Role of education
        
        Productivity
        
        GDP
        
        Fertility
        
        GDP/capita
        
        Education for Next Generation
        
        Health
        
        life expectancy at birth
      - Education and Income
        
        Education
        
        Human Capital
        
        Productivity
        
        Earnings
        
        Education and Income/capita
        
        Education
        
        Income
        
        Income/capita
        
        Family Planning
        
        Intergenerational Education
        
        Parental Education
        
        Parental Income
        
        Education of Children
        
        Family Planning
        
        Education and Life Expectancy
        
        Parental Education
        
        Parental Income
        
        1 more item...
        
        Familly Planning
        
        1 more item...
    - - access to basic education for all: Jomtien (1990)
      - Year 2000: UPC
        
        Gender Equality
      - Year 2002: Fast Track Initianitive
      - Year 2003: UN literacy decade
      - Goals:
        Raise early childhood care and education
        Free and compulsory basic education
        Promote acquisition of life-skills
        Reduce adult literacy by 50%
        Eliminate gender disparities
        Enhance educational quality
        
        Evaluation:
        positive overall picture
        expansion vs. quality and equitable access
        great recessions 2018 impacts
        
        Health
        Population Growth
        Economic conditions
        Wars
        Poor governance
- - - - Destination
        (Social Economic Status)
  - - - Human capital
        
        Level of development at start of primary school
        
        Education and pedagogical skills of parents
        
        Physical and psychological health
      - Social Capital
        
        Family climate
        
        Social networks, access to support from family, peers, employers and services.
      - Cultural Capital
        
        various types of cultural resources
        
        it links the formal learning processes at school with informal learning in the student’s personal environment
        
        the educational level of parents and relatives as part of a young person’s cultural capital.
      - Material Capital
        
        Comfort of dwelling
        
        Toys
        
        Affordability of school-related expenses
      - Macro-Level
        Evidence from PISA
        
        Material Capital:
        GDP / Capita
        Education Expenditure / GDP
        
        Human Capital:
        average education level of mothers
      - Micro-Level
        Evidence from PISA
        
        Human capital:
        Parents education
        
        Social capital:
        Parents' occupational and migration status, parental support, family composition
        
        Cultural capital:
        Resources at home
    - - Macro-Level
        
        Unequal access to good school/ to next grade
        
        Unequal quality of education
        
        Admission tests
        
        Ability grouping
        
        Referalls of advantaged pupils to special education
        
        Streaming in secondary education
        
        Creaming in education
        
        Quasi-market and school segregation
        
        Unequal distribution of resources (e.g., Matthew effects on allocation of teachers)
        
        Amplifiers of Social Inequality
        
        grade repetition
        
        competition between schools => segregation
        
        early selection (streaming)
        
        Segregated special education
        
        Matthew effects in quality of teachers across schools
      - Micro-Level
        
        Matthew effects on better learners
        
        Pygmalion effects
        
        IQ and other tests
        
        Breakdown of communication between parents, teachers, and fellow students
        
        Low-SES parents have high expectations from school, but may be frustrated about personal school experience and feel incompetent => avoid direct communication
        
        1 more item...
  - - - rejects unequal opportunities, but accepts unequal treatment according to ‘merit’
        
        Reject ascription
        Accept achievement
        
        Equity
        
        Efficiency
        
        desirable
        
        Equal access = costless access ?
        
        Socially neutral selection based on ability ?
        
        perceived talents result from a combination of genetic endowments and environmental influences => unequal treatment based on talent criterion reinforces social inequalities
      - Innate ability
      - Effort
      - Circumstances
        
        Government intervention is required to correct only for the third source of inequality. This provides ‘equal opportunities’ for all to reach their personal ‘ceiling’
      - Compulsory education
        
        Free education
        
        competition
        
        Frequent testing
        
        Early tracking
    - - rejects any form of unequal opportunities or unequal treatment on the basis of human dignity
        
        Everybody into higher education ? Then who will do the simple jobs ?
        
        Positive discrimination => fear for ‘discrimination of the gifted’
        
        Dilemma between equality (positive discrimination) and efficiency?
      - Human rights
      - Rights must be effective
        
        Equal opportunities: boundary conditions for a ‘normal’ school career
        
        Equal treatment: absence of discrimination in education
        
        Equal outcomes (by social background): individual differences are accepted, if not systematically correlated with social background
      - Positive discrimination
  - - - Boundary conditions
      - Preventive
      - Holistic
      - Functioning of education system not questioned
    - - Within education
      - Student’s perspective
      - Removal of discriminations
      - Key role of communication
    - - Diiferentiation
        
        Success for All
        Principles
        Focus on classroom-based learning
        Individual learning pathways, two-monthly evaluation and immediate remedying
        Classroom teaching, level grouping, individual tutoring
        Family support team
        
        Accelerated school
        Objective: reducing deficits !
        Principles ( ‘powerful learning environment’):
        High expectations
        Additional inputs rather than extra time
        Experience-based, across subjects
        Avoiding repetitive ‘drill’
        Appealing to higher-order skills (reasoning, analysing, problem-solving...)
        Close collaboration with parents and local community
      - Educational Priority Policies
        
        Territorial
        
        School Based
        
        Pupil Based
    - - Head Start (USA)
        
        Selective
        Holistic
        Maximum Parent Participation
        
        Evaluation:
        Effects of Head Start ‘IQ-boost’ appeared to be temporary
        Health, self-esteem, motivation
        Less referrals to special education, less grade repetition, later outflow, more diplomas (although gap with average youth was never bridged)
        After school-leaving: more employment, less delinquency, less teenage pregnancy
        Each invested dollar yields a return of $7
      - Early Start (Ireland)
      - Sure Start, SSLP, EPPE (UK)
      - Opstap, Piramide, Kaleïdoscoop (NL)
    - - Content: wide ranges of activities aimed at strengthening the 4 types of capital
      - Three key motives
        
        Equal opportunities
        
        lifewide learning
        
        Meaningful after-school activities
      - Networking
      - Tensions between objectives
        Financial and human resources
        Networking… and shared vision
        Balance between active and reflexive learning
        Priority of process over product
    - - students with special educational needs participating (as much as possible) in mainstream schools/classes.
        
        Segregated:
        Pedagogical comfort
        Specialised teachers
        Multidisciplinary teams
        Smaller classes
        Tailored by type of SEN
        Contact with ‘similar’ children
        
        Inclusion:
        Social integration of children with SEN
        Children without special needs learn to deal with diversity
        More ‘challenge’ – more demanding curriculum
        Positive peer group effects (children with SEN learn more from peers)
        More perspectives for transition to further / higher edcuation
        
        Conditions for success:
        Referral policy: Less ‘diagnosing’, more remediation-oriented, Social disadvantage should be seen as counter-indication, Segregated special education as solution of last resort
        Students’ rights (legal right to free support for children with record of needs)
        Professional development of teachers in mainstream education
        Collaboration between mainstream and special education
        Sensitization of all stakeholders (teachers, parents, fellow-students, counselling services…)
        Of course: resources !
    - - Obstacle
      - Assistant Teachers
      - Partners
        
        Effective teaching
        
        identifying together the potential strengths and problems of children; working out learning pathways together
        
        Bridging cultural differences
        
        ‘pride / shame’ among Moroccan boys;
        
        Separation between school and home education in some home countries of immigrants
        
        ‘child = king’ in gypsy culture
        
        Experience-based education (e.g. music, motor-cycles, pet animals...)
        
        Emotional support from parents
        
        Effective parenting
        
        Improving parents’ knowledge and skills w.r.t. schooling of children
        
        Emotional support from teachers
        
        Parents’ participation in school policy
        
        Parents’ social capital
        
        Democratic decision-making in schools (‘community schools’)
        
        Sensitization
        Dialogue
        Educational support
      - Clients
    - - Conditions for success:
        broader scope with subjects
        differentiation
        positive career guidance
        transfer into higher education
        cultural evaluation
    - - Premature choices that determine life course are more strongly determined by social background => more ‘misallocation’ of talented children from low socio-economic or ethnic minority backgrounds
        Wider socio-economic inequalities in outcomes
        Demotivating effects on students
        Perception of inequity leads to resentment and affects democratic attitudes of students