Efficiency and Equity Within European Education Systems and School Choice Policy: Bridging Qualitative and Quantitative Approaches

Does School Admission by Zoning Affect Educational Inequality? A Study of Family Background Effect in Estonia, Finland, and Sweden

“…As stated, the FBE shows how much pupils' educational achievements are affected by their FB, such as parents' education and social, economic, and immigrant status. While educational equality conceptualised as the achievement of independence from FB has been the focus of system-level studies (e.g., Põder, Kerem, & Lauri, 2013) and individual level studies (e.g., Wössmann, 2004;Schütz et al, 2008;Nonoyama-Tarumi, 2008), the results obtained show the variety of effect sizes even within Europe - Schütz et al (2008) show that estimates of FBE (based on data from 1995 and 1999) range from 29% (England) to 8% (France) from standardised test scores. At the same time, the different sizes of FBE by country indicate not only the variability of inequality of opportunity, but also the skill dispersion between countries and the unevenness of intergenerational mobility.…”

Public Policy to Reduce Inequalities across Europe

“…For example, how did Finland maintain an effective comprehensive education system while its neighbours felt more pressure to reform? Põder et al (2013) show how such tensions between policy aims may be incorporated in pragmatic research. On the one hand, they use evidence from 28 European countries (and Nordic countries in particular) to describe the absence of school choice and tracking measures as most likely to produce equitable (and efficient) outcomes (2013: 24).…”

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“…Viena iš gerovės valstybės charakteristikų -ėjimas nuo socialinės apsaugos iki socialinio skatinimo sistemos, kurios pagrindas yra teisė į švietimą (Bolívar, 2012). Visuotinės gerovės idėja vis labiau veikiama glaudžių ryšių tarp švietimo politikos ir į rinką orientuotos bei globalizuotos ekonomikos (Põder, Kerem, & Lauri, 2013). Dėl užimtumo modelių ir šeimos struktūros pokyčių daugelis tėvų nesugeba užtikrinti savo vaikų užimtumo ir priežiūros po mokyklos, vaikai po pamokų leidžia laiką be suaugusiųjų priežiūros (Armstrong, Armstrong, 2004).…”