Literaturnachweis - Detailanzeige
| Autor/in | Maddison, Angus |
|---|---|
| Institution | Organisation for Economic Cooperation and Development, Paris (France). |
| Titel | Education, Inequality and Life Chances: The Major Policy Issues. |
| Quelle | (1974), (19 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Conference Reports; Educational Opportunities; Educational Planning; Educational Policy; Educational Problems; Equal Education; Income; Moral Issues; Policy Formation; Political Issues; Public Policy; Social Mobility |
| Abstract | The purpose of the Organization for Economic Co-operation and Development Conference (OECD) from which this paper is derived is to clarify the impact which educational policy has and can have on social structure (income and occupational) and individual life chances (social mobility and earnings). Most of the conference papers deal with analytical issues and are not directly oriented to policy questions. However, since the underlying OECD interest is a policy one, this paper identifies and describes the major policy and analytical issues and divides them into five categories. The issues are complex and controversial involving economic, sociological, and educational disciplines and are arranged as follows: (1) equality of educational opportunity and achievement, (2) impact of education on social mobility, (3) impact of education on earnings, (4) educational policy agendas, and (5) the role of education in the overall framework of equalizing policy instruments. The main concern of the conference is with the dimensions of social differentiation which are amenable to public policy. The way the degree of inequality is measured depends on the policy issue under examination. One of the major questions before the conference is to define what groups are primarily interested in when discussing equality problems, and what degree of equalization can reasonably be set as a goal for policy. (Author/AM) |
| Anmerkungen | Not available separately; see ED 117 259 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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