A snapshot of equity and inclusion in OECD education systems: Findings from the Strength through Diversity Policy Survey
The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the definitions for the analysed dimensions of diversit...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2022
|
| Schriftenreihe: | OECD Education Working Papers
no.284 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the definitions for the analysed dimensions of diversity. Education systems identified equity/inclusion as policy priorities in 2021/22 and, accordingly, changed their curriculum strategies and tailored the provision of instructional and non-instructional support to students. Education systems provided guidelines to promote teachers' and schools' collaboration with families and communities, and to help stakeholders respond to the diversity of student populations. Distribution of resources accounted especially for students with special education needs. Most education systems did not implement policies to promote diversity among school staff. Monitoring of diversity was unbalanced and relied heavily on academic outcomes. Few education systems used the term intersectionality in their jurisdictions, although several had policies that target the intersection of student groups. |
| Beschreibung: | 1 Online-Ressource (57 p.) 21 x 28cm. |
| DOI: | 10.1787/801dd29b-en |
Internformat
MARC
| LEADER | 00000cam a22000002 4500 | ||
|---|---|---|---|
| 001 | ZDB-13-SOC-084083964 | ||
| 003 | DE-627-1 | ||
| 005 | 20231204121430.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230130s2022 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1787/801dd29b-en |2 doi | |
| 035 | |a (DE-627-1)084083964 | ||
| 035 | |a (DE-599)KEP084083964 | ||
| 035 | |a (FR-PaOEC)801dd29b-en | ||
| 035 | |a (EBP)084083964 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 100 | 1 | |a Varsik, Samo |e VerfasserIn |4 aut | |
| 245 | 1 | 2 | |a A snapshot of equity and inclusion in OECD education systems |b Findings from the Strength through Diversity Policy Survey |c Samo, Varsik |
| 264 | 1 | |a Paris |b OECD Publishing |c 2022 | |
| 300 | |a 1 Online-Ressource (57 p.) |c 21 x 28cm. | ||
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 490 | 0 | |a OECD Education Working Papers |v no.284 | |
| 520 | |a The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the definitions for the analysed dimensions of diversity. Education systems identified equity/inclusion as policy priorities in 2021/22 and, accordingly, changed their curriculum strategies and tailored the provision of instructional and non-instructional support to students. Education systems provided guidelines to promote teachers' and schools' collaboration with families and communities, and to help stakeholders respond to the diversity of student populations. Distribution of resources accounted especially for students with special education needs. Most education systems did not implement policies to promote diversity among school staff. Monitoring of diversity was unbalanced and relied heavily on academic outcomes. Few education systems used the term intersectionality in their jurisdictions, although several had policies that target the intersection of student groups. | ||
| 650 | 4 | |a Education | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-13-SOC |q FWS_PDA_SOC |u https://doi.org/10.1787/801dd29b-en |3 Volltext |
| 912 | |a ZDB-13-SOC | ||
| 912 | |a BSZ-13-SOC-education | ||
| 951 | |a BO | ||
| 912 | |a ZDB-13-SOC | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-13-SOC-084083964 |
|---|---|
| _version_ | 1816797322143596544 |
| adam_text | |
| any_adam_object | |
| author | Varsik, Samo |
| author_facet | Varsik, Samo |
| author_role | aut |
| author_sort | Varsik, Samo |
| author_variant | s v sv |
| building | Verbundindex |
| bvnumber | localFWS |
| collection | ZDB-13-SOC BSZ-13-SOC-education |
| ctrlnum | (DE-627-1)084083964 (DE-599)KEP084083964 (FR-PaOEC)801dd29b-en (EBP)084083964 |
| discipline | Wirtschaftswissenschaften |
| doi_str_mv | 10.1787/801dd29b-en |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02212cam a22003372 4500</leader><controlfield tag="001">ZDB-13-SOC-084083964</controlfield><controlfield tag="003">DE-627-1</controlfield><controlfield tag="005">20231204121430.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230130s2022 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/801dd29b-en</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627-1)084083964</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KEP084083964</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(FR-PaOEC)801dd29b-en</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EBP)084083964</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Varsik, Samo</subfield><subfield code="e">VerfasserIn</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="2"><subfield code="a">A snapshot of equity and inclusion in OECD education systems</subfield><subfield code="b">Findings from the Strength through Diversity Policy Survey</subfield><subfield code="c">Samo, Varsik</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2022</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (57 p.)</subfield><subfield code="c">21 x 28cm.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">OECD Education Working Papers</subfield><subfield code="v">no.284</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the definitions for the analysed dimensions of diversity. Education systems identified equity/inclusion as policy priorities in 2021/22 and, accordingly, changed their curriculum strategies and tailored the provision of instructional and non-instructional support to students. Education systems provided guidelines to promote teachers' and schools' collaboration with families and communities, and to help stakeholders respond to the diversity of student populations. Distribution of resources accounted especially for students with special education needs. Most education systems did not implement policies to promote diversity among school staff. Monitoring of diversity was unbalanced and relied heavily on academic outcomes. Few education systems used the term intersectionality in their jurisdictions, although several had policies that target the intersection of student groups.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-13-SOC</subfield><subfield code="q">FWS_PDA_SOC</subfield><subfield code="u">https://doi.org/10.1787/801dd29b-en</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">BSZ-13-SOC-education</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">BO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-13-SOC-084083964 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:55:44Z |
| institution | BVB |
| language | English |
| open_access_boolean | |
| owner | DE-863 DE-BY-FWS |
| owner_facet | DE-863 DE-BY-FWS |
| physical | 1 Online-Ressource (57 p.) 21 x 28cm. |
| psigel | ZDB-13-SOC BSZ-13-SOC-education |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | OECD Education Working Papers |
| spelling | Varsik, Samo VerfasserIn aut A snapshot of equity and inclusion in OECD education systems Findings from the Strength through Diversity Policy Survey Samo, Varsik Paris OECD Publishing 2022 1 Online-Ressource (57 p.) 21 x 28cm. Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Education Working Papers no.284 The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the definitions for the analysed dimensions of diversity. Education systems identified equity/inclusion as policy priorities in 2021/22 and, accordingly, changed their curriculum strategies and tailored the provision of instructional and non-instructional support to students. Education systems provided guidelines to promote teachers' and schools' collaboration with families and communities, and to help stakeholders respond to the diversity of student populations. Distribution of resources accounted especially for students with special education needs. Most education systems did not implement policies to promote diversity among school staff. Monitoring of diversity was unbalanced and relied heavily on academic outcomes. Few education systems used the term intersectionality in their jurisdictions, although several had policies that target the intersection of student groups. Education FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/801dd29b-en Volltext |
| spellingShingle | Varsik, Samo A snapshot of equity and inclusion in OECD education systems Findings from the Strength through Diversity Policy Survey Education |
| title | A snapshot of equity and inclusion in OECD education systems Findings from the Strength through Diversity Policy Survey |
| title_auth | A snapshot of equity and inclusion in OECD education systems Findings from the Strength through Diversity Policy Survey |
| title_exact_search | A snapshot of equity and inclusion in OECD education systems Findings from the Strength through Diversity Policy Survey |
| title_full | A snapshot of equity and inclusion in OECD education systems Findings from the Strength through Diversity Policy Survey Samo, Varsik |
| title_fullStr | A snapshot of equity and inclusion in OECD education systems Findings from the Strength through Diversity Policy Survey Samo, Varsik |
| title_full_unstemmed | A snapshot of equity and inclusion in OECD education systems Findings from the Strength through Diversity Policy Survey Samo, Varsik |
| title_short | A snapshot of equity and inclusion in OECD education systems |
| title_sort | snapshot of equity and inclusion in oecd education systems findings from the strength through diversity policy survey |
| title_sub | Findings from the Strength through Diversity Policy Survey |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/801dd29b-en |
| work_keys_str_mv | AT varsiksamo asnapshotofequityandinclusioninoecdeducationsystemsfindingsfromthestrengththroughdiversitypolicysurvey AT varsiksamo snapshotofequityandinclusioninoecdeducationsystemsfindingsfromthestrengththroughdiversitypolicysurvey |