Indicators of inclusion in education: A framework for analysis
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2023
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| Schriftenreihe: | OECD Education Working Papers
no.300 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion. |
| Beschreibung: | 1 Online-Ressource (70 p.) 21 x 28cm. |
| DOI: | 10.1787/d94f3bd8-en |
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| spelling | Mezzanotte, Cecilia VerfasserIn aut Indicators of inclusion in education A framework for analysis Cecilia, Mezzanotte and Claire, Calvel Paris OECD Publishing 2023 1 Online-Ressource (70 p.) 21 x 28cm. Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Education Working Papers no.300 Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion. Education Calvel, Claire MitwirkendeR ctb FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/d94f3bd8-en Volltext |
| spellingShingle | Mezzanotte, Cecilia Indicators of inclusion in education A framework for analysis Education |
| title | Indicators of inclusion in education A framework for analysis |
| title_auth | Indicators of inclusion in education A framework for analysis |
| title_exact_search | Indicators of inclusion in education A framework for analysis |
| title_full | Indicators of inclusion in education A framework for analysis Cecilia, Mezzanotte and Claire, Calvel |
| title_fullStr | Indicators of inclusion in education A framework for analysis Cecilia, Mezzanotte and Claire, Calvel |
| title_full_unstemmed | Indicators of inclusion in education A framework for analysis Cecilia, Mezzanotte and Claire, Calvel |
| title_short | Indicators of inclusion in education |
| title_sort | indicators of inclusion in education a framework for analysis |
| title_sub | A framework for analysis |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/d94f3bd8-en |
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