The Inclusive Dimension Of Equity In Education

Abstract

In this article, we want to present some of the results obtained from the activities carried out so far under the project “Supporting Opportunity in Schools: Promoting Educational Equity”, no. 2017-1-ES01-KA201-037990, funded under the Erasmus+ Program, Strategic Partnerships, project running from 01.09.2017 to 31.08.2019. This is primarily about addressing the concept of equity in education, a concept that is increasingly used in the last period of time as it is an indicator of a quality education process. In this paper, the concept of equity in education is presented in close connection with the term inclusive education. This approach is due to the connection and interconnection that exists between the two concepts but especially the results obtained in the educational practice following the observance of these principles: equity and inclusion.Within the project activities the dimensions and subdimensions of the concept of equity were developed, as well as the highest level of their application and recognition in an educational institution. We will present these details of the concept of equity.

Keywords: Equityeducationdimensionsevaluate of equityindicatorsproject

Introduction

The concept of equal opportunity for all has been widely shared and promoted across many countries around the world. It advocates that everyone should have the chance to reach their full potential and enjoy the fruits of their hard labour, regardless of their circumstances in life.

The reason why inequality is on the rise is due to the global economy has become more knowledge intensive. Together with skills-biased technological changes, globalisation and the growing influence of the financial sector on the economy, the demand for high-skilled workers and jobs with non-routine tasks has increased over the last three decades. The attempt to identify educational, economic and social policy strategies to implement the concept of equity in all segments of society represents an ideal objective that would provide a chance for education for each individual.

A critical question is whether learning opportunities are accessible to all, regardless of economic and social background. This report finds that the progress different countries have made in providing educational and skills development opportunities to disadvantaged individuals has varied widely. Only a few countries have been successful in providing lifelong learning opportunities. Most have offered sporadic interventions at certain stages of life, rather than continued support over the course of an individual’s lifespan (OECD, 2017, p. 12).

Problem Statement

Policies and systems that focus on empowering individuals can achieve long-lasting, inclusive economic growth and social cohesion. Such policies include providing, especially to implement of the inclusive education system, disadvantaged individuals, healthcare and lifelong opportunities to improve skills relevant to the labour market. Policies that empower low income individuals to obtain high-quality, stable jobs can mitigate inequalities, especially if efforts are directed at those who earn the least.

Inclusive education prefigures intervention strategies tailored to all situations in which children are located to ensure optimal access to and integration into society.

These policies can also make inclusive and sustainable economic growth more feasible. In addition, dealing directly, at an earlier stage, with the root causes of income inequality, such as education and skills inequality, is more effective than trying to fix the symptoms at later stages of life, through redistribution policies like taxes and transfers (OECD, 2017, p. 20).

Research Questions

In Romanian psycho-pedagogical literature the term of equity is used quite rarely. The scientific papers in which this term emerges address the following themes: inclusive education, intercultural education and gender equity. In the Practical Pedagogical Dictionary, the term of equity appears in the syntax of gender education, gender equality and equal opportunities. The analysis of the contents of these terms, as found in the mentioned dictionaries and the specialized papers, leads to the idea of overlapping the term of equity with that of equality of opportunity. “Type of education that promotes the principle of gender equity and gender equality in education, gender education, non-discrimination education based on the elimination of gender inequality, on gender equality and equal opportunities for girls and boys/women and men” (Bocos, 2016, p. 56). A closer use of the current approaches to the term of equity in education is found in defining the concept of inclusive education, according to which inclusive education implies a permanent process of improvement of the school institution with the purpose of exploiting the existing resources, and especially the human resources, to support the participation in the learning process of all pupils in a community (Vrasmas, 2001, p. 31).

Today, all the interpretations of the educational phenomenon lead to emphasizing the importance of the student's learning process. Learning is therefore an active process in which students convert and modify the information they circulate. The quality of the learning process depends greatly on the positive socio-emotional support climate in which all students are honestly respected and respected (Sirignano, 2019).

Purpose of the Study

The study aims at analysing official educational documents in which the concept of equity in education is approached. We also intended to follow the implications of the usage of this concept in everyday educational practice.

Research Methods

Findings

Evaluation of equity in education can be done at macrostructural and microstructural level. At the macrostructural level, approaches from different European countries could be observed. Based on these dimensions, subdimensions and levels of achievement at the optimal level of equity indicators in educational institutions, any school and its activities can be evaluated. These indicators highlight both the conception, teacher training and their psycho-pedagogical skills in the process of implementing some theoretical and practical theories.

Currently, each educational institution tends to respect as many indicators as possible of a quality educational educational process. These include those on equity in education. Respect for equity in education is closely linked to inclusion. Inclusion seeks to adapt the school to the needs of all students so that they can achieve their individual goals, achievement in relation to their abilities and interests.

For all these principles to be applied in school practice, a quality teacher training is needed. This can be done both at the initial training level and at the level of continuous teacher training. Therefore, we recall that elements of equity and equity assessment in schools should be included in the teacher training curriculum.

Conclusion

Careful analysis of the inequality of learning outcomes is always a very good starting point for understanding the functioning of the training system. A gap between the skills acquired by students may be a symptom of the inequality of the resources they receive. Surface assessment is based on the level of commitment and individual abilities.

The strategy of producing a fair educational system is not simple and involves initiatives that cannot be left only in the hands of teachers, but solutions must be found by involving education specialists, school managers, parents, etc.

School is the institution where, in addition to knowledge, future citizens are formed, tomorrow's adults who ought to be responsible citizens. To do justice is to create equal opportunities: to put everyone in the position of best expressing their individual abilities, eliminating obstacles that prevent their expression, full fulfilment and overcoming difficulties. The school should identify the strategies and actions that need to be taken to recover the children in difficulty.

References

1. Bocoș, M.-D. (coord.) (2016). Dicționar praxiologic de pedagogie. [Practical dictionary of pedagogy]. Pitești: Paralela 45.
2. Galanti, M. A. (2001). Affetti ed empatia nella relazione educativa. Napoli: Liguori.
3. OECD (2017). Educational Opportunity for All: Overcoming Inequality throughout the Life Course. Paris: OECD Publishing.
4. Sirignano, F. M. (2019). L’intercultura come emergenza pedagogica. Modelli e strategie educative. Pisa: Edizioni ETS.
5. Vrasmas, T. (2001). Învățământul integrat și/sau incluziv. [Integrated and/or inclusive education]. București: Aramis.