Alcott, B;
Rose, P;
Sabates, R;
Torres, R;
(2018)
Measuring equity for national education planning.
In: Chien, C-L and Huebler, F, (eds.)
Handbook on Measurement of Equity in Education.
(pp. 80-107).
UNESCO Institute for Statistics: Montreal, Canada.
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Abstract
This chapter presents evidence on the extent to which different indicators included in national education plans take account of equity as discussed in Chapters 2 and 3. It is fairly common to find equity measures in plans for indicators related to access at the primary level. But few national education plans include indicators for learning and, for those that do so, the main dimension of inequality included is sex. Where plans do include measures of equity, these are most often associated with impartiality in that they track sub-groups of the population separately or assess parity between these sub-groups. This chapter highlights positive country examples for tracking progress to achieve equity in access and learning. It then highlights the importance of including a wider range of dimensions of disadvantage within education plans, discusses what data need to be collected and proposes methods to track progress to identify how inequalities have changed over time. The chapter aims in particular to advise policymakers on what information should be taken into account when deciding on the types of indicators that are suitable for tracking progress on learning.
| Type: | Book chapter |
|---|---|
| Title: | Measuring equity for national education planning |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://uis.unesco.org/sites/default/files/document... |
| Language: | English |
| Additional information: | © UNESCO-UIS 2018 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (https://en.unesco.org/open-access/terms-use-ccbysa-en). The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10115913 |
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