Public Deliverables

2022

  • State of Research Report – Definitions, Conceptual Approaches, Empirical Findings
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    An in-depth overview of the state of research on educational inequalities in European education systems is essential for identifying pioneering policies and practices aimed at mitigating educational inequalities. This report therefore maps the current state of research in all PIONEERED countries and sheds light on the main topics debated in scholarly literature within each country. The aim of this report is to take different viewpoints to comprehensively describe the many facets of research on educational inequality. It does so by evaluating the extent of educational inequality at different stages and in different national contexts by identifying social groups commonly researched as susceptible to educational inequality and by describing various causes of, and measures taken against educational inequality.

  • Methodological Guidelines: MILC Framework for Measuring Inequalities and Their Intersectionalities
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    The present document introduces a common heuristic framework that integrates Multilevel, Intersectional, and Life-Course (MILC) approaches; it discusses its implications for WP3 ("Policy analysis of measures tackling educational inequalities at different stages of the life course"), WP4 ("Comparative analysis of educational (in)equalities based on MILC approach") and WP5 ("Pioneering practices in formal and informal education: comparative practice research") and simultaneously stresses the importance of an open approach that makes it possible to go beyond this common heuristic MILC framework.

  • Policy Brief – Policy Formulations towards an Equitable Education
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    One of the foremost goals of education policy is to mitigate educational inequalities to improve individual life chances and economic opportunities as well as to contribute to social justice and sustainability. Educational inequality must be seen as a multifaceted and complex phenomenon, manifesting in various forms, emerging at different points throughout the education trajectory and driven by multiple factors. This policy brief provides an overview of key policy challenges in relation to equitable education, focusing, in particular, on policy formulation. It discusses selected policy measures at both EU and national levels and highlights several examples of pioneering national policies from project countries. Analysis shows that in many European countries notable progress has been made in improving access to education. Over time, new strategies have been adopted, often resulting in changes in the discourses surrounding educational inequality. Pioneering policy initiatives tend to take students’ diverse needs and circumstances into consideration in designing approaches to mitigate inequalities most comprehensively, while also fostering collaboration across fields and levels and between various actors.

  • Comparative Analysis Report – The Evolution of Concepts, Definitions and Prioritisation of Vulnerable Groups in Public Policy Documents
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    Equality in education remains an unaccomplished goal around the world, given that inequalities in education have not only remained substantial, but have also been exacerbated by the COVID-19 pandemic and may prospectively continue to grow. Despite the proven policy importance of this issue, there remains a rather scarce understanding of how educational inequalities and relevant target groups are defined in policy documents in different countries – a gap this comparative analysis strives to fill. Within the framework of the European Union’s Horizon 2020 research and innovation programme, under grant agreement No. 101004392 (PIONEERED), researchers from project partner institutions reviewed current and past policy documents and legislation relating to educational inequalities in nine countries. These studies served as the foundation of the current comparative analysis, which demonstrates that the definition and operationalisation of educational inequality and educational disadvantage are embedded in countries’ historical, political and social environments, while also responding to exogenous changes and international trends. In other words, the analysis of educational policy documents revealed an interplay between engrained values of historical and cultural significance, and the need to adapt (and respond to) societal transformations.

  • Report on Stakeholders’ Knowledge about Current Practices Tackling/Reducing Educational Inequalities in Each Country
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    The purpose of this report is to provide a first account of stakeholders’ knowledge and experiences of current practices that aim to tackle educational inequality in each PIONEERED project country. To do so, information was gathered on understandings of inequality, problem definitions, dilemmas and existing pioneering approaches or strategies for tackling educational inequalities regarding local, regional or national contexts. The focus was on covering understandings of educational inequality – how stakeholders think educational inequalities come about, what is at the core of inequalities and how these inequalities can be reduced regarding country-specific linked ecologies (Abbott 2016: 33) – as well as practical experiences about and with pioneering practices. Here, the interest was in what types of pioneering practices stakeholder knew of, the explicit and implicit objectives of these practices (e.g., target groups/institutions, aim/s, pedagogical devices) and the extent to which they are considered to go beyond existing or taken-for-granted approaches.