FSP - Public Policies

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Browsing FSP - Public Policies by Subject "Education inequities"

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    Pisa 2018 : Ce ne spun noile rezultate Pisa despre inegalitățile educaționale din România?
    (2020) Vasile, Mihai; Muscă, Mădălina; Angi, Daniela; Bădescu, Gabriel; Florian, Bogdan; Țoc, Sebastian
    PISA 2018: WHAT DO THE NEW PISA RESULTS TELL US ABOUT EDUCATIONAL INEQUALITIES IN ROMANIA? Introduction - Every three years, the PISA results trigger a broad discussion in the public space about the quality of education systems around the world. In Romania, the discussion most often focuses on the percentage of students who do not master basic notions in mathematics and Romanian language and on Romania's place in the world rankings.In December 2019, the Institute for Social Solidarity organized two events on the results of the PISA 2018 assessment, released earlier this month. During the two events, seven researchers spoke on the inequalities in the Romanian education system and what the PISA results tell us about these inequalities. The Institute for Social Solidarity proposed an alternative discussion, summarized and continued in this paper.What are the differences in scores between rural and urban students? What about those between girls and boys? How relevant is the socio-economic status of the family in determining student performance in this type of examination? What are the benefits and risks of using PISA-type tests to inform public policy? These were some of the questions that underpinned the discussions in December and guided the writing of this policy brief.This policy brief therefore broadly follows the structure of the two December 2019 events. Thus, the paper is divided into two chapters, fi each with two sections, plus an additional section for conclusions. The first chapter describes the general situation of educational inequality from a residential (urban/rural) and ethnic perspective. The second chapter focuses on PISA, more specifically what the recent results tell us and how we can use them in the construction of public policies. In brief, the sections included are the following:- In the first section, Mihai Vasile sets the general framework, presenting a series of indicators that reveal one of the most significant inequalities in the Romanian education system: that caused by the residence environment, urban or rural. - The second section starts from Mădălinei Muscă's anthropological experience in a school serving a community with a semnificative number of Roma pupils and presents the degree to which Roma pupils are disadvantaged in the Romanian education system. - The third section, written by Daniela Angi and Gabriel Bădescu, sets the general framework for PISA tests and how they can influence or underpin public policies.-The fourth section, by Bogdan Florian and Sebastian Țoc, analyzes the results of PISA 2018 from the perspective of inequalities according to gender, socio-economic status of the candidates' families and the size of the locality where the assessment center is located.- The fifth and final section includes conclusions and a series of recommendations from the authors and the authors' side.
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    Policy note : educația în timpul pandemiei : răspunsuri la criza nesfârșită a sistemului educațional românesc
    (SNSPA, 2020) Florian, Bogdan; Țoc, Sebastian
    The public policy analysis and the recommendations that we propose for public debate are based on the expression of a personal concern regarding the situation of the education system in Romania, in the current context of measures to prevent the spread of SARS - CoV - 2. The absence of a serious debate in the public space on the short-term (until the end of the school year), medium-term (school year 2020 - 2021) and long-term (2021 - 2027) plans, more than a month after the closure of schools, is a serious cause for concern. The recent events are exceptional and have affected all countries equally, so Romania's situation is not unique. From the perspective of public policy analysis, we have access to various sources of information: statistical data, comparative analysis and even the presentation of examples of good practice. Our approach has two stages: an analysis of the state of play, of the conditions under which future public policies in the field of education are to be implemented, followed by a list of proposals and recommendations based on the findings of the analysis. It is obvious that in this school year, but certainly also in the one to come, the education system is and will be affected by the evolution of the SARS - CoV - 2 epidemic. The reopening of schools and the resumption of normal activities are, according to the scenarios and data available at the moment at national and international level2 , an unrealistic expectation. In the absence of an effective vaccine, it is obvious that no social crowding and social interaction will be possible without the official assumption of a risk of increased infection. The reopening of schools, subject to the imposition of public health measures as well as social distancing measures, is a more realistic premise in the medium term. The analysis we have made and the proposals we are formulating cover at least three different but, we argue, strongly interconnected areas. The first is the field of public health, here we are looking at the hygienic and sanitary conditions existing in educational establishments throughout Romania. The second area considered is that of education, more specifically the interactions between teachers and pupils with the aim of transferring knowledge but also to assess the skills acquired by pupils. The third domain is the social domain, more specifically the social services that the school, as an organization, as well as other organizational actors provide to the community in which it operates.
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    Tranziția inechitabilă către sistemul liceal : studiu de caz: admiterea la liceu în București, România.
    (Expert Projects Publishing House, 2021) Gheba, Andreea
    The main objective of this article is to analyze the interaction between the principle of proximity in the enrollment process to primary school and the high school admission mechanism from an educational equity perspective. Specifi cally, I conduct a case study in which I analyze how the type of school graduated by a student in Bucharest infl uences the type of high school at which she will be admitted, given the present system of allocation. As such, I am interested in identifying the extent to which the school where the student is enrolled (when parents, theoretically cannot choose, as it is dependent on the street where they reside) can represent an explanatory factor for the probability to be admitted at a particular high school (a stage when parents and students can manifest their preferences for a school/specialization).