Session Information
26 SES 10 A, National Educational Policies Addressing Equality and Equity: Experiences of Europe, USA, Australia, New Zealand, and India
Round table
Contribution
All nations agree, on principle, to the idea of inclusive and free education at the least up to the primary levels for all children. . As evidenced at the UNESCO Educational For ALL summit in 2000, irrespective of their past histories, current demographic, political or economic changes, nations of the world committed to create equal opportunities and improve access to schools for all children in their communities. They also agreed to reach their objectives in this regard by 2015.
The proposed round table session is a timely examination of the transition points at which five of these regions/countries are at the moment. Experiences of these countries vary based on their unique historic, political, social and economic conditions. While their policies continue to aim greater equity and equality in education, these nations still struggle to achieve parity. The round table will describe their (a) respective underserved subpopulations, (b) strategic vision and actions to improve educational access and quality for all (c) current accomplishments and (d) future steps in place. The discussion will highlight implications of these findings for educational policies, governance, accountability, social justice, leadership preparation and practice across these regions/countries.
The following question captures the over-arching theme of this round table: How have national educational policies addressed equality and equity? Presentations will include both qualitative and quantitative data as findings from each person’s overall analyses of policies, research reports and statistical data available. Below are excerpts of each presentation:
Europe: This presentation will illustrate how social background, gender and ethnicity still have an effect on what students take from contemporary schooling. Despite the emphasis on democratic values in the European society education acts are not fully achieving equality and equity. Current geo-political occurrences, increasing mobility within Europe and immigration are constantly challenging schools’ ideals of inclusive quality education for all.
United States of America: This presentation draws attention to the unequal access to education for generations of African Americans and how it is related to issues such as achievement gap, disproportional representation of African American students in special education and disciplinary actions. Also discussed are federal educational policies since 2001, that have provoked language minority groups to seek legal remedies to protect their rights to choose the language of instruction for their children and thereby preserve their cultural identity.
Australia: Multiple and ambivalent jurisdictional controls, differential and changing emphases on the importance of the education sectors, and lack of knowledge of how to effectively help marginalized groups provide discussion points for improvement of Australian education. In terms of supporting the development of young people through a seamless and high quality birth to adulthood education system, Australia is still a work in progress. For the development and support of educational leaders, a renewed emphasis on culturally responsive and social justice oriented leadership will be important.
New Zealand: The Country’s higher education policy is helping its national system transition to achieve greater equity in student outcomes. Of particular interest is the role of research and researchers in improving system performance through policy-making and implementation for under-served students (Airini & Anae, 2012). Promising practices in higher education policy relevant to Europe’s focus on broadening access and success will be described.
India: Since 1947, India has strived to provide equal access to groups like: schedule castes and tribes. With its experiments in allocating quotas for minority groups, India has increased their admissions in schools and colleges as well as in the public sector jobs. However, political, social and cultural aspects are still affecting equal opportunities for all minorities.
References
Academia.edu. (2012). Problems, prospects and future of education for minorities in India. Retrived from http://www.academia.edu/694871 Airini., Anae, M. (2010). Teu le va - Relationships across research and policy in Pasifika education. Wellington, New Zealand: Ministry of Education. http://www.educationcounts.govt.nz/publications/pasifika/teu-le-va-relationships-across-research-and-policy-in-pasifika-education/references Bilingual Education Act of 1968 (ESEA,Title VII) (P.L. 89-10). Blanchett, W.J. (2006). Disproportionate representation of African American students in special education: Acknowledging the role of white privilege and racism. Educational Researcher, 35, 24-28. Bowles, S. & Gintis, H. (2011). Schooling in capitalist America: Educational reform and the contradictions of economic life. Chicago, IL:Haymarket Books. Common Core State Standards. (2010). National Governors Association Center for Best Practices and Council of Chief State School Officers. Duru-Bellat, & S. Helme (Eds.), Educational inequality: Persistence and change (pp 23-47), Dordrecht, The Netherlands: Springer Netherlands. doi: 10.1007/978-1-4020-5916-2_2 Elementary and Secondary Education Act of 1965 (ESEA) (P.L. 89-10). Gale, T., & Densmore, K. (2003). Democratic educational leadership in contemporary times. International Journal of Leadership in Education, 6(2), 119-136. Gamoran, A. & Long, D.A. (2007). Equality of educational opportunity: A 40 year retrospective in international studies in educational inequality, theory and policy, Volume one. In R. Teese, S. Lamb, M. Gurr, D. (2014) Successful school leadership across contexts and cultures, Leading and Managing, 20(2). 75-88. Gurr, D. & Drysdale, L. (2012) Tensions and Dilemmas in Leading Australia’s Schools, School Leadership and Management, 32:5, pp. 403-420 Ministry of Education & Ministry of Business, Innovation & Employment. (2014). Tertiary Education Strategy 2014-2019. National Commission of Minority Education (2014). Retrived from http://wikipedeia.org Norberg, K., & Johansson, O. (2007). Ethical Dilemmas of Swedish School Leaders. Contrasts and Common Themes. Educational Management, Administration & Leadership, 35(2), 277-294 OECD. (2014). New Zealand – Country Note – Education at a Glance 2014: OECD Indicators. http://www.oecd.org/edu/New%20Zealand-EAG2014-Country-Note.pdf
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