LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVIN
The association of three concepts – quality, equity, inclusion –represents the transversal axis of international and European educational policy documents nowadays, hence being an important aim for all education systems. According to the UNESCO strategic documents on education for the period up to 2...
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| Format: | Article |
| Language: | English |
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National Centre for Policy and Evaluation in Education
2020-07-01
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| Series: | Revista de Pedagogie |
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| Online Access: | http://revped.ise.ro/wp-content/uploads/2020/07/RevPed_1_2020-33-52.pdf |
| _version_ | 1818667605568782336 |
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| author | Adela Mihaela ŢĂRANU |
| author_facet | Adela Mihaela ŢĂRANU |
| author_sort | Adela Mihaela ŢĂRANU |
| collection | DOAJ |
| description | The association of three concepts – quality, equity, inclusion –represents the transversal axis of international and European educational policy documents nowadays, hence being an important aim for all education systems. According to the UNESCO strategic documents on education for the period up to 2030 and to the development objectives for this millennium, the creation of inclusive educational systems stands as the surest path to social inclusion. Inclusion is an aspect consistent with value and with the principle of equity, aimed at ensuring the right of all children to develop and reach their full potential. The European Commission defines equity as the extent to which individuals can benefit from and access educational opportunities, educational interventions and outcomes, along with those of professional education and training.
At an international level, the early school leaving indicator assesses the extent to which a given system manages to fight inequalities in terms of exclusion. Accordingto the Eurostat 2019 data on Romania, at a level of 16.4% in 2018, the early school leaving and training rate (for individuals aged 18 to 24) remains one of the highest rates in the EU. The percentage is significantly higher compared to the EU average and to the national target for 2020. The study argues that in spite of the policies for improving the quality of education over the past decade, most of the measures are focused on approaching the social barriers regarding the access to education, and less on increasing the quality of the education provided in schools (education as a process). |
| first_indexed | 2024-12-17T06:23:05Z |
| format | Article |
| id | doaj.art-8ea69c330b1043dc875e6360182198c1 |
| institution | Directory Open Access Journal |
| issn | 0034-8678 2559-639X |
| language | English |
| last_indexed | 2024-12-17T06:23:05Z |
| publishDate | 2020-07-01 |
| publisher | National Centre for Policy and Evaluation in Education |
| record_format | Article |
| series | Revista de Pedagogie |
| spelling | doaj.art-8ea69c330b1043dc875e6360182198c12022-12-21T22:00:22ZengNational Centre for Policy and Evaluation in EducationRevista de Pedagogie0034-86782559-639X2020-07-01LXVIII13150https://doi.org/10.26755/RevPed/2020.1/31LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVINAdela Mihaela ŢĂRANU0Technical University of Civil EngineeringThe association of three concepts – quality, equity, inclusion –represents the transversal axis of international and European educational policy documents nowadays, hence being an important aim for all education systems. According to the UNESCO strategic documents on education for the period up to 2030 and to the development objectives for this millennium, the creation of inclusive educational systems stands as the surest path to social inclusion. Inclusion is an aspect consistent with value and with the principle of equity, aimed at ensuring the right of all children to develop and reach their full potential. The European Commission defines equity as the extent to which individuals can benefit from and access educational opportunities, educational interventions and outcomes, along with those of professional education and training. At an international level, the early school leaving indicator assesses the extent to which a given system manages to fight inequalities in terms of exclusion. Accordingto the Eurostat 2019 data on Romania, at a level of 16.4% in 2018, the early school leaving and training rate (for individuals aged 18 to 24) remains one of the highest rates in the EU. The percentage is significantly higher compared to the EU average and to the national target for 2020. The study argues that in spite of the policies for improving the quality of education over the past decade, most of the measures are focused on approaching the social barriers regarding the access to education, and less on increasing the quality of the education provided in schools (education as a process).http://revped.ise.ro/wp-content/uploads/2020/07/RevPed_1_2020-33-52.pdfearly school leavingeducational policiesequityinclusive educationquality education |
| spellingShingle | Adela Mihaela ŢĂRANU LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVIN Revista de Pedagogie early school leaving educational policies equity inclusive education quality education |
| title | LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVIN |
| title_full | LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVIN |
| title_fullStr | LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVIN |
| title_full_unstemmed | LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVIN |
| title_short | LOW QUALITY OF THE EDUCATIONAL PROCESS – MAIN CAUSE OF THE EARLY SCHOOL LEAVIN |
| title_sort | low quality of the educational process main cause of the early school leavin |
| topic | early school leaving educational policies equity inclusive education quality education |
| url | http://revped.ise.ro/wp-content/uploads/2020/07/RevPed_1_2020-33-52.pdf |
| work_keys_str_mv | AT adelamihaelataranu lowqualityoftheeducationalprocessmaincauseoftheearlyschoolleavin |