Education and educational policy in the enlarged EU – the case of the Czech Republic NATIONAL...
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Education and educational policy in the enlarged EU – the case of the Czech Republic
NATIONAL CONTEXT
New school act equity as a priority self evaluation now mandatory for schools
Curricular reform key competences defined as outcomes role of schools: within a given framework, to find
their way towards the outcomes provide an account Curricular reform is a quality assurance process
Accountability for improvement?
are competences measurable?
EUROPEAN CONTEXT Equity is a factor of quality
Performance of systems in terms of equity – Council of EU Feb 21st 2005 What structural factors can ministers identify in
their own education systems which ensure their efficiency and equity?
How do you evaluate the performance of the education systems in terms of equity? How do you use the results of these evaluations?
Which form of quality assurance would raise accountability and improve (efficiency and equity) in schools?
SCHOOL ACT 2004, valid since 2005
§ 2 Principles and aims of education (1) Education is based on principles of a) equal access of any citizen of the Czech
Republic or of another member state of EU to education without any discrimination on the basis of race, skin colour, sex, language, faith, nationality, ethnic or social origin… health state or other state of a citizen,
b) taking into account educational needs of every individual
RHETORICS
The education system in the Czech Republic guarantees equal access to education for all citizens. The situation in education is good, illiteracy is practically non-existent in the country, and the percentage of persons failing to complete basic education is low as well (approx. 4%).
2003 JOINT MEMORANDUM ON SOCIAL INCLUSION OF CZECH REPUBLIC
IMPLEMENTATION GAP
Czech Republic has a problem in the area of equal opportunities
(….PISA 2000, PISA 2003…)
KEY WORDS:
awareness
barrier
values
EDUCATIONAL SYSTEM
( 3- 6) pre-school education
( 6-15) basic ( 6- 11) primary(11-15) lower secondary
(15-19) upper secondary
(19-…25) tertiary professional schools… universities)
Edu system - Scheme.xls GENSHAGEN Scheme.xls
(11-19) (= „11+“) lower + upper secondary
BUT
“11+” schools
Where are studying the best 15 year olds in their compulsory schooling?
Among the best 8,5 % of all pupils, there is over 60% pupils of basic schools and less than 40% pupils of 11+ schools.
Learning for LifeResults of PISA 2003
10 000 best pupils of 9th grade attending basic school reach in average more than 30 points more than all pupils attending 11+ schools
Learning for LifeResults of PISA 2003
aspiration
resultsresultsaspiratio
n
Results, family background and aspirations of pupils
the most succesful pupils of basic schools
all pupils of gymnasia
Learning for LifeResults of PISA 2003
aspirations
results
aspirations
Results, family background and aspirations of pupils
aspiration corresponds to the status of a school, not to that of the individual!
Gymnasia
Vocational schools
Apprenticeship schools
results
Aspirations are formed not only according to abilities but also by family background and a type of the school
„Sympathy does not raise achievement, aspiration does“
Learning for LifeResults of PISA 2003
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Aus
tria
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Pol
and
Hun
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Ital
y
Sw
itzer
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Kor
ea
Uni
ted
Kin
gdom
Uni
ted
Sta
tes
Irel
and
Can
ada
Sw
eden
Spa
in
Nor
way
Fin
land
Eff ect of students' economic, social and cultural statusEff ect of schools' mean economic, social and cultural status
Effects of students’ and schools’ socio-economic background on student performance(Effects associated with half a standard deviation on the socio-economic index)
PISA 2000 Andreas Schleicher
Low Performanc
e
Low Social equity
Low performance
Low social equity
High performance
Low social equity
Low performance
High social equity
.
High performance
High social equity
HighSocial equity
Finland KoreaJ apan
Iceland
Canada
I relandSweden
Spain
I talyPoland
GreecePortugal
Luxembourg
Denmark
Austria
Norway
New ZealandAustraliaUnited Kingdom
BelgiumFrance
United States
Switzerland
Czech Republik
HungaryGermany
430
450
470
490
510
530
550
-25 -20 -15 -10 -5 0 5 10 15 20 25
High Performance (reading, math and science)
PISA 2000 Andreas Schleicher
Early selection and institutional stratification
Low degree of stratification
High degree of stratificationFinland KoreaJ apan
Iceland
Canada
I relandSweden
Spain
I talyPoland
GreecePortugal
Luxembourg
Denmark
Austria
Norway
New ZealandAustraliaUnited Kingdom
BelgiumFrance
United States
Switzerland
Czech Republik
HungaryGermany
430
450
470
490
510
530
550
-25 -20 -15 -10 -5 0 5 10 15 20 25
Low Performanc
e
HighPerformanc
e
Low Social equity
.
HighSocial equity
PISA 2000 Andreas Schleicher
Learning for Life - PISA 2003
inertia of a selectiveness
Differences in pupils´ results among and within schools
Learning for Life - Results of PISA 2003
Differences between boys and girls
Differences between boys and girls in mathematical literacy in OECD countries „favour boys – significantly. The only country where girls achieve significantly better is Iceland.
The fact that the differences are a conseqence of a broader cultural and educational context and not of different abilities of boys and girls is manifested by a success of many countries to press down or eliminate these differences.
The Czech Republic belongs to countries with above average differences between boys and girls
blindness to diversity
Differences in average results of individual countries between years 2000 and 2003