Italian Journal of Health Education, Sports and Inclusive Didactics
EQUITY AND INCLUSION: COMPARATIVE ANALYSIS ACROSS OECD EDUCATION SYSTEMS
Abstract
Global trends such as demographic changes, migration crises, and growing inequality lead governments to reflect on how to promote equity and inclusion. The OECD Strength through Diversity Project (OECD, 2023) shares definitions of equity and inclusion from 34 different education systems and identifies six dimensions of diversity: migration; ethnic groups, national minorities, and Indigenous peoples; gender; LGBTQI+; special education needs (SEN); giftedness. The project asks participating countries if there is a specific term in their educational jurisdiction to indicate the diversity; the terms differ between countries, which poses a challenge for the comparative analysis. However, the textual analysis of the definitions provided by the countries reveals recurring keywords in many education systems, highlighting examples of "best practices" such as in Portugal, which since 2018 has shifted the focus from identifying student characteristics to identifying student support measures.
Keywords
Full Text:
PDF (Italiano)References
Carruba, M. C. (2021). Differenziazione didattica e tecnologia: per una scuola in grado di accogliere tutti gli allievi, “non uno di meno”. In D. Ianes, H. Demo (Eds.), Non uno di meno: Didattica e inclusione scolastica. Milano: FrancoAngeli.
Carruba, M. C. (2016). Classroom Management and Inclusion: Pedagogical And Technological Approach. Tojet: The Turkish Online Journal of Educational Technology, (Special issue for INTE 2016, November), 462-468.
Cerna, L. et al. (2021). Promoting inclusive education for diverse societies: A conceptual framework. OECD Education Working Papers, No. 260. Paris: OECD Publishing. https://doi.org/10.1787/94ab68c6-en.
Damiani, V., Losito, B., & Sanzo, A. (2018). Large-scale assessment on civic and citizenship education: historical perspectives and future research developments. Rivista di storia dell’educazione, 5(2), 185-203.
De Santis, C. (2022). Competenze e valutazione nel modello DADA. Didattiche per Ambienti Di Apprendimento, pratiche educative e punto di vista genitoriale: uno studio di caso. Roma: Stamen.
Germani, S. & De Santis, C. (2022). The Effect of Parental Involvement on Students’ Motivation to Learn and Well-being. Q-Times Journal of Education Technology and Social Studies, 14(3), 399-411.
Guthrie, C. et al. (2019). Strength through diversity: Country spotlight report for Chile. OECD Education Working Papers, No. 210. Paris: OECD Publishing. https://doi.org/10.1787/058bc849-en.
Masdeu Navarro, F. (2015). Learning support staff: A literature review. OECD Education Working Papers, No. 125. Paris: OECD Publishing. https://doi.org/10.1787/5jrnzm39w45l-en.
Mezzanotte, C. (2020). Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD). OECD Education Working Papers, No. 238. Paris: OECD Publishing. https://doi.org/10.1787/49af95e0-en.
OECD (2004). What Makes School Systems Perform? Seeing School Systems through the Prism of PISA. Paris: OECD Publishing.
OECD (2019 a). OECD Skills Strategy 2019: Skills to Shape a Better Future. Paris: OECD Publishing.
OECD (2019b). Trends Shaping Education 2019. OECD Publishing. https://doi.org/10.1787/trends_edu-2019-en.
OECD (2022). Education at a Glance 2022: OECD Indicators. Paris: OECD Publishing. https://doi.org/10.1787/3197152b-en.
OECD (2023). Equity and Inclusion in Education: Finding Strength through Diversity. OECD Publishing.https://doi.org/10.1787/e9072e21-en.
Tomlinson, C. (2005). Grading and Differentiation: Paradox or Good Practice?. Theory Into Practice, Vol. 44/3, pp. 262-269. https://doi.org/10.1207/s15430421tip4403_11.
UNESCO-UIS (2012). International Standard Classification of Education ISCED 2011. Canada: UNESCO-UIS.
DOI: https://doi.org/10.32043/gsd.v7i1.817
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN: 2532-3296