Wellbeing at school and school as a way to increase wellbeing Overview of a set of already available

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Well-being at school and school as a way to
increase well-being Overview of a set of
already available indicators

• Marc DEMEUSE
• (University of Mons-Hainaut, B.)
• Ariane BAYE (University of Liège, B.)
• marc.demeuse_at_umh.ac.be
• Groupe européen de Recherche sur lEquité des
  Systèmes éducatifs (GERESE)
• European Group of Research on Equity of the
  Education systems (EGREES)

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Socrates SO2-61OBGE

• University of Liège, SPE, coordinator, Belgium
• University of Burgondy, IREDU, France
• University of Roma I, Italy
• University of York, United Kingdom
• Distance University of Madrid, Spain
• Catholic University of Louvain, GIRSEF, Belgium
  (1st project)
• Experts W. Hutmacher N. Bottani

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The story

• OECD Ines working group
• Hutmacher, Cochrane, Bottani (Eds) (2001). In
  pursuit of Equity in Education. Kluwer Academic
  Publishers.
• European Group of Research on Equity of
  Educational Systems, Socrates Project
• First report, 2003
• Fr/Eng, UE15
• http//europa.eu.int/comm/education/programmes/so
  crates/observation/equality_fr.pdf
• Validation of the work, June 2004
• UE25 and scientific experts

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The story

• Second report, 2005
• Fr/Eng, UE15
• Informal Council of European Ministers of
  Education (Brussels, February 2005)
• Third report, 2006
• Fr/Eng, UE25
• http//www.ulg.ac.be/pedaexpe/equite/
• (all available documents)

Report
Report
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The story is going on

• Survey on feelings of justice, 2005 2007
• Web site and pedagogical tools (pending)
• June, 8-9 workshop on Equity country profiles

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What was new ?

• Theoritical framework on Equity
• Framework of Equity indicators
• Data to compare Equity of the European Education
  Systems

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Why not speaking about Equality ?

• Equality equivalence between two or more terms
  (Hutmacher)
• Equality of what ? (Sen)

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Different principles of equality

• No interest in equality
•  natural  or  libertarian  positions
• Equality of access or opportunity
• Equality of treatment
• Equality of achievement or academic success
• Equality of actualization (social output)

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From Equality to Equity

• Equity which inequalities are fair ?
• Equity is a matter of justice

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Theories of justice

• Nozick formal equality freedom
• Utilitarianism Effectiveness (inequalities have
  to promote effectiveness)
• Walzer spheres of justice
• Roemer, Fleurbaey Responsibility (talent,
  effort and resources)
• Sen equality of capabilities
• Rawls democratic equality

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How to work on Equity at the international level
?

• Different Membre States different principles
  of justice.
• Our objective was to open the discussion, not to
  adopt a normative point of view.
• But to have an open discussion, we need common
  words and interesting data.
• gt a common framework of indicators

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Eight principles

• How to build a coherent set of indicators on
  Equity in Education ?

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Principle 1

• The indicators must enable to discuss in the
  context of various existing principles of
  justice.

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Principle 2

• Relevant inequalities are of three kinds
• Inequalities between individuals must not hinder
  social cooperation on an equal basis
• Inequalities between social groups must be
  compatible with equality of opportunity
• Nobody should leave education without a minimum
  set of skills

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Principle 3

• The more relevant social categories are those
  from which the individual cannot escape
• social origin
• national origin
• gender
• Other possible categories rural vs. urban areas,
  regions

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Principle 4

• Among the assets distributed by the educational
  systems, we need to concentrate on those of which
  fair distribution is more important for
  individuals or for the society

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Principle 5

• Since we intend to evaluate the equity of
  educational systems and not only to measure
  educational inequality, we have to measure also
  inequalities upstream the educational system and
  those that affect the teaching process itself.

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Principle 6

• Educational systems do not only deliver knowledge
  and skills, they are also an important part of
  the students life. Therefore equity means not
  only that educational assets have to be
  distributed in an equitable way, but also that
  students have to be treated in an equitable way
  by the system,its employees and by their
  classmates.

Quick Survey
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Principle 7

• Because a just educational system is also a
  system that favours social equity, indicators
  must relate not only to educational inequalities,
  but also to the social and political effects of
  those inequalities

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Principle 8

• The system of indicators must measure
  inequalities, but it must also identify the
  judgment of citizens and of the systems users
  about the equity of the current education system
  and the criteria underlying that judgement

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1st axis
school is not alone
school is not alone
Internal outputs
External outputs
Context
Process
SCHOOL
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2nd axis
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2nd axis
1st axis
?
?
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2nd axis
1st axis
?
?
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Data sources (EU-25)

• Labour Force Survey (EUROSTAT)
• Survey on Income and Living Conditions (SILC)
  (EUROSTAT)
• UOE (UNESCO, OCDE, EUROSTAT)
• PISA 2000 PISA 2003 (OCDE)
• European Social Survey (ESS) (Norwegian Social
  Science Data Services)
• Public Funding and Private Return to Education
  (PURE)
• IALS (International Adult Lifeskills Survey)
  (OCDE Statistic Canada)

Quick Survey (5  countries )
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Availability of information for Equity 2006
(Total number of data/variables 92)
lt30
60-85
90-99
100
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Interpreting the indicators using theories of
justice
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Interpretations

• Rawls inequalities of education must be turned
  to the benefit of the most disadvantaged
• Skills of the weakest students
• Contribution of education to economical growth
• Social transfers
• Living together
• Values and practices of the most educated

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Contribution envers les défavorisés Benefits for
desavantaged
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Interpretations

• Walzer independence of the spheres of justice gt
  lower social and professional return on the
  diploma (acc.to Meuret)
• Importance of the benefits associated to more
  education
• Employment, occupational status, reading level,
  continuous training, cultural practices,
  communication with children, reading and
  mathematics skills of the children

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Bénéfices de léducation Benefits of education
Chypre
Malte
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Bénéfices de léducation Benefits of education
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Interpretations

• Walzer independence of the spheres of justice
• Importance of the differences between groups in
  societies and in the different education systems
• Differences in social, economical and cultural
  context by socio-economical status, place of
  birth, gender compared to differences in reading
  and mathematics by socio-economical status, place
  of birth, gender

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Contexte social Social context
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Résultats internes Internal outputs
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Interpreting the indicators using EGREES framework
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Four main questions

• How important are the inequalities within each
  education system?
• What are the benefits linked to education in the
  various countries?
• Do the different educational systems have a
  developing role or a reducing role of the
  background inequalities?
• In which extent do the educational inequalities
  benefit to the disadvantaged and favour the
  social mobility?

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Interpreting the indicators using national
principles of equality
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Interpreting the indicators using national
principles of equality

• To identify the model of justice which matches
  the best with the national criteria of justice
• To identify, in the Equity indicators, which best
  matches with the national model of justice
• To analyse the country position on the Equity
  indicators
• To identify national or international data which
  could be added to the Equity indicators systems
  to best illustrate the national situation