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Educational Equality and the New Selective Schooling by Harry Brighouse was initially published by the Philosophy of Education Society of Great Britain in 2000. In this new edition, Brighouse has updated his argument, Kenneth R Howe and James Tooley have contributed counter-arguments and Graham Haydon has provided an introduction and afterword drawing the debates together. The issues debated in this new edition of Educational Equality include:. What is Educational Equality?. Why Does Educational Equality Matter?. Is Educational Equality Possible?. Educational Equality raises issues which

Der UN-Human Development Report 1990 stellt fest, Brasilien habe seine Chancen für eine menschliche Entwicklung verpasst. Diese Einschätzung geht auf die hohe Analphabetismusrate (18,7%) und die niedrige Lebenserwartung (65 Jahre) zurück. Trifft die Diagnose zu? Wie ist dieser Sachverhalt zu erklären? - In diesem Artikel wird die Bildungskrise als Ergebnis der Politik der Militärregierung (1964-1984) und der darauf folgenden Redemokratisierung (1985-1990) gedeutet. Die Bildungspolitik der letzten 30 Jahre wird anhand von drei Themenschwerpunkten (Finanzierung des Bildungswesens, öffentliche und private Schulen und Hochschulen sowie Bildungsqualität) untersucht. Für den Zeitraum von 1990-2000 werden Chancen einer Verbesserung der "menschlichen Entwicklung" (im Bildungsbereich) gesehen. Dies ist jedoch noch keine Garantie dafür, dass Brasilien im Jahre 2000 zu den reichen Industrienationen zählen wird. (DIPF/Orig.) ; According to the UN-Human Development Report 1990 Brazil is a country which has missed its opportunities for a human development, taking into account its high illiteracy rate (18,7%) and its low life expectation (65 years). Is this diagnosis correct? How can the problem be explained? This article makes the attempt to explain the educational crisis as a result of the military regime's policy (1964-1984) and further redemocratization efforts (1985-1990). The educational policy in the last 30 years as analysed by foccusing three main aspects (economic resources, relationship between private and public schools and quality of education). There are good possibilities to promote "human development" (especially education) in the next ten years but this does not necessarily mean that Brazil will have a chance to join the rieh industriahzed countries until the year 2000. (DIPF/Orig.)

In this paper educational careers are conceptualized as a function of the educational structure and a set of individual characteristics that comprise an individual's educational potential. Social inequality of education is defined in terms of the relationship between social origin and educational potential. Using this definition, it is shown that despite a marked increase in the number of students attaining higher education in Denmark, no change occurred in the social inequality of education. The relationship between social origin and educational potential is inferred by applying a stochastic process model in which the educational potential is assumed to govern the outcome.

AbstractThe distribution of education by social background and the mobility prospects of society are intimately connected. To begin to predict future trends in mobility in the UK we bring together evidence on educational inequality by family background for cohorts from 1958 to 2000 for a range of educational outcomes. There is evidence that educational inequalities have narrowed among recent cohorts as the overall level of educational achievement has increased. This could be promising for mobility provided the labour market returns to these qualifications are maintained. However, stubborn inequalities by background at higher attainment levels imply that narrowing inequalities and expanding equality of opportunity throughout the educational distribution is a difficult task.

Instructional media serve multiple functions in a school setting. They
can disseminate knowledge and skills while also informing and stimulating
discussion. They not only convey information and support learning
but also foster communication between teachers and pupils and between
classmates and groups. However, despite the significant role of teaching
media other than textbooks in the classroom, educational and media historians
have largely ignored them. This is all the more remarkable because
the current media revolution has made the media themselves particularly
topical. "Contact with and access to media," states Jelko Peters "presents a
significant and fundamental problem of our time, which is closely linked
with values such as freedom of communication and individual freedoms,
pluralism, access to education as well as involvement in culture and participation
in politics."

Historical background, methodological aspects, and results of centralized planning.

Внедрение индивидуальных образовательных траекторий (ИОТ) обучающихся в учебный процесс обеспечивает вариативность содержательной, деятельностной и процессуальной областей образовательного процесса и обогащает образовательную среду. В статье представлен опыт реализации ИОТ в Самарском университете в 2021–2023 гг., выделены уникальные особенности и отдельная логика конструирования образовательных треков для основных профессиональных образовательных программ высшего образования (ОПОП ВО) по уровням образования (для бакалавриата и специалитета; для магистратуры). Подробно рассмотрен механизм наполнения блока «Майнор» дисциплинами, соответствующими брендовым компетенциям Самарского университета, на основе открытого конкурса дисциплин ИОТ. Оценить качество процесса формирования индивидуальной образовательной траектории можно по анализу вовлеченности студенческой аудитории. Приводятся результаты опроса первокурсников на этапе выбора дисциплин ИОТ, позволяющие выявить содержательные и организационные признаки осуществления выбора. Образовательные результаты и достижения обучающихся в процессе освоения дисциплин ИОТ формируются в виде личного профиля компетенций. Анализ данных анкетирования обучающихся по программам бакалавриата/специалитета и магистратуры, прошедших обучение по наиболее востребованным дисциплинам ИОТ, дал возможность сделать вывод, что дополнительными результатами обучения по ИОТ являются саморефлексия, самосознание и самоопределение обучающихся. Реализация модели ИОТ позволяет гибко настраивать образовательные программы для достижения целевых показателей Самарского университета.
The implementation of students' individual educational trajectories (IET) in training ensures variability of content, activities and procedural parts of the educational process as well as enriches the learning environment. The article deals with the experience of IET implementation at Samara University in 2021-2023, highlights its unique features and a dedicated logic of educational track design in respect to the main professional educational programs designed for higher education (MPEPHE) with due regard to the education levels (Bachelor's and Specialist's degree programs; Master's degree programs). The mechanism for Minor Block content filling with academic disciplines pertaining to the brand-based competences of Samara University, based on the open IET discipline competition, is examined in detail. The quality of the individual educational trajectory formation can be assessed based on the analysis of the student audience involvement. The findings of the first-year students survey when they selected IET disciplines are specified in the article, with due regard to the content and organizational features which their choice was based on. Academic achievements and educational outcomes of students when mastering the IET disciplines are fixed in the personal competency profile. The analysis of survey data of the undergraduate and graduate students, who majored in the most in-demand IET academic disciplines, led to conclude that self-reflection, self-awareness and self-determination are extra IET training outcomes. The implementation of the IET model allows for flexible adjustment of educational programs to achieve the performance targets of Samara University.