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Appunti inerenti l'esame di Sociologia dell'educazione del prof. Viteritti riguardanti Educational Policies in the Southern-European Model of Welfare, Questions, Theoretical Approach, Methodology, Welfare Models and Education, Southern European Model e altro ancora.

Esame di Sociologia dell'educazione docente Prof. A. Viteritti

Anteprima

ESTRATTO DOCUMENTO

Questions

How educational policies are considered in

 welfare state models ?

What is the role of educational policies in the

 countries of South-european welfare state model

?

Has Europeization affected educational policy-

 making in those countries ? In what sense ?

If these countries present a distinctiveness or a

 convergence in educational policies, how to

interpret this outcome ?

Theoretical Approach

Welfare State Models (Esping-Andersen,

 Ferrera)

Comparative Research on Educational Systems

 (Archer, Ball etc.)

Neo-institutionalism in Education (Meyer and

 Scott; Meyer and Rowan, 2006)

Methodology

Educational Performances through Statistical

 Data against Lisbon Strategy (Eurostat, OECD)

Analysis of Educational Policies in 4 Countries

 (Greece, Portugal, Spain, Italy) through

European and national documents, European

comparative research, Field study (in case of

Italy)

Welfare Models and Education

Comparative analyses of the forms of social protection do not

 devote particular attention to the area of the phenomena of

education which does not figure among the relevant variables in the

European models of welfare (Esping Andersen, 1990 and 2000).

The most succesfull typology points out three models: the social

 democratic regime , that includes the north european countries with

wider universalistic principles and coverages; the liberal regime ,

drawing on individuals and on capabilities of autonomy, and that

comprises the european countries english-speakers and the

corporatist regime , where the social inclusion and social assistance

are granted via work-related scheme and regard european countries

of central europe.

Southern European Model (SEM)

Further analysis leaded to distinguish the

 southern european model (Ferrera, 1996,

2000) by the then South EU (Portugal,

Spain, Italia, Greece)

SEM: high fragmentation and polarization

 of income maintenance system, creation

of a universalistic NHS, familism, social

security on occupational basis, clientelism

and patronage networks, VET

underdeveloped, etc.

Educational Policies

In the process of differentiation of school systems, at least three

trajectories, only partially replicating models of welfare (Benadusi,

2006, see also Rescalli, 1995).:

The dual model

 Includes countries in Central Europe (not entirely coinciding with the ‘corporatist’ typology of

welfare models), especially the German-speaking countries, with a school curriculum

characterised by an early differentiation, i n the presence of a attributed high value at the

VET

The democratic model

 Includes for ex. Great Britain, France and Italy, where there have been policies of raising

compulsory education in the school system, with attempts at the comprehensivization of

curricula by prolonging the choice in the areas of study, and, thus, the trajectories of

vocational education and training aiming at guaranteeing equity of opportunities, beyond

social origin.

The scandinavian model

 a high ‘comprehensivization’ of curricula, and the development of an integration of

social and educational policies, generally gaining positive results in the reduction

of social and economic disparities.

SEM: A ‘common destiny’ in

educational performances ?

the level of achievement among the youth of the

 secondary degree of instruction;

the percentage of young people leaving the education

 and training system early;

the rate of adult population (between 24 and 61 years)

 who own an upper secondary school leaving certificate;

the percentage of public education expense in reference

 to GPL;

the rate of adult population participating to education and

 training activities (the rate of participation to lifelong

learning systems).

Level of Attaintment of Secondary School

Table 1 - Population 20-24 with at least upper secondary school (%)

1995 2000 2005

EU (27) : 76,6 77,4

Greece 73,8 79,2 84,1

Spain 59 66 61,8

Portugal 45,1 43,2 49

Italia 58,9 69.4 73,6

Source: Eurostat

Early school leavers

Tab. 2 - Population 18-24 with at most compulsory school and not involved in

any educational and training (%) 1995 2000 2005

EU (27) : 17.6 15,6

Greece 22,4 18,2 13,3

Spain 33,8 29,1 30.8

Portugal 41,4 42,6 38,6

Italia 32,8 25,3 21,9

Source: Eurostat

Population with a least upper

secondary school

Tab. 3 - Population with at least upper secondary school (25-64 a.) (%)

1995 2000 2005

EU (27) : 64,4 69,3

Greece 42,6 51,6 60

Spain 29,5 38,6 48,5

Portugal 21,9 19,4 26,5

Italia 36,3 45.2 50,4

Source: Eurostat Lifelong learning

Tab. 4 - Adult population 25-64 in lifelong learning

1995 2000 2005

EU (27) : 7.1 9,7

Greece 0,9 1 1,9

Spain 4,3 4.1 10.5

Italia 3,8 4.8 5,8

Portugal 3,3 3,4 4,1

Source: Eurostat Public Spending

Tab. 5 - Public spending (% GPD) 1995 2000 2003

EU (27) : : 5.17

Greece 2.87 3.71 3.94

Spain 4,66 4,28 4,28

Italia 4,85 4,47 4,74

Portugal 5.37 5.42 5.61

Source: Eurostat OECD_PISA (2003)

Tab. 6 - Scores

Paesi/Scala Literacy Matematics Science

Belgium 507 529 509

Germany 491 503 502

Holland 513 538 524

France 496 511 511

Austria 491 506 491

Switzerland 499 527 513

Denmark 492 514 475

Finland 543 544 548

Sweden 514 509 506

Norway 500 495 484

Greece 472 445 481

Italia 476 466 486

Portugal 478 466 468

Spain 481 485 487


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DETTAGLI
Corso di laurea: Corso di laurea in sociologia
SSD:
A.A.: 2012-2013

I contenuti di questa pagina costituiscono rielaborazioni personali del Publisher nadia_87 di informazioni apprese con la frequenza delle lezioni di Sociologia dell'educazione e studio autonomo di eventuali libri di riferimento in preparazione dell'esame finale o della tesi. Non devono intendersi come materiale ufficiale dell'università La Sapienza - Uniroma1 o del prof Viteritti Assunta.

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