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Education Systems and InequalitiesInternational Comparisons$
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Andreas Hadjar and Christiane Gross

Print publication date: 2016

Print ISBN-13: 9781447326106

Published to Policy Press Scholarship Online: January 2017

DOI: 10.1332/policypress/9781447326106.001.0001

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Measuring educational institutional diversity: tracking, vocational orientation and standardisation

Measuring educational institutional diversity: tracking, vocational orientation and standardisation

Chapter:
(p.73) Four Measuring educational institutional diversity: tracking, vocational orientation and standardisation
Source:
Education Systems and Inequalities
Author(s):

Thijs Bol

Herman G. van de Werfhorst

Publisher:
Policy Press
DOI:10.1332/policypress/9781447326106.003.0005

Educational systems differ in at least three dimensions: the timing and form of tracking students, the extent to which a system provides vocationally specific skills, and the extent to which an educational system is standardised nationwide. Existing conceptualisations of these three dimensions are rather fragmented, and in this chapter we develop new indicators for a large number of countries, based on various sources of data (OECD, UNESCO, TIMSS, PISA and Eurydice). With our new indicators we examine how educational systems affect four core functions of schooling: equality of opportunity, the optimisation of student skills, the allocation of students to the labour market, and the preparation for active participation in society at large.

Keywords:   student tracking, equality of opportunity, PISA, educational systems

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