Comparative Report: Equity and Quality in EducationSupporting Disadvantaged Students and Schools
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Reducing school failure pays off for both society and individuals
The highest performing education systems across OECD countries are those that combine high quality and equity. However, across OECD countries, almost one of every five students does not reach a basic minimum level of skills to function in today’s societies and students from low socio-economic background are twice as likely to be low performers.
The new comparative report: Equity and Quality in Education: Supporting Disadvantaged Students and Schools provides policy recommendations, evidence, relevant cases and implementation strategies on how to support disadvantaged students and schools, as improving opportunities for them benefits education systems and societies as a whole. This report is the result of the thematic review on Overcoming School Failure: Policies That Work.
The OECD can continue to support individual countries at their request on how to best promote education policy reforms geared to reduce school failure in an international comparative framework
Equity and Quality in Education: Supporting Disadvantaged Students and Schools
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The Country Background Reports were prepared by countries according to a common framework.
The Country Spotlight Reports have been prepared in light of the comparative report and its recommendations.
Pointers for policy development
Blogs and press release
In February 2010, the OECD launched the Review Overcoming School Failure: Policies that Work. The Review updated research and country practices on issues related to equity and school failure; identified innovative and successful policy practices; facilitated exchanges of lessons and policy options among countries; and provided a framework of options for governments to consider.
The main results of the review are published in the new comparative report: Equity and Quality in Education: Supporting Disadvantaged Students and Schools. It argues that investing in equity in education is economically efficient, in particular if investments are made early on and up to at least the end of upper secondary. It looks into system level and school level policies to promote equity and quality. It also provides evidence, relevant cases and implementation strategies on how to support disadvantaged students and schools.
Nine OECD countries took active part in the Review by providing country background reports as well as support and guidance throughout the study: Austria, Canada (Manitoba, Ontario, Québec and Yukon), Czech Republic, France, Greece, Ireland, Netherlands, Spain and Sweden. The project has also built upon previous work done in the Directorate, notably the Thematic Review on Equity, which resulted in the OECD No More Failures: Ten Steps to Equity in Education (2007). It has been complemented with international workshops, working papers, empirical data and research analysis.
Permanent URL: www.oecd.org/edu/equity