Consideration of equity in national education plans

• In Event: Measurement of Equity in Education: A Handbook

Proposal

This presentation draws on chapter 4 of the Equity Handbook, which aims to provide policymakers with relevant information to be taken into account when deciding on the types of indicators that are suitable for tracking of learning with the intention of achieving commitments to leaving no one behind. It begins by presenting evidence on the extent to which national education plans include measures for tracking progress towards equity. Based on a review of over 70 national plans, it finds that equity measures are more commonly available for indicators related to access at the primary level. Few national education plans include indicators for learning and, for those that do so, the main dimension of inequality included is gender.

Building on chapters 2 and 3 of the handbook, the presentation will then highlight the importance of including a wider range of dimensions of disadvantage for tracking progress towards education goals, and indicate how such data can be collected and used. Examples of countries that provide positive lessons for tracking progress to achieve equity in access and learning will be identified. Finally, the presentation considers priorities for redistributive public financing as a means to reduce inequality gaps.

Authors

• Pauline Rose, University of Cambridge

• Ben Alcott, University of Cambridge

• Ricardo Sabates, University of Cambridge

• Rodrigo Torres, Institute of Education, University College London