Measuring educational institutional diversity: tracking, vocational orientation and standardisation
Measuring educational institutional diversity: tracking, vocational orientation and standardisation
复制标题
衡量教育机构多样性：跟踪、职业导向和标准化
DOI：
10.1332/policypress/9781447326106.003.0005
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
H. Werfhorst
中科院分区：
文献类型：
--
作者：
Thijs Bol;H. Werfhorst
教育系统至少在三个方面有所不同：跟踪学生的时间和形式，系统提供特定职业技能的程度，以及教育系统在全国范围内标准化的程度。这三个方面的现有概念相当零散，在本章中，我们根据各种数据来源(经合组织、教科文组织、TIMSS、PISA和Eurydice)为大量国家制定了新的指标。通过我们的新指标，我们考察了教育系统如何影响学校教育的四个核心职能：机会平等、优化学生技能、将学生分配到劳动力市场，以及为积极参与社会做好准备。
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.