What has been done to achieve fairer and more efficient education systems, and what more can be done in the future?
Stephen Gorard provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU28 countries, USA, Pakistan and Japan.
This approachable, rich text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.
Stephen Gorard is Professor of Education and Public Policy at Durham University. He is a member of the UK DfE Associate Pool, the British Academy grants panel, the ESRC commissioning panel for Strategic Networks, and Fellow of the Academy of Social Sciences. He regularly gives advice to governments and other policy-makers, and is a widely read and cited methodologist, involved in international and regional capacity-building activities, and used as an adviser on the design of rigorous evaluations by central and local governments, NGOs and charities.
Introduction: the themes of the book;
The nature of the evidence assembled;
Differential outcomes at school and beyond;
The clustering of access to schools;
Differential attainment at school;
Differential school ‘effects’;
Learning beyond institutions;
The wider outcomes of schools as societies;
Widening participation to higher education;
The supply of professionals;
Widening participation to other opportunities;
Where now for equity and effectiveness policy?.
"Gorard has a habit of making his readers confront the unsettling facts of education policy in a way only a researcher of his calibre and insight can. Policy-makers, take note." Stuart Kime, Evidence-based Education
"Ambitious and eruditely written, this book is a myth-busting tour de force bringing together 20 years of evidence to tackle the most pressing issues in education policy and research." Andrew Wilkins, University of East London
"'Extends a growing body of critical evidence to inform policy and practice in education, with particular regard to inequalities and social justice. The book provides an expert voice and will appeal to policy makers, school leaders, teachers, students and higher education professionals as well as any individuals interested in the future of education." Feyisa Demie, Durham University