| Imprint: |
Ljubljana : Univerza V Ljubljani, 2026 |
| Description: |
5 pàg. |
| Abstract: |
Since the second half of the twentieth century, education has been seen as a key institution for promoting equal opportunities. Consequently, democratic governments have sought to develop policies to mitigate the effects of social inequalities on access to education, schooling conditions and educational outcomes. Yet the persistence of inequality across education systems in developed countries raises fundamental questions about how best to design policies and practices that can offset social disadvantage and provide a legitimate foundation for a meritocratic system and fair access to social positions. In this global context, achieving sustainable improvement in schools that address inequalities in students' learning outcomes - particularly for those from disadvantaged backgrounds - remains a significant global challenge (e. g. , OECD, 2012; UNESCO, 2015). |
| Rights: |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.  |
| Language: |
Anglès |
| Document: |
Article ; recerca ; Versió publicada |
| Subject: |
SDG 4 - Quality Education ;
Inclusive Education |
| Published in: |
Center for Educational Policy Studies Journal, Vol. 16, Num. 1 (2026) , p. 7-11, ISSN 2232-2647 |
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