Bildungssysteme und soziale Ungleichheit

Below, Susanne von

doi:10.1007/978-3-322-97567-6

Cited by 40 publications

(6 citation statements)

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“…The related higher selectivity of schools offering medium and high curricula if they receive lower percentages of pupils due to the larger size of the vocational sector may avoid a watering down of the curriculum and a slackening of standards. We do not find a trade-off between socioeconomic inequality and high educational performance within highly stratified systems, in contrast to Von Below (2002).…”

Section: Educational Policy Can Make a Differencecontrasting

confidence: 77%

“…One of the reasons for the ongoing stalemate in the German debates of educational policies is the assumed trade-off between socioeconomic inequality and high educational performance within highly stratified systems (Von Below, 2002). We do not find such a trade-off for the educational systems compared.…”

Section: Implications For the Explanation Of The Differences In Educamentioning

confidence: 72%

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The high performance of Dutch and Flemish 15-year-old native pupils: explaining country differences in math scores between highly stratified educational systems

Prokic-Breuer

Dronkers

2012

Educational Research and Evaluation

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This paper aims to explain the high scores of 15-year-old native pupils in The Netherlands and Flanders by comparing them with the scores of pupils in countries with the same highly stratified educational system: Wallonia, the German La¨nder, the Swiss German cantons, and Austria. We use the data from the Programme for International Pupil Assessment (PISA) 2006 together with the specific PISA data of Germany and Switzerland. We apply a multilevel model that takes into account the individual-, curriculum-, and system-level features in these highly stratified educational systems. The high scores of the Dutch pupils can be explained by the size of The Netherlands' vocational sector. The high Flemish scores can be partly explained by the high curriculum mobility. Central exit exams are not a good explanation of the high Dutch scores. Despite being limited to highly stratified systems, we still find educational policies and arrangements to have significant effects on the educational performance of pupils.

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Section: Educational Policy Can Make a Differencecontrasting

confidence: 77%

Section: Implications For the Explanation Of The Differences In Educamentioning

confidence: 72%

The high performance of Dutch and Flemish 15-year-old native pupils: explaining country differences in math scores between highly stratified educational systems

Prokic-Breuer

Dronkers

2012

Educational Research and Evaluation

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“…Hopper's efforts are also restricted to only a few nations but he already refers to the stratification of educational opportunities as the central dimension of a typology of education systems. One more recent classificatory attempt which remains within the borders of one country is Below's (2002) typology of state education systems that appears to have great empirical validity for Eastern German federal states.…”

Section: Discussionmentioning

confidence: 99%

“…The two states were obviously quite different in terms of their macroeconomic structure. Apart from some basic similarities, their education systems also differed in important aspects (see Below 2002). A rough but the only available proxy for identifying individuals who might have completed their education in the former German Democratic Republic is the information whether the respondent lived in the Eastern part of Germany at the time of the interview (1994).…”

Section: Educational Mobility Defined Methods Data and Measurementmentioning

confidence: 99%

Persistent Inequality in Educational Attainment and its Institutional Context

Pfeffer¹

2008

European Sociological Review

450

320

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“…Most studies in this field are concerned with general schooling, focusing on how school structure shapes individual decision making. In particular, it is the early separation of children into different school forms that was identified as central to the evolution of inequalities in education and low intergenerational mobility (e.g., Bauer and Riphahn 2006;Boudon 1974;Breen and Goldthorpe 1997;Erikson and Jonsson 1996;von Below 2002;Pfeffer 2009;van de Werfhorst and Mijs 2010). Further studies indicate that educational institutions also affect individual labour market entry (Allmendinger 1989;Müller and Shavit 1998) and the assessment of an individual of his or her economic position (Groß 2003).…”

Section: Educational Institutions: State Of Research and Theoretical ...mentioning

confidence: 99%

New Institutional Linkages Between Dual Vocational Training and Higher Education: A Comparative Analysis of Germany, Austria and Switzerland

Ebner

Graf

Nikolai

2013

Integration and Inequality in Educational Institutions

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The expansion of the service sector, changes in technology and increasing demand for abstract and codified knowledge feed the need for qualified personnel. The transformation of work has profound consequences for the process of skill acquisition in schools, vocational training institutions and the workplace. In countries like the US or France, which can be characterised as "internal labour markets" (ILMs), the link between the education system and the labour market is rather loose and it is mostly the company which is in charge of organising work and jobs. In contrast to this, in "occupational labour markets" (OLMs) like Germany or the Netherlands, the education system provides occupation-specific skills and jobs are very much structured around standardised occupations that require specific formal training (Marsden 1990;Gangl 2001). 1 We decided to put the spotlight on three countries within the O L M cluster: Germany, Austria and Switzerland. In the political economy literature, these countries have also been labelled as "collective skill systems" (Thelen and 1 Similarly, Maurice et al. (1986) distinguish between "organisational spaces" and "qualificational spaces".

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Bildungssysteme und soziale Ungleichheit

Cited by 40 publications

References 0 publications

The high performance of Dutch and Flemish 15-year-old native pupils: explaining country differences in math scores between highly stratified educational systems

The high performance of Dutch and Flemish 15-year-old native pupils: explaining country differences in math scores between highly stratified educational systems

Persistent Inequality in Educational Attainment and its Institutional Context

New Institutional Linkages Between Dual Vocational Training and Higher Education: A Comparative Analysis of Germany, Austria and Switzerland

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