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Martins, S. C. (2016). Performance, inequality, and the organisation of educational systems: an international comparison of the dynamics of schooling . In Proceedings of ADVED 2016 2nd International Conference on Advances in Education and Social Sciences. (pp. 448-456). Istambul: OCERINT.

S. C. Martins,  "Performance, inequality, and the organisation of educational systems: an international comparison of the dynamics of schooling ", in Proc. of ADVED 2016 2nd Int. Conf. on Advances in Education and Social Sciences, Istambul, OCERINT, 2016, pp. 448-456

@inproceedings{martins2016_1714862343224,
	author = "Martins, S. C.",
	title = "Performance, inequality, and the organisation of educational systems: an international comparison of the dynamics of schooling ",
	booktitle = "Proceedings of ADVED 2016 2nd International Conference on Advances in Education and Social Sciences",
	year = "2016",
	editor = "",
	volume = "",
	number = "",
	series = "",
	pages = "448-456",
	publisher = "OCERINT",
	address = "Istambul",
	organization = "",
	url = "http://www.ocerint.org/adved16_e-proceedings/"
}

TY  - CPAPER
TI  - Performance, inequality, and the organisation of educational systems: an international comparison of the dynamics of schooling 
T2  - Proceedings of ADVED 2016 2nd International Conference on Advances in Education and Social Sciences
AU  - Martins, S. C.
PY  - 2016
SP  - 448-456
CY  - Istambul
UR  - http://www.ocerint.org/adved16_e-proceedings/
AB  - This work aims to identify the main dynamics of education in a transnational and trans-regional perspective.
It proposes, therefore, a diachrony with a time span of more than half a century, pondering the meaning of
different categories in these processes, in particular those relating to gender and age. In addition,
considering the weight of education - taking into account their dynamics and spatial locations - in social
opportunities and their relationship with inequality of various types.
Thus, in a first interpretative axis, it proceeds to the characterisation of the most significant moments of
enlargement, relating them, simultaneously, to an identification of processes of educational inequalities. The
verification of the gradual increase of the access to and certification in educational and training systems, with
a historical depth of more than half a century, still referring to a reading of educational inequality associated
with other inequalities, such as the regional and national, age/generation and gender.
A second analytical axis is related to the capacity and performance of education systems to operate in these
dynamics. How do systems have been creating policies and cultures of functioning that will encourage
"impulses" or, on the other hand, make use of "discouraging" mechanisms, being faced with real difficulties
in producing basic skills and sustainable learning paths to operate in knowledge-based societies and
economies.
Finally, and in a complementary way, it also seeks to produce some relationship between inequality and the
fundamental guidelines prevailing in education systems, reflected in their performance and in the context of
integration and success of various social groups of students, particularly regarding social origins.
The findings of this study point to the relationship between education and the opportunities of life and social
inequalities and how education systems promote greater equity in the success and construction of school
paths. Several references and empirical sources are used and articulated, such as those relating to the
OECD, UNESCO, etc., which allow the deepening of these issues and, at the same time, comparisons
between countries and regions in an enlarged diachrony.
ER  -