Inequality In Education. Dimensions And Solutions

Abstract

The proposed subject is included in fundamental and operational pedagogical research, promoted by decades through educational sociology, with a major impact on education policy, educational planning and educational management – applied at systemic and educational process level. The premises of inequality in education are: economic, social and pedagogical. The economic premises are related to the material status of the family and also to the raising of quality educational costs. The social premises are related to the politicians of education concepts on culture that are promoted and don not ensure a balance between the common the specialized curriculum, between mandatory and optional curriculum, between mass and elite school, formal and successful education access of graduates. The pedagogical premises are related to teachers’ didactic performance who do not ensure the particularities of their activity (lessons etc.) with the knowledge of the real potential of the pupil (scholar, psychological and social). The proposed solutions are placed at two extremes: a) radical solutions, inspired by the theory of social de-schooling of the society which is targeting the replacement of formal educational system with a non-formal educational network; b) reformed solutions, initiated by UNESCO, targeting the modification of the changing of education functioning in the line of its democracy and efficiency process. The reforming solution with chances in effective solving of the inequality issue in education is the one that emphasizes the pedagogical changing dimension, permanently connected to the general mission of school as promoter of culture and civilization.