Abstract
This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational “regime,” or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and cultural status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate “educational regime.”
Highlights
One of the most commonly declared aims of contemporary educational reforms is seeking for social justice and reducing the level of inequality
We extend the comparative analysis of educational systems to all EU countries, exploring them from the social and academic segregation perspective with a special focus on post-socialist EU member states
We investigated the effects of social and academic segregation and the peers’ effect in PISA 2015 data for new EU member states and aimed to determine the educational trajectories of these countries when compared with the “old” member states
Summary
One of the most commonly declared aims of contemporary educational reforms is seeking for social justice and reducing the level of inequality. The level of inequality is usually defined as the strength of the impact of an individual’s social background on educational attainment. One can find this or similar definitions both in empirical literature and in international comparative reports on education. Inequalities can be channelled both through the students’ backgrounds and through stratification-determined school characteristics. The strength of stratification is not the same across countries; its impact on achievements may vary according to the institutional context of each educational system, e. In countries with selective educational systems, the main criteria for selection is usually the level of the students’ academic abilities. Academic and social segregations reflect the importance of grouping practices into different schools according to social or academic criteria
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