Integratie en differentiatie. De structuur van het secundair onderwijs en haar effect op kansengelijkheid en sociale mobiliteit in vergelijkend perspectief

Summary This PhD aims to study how the design of the educational system influences the outcomes of different groups and on different time horizons. The outcomes under study range from short-term academic skills over medium-term school drop out to long-term labour market outcomes and participation in life-long learning. Given the broad context in which such a wide array of outcomes has to be situated (e.g. the impact of socio-economic conditions on school dropout, or the impact of labour market regulations on labour market outcomes), this PhD will integrate insights and perspectives from several disciplines. This will result in a typology of different “educational regimes”, i.e. clustered sets of characteristics from both the educational system itself and from other associated spheres (production regime, welfare state, labour market, etc.). Within this framework, the relationship between the characteristics of these regimes and the different outcomes will be explored quantitatively. The broad perspective of this PhD implies that it will be necessary to combine data from a multitude of (international comparable) sources. On one hand, the effect of the educational system on skill levels can be explored using scholastic achievement tests such as PISA (Programme for International Student Assessment: mathematical, scientific and reading literacy of 15 year olds), TIMSS (Trends in International Mathematics and Science Study: mathematical and scientific literacy of 4th and 8th graders), PIRLS (Progress in International Reading Literacy Study: reading literacy of 4th graders). On the other hand, examining medium- and longer term outcomes will have to be examined using data from PIAAC (Programme for the International Assessment of Adult Competencies: mathematical and reading literacy and problem solving skills of adults aged 15-65), the LFS (Labour Force Survey: labour market outcomes of adults aged 15-65) and the AES (Adult Education Survey: lifelong learning participation of adults aged 25-65). Accordingly, different statistical techniques (regression analysis, multi-level analysis, principal component analysis …) will have to be used. A transversal theme in this PhD will be the equity and social mobility perspective: how well do educational systems succeed in providing equal opportunities to different social groups? Finally, policy relevance will be assured by paying special attention to the Flemish education system, with its unique features as well as similarities with other Western countries.status: publishe