A_Presentation_on_Equality_and_Equity_in.ppt

1. Equality, Equity and
Education
Mercy .F. Adesina
April 24, 2022
Photo curtsey: The Kathmandu Post, imageofnepal.blogpost.com and SOS Children's Village ,Nepal

2. How we see, it matters
2 https://www.google.com.np/search?q=equity and equality

3. Equality
Ensuring the fair and equitable treatment of all girls and
boys, women and men in the education system
(UNESCO, 2003).
Equity
Method of distributing resources to groups and is linked
to excellence regardless of race, ethnicity, economic
status (Sirotnick, 2001).
Ensuring fairness and basic equal rights to women and
men with sometimes actions must be taken to
compensate for social or historical disadvantages
(UNESCO, 2003).
3
Defining Equality and Equity

4. Connecting and differentiating
4
Equality
 means treating
everyone the same
under the law
• Equity
 involves giving
people the treatment
they need
https://www.google.com.np/search
?q=equity and equality

5. Horizontal Equity
5
— Students who are alike
should receive equal
shares (of funding)
—Horizontal equity is
measured by calculating
the dispersion, or
inequality, in the
distribution of funds
— Horizontal equity can
be applied broadly in
comparing large and
similar subgroups
For example,
— All students at the high school
kindergarten or in general
classrooms
- Jean-Sigur, R. (n.d).

6. Vertical Equity
6
 While horizontal equity is rather easy to quantify,
vertical equity choices are based on value
 Vertical equity recognizes that students and schools
are different, and that the treatment of unequal
requires appropriate unequal treatment
- Jean-Sigur, R. (n.d).
 Vertical equity means providing what people need

7. Parity, equality and equity
7
 Parity is a limited concept
 A numerical construct
 Tells nothing about equality in terms of
− educational environment
− infrastructure
− attitudes or attainment
− nor does it necessarily mean high enrolment
either for boys or girls.
 Inequality exists even there is parity
 Nevertheless, it is a step along the long road to
equality.
(UNESCO, 2003).

8. Why we talk about parity, equality & equity in
education ?
8
 Because, if we do not clear ourselves about these
concepts:
 There is no way to ensure equitable quality
education to all, for which we and our nation
is committed to.
 What is quality education?
 What are the international convention and
commitments
 What are the framework to achieve this?

9. Horace Mann’s view
9
Education, then, beyond all other devices of
human origin, is the great equalizer of the
conditions of men—the balance wheel of the
social machinery.
(Louis, 1965)
HM

10.  Learning to know
 Learning to do
 Learning to live together
 Learning to be
Learning: The Treasure Within, Report to UNESCO of
the International Commission on Education for the
Twenty-first Century , Jacques Delors,1996)
Understanding of Quality Education
10 (Delors ,1996)

11.  Education is public good & human right from which
nobody can be excluded
 Calls for inclusive quality education
 A particular focus on vulnerable and marginalized
group
 Schooling be free and obligatory
 Rights of non-discrimination and full participation
 Assure equity in 3 dimensions:
− in access,
− in process, and
− in results.
(regardless of age, sex, caste, ethnicity, geography, differently-able -- seniors
and children or men and women or boys and girls)
UNESCO’s rights-based approach
(Adopted from UNESCO, 2003text in parenthesis is added by autho
11

12. Quality Education for All: Issue of human
rights
Under the rights framework for quality of education:
Three substantive aspects:
 Relevance
 Pertinence
 Equity
Includes 2 key operational aspects
----Efficacy -----Efficiency
(OREALC/UNESCO Santiago, 2007)
12

13. International Commitments on Education & Equity
Millennium Development Goals
MDG 2.
Achieve
universal primary education
MDG 3.
Promote
gender equality and empower
women
1. Expanding early childhood care
and education
2. Free and compulsory primary
education for all
3. Learning and life skills for young
people and adults
4. Increase adult literacy
5. Eliminating gender disparities
and achieving gender equality
6. Improving all aspects of the
quality of education
Education for All Goals focus on gender equality in education
2015
13

14. International Convention Cont
14
 Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW, 1981): Article 10 : Equal rights in
education
 Convention on the Rights of the Child (CRC, 1990): Articles 28
and 29: Equal right to education for children
 United Nations Covenant on Economic, Social and Cultural
Rights, Article 13 on Education:
 Compulsory & free primary education to all
 Different forms secondary education including technical and
vocational
 Make available and accessible to all by every appropriate
means, and
 in particular by the progressive introduction of free education

15. Quality
Education
Pertinence
Relevance
Efficiency
Efficacy
Equity
 Diversity and flexibility
 Curriculum
 Regulation
 Classroom practices/assessment analysis
 Objective achievement, curriculum management
 Access
 Completion
 Students academic achievement
 Teachers (who are they, conditions, practices)
 Climate
 Finance, resources management, social
responsibility
 Management, participation
 Availability/use of resources
 Inclusion, equal opportunities, resources
 Achievement parity (efficacy)
 Tendencies
 Alternative education/positive discrimination
 Rights, 4 pillars, meanings
 Curriculum
 Regulation
 Practices/assessment
A Broad Concept of Quality Education (at a glance)
Adopted from UNESCO, 2003.
15

16. Equity: is possible?
16
—When the allocation of services is governed by the
preferences for schooling rather than the fiscal
capability of the region or state, equity is attained.
—This is also known as equity or wealth neutrality
(Noguera, n.d & UNGEI GAC, 2008).
https://www.google.com.np/
search?q=equity and

17. 17
Framework for Equality
Rule of Law
Access to
Justice
Property Rights
Legal Mechanisms to
Empower Informal
Businesses
Legal
Empowerment
Labor Rights
Adopted from Singh, N. (n.d.).

18. Ten steps to equity in education
18
Design
1. Limit early tracking and streaming and postpone academic selection.
2. Manage school choice so as to contain the risks to equity.
3. Provide attractive alternatives, remove dead ends and prevent
dropout.
4. Offer second chances to gain from education.
Practices
5. Identify/provide help to those who fall behind at school & reduce year
repetition
6. Link school & home to help disadvantaged parents and children to
learn
7. Respond to diversity and inclusion of migrants and minorities in
mainstream education.
Resourcing
8. Provide education for all, giving priority to early childhood basic
schooling
9. Direct resources to the students with the greatest needs

19. My thesis (argument)
19
• Inequity is a worldwide problem that has a significant
impact on those who are most disadvantaged
economically, culturally, and socially.
• The seeming remedy of encouraging equality, which is
implemented in many educational institutions, only
increases inequality.
• I agree with Aristotle: “Justice is thought to be, and is,
equality – not however, for all, but only for equals. And
inequality is thought to be, and is, justice: neither is this
for all, but only for unequal”
• In other words – it is not fair to treat unequal equally,
nor to treat equal unequally.

20. References
Field, S., Kuczera, M. & Pont B. (2008). No more failures: Ten steps to equity in
education. The Organization for Economic Co-Operation and
Development (OECD) Policy Briefs. Retrieved from
www.oecd.org/publications/Policybriefs on 2 May 2013.
Jean-Sigur, R. (n.d). A presentation on educational equity. Retrieved from
slideshare.com on 1 May 2013.
Louis, F. (1965). Horace Mann on the crisis in education. Ohio: Antioch Press.
Noguera, P. A. (n.d.). Presentation on In Pursuit of Equity and Excellence in
Education. Graduate School of Education, Harvard University.
Pizarro, A. (2011). UNESCO’s understanding of education quality, The right to a
quality education for all in Latin America and the Caribbean, Seminar in
Cartagena de Indias, Colombia, 20-22 September, 2011.
Singh, N. (n.d.). Legal Empowerment of Poor Women and Girls. Canada:
Commission on Legal empowerment of the Poor.
Sirotnick, K. A. (2001). Renewing Schools And Teacher Education: An Odyssey in
Educational Change. Retrieved from www.amazon.com on 10 May 2013.
UNGEI GAC, (2008). Gender inequalities in teaching and learning processes group
3 outcomes. UNGEI GAC meeting on equity, gender and quality in
education, 11-12 September 2008, Kathmandu.
Photo curtsey: The Kathmandu Post, imageofnepal.blogpost.com and SOS Children's Village Nepal