Organisation scolaire et inégalités sociales de performances
Résumé
The organisation of learning and social inequalities in performance : helpful data from the PISA survey
Data from the PISA survey (Program for international student assessment) can help to align the characteristics of countries and their education systems with the skills of pupils and students. Although most analyses focus on average levels and range of performances, this paper concentrates on the breadth of social inequalities observed in this context. Some characteristics of education systems can contribute to explaining variations in the degree of inequality from one country to another, and in particular, the more or less differentiating nature of systems, resulting from practices such as the repetition of school years, the existence of specialised learning paths or the segregation of establishments.
Data from the PISA survey (Program for international student assessment) can help to align the characteristics of countries and their education systems with the skills of pupils and students. Although most analyses focus on average levels and range of performances, this paper concentrates on the breadth of social inequalities observed in this context. Some characteristics of education systems can contribute to explaining variations in the degree of inequality from one country to another, and in particular, the more or less differentiating nature of systems, resulting from practices such as the repetition of school years, the existence of specialised learning paths or the segregation of establishments.
Les données PISA permettent de mettre en perspective les caractéristiques des pays et de leurs systèmes éducatifs avec les compétences des élèves. Si la plupart des analyses se centrent sur le niveau moyen et la dispersion des performances, ce texte s'intéresse à l'ampleur des inégalités sociales à cet égard. Certaines caractéristiques des systèmes éducatifs contribuent à expliquer les variations de l'ampleur des inégalités d'un pays à l'autre ; il s'agit en particulier du caractère plus ou moins différenciateur du système, résultant de pratiques telles que le redoublement, l'existence de filières, ou la ségrégation entre établissements.
