By Marc Demeuse, Daniel Frandji, David Greger, Jean-Yves Rochex (eds.)
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Extra resources for Educational Policies and Inequalities in Europe
Lyon: INRP. , MONS N. & SUCHAUT B. (2004). ‘Academic organisation and social inequality of performance. Findings of the PISA survey’. Éducation et formations, no. 70, pp. 123–131. FAUCONNET P. & MAUSS M. (1901). ‘Sociologie’. In La Grande Encyclopédie, vol. 30. Paris: Société anonyme de la Grande Encyclopédie. FRANDJI D. (2008). ‘Compensation (politiques de)’ [‘Compensation (policies of)’]. In A. ), Dictionnaire de l’éducation. Paris: PUF, pp. 72–75. Daniel Frandji 19 FRANDJI D. & VITALE P. (eds) (2008).
The Act laid the basis for the establishment of an Early Years Foundation Stage (EYFS), aimed at creating a ‘coherent and ﬂexible approach to care and learning’ that focuses on the raising of outcomes for all children, but with extra provision for those most at risk of early years and school failure. Following on from the ECM document and picking up on one of its key themes – supporting parents – the ‘Every Parent Matters’ policy (DfES, 2007b) was launched in March 2007 by the Department for Education and Skills (DfES).
At the same time, the election of successive New Labour governments from 1997 onwards brought to power a political party with a historical commitment to tackling disadvantage and ensuring equality of opportunity, however much that commitment may have been modiﬁed by what many see as a marked shift to the political right. Amongst other things, that shift saw traditional concerns with equality replaced by a concern with ‘social inclusion’ and ‘exclusion’ (Giddens, 1998). While it is beyond the scope of this chapter to trace the complexities and ambiguities of this concept as used by policy makers, it has considerable signiﬁcance for prioritising and targeting policies.
Educational Policies and Inequalities in Europe by Marc Demeuse, Daniel Frandji, David Greger, Jean-Yves Rochex (eds.)