Abstract
This book aims to present the first series of results from the EuroPEP research project, a collaborative study including 13 partner institutions within 8 member states (England, Belgium, France, Greece, Portugal, the Czech Republic, Romania and Sweden), supported by the European Socrates1 programme. The objective of this research group is to lead a comparative analysis of priority education policies (from here on referred to as PEPs) within these countries. Although the study is focused on populations of ‘compulsory education’, it may also include preschool institutions when these do not fall under the period of compulsory education.2 The research teams involved in this study have shared, some for a long time, a certain number of questions on these policies, including such key issues as the democratisation of access to knowledge and inequalities in learning, expulsion and drop-out rates. Each team, however, examines these issues in different ways, depending on national context and specific fields of study (sociology, psychology, education, statistics and so on). It is this diversity of approach, combined with the diversity of the policies themselves and of the ways in which they are implemented, that gives this work its value.
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© 2012 Daniel Frandji
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Frandji, D. (2012). Introduction: Towards a Comparison of Priority Education Policies in Europe. In: Demeuse, M., Frandji, D., Greger, D., Rochex, JY. (eds) Educational Policies and Inequalities in Europe. Palgrave Macmillan, London. https://doi.org/10.1057/9780230358652_1
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DOI: https://doi.org/10.1057/9780230358652_1
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