Policies to reduce inequality in the capability to be knowledgeable, to understand and reason, and to have the skills to participate in society

Candidate policies in Domain 3 address the fact that some individuals have very low levels of education while others are highly educated, and how these inequalities relate to differences in the family background of individuals. Policies include the provision of free education, at least up to secondary level, and key structural and institutional aspects within education and learning systems that continue to drive inequalities. Policies address differences in provision as well as access and delivery. Analysis of policies should also consider education advantages children from wealthy backgrounds enjoy, including the use of private schools. Social and cultural norms is another important aspect that can affect who receives education. Policies should address any sexist views which can lead to families investing more in their sons’ education than their daughters’ and the ability of women to access and participate in adult learning. Policies should also address any negative perceptions of disability which can affect accessible education opportunities.

Through your application of the MIF you will have identified the main inequalities within this domain and you should use this information along with your analysis of drivers within main driver categories to inform your work on identifying the most effective policies to reduce these inequalities.

Explore the candidate policies by main driver categories in Domain 3.

Policies by main driver categories

To find a selection of candidate policies, click on the main driver categories below.

3.1 Lack of adequate resources for, and unequal access to high quality education

• Policies that deliver free universal, high-quality primary and secondary education.
• Policies that deliver affordable and accessible high quality tertiary education.
• Progressive education spending policies: increasing investments in education; appropriate budgets per level/programme/student/territory; appropriate financing formulas and budget allocations that are focused on reducing educational disparities.
• The design of school admissions policies to ensure that children from the most advantaged family backgrounds are unable to secure privileged access to the highest performing state funded schools.
• Policies which address broader issues related to education, such as accessibility and affordability of transport for children and young people, safety from harassment and bullying in schools (and en route to school), the provision of adequate health services in schools (including mental health services), affordability of school uniforms, provision of nutrition in school to children at risk of poor nutrition.
• University admissions policies that include inequality reduction targets for low-income students, those educated in state schools, students with disabilities, students from minorities.
• Policies that ensure the provision of scholarships (fee-waivers and/or stipends) to promote equitable access to higher education for individuals from low-income and minority backgrounds, as well as children and young adults with disabilities.

3.2 Harmful social and cultural norms that affect access to education and learning

• Policies to address the negative social attitudes related to gender discrimination, to prevent identity-based discrimination within the education system and to tackle gender-based violence at school (or when travelling to school) including: an appropriate curriculum that avoids upholding traditional norms of masculinity and femininity in the classroom, adequate gender training for teachers and mechanisms to deal with discriminatory attitudes and practices, and cases of harassment or abuse, in schools.
• Policies to combat child labour and help children at risk of child labour to access and stay in education; this may be through innovative approaches which provide education combined with meals and support for children who are working.

3.3 Harmful education institution norms and practices that prevent equal access and achievement in education

• Policies focused on addressing the harmful effects of streaming and setting within schools and classrooms, such as efforts to restrict schools streaming between academic and vocational education at an early age. Teacher training may be key to reducing the extent of streaming and setting that goes on within secondary schools, such as best practice training on whole class teaching.
• Policies to address admission processes that directly or indirectly favour children from more advantaged family backgrounds, including selection into the highest achieving schools through assessments where coaching can put these children at an advantage.
• Policies that eliminate legacy places in prestigious universities.

3.4 Lack of good quality education provision for individuals with special educational needs or disabilities

• Policies that address special educational needs and seek to provide targeted educational support to students who are struggling and/or at risk of dropping out.
• Policies that require schools and other education establishment to make the necessary adaptions required for children and adults to attend these establishments.

3.5 Unequal access to childhood development opportunities in the early years

• Policies for the provision of universal/affordable, high quality early childhood development services targeting both at the 0-3 years and pre-school age groups.
• Policies for the provision of high quality early years education for all children (urban and rural) including those with special educational needs and disabilities, and children who have been displaced due to disasters or war.

3.6 Unequal access to careers guidance, vocational and technical training, apprenticeships, internships

• Policies to deliver high quality careers advice in schools – related to opportunities for further and higher education as well as employment.
• Policies to ensure the provision of paid high quality apprenticeships, including targeting for low-income and minority groups.
• Policies that abolish the use of unpaid internships or provide grants to provide equal opportunity to young people from economically disadvantaged backgrounds who face discrimination.
• Policies to address funding disparities between vocational and academic schooling and further education.

3.7 Unequal access to books, technology and the internet

• Policies that address access to books and make provisions for public libraries or electronic access.
• Policies related to investment in ICT infrastructure, that address poor internet/mobile phone network coverage (cold spots), equipment and training schemes in schools, public libraries, and particularly targeted at those at risk of digital exclusion.
• Policies that promote adult education skills and learning opportunties related to new technologies, particularly for older generations to facilitate their access to the internet, information and the best prices for commodities and services on the web.

3.8 Unequal access to adult learning and education (ALE) opportunities

• Policies that deliver affordable, quality technical and vocational education and training which ensure equal access for women, low-income and minority groups.
• Policies related to equal access to training opportunities during employment to ensure workers who are often disadvantaged (such as women working part-time, workers with caring responsibilities, older workers, migrant workers, workers with disabilities and workers from minority groups) have access to development opportunities.
• Policies that promote functional lifelong literacy and numeracy skills (equivalent to levels achieved at successful completion of secondary education) in young people and adults (including via multi-sectoral approaches embedding literacy in vocational training, agricultural extension, health or other programmes).
• Policies that promote a culture of lifelong learning including the provision of accessible and affordable adult education opportunities that enable adults to retrain or advance, and to access vocational education and training and work-based learning; provisions for accreditation of adult learning providers and for their quality assurance, and outreach activities and targeting (to involve those with the lowest level of qualifications), and monitoring of the effectiveness of the sector.