Longitudinal Educational Achievements: Reducing iNequalities

Projektinformationen

LEARN

ID Finanzhilfevereinbarung: 101132531

DOI

10.3030/101132531

EK-Unterschriftsdatum 7 November 2023

Startdatum 1 April 2024

Enddatum 31 März 2027

Finanziert unter

• Culture, creativity and inclusive society

Gesamtkosten

€ 2 250 187,20

EU-Beitrag

€ 2 250 187,20

Koordiniert durch

HELSINGIN YLIOPISTO
Finland

Periodic Reporting for period 1 - LEARN (Longitudinal Educational Achievements: Reducing iNequalities)

Berichtszeitraum: 2024-04-01 bis 2025-09-30

Zusammenfassung vom Kontext und den Gesamtzielen des Projekts

Europe is home to some of the most highly educated societies in the world. However, deep inequalities in education remain both within and between countries in Europe. Inequalities in learning outcomes, access to education and final educational attainment in Europe have been worsening and it is important to understand how socio-economic status, gender, ethnic and migrant status are associated with inequalities over the life-course. For this a longitudinal approach is needed and project LEARN (Longitudinal Educational Achievements: Reducing iNequalities) will support educational policymaking in being able to robustly address inequalities with interventions which are evidence based. Using a case study approach in nine carefully selected countries which capture the diversity of Europe’s education systems, LEARN is mapping existing data providing original analysis of a range of high-quality education focused longitudinal educational data sets across Europe. LEARN will identify interventions that compensate educational inequalities by providing a synthesis of existing work across Europe examining specific trends in educational inequalities and interventions intended to reduce them. LEARN will subsequently go on to develop tools for policymakers related to the findings of longitudinal analysis which support them in the policy making process. Through improving the evidence base for education policy making, the positive impact of LEARN is likely to be felt for decades to come.

Arbeit, die ab Beginn des Projekts bis zum Ende des durch den Bericht erfassten Berichtszeitraums geleistet wurde, und die wichtigsten bis dahin erzielten Ergebnisse

Existing studies of interventions seeking to redress educational inequalities have been reviewed.
A review of the extent of the use of ‘evidence based education’ in educational policy making across Europe is underway.
A common analytical framework for the LEARN project has been agreed and will be applied to all data set analysis.
Nine national case studies of educational outcomes have been initiated in Estonia, Finland, Germany, Ireland, Italy, The Netherlands, Romania, Switzerland and the UK.
High quality longitudinal data from each of the nine case studies across Europe is currently being analysed to highlight inequalities in educational outcomes relevant to national contexts with a view to providing recommendations on how such inequalities can be reduced.

A platform focused on supporting policy makers has been developed with a link included in the project website https://www.helsinki.fi/en/researchgroups/longitudinal-educational-achievements/learn-policy-lab Here LEARN will archive policy focused materials for use during and beyond the project.
A series of Policy Briefs which summarise key findings has been initiated and will continue throughout the project. These are published on the on the LEARN archive in Zenodo. https://zenodo.org/communities/learnineqeu/records?q=&l=list&p=1&s=10&sort=newest

Fortschritte, die über den aktuellen Stand der Technik hinausgehen und voraussichtliche potenzielle Auswirkungen (einschließlich der bis dato erzielten sozioökonomischen Auswirkungen und weiter gefassten gesellschaftlichen Auswirkungen des Projekts)

The central empirical results of LEARN will emerge in the second part of the project from which significant impact is anticipated. Nonetheless, an important paper has been published on the initial review of studies and interventions: https://doi.org/10.3390/educsci15060740