An Investigation of the Relationship between Modern Education and Inequality: Panel Data Analysis (2010-2019)

Year 2022, , 544 - 555, 29.10.2022

Muhlis Selman Sağlam

https://doi.org/10.25204/iktisad.1148708

Abstract

In postmodern reality, a critical approach is offered to education through the school institution. Our research has examined this approach by conceptualizing “deschooling of society” in the context of the relationship between educational and human inequality. In our study, the claims were tested by panel data. The relationship between education and inequality was tested with the data of 45 countries from 2010-2019. While the ratio of inequality in education to determine human inequality is high for developing countries, this effect decreases as the country's development increases. For developing and lower group developed countries, spending on education is meaningless in explaining human inequality. On the other hand, expenditures on the education sector in upper-group developed countries make sense to explain human inequality. While every 1-year increase in the average school year is more effective in reducing human inequality in developing countries, this effect gradually decreases in developed countries, especially in upper-group developed countries. In developing and lower group developed countries, the ratio of variables related to education to explain human inequality is very close. On the other hand, in the upper group of developed countries, this ratio is almost halved.

Keywords

education, inequality, humanitarian inequality, school, schooling

Modern Eğitim ve Eşitsizlik İlişkisi Üzerine Bir Araştırma: Panel Veri Analizi (2010-2019)

Abstract

Eğitim kadim bir geçmişe dayansa da okul kurumu modernitenin ürünü olan kurumlardandır. İçinde yaşadığımız post-modern gerçeklikte modernitenin getirmiş olduğu kurumlara eleştirel bakış okul kurumu üzerinden eğitim kurumuna sunulmaktadır. Araştırmamız, “okulsuz toplum” kavramsallaştırmasıyla getirilen eleştirel yaklaşımları eğitim ve eşitsizlik, özelde ise eğitim eşitsizliği ve insani eşitsizlik ilişkisi bağlamında incelemiştir. Çalışmamızda literatürden hareketle getirilen iddialar panel veri modeliyle test edilmiştir. Eğitim ve eşitsizlik ilişkisi, gelişmişlik kapsamında gruplandırılmış 3 ülke grubunda toplam 45 ülkenin 2010-2019 yıllarına ait verileriyle test edilmiştir. Eğitimde eşitsizliğin insani eşitsizliği belirlemedeki oranı gelişmekte olan ülkeler için yüksek iken, ülkenin gelişmişliği arttıkça bu etki azalmaktadır. Gelişmekte olan ülkeler ve alt grup gelişmiş ülkeler için eğitime yapılan harcamalar insani eşitsizliği açıklamada anlamsızdır. Öte yandan üst grup gelişmiş ülkelerde eğitim sektörüne yapılan harcamalar insani eşitsizliği açıklamakta anlamlıdır. Ortalama eğitim yılındaki her 1 yıllık artış gelişmekte olan ülkelerde insani eşitsizliği azaltmakta daha fazla etkili olurken, gelişmiş ülkelerde, özellikle üst grup gelişmiş ülkelerde, bu etki giderek azalmaktadır. Gelişmekte olan ve alt grup gelişmiş ülkelerde eğitime bağlı değişkenlerin insani eşitsizliği açıklama oranı birbirine çok yakındır. Öte yandan üst grup gelişmiş ülkelerde bu oran neredeyse yarıya düşmektedir. Bu durum üst grup gelişmiş ülkelerin insani eşitsizlik kapsamında eğitime dair sorunları diğer gruplara nazaran büyük oranda çözdüğünü göstermektedir.

Keywords

eğitim, eşitsizlik, insani eşitsizlik, okul, okullaşma

References

• Acemoglu, D., Johnson S., Robinson J. A. and Yared P. (2008). Income and democracy. American Economic Review. 98(3), 808-842.
• Andrade, C. (2008). The national institute of open schooling. Indian Journal of Psychiatry. 50(3), 227-228.
• Benito, R., Miquel A.A. and Isaac G.B. (2014). School segregation and its effects on educational equality and efficiency in 16 OECD comprehensive school systems. Comparative Education Review, 58(1), 104-134.
• Benjamin, K. (2012) Suburbanizing Jim Crow: the impact of school policy on residential segregation in Raleigh. Journal of Urban History, 38(2), 225-246.
• Boulding, K.E. (1976). Publicly supported universally available education and equality. The Phi Delta Kappan, 58(1), 36-41.
• Brunner, E. and Sloan, W. (1958). Education and income. The Journal of Educational Sociology, 38(1), 21-27.
• Dennis, N. (1980). Sociology, education and equality in the sociology of education: A review of Halsey, Heath and Ridge's origins and destinations. Oxford Review of Education, 6(2), 111-131.
• Duncan, G.J. and Richard J.M. (2014). Growing income inequality threatens American education. The Phi Delta Kappan, 95(6), 8-14.
• Fischer, N.B. (2009). Non-school adult education and environmental education. Revista Brasileira de Educação, 14(41), 370–385.
• Florida, R. (2005). The flight of the creative class. HarperCollins.
• Foucault, M. Özne ve iktidar. (2005). I. Ergüden ve O. Akınbay (Çev.), Ayrıntı Yayınları.
• Gibb, T. and Walker, J. (2011). Educating for a high skills society?. Journal of Education Policy, 26(3), 381–398.
• Griliches, Z. (1970). Notes on the role of education in production functions and growth accounting. W.L. Hansen (Ed.), in Education, income and human capital (p. 71-127). NBER.
• Griliches, Z. and Mason, W. M. (1972). Education, income, and ability. Journal of Political Economy, 80(3), 74-103.
• Hartwig, K.A. (2013). Using a social justice framework to assess educational quality in Tanzanian schools. International Journal of Educational Development, 33(5), 487–496.
• Illich, I. (1970). Deschooling of society. Harper and Row.
• Illich, I. (1973). Deschooling society. Penguin.
• Jeneks, C. (1972). Inequality: A reassessment of the effect of family and schooling in America. Basic Books.
• Lerman, R. (2013). Are employability skills learned in US youth education and training programs?. IZA Journal of Labor Policy, 2(1), 1–20.
• Lin, C. H. A. (2007). Education expansion, educational inequality, and income inequality: evidence from Taiwan, 1976-2003. Social Indicators Research, 80(3), 601-615.
• Moore, D.T. (1986). Learning at work: case studies in non-school education. Anthropology and Education Quarterly, 17(3), 166–184.
• Morgan, J. ve Martin. D. (1963). Education and income. The Quarterly Journal of Economics, 77(3), 423-437.
• Mudrazija, S., Blagg K., Lee V., Lau, C. and Rosenboom, V. (2019). School district funding in Texas: Computing the effects of changes to the foundation school program funding formula. Urban Institute. https://www.urban.org/research/publication/school-district-funding-texas.
• Murray, B., Thurston D. , Renzulli, L. and Boylan R. (2019). Civil society goes to school: parent-teacher associations and the equality of educational opportunity. RSF: The Russell Sage Foundation Journal of the Social Sciences, 5(3), 41-63.
• Myers, A. F. (1942). The democratic ideal of equality of education and equality of opportunity. The Journal of Educational Sociology, 16(1) 3-14.
• Nations Development Program Human Development Report Office. (2021, 12 September). Human Development Reports, Coefficient of Human Inequality, September 2021. http://hdr.undp.org/en/indicators/135006.
• Nations Development Program Human Development Report Office. (2021, 12 September). Human Development Reports, Inequality in Education, September 2021. http://hdr.undp.org/en/indicators/101606.
• Nations Development Program Human Development Report Office. (2021, 12 September). Government Expenditure on Education, September 2021. http://hdr.undp.org/en/indicators/149206.
• Nations Development Program Human Development Report Office. (2021, 12 September). Mean Years of Schooling, September 2021. http://hdr.undp.org/en/indicators/103006#b.
• Pal, S. (2010). Public infrastructure, location of private schools and primary school attainment in an emerging economy. Economics of Education Review, 29(5), 783–794.
• Poverty and Race Research Action Council. (2022, 2 July). State Support for Local School Construction: Leveraging Equity and Diversity, July, 2022. http://www.jstor.org/stable/resrep27286.
• Rehme, G. (2007). Education, economic growth and measured income inequality. Economica, 74(295), 493-514.
• Reimer, E. (1971). School is dead. Penguin Books.
• Schlimbach, T. (2010). Intergenerational mentoring in Germany. Working with Older People, 14(4), 4-15.
• Shakar, T.H. (2016). Equality in education – why we must go all the way. Ethical Theory and Moral Practice, 19(1), 83-100.
• Singh, M. and Harreveld, B. (2014). Deschooling l’earning: young adults and the new spirit of capitalism. Palgrave Macmillan.
• Stack, S. and Neubeck, K.J. (1978). Education and income inequality: a cross-national analysis. International Review of Modern Sociology, 8(2), 159-166.
• Steedman, H. (2011). Apprenticeship policy in England, Policy Analysis, 13.
• Stiglitz, J.E. (1973). Education and inequality. The Annals of the American Academy of Political and Social Science, 409(1), 135-145.
• Sylwester, K. (2002). A model of public education and income inequality with a subsistence constraint. Southern Economic Journal, 69(1), 144-158.
• Takahashi, T. (2008). Deschooling gently. Hunt Press.
• Talancé, M. (2020). Private and public education: do parents care about school quality?. Annals of Economics and Statistics, 137(1), 117-144.
• Tolley, G.S. and Olson, E. (1971). The interdependence between income and education. Journal of Political Economy, 79(3), 460-480.
• Waldron, J. (1997). Education and equality: the battle for school funding reform. Human Rights, 24(3), 10-17.
• Walther, A.A. (2012). Coping and relevance of education in youth transitions. S. Billett and G. Johnson (ed.), Experience of school transitions inside (s.87-106). Springer.