Tag Archives: social inequality

Gender Equality in Education and The Workplace

19th July 2017education, Ideas, Inequality, news, ResearchAustralia, Commission on the status of women, gender inequality, Inequality in Education, Open College Network, Research, social inequalityInequality in Ed Team

The Open College Network in Australia have recently produced an interesting timeline for the development of access to the world of work by Australian women.

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A long Australian history of success, but qualified…

“Australian women are among the most highly educated in the world, yet their participation in paid work remains comparatively low.” Elizabeth Broderick, Sex Discrimination Commissioner (2007 – 2015). This beginning to the time-line is an illustration of how, even when progress has journeyed so far over time, that there is so much travel left to achieve.

Source: http://www.opencolleges.edu.au/careers/gender-equality (accessed: 19.07.2017)

Despite Bella Guerin becoming the first Australian woman to achieve a Batchelor of Arts degree, in 1883, we can still read at the end of the Open College timeline that, in OECD analysis, that the full-time weekly wage for a woman is 17.5% less than a man’s.

We liked the presentation and the easy readability of the content, although there is enough referenced content to satisfy the Australian gender historian too.

See more here – http://www.opencolleges.edu.au/careers/gender-equality

In 2017 the Australian Government – Department of Women published a full report, for the United Nations Commission on the Status of Women (CSW61).

Report cover image and web link — View, print or download a pdf copy of the Commission report here.

In it, Kate Jenkins the new Australian Sex Discrimination Commissioner, maps the topography of contemporary Australia in the context of women’s gender equality.

Sharing ‘…Australian successes and challenges and gained insights on increasing women’s economic participation, including through: equal pay; reducing gender-segregated industries and workplaces; recognising and valuing unpaid work; improving data collection and working alongside men to achieve gender equality’.

There is a very useful reflection on the developing status of Australian Indigenous Women, tempered by the highlighting of continued and persistent risk of violence and discrimination to Australian women in rural areas, as a general finding.

The report of proceedings we also found useful as a research guide to Australian civil society actors, interested in gender equality, which we may not have discovered from this distance.

Our verdict after digesting the sources above? The Australian gender equality journey is one with much success to report, but which continues to highlight a burgeoning equality gap for the Australian woman.

Inequality, like poverty, is a policy choice. Governments, wherever they are, need to do better on this evidence.

Dollar Street, humanity on display!

Flotsam: Our occasional series of pieces about ideas and views from other places.

Dollar Street

We weren’t quite sure what to make of these web pages at first. Built by Gapminder in Sweden, they show two hundred and forty families, across forty six countries, and link a series of images of their possessions and homes to their average monthly income.

Was it voyeurism that made us uncomfortable? Was it the notion of ‘economic tourism’? Or simply the discomfort of being shown a stark reality, illustrating how individuals and families, often precariously, cling to hope, aspiration and dignity?

For the team at Gapminder the proposition for Dollar Street is clear. These are the facts and they should temper all discourse about the other – other people, communities and culture.

Was it our imaginations, or did the preponderance of families with incomes of less than five hundred dollars a month across the globe decline to smile in the photographs? Of course this could be a cultural thing, rather than a crude measure of some sort of economic level on an imagined ‘happiness index’.

However, the wealth of Creative Commons images on the site and the short biographies of the people photgraphed make for an interesting comparative study.

To counteract litanies of fear, prejudice and racism can be no small aim. Rendering global ignorance redundant by illuminating the world with facts. No small ambition for a small Swedish independent Foundation.

‘For the first time in human history reliable statistics exist. There’s data for almost every aspect of global development. The data shows a very different picture: a world where most things improve; a world that is not divided. People across cultures and religions make decisions based on universal human needs, which are easy to understand.

The fast population growth will soon be over. The total number of children in the world has stopped growing. The remaining population growth is an inevitable consequence of large generations born decades back.

We live in a globalized world, not only in terms of trade and migration. More people than ever care about global development! The world has never been less bad. Which doesn’t mean it’s perfect. The world is far from perfect’. Source: https://www.gapminder.org/about-gapminder/

Exploring Gapminder:

For teachers Gapminder has a proliferation of resources and toolkits available to explore the world through data.

Gapminder World offers access to a series of global trends and an on-line/off-line toolkit to explore them. A teacher’s guide to 200 years of world developmental history and change. A Life Expectancy PowerPoint, with background information and a teacher’s guide.

Having wrangled with the intrusive nature of the Dollar Street image index, and having read the Gapminder mission statements, we felt their argument that the world is indeed ‘a better place’ to be much needed in troubled econo-social and educative times.

Explore the Gapminder site here and decide.

A matter of life and death?

26th August 2016education, Education reform, Ideas, Inequality, Inequality in EducationBill Gates, education, Gates Notes, Inequality in Education, Nate Bowling, reform, social inequality, State Teacher of the Year, teaching, Washington State USAInequality in Ed Team

Flotsam: an occasional series of ideas from other places…

Bill Gates is in conversation with Nate Bowling, the Washington State Teacher of the Year for 2016 in the US. In the dialogue, the teacher tells Bill Gates that for many students learning ‘…is a matter of life and death’.

“If my students are not successful in school, they end up in the prison-industrial complex.”

Source: https://www.gatesnotes.com/Education/A-Powerful-Conversation-with-Nate-Bowling Accessed: 26.08.2016

The conversation reveals that in the US public school system, half the students enrolled live in poverty. With more than 70 percent of students qualifying for ‘…free or reduced price meals’.

In a separate publication Nate Bowling had published a blog article which has garnered a lot of attention. In it he declares that ‘…America does not care what happens to poor people and most black people‘. The article, entitled The Conversation I’m Tired of not Having, Mr. Bowling goes on to decry the lack of simple political will, in the US, to effect change and re-balance equity in educational opportunity and achievement.

‘Polite society has walled itself off and policymakers are largely indifferent. Better funding for schools is and will remain elusive, because middle class and wealthy people have been conditioned over the last 35 years to think of themselves as taxpayers, rather than citizens’.

Source: http://www.natebowling.com/a-teachers-evolving-mind/2016/1/24/the-conversation-im-tired-of-not-having Accessed: 25.08.2016

In both the conversation with Bill Gates, and in his own article, Nate Bowling has some profoundly strong and supportive comments to make about teaching as a profession and the nature of the role his professional colleagues play, in the disenfranchised school system he works in.

The narrative has a strong resonance in the UK, with the laborious ebb and flow of educational policy, coupled to outcomes that continue to widen, not alleviate, the inequality gap for the many.

Bill Gates conversation with Nate Bowling originally appeared in Gates Notes. Nate Bowling’s reflection on teaching and the development of his profession originally appeared in natebowling.com .

Read both articles to get insights into the US public shool system from the perspective of a black teacher. It is interesting, and provocative, to those who would press for the continuance of the status-quo.

Meal ticket or reasonable personal allowance?

16th August 2016education, Education reform, InequalityAcademy Trusts, education, Finance, Inequality in Education, news, oversight, Research, social inequalityInequality in Ed Team

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Education as it should be…?

The Guardian have recently published an article on the rewards to be had for rising to the top of an Academy management tree.

Using the Freedom of Information Act, the newspaper has revealed the level of taxpayer money spent on salaries, meals out, travel in comfort, private health insurance and the use of leased luxury cars.

The article reveals the expense clams of a Midlands based chain Chief Executive, who whilst drawing a salary of £180,000 p.a. leases a top of the range Jaguar car and dines in Marco Pierre White restaurants. It is a deep irony that the samed named individual is quoted as explaining how education in the UK faces stringent financial challenges and is seeking to reduce his school chain costs by £500,000.

In total, The Guardian claims, some one million pounds of public money has been spent on executives pay in the last twelve months. This tally includes one chain Chief Executive of a Trust, drawing a salary of £195,354 a year, who claims for the wi-fi costs of her French holiday home.

The Chief Executive of one Trust, The Guardian reports, which runs 12 schools, pays its chief executive and founder, a total package of £225,000, while his wife receives £175,000 as executive principal and founder.

Of more concern is the issue of ‘related party transactions’. This is where Directors of Trusts use companies, with whom they have a ‘close relationship’, to charge for services to the Trusts they are responsible for.

It is difficult, from the continuing Guardian article, to see how the Education Funding Agency (EFA), the body charged with oversight of Academy finances can have the resources, time and attention to detail to adequately police this tide of public money.

‘Academy numbers have risen from 600 to 5,000…the EFA dealt with 125% more financial returns in 2014-2015 than the previous year, despite having 20% fewer staff…’

Source: https://www.theguardian.com/education/2016/jul/23/education-academies-funding-expenses?CMP=share_btn_link Accessed: 16.08.2016

We leave the last word to Head of Education at Unison, Jon Richards. “There are huge amounts of public money being shovelled around in the schools system, and unless the EFA ups its game, plenty of unscrupulous people out there will help themselves.”

You can read the full Guardian article here.

There is additional information on ‘related party transactions’ here.

Flotsam: Connecting with schools…

27th April 2016education, Ideas, Inequality in Educationdonation, donorschoose.org, education, Inequality in Education, news, resources, social inequalityInequality in Ed Team

Flotsam is our occasional series of ideas, from other places, that can have impact on education, learners and can support change.

donorschooseLogotext — Discover more on-line here…

This U.S. based initiative marries the generosity of donors with the needs of an under-resourced public school system in the United States.

Started by a teacher of history in 2000, the project now has heavyweight supporters and has affected the educational lives of some 18 million plus learners. They have ‘mobilised’ over 2 million ‘citizen donors’ to support the work of the project in the intervening years.

Acting as a sort of Kickstarter for a resource hungry education system, vetted schools and teachers can seek supporters through the project web pages for classroom developmental projects. The DonorsChoose team mediate all donations, purchase of resources and their transfer to the school.

Classroom projects are available on-line, with the often quite modest sums needed, and the web site flags those classrooms closest to the finish line, with the least days left to donate or who have the highest povery of resources.

This short film shows how the impact is achieved.

We liked the enthusiasm and detailed focus of the work. It allows donors to precisely target their donation. We can see that it can also build long term relationships with a school or classroom community and provide a range of enhancements and additionality to for children in an under-resourced sector. See more here…

With perhaps a slightly different angle of approach, is there space in the UK for this attraction of modest donations to local classrooms in a professional, mediated way to bring additionality to the British classroom?

We think there might be.

Inequality over the last century…

3rd November 2015Economics, education, Ideas, Inequality, Researchinequality, Inequality in Education, Max Roser, reform, Research, social inequalityInequality in Ed Team

View image | gettyimages.com

Oxford economist, Max Roser, has tested the nature of structural income inequality in England and found the arguments as to ‘inevitability’ and ‘the play of market forces’ to be wanting. In his highly detailed and closely argued article, Roser signposts other economic models, and countries, where political will and economic structures are bent to its defeat.

Max Roser (2015) – ‘Income Inequality’. Published online at OurWorldInData.org. Retrieved from: http://ourworldindata.org/data/growth-and-distribution-of-prosperity/income-inequality/ [Online Resource]

Roser makes some interesting and telling observations about inequality, setting his argument, as he does, across a broad swathe of economic data, by time and country.

England is interesting in that income data, defined by social group, or set out in ‘social tables’, goes back a long way. Flawed, is the Roser argument, citing the lack of scientific discipline in Gregory King’s Social Table for 1688.

However, Roser cites Milanovic, Lindert and Williamson (2008) who have graphed longitudinal data in pre-industrial societies, using the Gini Index to measure ‘inequality’ and GDP per capita to measure ‘prosperity’.

(The Gini coefficient – or Gini index – is a measure of the income distribution of a population. It was developed by Italian statistician Corrado Gini (1884-1965) and is named after him).

This longitudinal view of inequality, by Roser, incisively demonstrates that it is political and institutional structures which enforce inequality. It is not, he argues, the market or efficiencies of capital which promote inequality as a mechanism for distribution of income. We quote his summation at length…

‘A lesson that that we can take away from this empirical research is that political forces at work on the national level are possibly important for how incomes are distributed. If there was a universal trend towards more inequality it would be in line with the notion that inequality is determined by global market forces and technological progress where it is very hard (or for other reasons undesirable) to change the forces that lead to higher inequality. Inequality would then be inevitable. The reality of different inequality trends within countries suggests that the institutional and political framework in different countries play a role in shaping inequality of incomes‘. (Roser, 2015)

In his well illustrated and closely argued article, Roser compares and contrasts the data for non-English speaking European countries and Japan. All examined countries reached fairly low levels of income inequality in the 1970’s, with significant increases in inequality returning after that decade. With the exception of Japan, where socio-political institutions press for equality in a way that is not available in the Euro-economic matrix.

‘…we can see the correlation between increases in the income share of the top 1% and the decrease of the marginal income tax rate since 1960. The graph confirms the hypothesis that in general as tax rates decrease, the income share of the most wealthy citizens increases. The US and the UK are both extreme examples of this happening. France, Germany, Finland, Netherlands and Switzerland all contradict this trend. While the marginal income tax rate on the most wealthy has decreased, the government has implemented other means to decrease income inequality‘. (Roser, 2015)

Ths is economic analysis of a high order, which does not set out to find an answer to a pre-conceived position, rather it uses diverse, broadly sourced data across long time spans to argue for a new mode of thought, to diminish the corruscating effects of inequality.

We are most interested in educational outputs, but see how social justice outcomes and the well-being quotient of so many could also be raised by a new economic mind-set.

See more of Max Roser and his work here…

Free money for all –
A basic human right?

10th October 2015Economics, education, Education reform, Ideas, Inequality, Inequality in Education, reform, Universal Basic IncomeInequality in Education, Milton Friedman, news, reform, Research, Rutger Bregman, social inequality, Thomas Paine, Universal basic incomeInequality in Ed Team

In the video below, Rutger Bregman as part of a TEDx Maastricht talk, informs us of the validity of a single idea that links Thomas Paine and Milton Friedman.

Bregman argues for the universal dispersion of the basic income, as a human right. His opening argument is based upon the notion of standing on the shoulders of giants. ‘Our forefathers have worked so hard to achieve our level of propserity, we should now be able to give everyone a share of that prosperity…’

He argues that in communities where basic income experiments have been attempted, the outcome can be measured in better educational achievement, lower truancy rates, and higher economic growth. Developing an active, participatory counter to inequality.

In a disenfranchised community, he argues, a basic income frees human capacity…it does not diminish it or whither it out of laziness or lack of engagement in societal progress.

Nixon, in the 1970’s nearly passed legislation that engendered the basic income in the US, arguably at the cost of only 25 per cent of the US Defense Budget. A development now long forgotten in US economic thinking.

The London charitable experiment, cited in the film, to give long term homeless men free money, as an alternative to counselling, police monitoring and other forms of ‘traditional’ support also resulted in a variety of sustainable self help outcomes that was, by conventional critiques of ‘the benefit society’, surprising and enduring.

Bregman argues against the three most often made arguments for a universal ‘citizen wage’. It’s too expensive, all people will stop working and it will never happen, politically. The film highlights both optimism, human nature and the individuals need to make a contribution to society as counters to these narrow objections.

The Green Party have argued for the universal wage in their UK manifesto at the last election. Is this an idea that can stand a return to wider national focus?
Might this economic reform be the very bedrock of enduring and effective educational reform too?
Might the introduction of a universal, non-means tested income prevent the collapse of the middle -class through the unending pressure of inequality?

You can visit the web site http://basic-income.org/ and cast a vote for the universal basic income.

Injustice – why social inequality still persists?

8th October 2015Education reform, Ideas, Inequality, Inequality in Education, news, ResearchDanny Dorling, Inequality in Education, news, Policy Press, reform, Research, social inequality, University of BristolInequality in Ed Team

Danny Dorling has a new edition of Injustice – Why social inequality still persists available. You can discover this and more of Danny’s work on the pages of PolicyPress at the University of Bristol here.

‘This fully rewritten and updated edition revisits Dorling’s claim that Beveridge’s five social evils are being replaced by five new tenets of injustice: elitism is efficient; exclusion is necessary; prejudice is natural; greed is good and despair is inevitable. By showing these beliefs are unfounded, Dorling offers hope of a more equal society’.

About the author:

Danny Dorling is the Halford Mackinder Professor of Geography at the University of Oxford. He is Honorary President of the Society of Cartographers.

He helped create the website www.worldmapper.org which shows who has most and least in the world, working with Mark Newman, Anna Barford, Ben Wheeler, John Pritchard, Graham Allsopp and Benjamin Hennig.

Danny and his work can be discovered on his own web pages here.

Professor Dorling was a speaker at our recent RSA conference, The Future of Education in England. Watch this space for an event review and films of our speakers and their contribution to a lively debate and thoughtful deliberation on educational reform.

Remember to visit our Monographia page to see interesting papers and reports which are attuned to our movements aims. Join the debate.