Passed

Think tank workshop, Sofia

After the Think tank event in Budapest, Tirana and Komarno, there will also be an opportunity to discuss the professional topics in Sofia.

Main topics of discussions

Family factors influencing school advantage and disadvantage are assessed in some countries as part of the administrative data provision: how complete and how adequate the tools and scales are in Bulgaria:

When measuring the status of the children’s family in terms of the educational situation of the children’s family?
When measuring the status of the children’s family in relation to the labour market situation of the children’s family?
When measuring the status of the children’s family in terms of income and wealth of the children’s family?
When measuring the status of the children’s family in terms of illness, disability, addiction in the children’s family?
When measuring the status of the children’s’ family in terms of the sociodemographic situation of the children’s family (child mortality, number of children, widowhood, divorce, broken family, mosaic family, multigenerational family)?
Would you like to suggest some change? Would you prefer a European standardisation in these questions?

NON-family factors influencing school advantage and disadvantage are assessed in some countries as part of the administrative data provision: how thorough, how complete and how adequate the tools and scales are in Bulgaria:

When measuring whether the student belongs to an ethnic minority, linguistic minority, immigrant group?
When measuring the disadvantaged situation of the municipality?
When measuring the disadvantaged position of neighbourhoods within the municipality?
When measuring school facilities, infrastructures?
When measuring the situation of class within the school?
When measuring the qualification of teachers?
When measuring how much the school is supported by its environment?
Would you like to suggest some change? Would you prefer a European standardisation in these questions?

Discussion on Bulgaria:

In many places, some schools are taking advantage of legal opportunities not to admit/enrol disadvantaged children, while in others disadvantaged children are concentrated. Please assess whether the data reporting system has adequate information on this?
In many places, some schools are circumventing legal prohibitions and find ways to avoid admission of disadvantaged children, so they are concentrated in other schools. Assess whether the data reporting system has adequate information on this?
In many places, some schools publicly use the legal possibilities to divide children into different groups, e.g. by creating groups according to the children’s performance or by setting up special education groups. This leads to a concentration of disadvantaged children in certain groups. Please assess whether the data reporting system has adequate information on this?
In many places, schools are circumventing legal prohibitions and still segregate disadvantaged children within the school. Assess whether the data reporting system has adequate information on this?
Would you like to suggest some change? Would you prefer a European standardisation in these questions?

Researchers’ access to the following types of data in Bulgaria:

Census data on school enrolment, school attendance by person
School statistics by school
Administrative data on disadvantaged persons by municipality
Regular, publicly funded, very large-scale surveys (covering at least 10% of pupils or parents), data collection
Would you like to suggest some change? Would you prefer a European standardisation in these questions?

We welcome all professionals interested in the topic!

Register here: hello@inclusion4schools.eu

Think tank workshop, Sofia

CEGA

Sofia

05.07.2022