Education and inequality in Finland, Spain and Brazil

Production of INCASI Project H2020-MSCA-RISE-2015 GA 691004Finland, Spain and Brazil are three very internally complex and heterogeneous realities, with contradictions and permanent reforms to their education systems. In a first quantitative approach each country can be placed in a continuum of the education system that goes from most successful in terms of reaching a high level of education all across the population, in conditions of equity and facilitating youths' incorporation into the labour market, to least successful, with Finland and Brazil occupying either end of the spectrum respectively and Spain occupying an intermediate situation. Although there are differences, they share certain tensions in their respective education systems. On the one hand, about the conception of education, ranging from more utilitarian, human capital theories, to the more humanist and civic-minded perspective. On the other hand, the challenge of comprehensiveness between an academic and a vocational path. In addition, there is also the challenge of improving the education level of the population while also improving equality. The tensions differ from country to country, since their education traditions and cooperation and conflict strategies between the education agents, with varying levels of resources and different alliances with political actors vary, as does the social consensus

Domestic knowledge, inequalities and differences

Research suggests that domestic knowledge is an expression of gender differences, which is constructed and deployed through unequal social relations, and is able to empower women if it gains collective spaces of expression. The article presents an analysis of parental involvement at school in Spain so as to underpin the former thesis and highlight its connection with the political theory about the "sexual contract"

A new Late Agenian (MN2a, Early Miocene) fossil assemblage from Wallenried (Molasse Basin, Canton Fribourg, Switzerland)

Excavations of two fossiliferous layers in the Wallenried sand- and marl pit produced a very diversified vertebrate fauna. New material allows the reassessment of the taxonomic position of the ruminant taxa Andegameryx andegaviensis and endemic Friburgomeryx wallenriedensis. An emended diagnosis for the second species is provided and additional material of large and small mammals, as well as ectothermic vertebrates, is described. The recorded Lagomorpha show interesting morphological deviations from other Central European material, and probably represent a unique transitional assemblage with a co-occurrence of Titanomys, Lagopsis and Prolagus. Rodentia and Eulipotyphla belong to typical and well-known species of the Agenian of the Swiss Molasse Basin. Abundant small mammal teeth have allowed us to pinpoint the biostratigraphic age of Wallenried to late MN2a. The biostratigraphic age conforms to data derived from the charophyte assemblages and confirms the oldest occurrence of venomous snake fangs. The palaeoenvironmental context is quite complex. Sedimentary structures and fauna (fishes, frogs, salamanders, ostracods) are characteristic for a humid, lacustrine environment within a flood plain system

Educational Trajectories and Transition to Employment of the Second Generation

This chapter examines the key stages in the diverse educational trajectories of immigrants’ descendants and DOM native-borns in the French educational system, up to their entry into working life. Several indicators of educational trajectory or status are analysed, distinguishing systematically between males and females, and taking account of the national origins of immigrants’ descendants: repeated years at primary school, tracks followed at upper secondary level, early school leaving, likelihood of obtaining a high-school diploma, failure in higher education. The results reveal inequalities in academic trajectories and achievement by ethnic background and gender, and show that these inequalities do not always reflect differences in social capital and family environment. In the male population especially, we cannot rule out the hypothesis that certain categories of immigrants’ descendants are exposed to discrimination in schools. The chapter ends with an analysis of transition from education to employment (time taken to find a job, experience of unemployment, job market integration, etc.) that reveals a segmentation of the entry into working life by country of origin. The sons, but also the daughters of immigrants from North Africa, sub-Saharan Africa and Turkey have greater difficulties finding a first job