Образовательная бедность в РФ: проблемы измерения и оценки

Образовательная политика. 2022. № 2. С. 52–69.

Бутовская З. С., Kosaretsky S., Zvyagintsev R.

The concept of educational poverty has emerged in scientific literature at the end of the XX century, and denotes socio-economic conditions, in which it is impossible to fully provide high-quality education. The problem of educational poverty as a barrier to the formation of human capital is increasingly attracting the attention of the world community, particularly in the context of SDGs and the threat of increasing of educational inequality due to Covid-2019. To date in Russia there are no papers, in which educational poverty is considered in theoretical terms or as a framework for empirical research. This article presents an overview of various approaches to the definition, measurement, and contexts of use of educational poverty concept in scientific literature, substantiates the potential and options for its application in Russia’s educational context.

Keywords: школьное образование, образовательное неравенство, school education, оценка качества образования, educational inequality, educational poverty, Основное образование, Basic Education, assessment of the quality of education, Образовательная бедность