SHETKARI SHIKSHAN PRASARAK MANDAL, MUMBAI

GURUKRUPA COLLEGE OF EDUCATION AND

RESEARCH KALYAN (W)

ACADEMIC YEAR 2023-24

FIRST YEAR- B. ED

KNOWLEDGE AND CURRICULUM

ASSIGNMENT

Name of the Student :- POOJA DEVRAJ GOWDA

Roll No. :- 16

Name of the Subject Teacher :-

Project :- Report on values like equity,

quality & social Justice.

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 INDEX

Sr.
Particulars Page No.
No.

1 Introduction 3

2 Objectives Of Syllabus 6

Examples Of Equity, Equality

3 7
& Social Justice

Justification Of Examples
5 8
Selected

6 Conclusion 16

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 INTRODUCTION
Professors emphasize that asking the right
question is a crucial aspect of research. A "right
question" is one that is significant, captivating,
and can be answered through a specific
methodology. It serves as the foundation of
inquiry, directing the investigation and shaping
the researcher's thought process. In essence, the
phrasing of a research question determines the
available approaches to answering it. The resulting
answers are frequently utilized to bolster
arguments for educational policy changes.
Therefore, it is imperative to carefully craft
research questions to ensure that they are
relevant, thought-provoking, and can be effectively
addressed through research methods.

This essay examines three pressing, often implicit

questions currently being asked in educational
policy research:

1) What is educational equality?

2) What is educational equity?

3) What is a just education?

Although equality, equity, and justice may appear

to be similar concepts, they actually have distinct
and significant implications for policy-making.
While their ultimate objectives may seem to
overlap, each term carries unique assumptions
about students and the desired outcomes of policy
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 decisions. It is crucial to understand these
differences in order to avoid unintentionally
harming certain groups of students through
misguided policies.

Equality, equity, and justice are all essential

concepts, but they can easily be misinterpreted or
misapplied. Therefore, it is important to ask the
right questions and approach each concept with
rigor and clarity. By doing so, we can ensure that
our policies are truly effective and equitable for all
students.

In short, understanding the nuances of equality,

equity, and justice is critical for creating policies
that truly serve the needs of all students. By
taking the time to carefully consider these
concepts, we can create a more just and equitable
educational system for everyone.

 Equality and Equity in Education Policy

The concepts of equality and equity are often
misinterpreted and misapplied, leading to
confusion and unintended consequences. These
ideas are rooted in implicit assumptions about
what is considered "fair" in terms of the types of
schools children should attend, how students
should be treated, and how resources should be
distributed.

Educational equality is often understood as

providing all students with the same education,
giving them an equal chance to succeed. On the
other hand, educational equity emphasizes
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providing each child with the education they need
to achieve specific outcomes. Both of these ideas
seem reasonable and just, but when they are used
to guide policy decisions, they can lead to negative
outcomes.

It is important to recognize that equality and

equity are not interchangeable concepts. While
equality focuses on treating everyone the same,
equity recognizes that different individuals have
different needs and requires tailored solutions to
address those needs. Therefore, policies that aim
to achieve educational equity must take into
account the unique circumstances and needs of
each student.

Furthermore, it is crucial to consider the potential

unintended consequences of policy decisions
based on these concepts. For example, a policy
that aims to achieve educational equality by
providing the same resources to all schools may
not take into account the fact that some schools
require more resources to meet the needs of their
students. Similarly, a policy that aims to achieve
educational equity by providing additional
resources to disadvantaged students may
inadvertently create a sense of unfairness among
other students.

In conclusion, while the concepts of equality and

equity are important in education, they must be
understood and applied correctly to avoid
unintended consequences. Policymakers must

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recognize the unique needs of each student and
carefully consider the potential outcomes of their
decisions to ensure that all students receive a fair
and equitable education.

OBJECTIVES OF SYLLABUS
It is imperative to provide equal treatment to all
human beings, regardless of their gender, caste,
colour, or any other aspect. Additionally, it is
crucial to create provisions for those who are
disabled, ensuring they have equal opportunities
to improve their quality of life.

Rather than focusing on an individual's current

position or power, it is essential to recognize and
develop their inherent capacities. This approach
will enable individuals to reach their full potential
and contribute positively to society.

Furthermore, it is vital to maintain strong social

bonds between all human beings, regardless of
their age or gender. This will foster a sense of
community and promote inclusivity, leading to a
more harmonious and equitable society.

In summary, treating all individuals equally,

providing opportunities for the disabled,
recognizing inherent capacities, and fostering
social bonds are essential steps towards creating a
fair and just society.

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EXAMPLES OF EQUITY AND
EQUALITY

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 “Equality is giving everyone the same pair of shoes. Equity is
giving everyone a pair of shoes that fits.”

JUSTIFICATION OF EXAMPLES
This concise cartoon effectively illustrates the
difference between the concepts of equality
and equity in education. The former assumes
that all students require the same resources
to succeed, while the latter recognizes that
each individual has unique needs that
require tailored support. For instance, some
students may need extra assistance to
achieve proficiency on standardized tests or
to enjoy a baseball game, as depicted in the
cartoon.

The educational equity orientation shifts the

policy discussion towards ensuring that all
students receive the resources they need to
succeed, even if this means distributing
resources unevenly. This distinction is
crucial, as major policy changes such as the
Every Student Succeeds Act (ESSA) often use
terms like "equal" and "equitable" to describe
their goals. ESSA's website claims that the
law "advances equity" by protecting
disadvantaged and high-need students and
promoting "equal opportunity for all
students."
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By incorporating the idea of equity into its
policy orientation, ESSA recognizes that
fairness requires more than just treating
everyone the same. Instead, it acknowledges
that some students require additional
support to overcome barriers to success. This
approach is not only more just, but also more
effective in closing educational achievement
gaps and ensuring that all children receive a
high-quality education. The concept of equity
in school policies is not without its
challenges. While an equity orientation is
commendable for its recognition of diversity
among students, it assumes a uniformity of
the "good" to be achieved in education. This
could be anything from high school
graduation to meeting certain testing
benchmarks. However, for equity to be
achieved from a policy standpoint, the goal
must be the same for all students. This raises
the question of what happens when a student
does not want to participate in a particular
activity, such as watching baseball. Should
policy force that child to do so? This is the
current tension that Every Student Succeeds
Act (ESSA) will be grappling with in the years
to come.

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While an equity orientation is sensitive to the
needs of different students, it can lead to
problems when it comes to defining what
constitutes success and progress. Simple
answers, such as test scores and graduation
rates, may seem uncontroversial at first
glance. However, when examined more
closely, policies that aim to ensure all
students meet testing benchmarks can stifle
the wide range of values and goals that exist
within American society. For instance,
policies like the No Child Left Behind Act
(NCLB) have resulted in a narrowed
curriculum that prioritizes proficiency on
state standardized tests over other important
aspects of education.

In short, achieving equity in education is a

complex issue that requires careful
consideration of the diverse needs and goals
of students. While it is important to strive for
fairness and equal opportunities, it is equally
important to avoid imposing a one-size-fits-all
approach that may not be suitable for all
students. The No Child Left Behind (NCLB)
policy has been criticized for diminishing the
significance of non-tested courses, such as
social studies, music, arts, and athletics. This
narrow focus on achieving specific outcomes

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 can limit the potential of students. Although
the goal of equity is based on fundamental
rights and positive ideals, the implementation
of NCLB can unintentionally harm students.

Fortunately, the Every Student Succeeds Act

(ESSA) has been introduced to address this
issue. It remains to be seen whether the
ESSA policies will effectively remedy the
problem. Nonetheless, it is crucial to
recognize the importance of a well-rounded
education that includes not only core
subjects but also extracurricular activities
and the arts. By providing students with a
diverse range of learning opportunities, we
can help them develop into well-rounded
individuals who are better equipped to
succeed in life.

 A comparative analysis of the distinctions

among a fair education, impartiality, and
parity in academia.
In contrast to equality and equity,
a just education is focused on ensuring that
each student has the opportunities to find,
figure out, and develop their skills and
abilities based on their values and their
communities’ values. A just education does
not assume the same means or the same

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ends for every student. Instead, it is oriented
around the value of liberty and the pursuit of
one’s own goals by ensuring that students are
prepared to make informed, knowledgeable
decisions and have the skills and
understandings necessary to
achieve their goals. It is about seeing
students as agents in their own education
who have rights and inherent abilities.
Finally, implicit in the idea of justice is that
education is about ensuring that
historical injustices are addressed, such as a
historical lack of access to quality education
faced by poor and marginalized students.
There are also problematic assumptions
inherent in the idea of a just education. The
first issue is that it is difficult to know what
justice is and looks like for each student.
Expanding definitions of success is
complicated because success defined broadly
does not allow for the same methods to
measure student academic achievement—
standardized tests. Standardized tests are
controversial for exactly the reason asking
questions about educational equity are not
sufficient; testing limits the definitions of
success and homogenizes the diversity of
skills and experiences that students enter
school with, as well as the variety of skills,

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knowledge, and abilities they can develop
with the caring help of teachers and their
communities.
Despite these issues, asking questions about
justice has been sorely missing in large
“school improvement” projects such as the
recent overhaul of Newark public schools.
Instead of ensuring that communities had a
significant voice in decision making, an
aspect of liberty, the policy makers focused
on top-down policies that, although focused
on equity by trying to improve the failing
schools, in fact created chaos and upheaval.
The improvement effort ultimately failed to
have the desired impact. Perhaps one of the
reasons was that the improvement effort was
overly focused on equity at the expense of
justice.
Policy makers are beginning to realize the
importance of justice and liberty in education
policy. The ESSA has scaled back much of its
direct oversight of accountability measures,
leaving that to state governments—a move
that has been praised by many education
experts. However, the legal stance of the
ESSA policy is still oriented around the idea
of equity and has not yet taken the next step
towards a just education: an education
focused on liberty while ensuring quality. The
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 focus on equitable education is an important
part of any educational policy, but another
step remains to be taken. It may not be
politically feasible at the national level, but
local authorities, teacher leaders, and policy
makers may be in a position to think of
creating policies that offer quality education
while still ensuring that students have the
liberty to reach their own unique potential,
the core strength of a democratic society. In
other words, a just education ensures that
each citizen has agency in their own
education.

 Obtaining Appropriate Answers by Asking

the Correct Questions
When attempting to answer a specific
question about the American school system,
it's easy to become too focused and lose sight
of the many goals, needs, and values that are
intertwined with it. Even seemingly similar
terms, such as equality, equity, and justice,
require careful consideration to fully
understand their implications. Implicit
assumptions about policy goals can have far-
reaching consequences when they become
law. This is why asking the right question is
crucial.

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Education policies that solely focus on equity
can neglect the needs for justice and liberty.
Just like the federal government, checks and
balances for education policy are necessary.
Asking "does the policy improve equality,
equity, and justice?" provides a more
comprehensive framework for creating fair
and effective policies that meet the needs of
all students and communities. As we strive
for every student to succeed, we must not
achieve equality or equity at the expense of
justice.
In summary, it's important to consider the
broader context and implications of education
policies. By asking the right questions and
striving for a balance between equality,
equity, and justice, we can create policies
that benefit all students and communities.

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 CONCLUSION

To achieve social well-being, equity, equality,

and social justice are crucial concepts. By
understanding and implementing these
principles, we can make significant progress
towards creating a more just and equitable
society. With a firm grasp of these
parameters, we can work towards achieving
social well-being in a shorter period of time.
Let us strive towards a world where everyone
has equal opportunities and access to
resources, regardless of their background or
circumstances.

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