Below is the old TVETipedia, if we still want to look up things there.
TVETipedia Glossary
Disadvantaged population
 Excluded from social rights or from social life or whose situation is precarious Source: EU commission (NRDC) 2011, Europe
| Organisation: | National Research and Development Centre for adult literacy and numeracy (commissioned by the EU) , Europe |
| Source: | European Adult Learning Glossary level 1 (2011) |
| Description: | This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Two glossaries have been produced in the course of this project. The glossary presented here –the Level 1 glossary –is intended to be a practical reference tool for policy-makers and administrators that will enable better communication between the Member States.[...]
Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, University of London, and carried out in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE) in Bonn, the Agence Nationale de Lutte congtre L'illetrisme (ANLCI) in Lyon, the University of Sheffield, and the University of Warsaw. pp. 2-3 (About) |
(Disadvantaged students )Students who are socio-economically disadvantaged in comparison to their peers. On average, there is an academic performance gap between disadvantaged and advantaged students. Disadvantaged students can lack resources, such as books, computers, easy access to the Internet and help from parents, among others. Source: OECD (Trends education) 2016
| Organisation: | Organisation for Economic Cooperation and Development, Global |
| Source: | Trends Shaping Education 2016 (2016) |
| Description: | Trends Shaping Education examines major trends affecting the future of education and sets the background on upcoming challenges for policy makers and education providers alike. This work does not give conclusive answers: it is not an analytical report nor is it a statistical compendium, and it is certainly not a statement of OECD policy on these different developments. It is instead a stimulus for thinking about major tendencies that have the potential to influence education, and conversely, the potential of education to influence these trends.OECD Website |
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