SCHOOL FAILURE IN EUROPEAN EDUCATION: FROM THE STUDENT TO THE EDUCATIONAL SYSTEM
Bibliographic record
Abstract
School failure has been a central concern of European educational policy for decades, as it is closely linked to the social, economic, and ideological transformations of each era. In the past, failure was often interpreted in terms of individual inadequacy or lack of effort approaching school achievement as the result of innate abilities and personal will. However, as early as the 1960s, research began to highlight the decisive role of social capital and class position in academic success, challenging the dominant narrative of individual responsibility. The shift towards a more systemic approach has been reinforced in recent decades, with European Union policies focusing on preventing student dropout and reducing educational inequalities. The concept of school failure has been transformed from an individual issue into an indicator of the structural weaknesses of the educational system, acknowledging the influence of factors such as educational policy, social background, and the school environment. This article explores the transition to the current understanding of school failure through a historical and political analysis of European education, focusing on the educational policies that have shaped the perception of the phenomenon. The analysis centers on the theoretical dimensions of school failure, educational inequalities, and policy interventions aimed at addressing the issue, examining the strategies and tools developed to reduce disparities and enhance access to education for all.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".