Titlebook: Educational Policies and Inequalities in Europe; Marc Demeuse,Daniel Frandji,Jean-Yves Rochex Book 2012 Palgrave Macmillan, a division of

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Twenty-Five Years of Priority Education Policy in France: Dubious Specificity and Disappointing Resu that come under the state education ministry (fighting violence in school, setting up ‘relay classes or measures’), or other ministries, in particular the ministry for the town, or the ministry for social cohesion (measures known as ‘educational watch’ and later ‘educational success’).

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Introduction: Towards a Comparison of Priority Education Policies in Europen 8 member states (England, Belgium, France, Greece, Portugal, the Czech Republic, Romania and Sweden), supported by the European Socrates. programme. The objective of this research group is to lead a comparative analysis of priority education policies (from here on referred to as PEPs) within these

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Policy Interventions to Reduce Educational Inequalities - The Case of England, 1997–2010between 1997 and 2010. This was a period in which broadly centre-left governments, following an uneasy mixture of centrally driven interventions and market solutions, undertook intensive - some might say, frenetic - policy activity. Much of this was directed at overall ‘improvement’ of the education

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Twenty-Five Years of Priority Education Policy in France: Dubious Specificity and Disappointing Resus (ZEPs) and, with the backing for the projects therein, policies that are implemented, financed and run by the minister for education and his agents. This is why most of this chapter will be devoted. to an analysis of these policies, to which we will add some analysis of other policies and measures

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