A bolsa de estudo para o ensino fundamental privado, financiada com recursos da educação pública, está prevista na CF/88 e na LDB/96 em caráter excepcional para atender ao direito público subjetivo de acesso ao ensino fundamental. Trata-se de uma excepcionalidade, pois a Lei permite o uso deste instituto sob três condições: quando não houver vaga na escola pública próxima à residência da criança, quando a criança não possuir recursos para financiar o próprio estudo em escola privada, e como conseqüência, o poder público obrigado a investir prioritariamente na solução da falta de vagas na local de moradia do aluno bolsista. Em resumo a bolsa deve ser transitória. A pesquisa tomou o caso de Nova Iguaçu/RJ, centrandose nos anos de 1997 a 2008, no entanto, mostrou que esse Município tem concedido bolsas de estudo de forma recorrente desde, no mínimo 1990, e no mesmo lugar e a crianças não necessariamente carentes, pois a maior parte delas já estava na escola quando receberam bolsa. O que caracteriza a sua ilegalidade, a sua inconstitucionalidade. A pesquisa objetivou entender a natureza da política de concessão de bolsas no âmbito deste Município. A hipótese de que a concessão de bolsas, mais do que uma resposta ao direito público subjetivo, seria uma forma de desviar recursos públicos à escola privada, pautada pelo clientelismo e pela troca de favores foi corroborada pela pesquisa. Para tanto, recorreu-se a uma combinação de métodos de pesquisa, ao paradigma indiciário e ao materialismo histórico. Procedeu-se a consultas a documentos do Município e a entrevistas com gestores da educação pública, da escola privada, políticos, lideranças sindicato dos trabalhadores da educação do Município, conselheiros na área da educação e aos próprios bolsistas. Constatou-se, sobretudo até o final de 2004, devido à forma sub-reptícia e à falta de transparência pública na sua concessão, que, até a sua extinção em 2008 pelo Governo Municipal, a sociedade civil enfrentou imensas dificuldades para exercer o papel de cidadão no controle social sobre esta política pública. / State-funded grants for private schools operating in the compulsory education sector (comprising 8 years) are provided for in the Federal Constitution of 1988 and the General Law of Education of 1996 as an exception to fulfill the public subjective right of access to the 8 years of compulsory education. This is an exception, for the law allows said grants under three conditions: when there is no place available in the State school near the child home, when the child has not funds to pay his own fees in a private school and, as a result, the State should prioritarily invest to solve the lack of places in the place of residence of the pupil with a grant. In short, the grant should be provisional. This research examined the case of the municipality of Nova Iguaçu, in the State of Rio de Janeiro, between 1997 and 2008. It found that the local government has consistently given grants since at least 1990, always in the same place and with the same schools for children not necessarily deprived, for most of them were already at school when they were given a grant, which indicates the illegal and nonconstitutional nature of the grants. The research sought to understand the nature of the grant awarding policy in this local government and confirmed the hypothesis that, the awarding of grants, far from being an answer to the subjective public right of access to education, would be a way of channelling public funds to private schools, based on clientelism and exchange of favours. To do this, the research employed a combination of research methods, the criticalhistorical approach and the index paradigm. Local government documents were examined and interviews were carried out with State education and private school administrators, politicians, leaders of the local government education workers\' union, education councillors and those legally responsible for the children who were given the grants. It was found, up to its extinction, in 2008, particularly until the end of 2004, owing to the subreptitious form and the lack of public transparency in the grant awarding, that civil society faced immense difficulties to perform the citizen role of social control over this public policy.

This dissertation investigates how policies are implemented in the public life of a private school and public school education in the municipality of Santa Maria, considering the extension of compulsory education in elementary school. In view of this analysis, define general objective is to identify possible changes related to daily school life experienced by teachers in the teaching profession and other subjects in the exercise of management, considering the extension of compulsory education in elementary school. We established the following objectives: To analyze the views of teachers about educational policies that increased the basic education of eight to nine years, identify the changes made in the administrative, physical and educational; know the implications and possibilities that the proposed extension of compulsory education brought to the fundamental teaching. To meet the objectives proposed in this study, we chose a qualitative approach, the case study. We favor as sources of information on structured interviews with teachers in the exercise of management and teachers in the teaching profession who work in classes that have changed. For analysis of data collected and the categories of research and its ramifications, we adopted the content analysis. Data analysis allowed to understand how educational policies, in particular, the intentions of the legislators leave the documents to legitimize the day-to-day schools. We analyzed that the lack of subsidies and guidelines on the proposal before and during the implementation process, feelings of doubt, insecurity and discomfort were experienced by teachers in the teaching profession and the administration and parents. Even colleagues with knowledge of the public policy of the EF of nine years, were considered insufficient. Because of the school community does not feel like participants in the construction of the legal prerogative flagged, it arrived in a hierarchical and imposed. By promoting the mandatory inclusion of the child at six years old at the EF school everyday, we can say that destructured what was hitherto established. To fulfill its role in legitimizing public policy, schools have sought, within its limitations, implement the proposal. Changes in the daily school driven by experienced teachers in the teaching profession and financial management were significant in both contexts. The dialogues contained tissue with colleagues led us to explore the various implications and multiple possibilities that the proposed extension of compulsory primary education brought to the teaching practices experienced. We conclude that the policy of expansion of the EF of nine years is in the process studied in the everyday. Well, to say that there were improvements in the quality of learning, the acquisition of knowledge such as literacy and literacy, it takes time, constant monitoring and evaluation. We assume also the legitimization of PE nine years in education is linked to educational performance, considering that there are laws that promote the changes to ensure the qualification in education, but the teaching practices developed by teachers. It is they who, daily, experience the educational practices in the current education system. / Esta dissertação investiga como são implementadas as políticas públicas no cotidiano de uma escola particular e de uma escola pública estadual de ensino do município de Santa Maria, considerando a ampliação da escolarização obrigatória no Ensino Fundamental. Na perspectiva desta análise, definimos como objetivo geral: identificar as possíveis mudanças impulsionadas no cotidiano escolar vividas pelos professores no exercício da docência e nos demais sujeitos no exercício da gestão, considerando a ampliação da escolarização obrigatória no Ensino Fundamental. Estabelecemos como objetivos específicos: Analisar as concepções dos professores acerca da política educacional que ampliou o Ensino Fundamental de oito para nove anos; Identificar as mudanças realizadas no âmbito administrativo, físico e pedagógico; Conhecer as implicações e possibilidades que a proposta de ampliação obrigatória do ensino fundamental trouxe para as práticas pedagógicas. Para atendermos os objetivos propostos neste estudo, optamos pela abordagem qualitativa, do tipo estudo de caso. Privilegiamos como fontes de informações a entrevista semiestruturada com os professores no exercício da gestão e professores no exercício da docência que atuam nas turmas que já sofreram alterações. Para análise dos dados coletados e das categorias de investigação e suas ramificações, adotamos a análise de conteúdo. A análise dos dados possibilitaram compreender como as políticas educacionais, em particular, as intenções dos legisladores saem dos documentos para se legitimar no dia-a-dia das escolas. Analisamos que, pela falta de subsídios e orientações sobre a proposta, antes e durante o processo de implementação, sentimentos de dúvidas, desconforto e insegurança foram vivenciados pelos professores nos exercício da docência e da gestão e pais. Mesmo os colegas tendo conhecimentos sobre a política pública do EF de nove anos, foram considerados insuficientes. Pelo fato da comunidade escolar não sentir participantes da construção da prerrogativa legal sinalizada, esta chegou de forma hierárquica e imposta. Ao promover a inclusão obrigatória da criança aos seis anos de idade no EF nos cotidianos escolares, podemos dizer que desestruturou o que estava, até então, estabelecido. Para cumprir com seu papel de legitimadora das políticas públicas, as escolas buscaram, dentro de suas limitações, implementar a proposta. As mudanças impulsionadas no cotidiano escolar vividas pelos professores no exercício da docência e no exercício da gestão foram significativas em ambos os contextos. Os diálogos constantes tecidos com os colegas nos levaram a conhecer as diversas implicações e múltiplas possibilidades que a proposta de ampliação obrigatória do ensino fundamental trouxe para as práticas pedagógicas vividas. Concluímos que a Política de ampliação do EF de nove anos está em processo de implementação, mas ainda distante de estar legitimado nos cotidianos estudados. Pois, para se dizer que houve melhoras na qualidade da aprendizagem, na aquisição de conhecimentos como a alfabetização e o letramento, é preciso tempo, acompanhamento e avaliações constantes. Pressupomos, também, que a legitimação do EF de nove anos em educação esteja vinculada à atuação docente, considerando que não são as leis que promoverão as modificações para garantir a qualificação no processo educativo, mas as práticas pedagógicas desenvolvidas pelos professores. São eles que, cotidianamente, vivenciam as práticas educativas no atual sistema de ensino.

Este trabalho tem como objetivo analisar a o direito à educação no Brasil, focalizando o Período Imperial (1822 a 1889). A reflexão incorpora uma análise históricocomparativa acerca do sentido do direito à educação, sua interpretação nos documentos legais e o correspondente debate legislativo. O mapeamento realizado observou a inserção da gratuidade e da obrigatoriedade na legislação. Vale ressaltar que a gratuidade foi explicitada na Constituição Política do Império do Brasil, de 1824. Com o Ato Adicional, em 1834, descentralizou-se a administração pública, ficando a educação primária a cargo das províncias. Assim, a gratuidade não se efetivou em algumas delas no período estudado. Já a obrigatoriedade enfrentou resistências e permeou inúmeros debates parlamentares, de modo que sua implantação aconteceu pontualmente apenas em algumas legislações provinciais. Apesar da explicitação do direito à educação, enquanto dever do Estado, só ter sido realizada no nível federal com a Constituição de 1969, o presente trabalho indica que, em nível provincial, houve inserções já no Período Imperial. / The purpose of this study is to analyze the idea of the right to education during the Imperial Period (1822 to 1889). The reflection incorporates comparative historical analyzes about the right to education, its interpretation on the legal documents and corresponded debates. The right to education mapping began with the observation of the concept of free tuition and compulsory education by the law. In 1824, the Imperial Constitution (Constituição Política do Brasil Imperial) established the principle of free tuition to elementary schools. With the Amendment Constitutional (Ato Adicional) of 1834 the public administration was decentralized and the provinces were made responsible for primary education. But it was not applied at some provinces at that time according this research. On the contrary, the compulsory concept was discussed by the parliament, so it was implemented in a punctual way, just established as a law in some provinces. Although the right to education as a state duty was officially declared only in 1969, this study shows that there were previous statements, in some provinces, during the Imperial Period.

No description available.

Thesis (Ph. D.)--University of Chicago, Dept. of Political Science, August, 2000. / Includes bibliographical references. Also available on the Internet.

Made available in DSpace on 2016-04-27T16:32:40Z (GMT). No. of bitstreams: 1 Elizangela Tremea Fell.pdf: 1783211 bytes, checksum: d616c02e90f56f9dfae899765fed6d32 (MD5) Previous issue date: 2012-07-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis examines the institutionalization of compulsory public education in Paraná in the period 1854 to 1889. As of December 19, 1853, Parana, raised to the rank of the Province ceases to be the 5th District of São Paulo. Perceiving education as an area in need of attention, the provincial government, beyond the sphere of legislative discussions, and September 14, 1854, promulgates the Law No. 17, establishing the obligation of public instruction and the resulting legal penalties for violators. It is from the enactment of this legislation, and having the backdrop of a ruling elite that brought with it a whole city ideology of progress, order and regulation for local and national prosperity, based on the model of civilized man to be legitimized through compulsory and a population devoid of book culture, with habits, values and customs shaped by tradition from the country , called rude and stationary , which fits the research problem where to conditions im posed compulsory education in the province Parana, where the reasons for it and how to materialize or not this claim? Based on the literature and research (educational legislation, government reports, letters, several letters, petitions, attendance records of schools, journals, etc.) was possible to perceive barriers that stood in the generalization of primary education and generated a complex game of pushing and shoving between several voices echoing in order to find culprits. Among these barriers, the research points to the school related to the order, the difficulty found by the government, throughout the period, to provide the Province with enough schools, qualified teachers and effective inspection, and those related to social order, the resistance and fear families, who did not see the school as the proper place, is handicapped by its facilities; the diversity of children and young people who attended, for fear of the effects of morality that could cause such a meeting of boys and especially girls, or, by the fact that parents who had no access to school education elementary as they see no need, prioritizing the immediate result that the free labor to their children represented. The combination of these factors converged significantly to the compulsory education was not sanctioned by the majority of the population, making it difficult to carry out the project of schooling of children of Paraná, understood as a social sorting mechanism and the propagation of an ideal civilization / Esta tese analisa a institucionalização da obrigatoriedade da instrução pública no Paraná no período que vai de 1854 a 1889. A partir de 19 de dezembro de 1853, o Paraná, alçado à categoria de Província, deixa de ser a 5ª Comarca de São Paulo. Percebendo a instrução como área carente de atenção, o governo provincial ultrapassa a esfera das discussões legislativas e, em 14 de setembro de 1854, promulga a Lei nº 17, estabelecendo a obrigatoriedade da instrução pública e as consequentes penalidades legais para os infratores. A promulgação dessa legislação tinha como pano de fundo, de um lado, uma elite governamental que trazia consigo toda uma ideologia citadina de progresso, de ordem e de normatização para a prosperidade local e nacional, calcada no modelo de homem civilizado a ser legitimado por meio da escolaridade obrigatória e, de outro lado, uma população despida de cultura livresca, com hábitos, valores e costumes conformados pela tradição campeira, dita rude e estacionária . É nesse panorama que se insere o problema de pesquisa, questionando em que condições se instituiu a obrigatoriedade escolar na província paranaense, quais as justificativas para isso e como se concretizou ou não essa pretensão? Com base na pesquisa bibliográfica e na investigação documental (legislação educacional, relatórios de governo, ofícios, correspondências diversas, abaixo-assinados, registros de frequência das escolas, periódicos, entre outros), foi possível perceber entraves que se colocavam à generalização da instrução primária e geraram um complexo jogo de empurraempurra entre várias vozes que ecoavam no sentido de encontrar culpados. Dentre esses entraves, a pesquisa aponta para os relacionados à ordem escolar, pela dificuldade encontrada pelo governo, em todo o período, de dotar a Província com escolas suficientes, professores qualificados e inspeção efetiva, e os relacionados à ordem social, pela resistência e receio das famílias, que não viam a escola como lugar apropriado, seja por suas instalações deficientes; pela diversidade de crianças e jovens que a frequentavam; pelo temor dos efeitos à moralidade que poderia ocasionar tal reunião de meninos e, principalmente, de meninas; ou, pelo fato de que os pais que não tiveram acesso aos bancos escolares virem a educação elementar como dispensável, primando pelo resultado imediato que a mão de obra gratuita que seus filhos representavam. A junção desses fatores convergiu sobremaneira para que a obrigatoriedade escolar não fosse sancionada pela maior parte da população, o que dificultou a concretização do projeto de escolarização da infância paranaense, escolarização compreendida, pela elite, como um mecanismo de ordenação do social e de propagação de um ideal civilizatório

Abstract not available

本研究採用問卷調查法，以探討我國中小學校長遴選制度實施成效和意見。研究對象為教育行政人員代表、中小學校長、教師、中小學家長會代表及專家學者，共寄發600份問卷，有效問卷428份，進行次數分配、χ2考驗和兩個百分比差異顯著性z考驗。調查研究結果如下： 一、關於國民中小學校長遴選制度實施成效 國民中小學校長遴選實施成效依序為「每四年一次的校長遴選方式，可以淘汰不適任校長」、「可以增進校長辦學績效，改善學校教育品質」、「依學校辦學需求，為學校遴選到適才適所的校長」、「增進家長參與學校事務的意願」、「校長遴選方式，有助於提升校園民主」、「增進教師參與學校事務的意願」、「增進社會公正人士參與學校事務的意願」。 二、關於中小學校長遴選制度面臨的問題 國中小學校長遴選制度面臨的問題面臨的問題依同意度的高低排序如下：「地方政治勢力干涉校長遴選的意見」、「遴選委員的代表性不足的意見」、「遴選委員組成比例規定不合理的意見」、「遴選委員的專業性不足的意見」、「直轄市及各縣市中小學校長間無法相互遷調，造成居住外縣市具有校長候用資格者無法參與其它縣市政府的校長遴選的意見」、「校長回任教師或轉任他職的安排的意見」、「採用遴選的方式，造成彼此在遴選上競爭激烈，恐怕在校園上會形成惡質的選舉文化的意見」、「不納入年資、經歷計分的校長遴選方式，未能顧及教育行政倫理的意見」、「採用遴選的方式，造成特殊偏遠地區的中小學校長流動率偏高的意見」、「教育行政人員喪失轉任校長管道的意見」、「縣市政府培訓的候用校長名額過多，恐怕會造成候用校長長年不能正式錄用，造成資源浪費的意見」、「採用遴選的方式，承受各方對校長的要求，使得校長難以發揮應有作為的意見」、「無法保障弱勢族群（如原住民教師、女性）出任校長的意見」。 三、關於改善校長遴選制度的配套措施 改善校長遴選制度的配套措施的優先順序為「建立客觀公正及專業的校長評鑑」、「建立完善的校務評鑑」、「中小學校長應具有同級學校教師資格」、「依學校辦學需求，為學校遴選到適才適所的校長」、「建立良善的校長職前培育制度」、「校長回任教師或轉任他職的安排」、「建立校長遴選申訴制度」、「建立客觀公正及專業的教師評鑑（教學視導）」。 四、關於校長回任教師或轉任他職的安排 大部份填答人員都一致認為未獲遴聘的校長應在國教法規定的範圍內，自行決定未來的出路。 最後，本研究將針對上述的研究發現加以討論，並提出具體性建議供直轄市和縣(市)政府辦理中小學校長遴選和參與校長遴選候選人之參考及未來後續研究之建議。 / The purpose of the present study is to discuss the effects of Principal Selection Program(PSP) in Compulsory Education on Taiwan and subjects' opinions about the principal selection. By purposive sampling, 428 valid samples from 600 copies are acquired, inclusive of principals, teachers, parents, administrators, and professors in Taiwan Province, Taipei City, and Kaohsiung City. These data gathered from questionnaire are analyzed by frequencies, chi-square test and Z test through statistical package software "SPSS for Windows 9.0". Important findings are the following: 1.For the effects of implementing PSP, the major important factors are prompting competition and accountability, recruiting competent principals, and urging parents to participate in schooling affairs. 2.For the difficulties of implementing the PSP, the major difficulties are political intervention, representation of commissioners, composition of Principal Selection Committee, the lacking of profession in the process of principal selection, and decending position from principals to be teachers or other jobs. 3.For the questions of how to improve PSP, the major effective strategies are establishing principal and schooling affairs evaluation system, and making principals to be qualified for teachers in the same level. 4.For transition of principal's career, most of the subjects, if they were principals, will choose to go back for teaching after leaving principal position. Finally, the study discussed the findings, and offered some practical suggestions concerning the principal selection in compulsory schooling at local governments in the further research.

Τις δύο τελευταίες δεκαετίες ο ρόλος και τα καθήκοντα των διοικητικών οργάνων της εκπαίδευσης και των υποστηρικτικών θεσμών έχουν γίνει αντικείμενο θεμελιωδών αλλαγών και έχουν αποκτήσει εξαιρετική σημασία ως αποτέλεσμα των εξελίξεων εντός και εκτός της εκπαίδευσης. Αντικείμενο της παρούσας εργασίας είναι ο ρόλος, η θέση, τα καθήκοντα και οι αρμοδιότητες των διευθυντών σχολικών μονάδων υποχρεωτικής εκπαίδευσης στο λόγο της Ευρωπαϊκής Ένωσης (Ε.Ε.) και σύγκριση του με τα όσα ισχύουν σε τρεις ευρωπαϊκές χώρες : Ελλάδα – Φινλανδία – Κύπρο, ώστε να περιγραφεί το τοπίο και να αναδειχθούν πιθανές επιρροές, συγκλίσεις ή αποκλίσεις. Υποστηρίζεται ότι ο Νέο-φιλελεύθερος λόγος που αναπτύσσεται τα τελευταία χρόνια επηρεάζει τόσο την Ε.Ε. όσο και τις άλλες υπό εξέταση χώρες σε μικρότερο ή μεγαλύτερο βαθμό ανάλογα με τις ιδιαιτερότητες που παρουσιάζει η καθεμία από αυτές. / The two last decades the role and the duties of administrative bodies of education and supporting institutions have become object of fundamental changes and have acquired exceptional importance as resulting from developments inside and outside the education. Object of present work is the role, the place, the duties and the competences of directors of compulsory education school units in the reason of European Union (EU) and his comparison with that they are in effect in three European countries: Greece - Finland – Cyprus. It is attempted to be described the landscape and to be found possible influences, convergences or divergences. It is supported that the Neoliberal reason that is developed in the past few years, influences in smaller or bigger degree so much the EU as the other under review countries depending on the particularities that it presents each one.

Avhandlingen handlar om digital (o)jämlikhet. Begreppet (o)jämlikhet utgår från en sammanskrivning av jämlikhet och ojämlikhet men uttalas som det sistnämnda. Problematiken kring digital (o)jämlikhet belyses i avhandlingen i form av fyra olika delstudier samt en kappa. Avhandlingens övergripande syfte är att öka kunskapen om digital (o)jämlikhet genom att empiriskt kartlägga och teoretiskt tolka användning av informations- och kommunikationsteknik (IKT) bland barn och unga vuxna. Ett speciellt fokus läggs vid skolans roll i sammanhanget då den svenska skolan har i sitt uppdrag att ge alla elever en likvärdig utbildning. Skolan ska även kompensera för elevers olika förutsättningar. Genom en enkätstudie och en intervjustudie analyseras grundskole- och gymnasielevers användning av och tillgång till IKT i skolan och i hemmen. Elevernas digitala kompetens i allmänhet och deras kompetens i informationssökning i synnerhet, analyseras också för att skapa en bild av den digitala (o)jämlikheten. I dessa analyser studeras även skolans bidrag till elevers digitala kompetens och digitala jämlikhet. Resultaten av dessa analyser presenteras i två delstudier. För att få en djupare förståelse för fenomenet digital (o)jämlikhet ur ett internationellt perspektiv utgör en av delstudierna en systematisk forskningsöversikt. Ytterligare ett sätt att fördjupa kunskapen om digital (o)jämlikhet i avhandlingen är att studera fenomenet utifrån en utbildningssociologisk teori vilket genomförs i den sista delstudien. Inom ramen för det övergripande syftet prövas, och granskas kritiskt, därför Selwyns begrepp tekniskt kapital. Tekniskt kapital har sin grund i Bourdieus kapitalbegrepp och syftar därmed på tillgång till och användning av IKT som tillskrivs ett värde. Resultaten visar att det finns en digital ojämlikhet bland de unga som ingår i studien, trots den till synes höga tillgången till IKT. Avhandlingen visar även att skolan inte klarar sitt uppdrag då eleverna inte får en likvärdig utbildning samt att skolans uppdrag avseende elevers digitala kompetens är oklart. Vidare visar resultatet att begreppet teknisk kapital ger möjlighet till en djupare förståelse av digital (o)jämlikhet. Samtidigt ges förslag på hur begreppet tekniskt kapital kan förfinas ytterligare. / This doctoral thesis focusses on digital (in)equality; a new concept construed by combining the notions equality and inequality. The concept will for the purpose of this thesis be written as (in)equality constituting a new domain of study as explored in four separate studies together comprising this thesis. The general aim of the thesis is to increase the knowledge base of digital (in)equality by empirically charting and theoretically interpreting the use of in-formation and communication technology (ICT) by children and adults alike. A specific focus is how ICT is utilised in schools since the Swedish school system is commissioned by law to provide equal education for all. Compulsory school pupils' use and access to ICT in schools as well as at home was investigated both by a survey study and an interview study. In addition, pupils' general digital competence as well as their skills in searching information were studied in order to gain insight into digital (in)equality. The Swedish school system and its role in conveying such competence was a particular concern. Results are presented in two of the four articles constituting this doctoral thesis. To gain a wider understanding of the ICT (in)equality phenomenon an international outlook was incorporated into thesis in the form of a systematic literature review. This literature review is presented in the third article of the thesis. The fourth and final study widens the scope even further by analysing the phenomenon in the light of sociological theory. The general aim of the thesis was scrutinised and critically analysed using Nathan Selwyn's construct of Technology Capital, which in turn is derived from Pierre Bourdieu's notion of cultural capital. Technology capital defines both access to and the use of ICT, which of course also implies that ICT indeed has cultural value. The results of this sociological analysis showed that there does indeed exist a digital inequality amongst the younger generation in Sweden in spite of having easy access to the technology. It is demonstrated that the Swedish school system actually fails its commission. In respect to the use of and access to ICT the school system is not equal and pupils do not receive equal education. Furthermore, the analysis suggested that the task given to the school system is unclear and that the use of a concept such as technological capital is a promising one in gaining further insights into the phenomenon of digital (in)equality. In conclusion, suggestions are also made how the notion of technology capital could be further developed made more precise.