Institutional Context of Education Systems in Europe: A Cross-Country Comparison on Quality and Equity

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Springer Science & Business Media, 27 août 2004 - 199 pages
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Based on empirical analysis using configuration theory and multi-dimensional scaling, this book provides insight into types of relationships that can be found between groups of countries with certain institutional context features, and into the quality and equity of their education system.

In this volume, the authors take up the challenge of considering what a European ‘settlement’ might look like. In doing so, they take into account worldwide trends and the increasing evidence of convergence across educational systems. The outcomes of comparative analyses seem to suggest that strong education systems in terms of finance, governance and choice could be preferable. To a greater or lesser extent, therefore, all the systems of education currently in use in Europe face some common challenges. The way in which these challenges are addressed will determine the future of these systems. Key elements in the current debate that are considered in greater detail in this volume include changing views on (a) centre-local relations with signs of an increasing commitment to decentralisation as a guiding principle for developing school governance; (b) school autonomy which is now increasingly regarded as the engine-room for school improvement, especially in relation to sustaining it; and (c) the celebration of community and school choice as a means of securing higher levels of parental involvement.

This volume will be of interest to researchers and practitioners working in education, educational research and sociology of education. It will also be of relevance to those interested in the comparison of various education systems and in governance, funding of education and school choice.

 

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Table des matières

3142 Characteristics of Austrian compulsory education
112
key characteristics
113
Quality and equity of european education
117
43 Fair comparisons of public and private schools performance
119
44 Choice of quality assessment criteria
120
45 International comparison
122
46 Overview of TIMSS mathematics assessment
123
47 Methodology
124

48 Comparison of quality and equity across European countries
126
49 The outcomes within a broader perspective
131
410 Interpretation of configurations of institutional contexts
133
411 Educational expenditure
135
Configurations of institutional contexts
139
52 Configuration theory and multidimensional scaling
140
54 Interpretation of configurations
145
55 Four configurations of institutional contexts
148
56 Public and private schools
151
Reflections and explanations
157
622 Selectivity of the countrys education system
158
623 Equity in education
159
624 The specific distribution of public and private schools
160
631 Types and features of school governance
161
633 Influence of local educational authorities
162
642 Parental school choice and admission policies
163
643 Parental choice and financial and social resources
164
645 New types of schools
165
Summary and implications for worldwide education
169
72 Key dimensions of context
170
73 Types of funding
171
731 Arrangements for governance
172
74 Country configurations
173
75 Do the differences affect academic performance
174
751 Comparing the outcomes with PISA
179
752 Educational expenditure and quality of education systems
180
753 The quest for higher performance
181
754 The power of markets and the freedom to choose
182
755 Church class and identity
184
76 Implications for public and private education
185
761 Strong systems
186
762 Emerging trends
187
References
191
Appendix I
197
Appendix II
199
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Page 63 - The State acknowledges that the primary and natural educator of the child is the Family and guarantees to respect the inalienable right and duty of parents to provide, according to their means, for the religious and moral, intellectual, physical and social education of their children.
Page 63 - Legislation providing state aid for schools shall not discriminate between schools under the management of different religious denominations, nor be such as to affect prejudicially the right of any child to attend a school receiving public money without attending religious instruction at that school.
Page 182 - It has the capacity all by itself to bring about the kind of transformation that, for years, reformers have been seeking to engineer in myriad other ways.
Page 152 - A school was classified as private if the school principal reported that it was controlled and managed by a non-governmental organisation (eg, a church, a trade union or a business enterprise) or if its governing board consisted mostly of members not selected by a public agency. A distinction was made between "government-dependent" and "independent" private schools according to the degree of a private school's dependence on funding from government sources.
Page 69 - The constitutional order in the Lander shall conform to the principles of the republican, democratic and social state governed by the rule of law within the meaning of this Basic Law.
Page 47 - Articles 43 and 75 of the Constitution read as follows: Article 43: 1. The freedom to learn and teach shall be safeguarded. 2. The state shall not arrogate to itself the right to plan education and culture in accordance with any philosophical, aesthetic, political, ideological or religious guidelines. 3. Public education shall not be denominational.
Page 120 - Study (SISS) organized by the International Association for the Evaluation of Educational Achievement ( IEA), the...

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