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

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Institutional Context of Education Systems in Europe A Cross-Country Comparison on Quality and Equity by R.H. Hofman, W.H.A. Hofman, J.M. Gray and P. Daly pdf

Institutional Context of Education Systems in Europe A Cross-Country Comparison on Quality and Equity by R.H. Hofman, W.H.A. Hofman, J.M. Gray and P. Daly pdf free download. Worldwide, policymakers are seeking to restructure and renew educational systems that have been struggling to keep pace with rapidly changing environmental demands. Internationally, we observe an increase in attention to governance in general and governance of schooling specifically. Especially, the concept of ‘institutional context’ has come to play an important role in the explanation of differences in ‘effectiveness’ between schools.

Institutional Context of Education Systems in Europe A Cross-Country Comparison on Quality and Equity by R.H. Hofman, W.H.A. Hofman, J.M. Gray and P. Daly pdf

The implication is that improving institutional policies may be a good deal more effective in increasing the quality of schooling than revising resource policies. Educational systems emerge over time. Their formation and maintenance reflect differing historical traditions, cultural values and religious interests as well as divergent views about the role of the state in shaping the life-chances of its future citizens. The quest for higher performance through educational reform has been a worldwide phenomenon, especially over the last decade; it is a trend from which European governments have not been immune.

Institutional Context of Education Systems in Europe A Cross-Country Comparison on Quality and Equity by R.H. Hofman, W.H.A. Hofman, J.M. Gray and P. Daly pdf

In the International Handbook of School Effectiveness Research, Teddlie and Reynolds (2000) claim that school effects tend to be more substantial in school systems making use of governance structures that allow individual schools more autonomy. However, what is meant by institutional context differs from education system to education system. The task we set ourselves in this volume was to find appropriate frameworks for comparison of institutional contexts which were simultaneously true to the broad circumstances of each country whilst putting some of the nuances into institutional context.

Institutional Context of Education Systems in Europe A Cross-Country Comparison on Quality and Equity by R.H. Hofman, W.H.A. Hofman, J.M. Gray and P. Daly pdf

We assume that at the centre of institutional context are a nexus of inter-cutting relationships pertaining to the relative sizes of the public and private sectors, the financial bases on which they are founded, governance structures and the extent of school ‘choice’ available in different countries as well as variations in decision-making, the ‘locus of control’ and the influence of parents and community. Our research methodology was to recruit a range of country ‘experts’, who could alert us to the salient features of each educational system, and combine their views with analyses of a cross-European data-set on pupil performance.

Institutional Context of Education Systems in Europe A Cross-Country Comparison on Quality and Equity by R.H. Hofman, W.H.A. Hofman, J.M. Gray and P. Daly pdf

Institutional Context of Education Systems in Europe A Cross-Country Comparison on Quality and Equity by R.H. Hofman, W.H.A. Hofman, J.M. Gray and P. Daly pdf

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