Institutional Context of Education Systems in Europe: A Cross-Country Comparison on Quality and EquityR.H. Hofman, W.H.A. Hofman, J.M. Gray, P. Daly 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. |
Contents
Institutional contexts and effectiveness of schooling | 1 |
12 A conceptual presentation of assumed relationships | 5 |
13 Institutional contexts of education systems | 6 |
131 Publicprivate sector effects | 7 |
132 Type of funding of public and private education | 9 |
133 Governance of public and private education | 10 |
134 Choice and community in public and private education | 12 |
14 The withincountry publicprivate sector model | 14 |
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 |
15 Objectives and design of the international project | 16 |
Selection and definition of indicators | 17 |
222 Indicators of types of governance | 19 |
223 Indicators of freedom of school choice | 22 |
Country reports education systems in Europe | 25 |
32 Spain | 27 |
key characteristics | 29 |
33 Scotland | 35 |
332 Characteristics of Scottish compulsory education | 36 |
key characteristics | 37 |
34 Sweden | 41 |
342 Characteristics of Swedish compulsory education | 42 |
key characteristics | 43 |
35 Portugal | 47 |
key characteristics | 49 |
36 The Netherlands | 56 |
key characteristics | 57 |
37 Ireland | 63 |
key characteristics | 64 |
38 Germany | 69 |
382 Characteristics of German compulsory education | 70 |
key characteristics | 71 |
39 France | 75 |
392 Characteristics of French compulsory education | 76 |
key characteristics | 77 |
310 England | 81 |
key characteristics | 83 |
311 Denmark | 90 |
key characteristics | 91 |
312 Belgium French | 96 |
3122 Characteristics of Belgium French compulsory education | 97 |
key characteristics | 99 |
313 Belgium Flemish | 104 |
3132 Characteristics of Belgium Flemish compulsory education | 105 |
key characteristics | 107 |
314 Austria | 111 |
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 |
191 | |
Appendix I | |
Appendix II | |
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References to this book
Comparative Education Research: Approaches and Methods Mark Bray,Bob Adamson,Mark Mason Limited preview - 2007 |