Educational Reform in Europe
Educational Reform in Europe
Educational Reform in Europe
Educational Reform in Europe
Educational Reform in Europe
Educational Reform in Europe
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Educational Reform in Europe

History, Culture, and Ideology

Richard R. Verdugo

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Paperback / softback
02 October 2014
$131.00
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Education is a contested terrain. The symmetry of education reform among the seven countriesexamined in this volume is remarkable. There is much commonality in the issues they raise, inthe competing groups battling over education policy, their policy choices, and theimplementation of such policies. Also, all seven countries address the same issues: equity,global competition, the performance of their students. Nonetheless, differences are subtle andsignificant.There are at least six important traits characterizing these battles: the context, the combatants, theissues, the process, student performance and the policies. To begin with, history, culture, andgovernance regime set the context for education policy and reform. Second, there is the processof how these battles are waged--is compromise an outcome or is it a zero sum contest? Third,there appear to be four groups of combatants each with its own ideology representing a particularsocial class in society and their views about education and its uses: Conservatives, Socialists, Neo-Liberals, and Elites. Education is animportant and valued resource that each status group tries to control and shape to its own views. Fourth, there are key issues that driveeducation reform: how education can best flatten a social system, how education trains students for work, and how education socializesstudents to be functioning citizens. In recent years, a fifth issue has emerged: student performance on international standardized tests.Not only is a society's international reputation based on their students' performance, but nations see such performance as an indicator ofthe quality of their educational system and if it is good enough to secure its economic future. Finally, there are the policies themselves--do they reduce or increase inequality, who benefits and how?The chapters in this volume clearly point out that education reform is not a homogeneousprocess as some scholars have conjectured. Rather, education reform involves heated battlesover the control of the educational system because education is seen as a key factor inmaintaining a society's vision and social structure.
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Educational Reform in Europe

$131.00

Description

Education is a contested terrain. The symmetry of education reform among the seven countriesexamined in this volume is remarkable. There is much commonality in the issues they raise, inthe competing groups battling over education policy, their policy choices, and theimplementation of such policies. Also, all seven countries address the same issues: equity,global competition, the performance of their students. Nonetheless, differences are subtle andsignificant.There are at least six important traits characterizing these battles: the context, the combatants, theissues, the process, student performance and the policies. To begin with, history, culture, andgovernance regime set the context for education policy and reform. Second, there is the processof how these battles are waged--is compromise an outcome or is it a zero sum contest? Third,there appear to be four groups of combatants each with its own ideology representing a particularsocial class in society and their views about education and its uses: Conservatives, Socialists, Neo-Liberals, and Elites. Education is animportant and valued resource that each status group tries to control and shape to its own views. Fourth, there are key issues that driveeducation reform: how education can best flatten a social system, how education trains students for work, and how education socializesstudents to be functioning citizens. In recent years, a fifth issue has emerged: student performance on international standardized tests.Not only is a society's international reputation based on their students' performance, but nations see such performance as an indicator ofthe quality of their educational system and if it is good enough to secure its economic future. Finally, there are the policies themselves--do they reduce or increase inequality, who benefits and how?The chapters in this volume clearly point out that education reform is not a homogeneousprocess as some scholars have conjectured. Rather, education reform involves heated battlesover the control of the educational system because education is seen as a key factor inmaintaining a society's vision and social structure.

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