Walter Müller and Maarten H. J. Wolbers
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199252473
- eISBN:
- 9780191601958
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199252475.003.0002
- Subject:
- Political Science, European Union
Describes the educational qualifications of young people entering European labour markets as the key individual determinant of successful school-to-work transitions. It analyses the institutional and ...
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Describes the educational qualifications of young people entering European labour markets as the key individual determinant of successful school-to-work transitions. It analyses the institutional and structural factors that have led to differences between the various European countries in the scope and nature of educational expansion in recent decades. The chapter gives a detailed account of the changes in educational attainment in the various countries of Europe and shows, that although levels of education have risen tremendously in all European countries, considerable cross-national differences have remained, both with respect to levels of education and, more importantly, with respect to the different emphasis placed on general education vs vocational training.Less
Describes the educational qualifications of young people entering European labour markets as the key individual determinant of successful school-to-work transitions. It analyses the institutional and structural factors that have led to differences between the various European countries in the scope and nature of educational expansion in recent decades. The chapter gives a detailed account of the changes in educational attainment in the various countries of Europe and shows, that although levels of education have risen tremendously in all European countries, considerable cross-national differences have remained, both with respect to levels of education and, more importantly, with respect to the different emphasis placed on general education vs vocational training.
Lars Engwall, Matthias Kipping, and Behlül Üsdiken
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199590193
- eISBN:
- 9780191723445
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199590193.003.0011
- Subject:
- Business and Management, Public Management, Knowledge Management
This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite ...
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This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite possibly increasing flows of international influence. By comparative examination of the emergence and evolution of business studies in the USA and Europe, it demonstrates that not only the ways in which this particular discipline came to be organized in the first place, but also how its later development into a scientific field, differed in these two settings.Less
This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite possibly increasing flows of international influence. By comparative examination of the emergence and evolution of business studies in the USA and Europe, it demonstrates that not only the ways in which this particular discipline came to be organized in the first place, but also how its later development into a scientific field, differed in these two settings.
Patricia Maloney and Karl Ulrich Mayer
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195376630
- eISBN:
- 9780199865499
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195376630.003.0015
- Subject:
- Social Work, Social Policy
This chapter is organized as follows. The first section gives a stylized description of the elementary and secondary education systems as they map onto the life course in childhood and early ...
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This chapter is organized as follows. The first section gives a stylized description of the elementary and secondary education systems as they map onto the life course in childhood and early adulthood. The second section describes the persistent achievement gap between the races. The third section discusses some of the varied and widespread public and private responses to that achievement gap. Section four analyzes the present state of higher education in America. Section five examines diversity and inequality in access to that system of higher education, while section six presents issues of skill formation and returns to education. The seventh section returns to international comparisons as evidenced in the OECD, Third International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA) studies, and to the question of the relative quality of U.S. education. The concluding section revisits the question of U.S. education as a model.Less
This chapter is organized as follows. The first section gives a stylized description of the elementary and secondary education systems as they map onto the life course in childhood and early adulthood. The second section describes the persistent achievement gap between the races. The third section discusses some of the varied and widespread public and private responses to that achievement gap. Section four analyzes the present state of higher education in America. Section five examines diversity and inequality in access to that system of higher education, while section six presents issues of skill formation and returns to education. The seventh section returns to international comparisons as evidenced in the OECD, Third International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA) studies, and to the question of the relative quality of U.S. education. The concluding section revisits the question of U.S. education as a model.
Giorgio Brunello, Pietro Garibaldi, and Etienne Wasmer (eds)
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199210978
- eISBN:
- 9780191705786
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199210978.001.0001
- Subject:
- Economics and Finance, Public and Welfare
While Europe is certainly one of the richest and most educated areas of the world, some of the challenges faced by the old continent are staggering: low economic growth, structural difficulties in ...
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While Europe is certainly one of the richest and most educated areas of the world, some of the challenges faced by the old continent are staggering: low economic growth, structural difficulties in the labour market, and increasing international competition. Politicians and policymakers may advocate different means of overcoming the potential economic decline of Europe, but most agree that Europe needs to strengthen human capital, its ultimate competitive advantage in the world economy. This book looks at the accumulation of human capital from two perspectives, first through formal education and second through professional training. It provides a summary of the key characteristics of education and training in Europe and also asks key questions about the fundamental problems with the current educational and training systems. More importantly, the book goes on to discuss which policies are necessary to make existing education and training systems more efficient, while also making higher skills available to a wider range of people.Less
While Europe is certainly one of the richest and most educated areas of the world, some of the challenges faced by the old continent are staggering: low economic growth, structural difficulties in the labour market, and increasing international competition. Politicians and policymakers may advocate different means of overcoming the potential economic decline of Europe, but most agree that Europe needs to strengthen human capital, its ultimate competitive advantage in the world economy. This book looks at the accumulation of human capital from two perspectives, first through formal education and second through professional training. It provides a summary of the key characteristics of education and training in Europe and also asks key questions about the fundamental problems with the current educational and training systems. More importantly, the book goes on to discuss which policies are necessary to make existing education and training systems more efficient, while also making higher skills available to a wider range of people.
Mohd. Sanjeer Alam
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780198076940
- eISBN:
- 9780199080946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198076940.003.0002
- Subject:
- Sociology, Sociology of Religion
This chapter lays bare the socio-political structures and processes that have deeply influenced the overall development of the Indian education system. It is argued in this chapter that the issues of ...
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This chapter lays bare the socio-political structures and processes that have deeply influenced the overall development of the Indian education system. It is argued in this chapter that the issues of equity and access in the education system are not independent of wider structures and process, for the education system is a sub-system of the larger social system. The wider structures and processes not only shape social differentiation in society but also reinforce such differentiations in education. Therefore, persistent educational disparities along the axes of caste, class, gender, region, and religion cannot be understood without reference to the prevailing social, economic and political matrix within which educational system functions. It is also demonstrated in this chapter that while various processes have apparently sought to undermine various forms of inequities in education in India, these processes, nevertheless, reinforced existing modes of iniquities in education.Less
This chapter lays bare the socio-political structures and processes that have deeply influenced the overall development of the Indian education system. It is argued in this chapter that the issues of equity and access in the education system are not independent of wider structures and process, for the education system is a sub-system of the larger social system. The wider structures and processes not only shape social differentiation in society but also reinforce such differentiations in education. Therefore, persistent educational disparities along the axes of caste, class, gender, region, and religion cannot be understood without reference to the prevailing social, economic and political matrix within which educational system functions. It is also demonstrated in this chapter that while various processes have apparently sought to undermine various forms of inequities in education in India, these processes, nevertheless, reinforced existing modes of iniquities in education.
Bruno Amable
- Published in print:
- 2003
- Published Online:
- July 2005
- ISBN:
- 9780199261130
- eISBN:
- 9780191602474
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019926113X.003.0004
- Subject:
- Economics and Finance, Economic Systems
This chapter presents results from cluster analyses of five institutional areas: product-market competition, the labour market, the financial sector, social protection, and the education system. It ...
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This chapter presents results from cluster analyses of five institutional areas: product-market competition, the labour market, the financial sector, social protection, and the education system. It is shown that the clusterings of countries are not necessarily identical to the theoretical typology of capitalism presented in the previous chapter. Usually, one specific institutional area (labour market, welfare state, etc.) is privileged even when others are taken into account, and the typologies derived are partial. Thus, it is necessary to take into account all the possible complementarities between the five institutional areas in order to come to an empirical classification of capitalism.Less
This chapter presents results from cluster analyses of five institutional areas: product-market competition, the labour market, the financial sector, social protection, and the education system. It is shown that the clusterings of countries are not necessarily identical to the theoretical typology of capitalism presented in the previous chapter. Usually, one specific institutional area (labour market, welfare state, etc.) is privileged even when others are taken into account, and the typologies derived are partial. Thus, it is necessary to take into account all the possible complementarities between the five institutional areas in order to come to an empirical classification of capitalism.
Phillip Brown, Hugh Lauder, and David Ashton
- Published in print:
- 2010
- Published Online:
- May 2012
- ISBN:
- 9780199731688
- eISBN:
- 9780199944125
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199731688.003.0010
- Subject:
- Sociology, Occupations, Professions, and Work
This chapter explains why concerns about the education system in America in bringing the opportunity bargain are well founded. It begins by studying the globalization of highly skilled workers, or ...
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This chapter explains why concerns about the education system in America in bringing the opportunity bargain are well founded. It begins by studying the globalization of highly skilled workers, or those who have achieved a college education. It then emphasizes the need to form a link between learning, economic development, and education. Finally, the chapter shows some early signs of America losing part of its advantage in the knowledge wars through a retreat from science, technology, engineering, and math (STEM) subjects.Less
This chapter explains why concerns about the education system in America in bringing the opportunity bargain are well founded. It begins by studying the globalization of highly skilled workers, or those who have achieved a college education. It then emphasizes the need to form a link between learning, economic development, and education. Finally, the chapter shows some early signs of America losing part of its advantage in the knowledge wars through a retreat from science, technology, engineering, and math (STEM) subjects.
Saumen Chattopadhyay
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780198082255
- eISBN:
- 9780199082070
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198082255.001.0001
- Subject:
- Economics and Finance, Development, Growth, and Environmental
This book explores various conceptualizations of education in economic theory and how this has influenced policymaking in education. Despite the relative dominance of human capital theory in ...
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This book explores various conceptualizations of education in economic theory and how this has influenced policymaking in education. Despite the relative dominance of human capital theory in economics of education as a sub-discipline of economics and neo-liberalism as an overarching framework in policy discourse, the alternative perspectives to understand and appreciate the role of education in socio-economic development deserve immediate attention. The book deconstructs the interface between economic theory and education in order to unravel the various ways in which education plays a role in socio-economic development to drive home the point that straightforward application of economic theory to study education and the education market while designing education policies is fraught with many pitfalls. While attaining efficiency in resource use and competitiveness are the dominant concerns for policymakers in the emerging global knowledge economy, inclusive and socially cohesive growth also deserves prime attention from policymakers. In particular, it is argued that an absence of a well-defined production function for an academic institution not only discredits the credibility of neo-liberal reform measures, but also justifies why reliance on the market as the guiding principle and the private sector as the dominant service provider may have serious adverse implications for education and the society. After all, classification of education and knowledge as public goods or otherwise and, therefore, their contributions in the economy and society are essentially policy constructs. The book ends with a discussion of challenges facing the Indian education system and policies being mooted.Less
This book explores various conceptualizations of education in economic theory and how this has influenced policymaking in education. Despite the relative dominance of human capital theory in economics of education as a sub-discipline of economics and neo-liberalism as an overarching framework in policy discourse, the alternative perspectives to understand and appreciate the role of education in socio-economic development deserve immediate attention. The book deconstructs the interface between economic theory and education in order to unravel the various ways in which education plays a role in socio-economic development to drive home the point that straightforward application of economic theory to study education and the education market while designing education policies is fraught with many pitfalls. While attaining efficiency in resource use and competitiveness are the dominant concerns for policymakers in the emerging global knowledge economy, inclusive and socially cohesive growth also deserves prime attention from policymakers. In particular, it is argued that an absence of a well-defined production function for an academic institution not only discredits the credibility of neo-liberal reform measures, but also justifies why reliance on the market as the guiding principle and the private sector as the dominant service provider may have serious adverse implications for education and the society. After all, classification of education and knowledge as public goods or otherwise and, therefore, their contributions in the economy and society are essentially policy constructs. The book ends with a discussion of challenges facing the Indian education system and policies being mooted.
Geetha B. Nambissan and S. Srinivasa Rao
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780198082866
- eISBN:
- 9780199082254
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198082866.003.0006
- Subject:
- Sociology, Education
This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to ...
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This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to explanations for continued non-participation in, and non-completion of schooling on the part of a significant number of children. The author believes that this state of affairs arises out of the theoretical inadequacies and political conservatism that characterizes much of the study of educational inequality. The author also critiques the new research agenda by analysing the issue of unequal educational access and attainment in elementary education, with a focus on those subordinated by caste, class, and gender, and identifies crucial areas that are missing in our understanding of the influence of social processes in student participation in education and in shaping the educational system. The author points to the need for a critical systemic exploration of the education system as a subsystem of society in which school structure, organization, and processes are to be placed in wider political economy and stratified social structure based on wealth and social status. The author concludes by stressing the need to open up the issue of educational inequality to wider debates operating at the level of economy, polity, and society, and to adopt wider perspectives in sociological studies of the education system.Less
This chapter explores the sociological aspects of educational inequality in India. There is little coherent understanding of changing patterns of educational inequality, and few clear-cut pointers to explanations for continued non-participation in, and non-completion of schooling on the part of a significant number of children. The author believes that this state of affairs arises out of the theoretical inadequacies and political conservatism that characterizes much of the study of educational inequality. The author also critiques the new research agenda by analysing the issue of unequal educational access and attainment in elementary education, with a focus on those subordinated by caste, class, and gender, and identifies crucial areas that are missing in our understanding of the influence of social processes in student participation in education and in shaping the educational system. The author points to the need for a critical systemic exploration of the education system as a subsystem of society in which school structure, organization, and processes are to be placed in wider political economy and stratified social structure based on wealth and social status. The author concludes by stressing the need to open up the issue of educational inequality to wider debates operating at the level of economy, polity, and society, and to adopt wider perspectives in sociological studies of the education system.
Joan Y. H. Leung
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9789888083282
- eISBN:
- 9789882209824
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888083282.003.0010
- Subject:
- Society and Culture, Asian Studies
This chapter considers the constraints on the government's attempts to introduce a more unified curriculum in Macao's education system and analyses the implications for the economy.
This chapter considers the constraints on the government's attempts to introduce a more unified curriculum in Macao's education system and analyses the implications for the economy.
Stephen Gorard
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447342144
- eISBN:
- 9781447342212
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447342144.001.0001
- Subject:
- Education, Educational Policy and Politics
What has been done to achieve fairer and more efficient education systems, and what more can be done in the future? This book provides a comprehensive examination of crucial policy areas for ...
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What has been done to achieve fairer and more efficient education systems, and what more can be done in the future? This book provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU 28 countries, USA, Pakistan, and Japan. The book brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.Less
What has been done to achieve fairer and more efficient education systems, and what more can be done in the future? This book provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU 28 countries, USA, Pakistan, and Japan. The book brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.
Edward Zigler and Sally J. Styfco
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195393767
- eISBN:
- 9780199776993
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195393767.001.0001
- Subject:
- Psychology, Developmental Psychology
Currently enrolling approximately 900,000 poor children each year, Head Start has served 25 million children and their families since it was established 43 years ago. Presidents and policymakers have ...
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Currently enrolling approximately 900,000 poor children each year, Head Start has served 25 million children and their families since it was established 43 years ago. Presidents and policymakers have embraced and scorned it. At times, scientists have misguided it and the media has misunderstood it. Despite its longevity and renown, much of Head Start's story has never been disclosed to the general public. This book gives a detailed account of the remarkable program, surveying projects that were forerunners of Head Start, its birth during the Johnson administration, its fate during the presidency of George W. Bush, and the many years between; as well as what the future may hold in store for it. The authors offer an inside view of the program's decades of service, detailing the ever-changing waves of politics, ideology, science, media interest, and public mood, which oftentimes threatened the program's very existence. Providing a balanced assessment of Head Start's effectiveness, which has been a matter of debate since its inception, this study strives to answer questions that continue to pervade discussions about the program and its future. For example, why is Head Start, a leader of early childhood services, still struggling to prove itself? Why does it serve such a narrow segment of the population? And how can Head Start continue its mission, as universal pre-school becomes a reality?Less
Currently enrolling approximately 900,000 poor children each year, Head Start has served 25 million children and their families since it was established 43 years ago. Presidents and policymakers have embraced and scorned it. At times, scientists have misguided it and the media has misunderstood it. Despite its longevity and renown, much of Head Start's story has never been disclosed to the general public. This book gives a detailed account of the remarkable program, surveying projects that were forerunners of Head Start, its birth during the Johnson administration, its fate during the presidency of George W. Bush, and the many years between; as well as what the future may hold in store for it. The authors offer an inside view of the program's decades of service, detailing the ever-changing waves of politics, ideology, science, media interest, and public mood, which oftentimes threatened the program's very existence. Providing a balanced assessment of Head Start's effectiveness, which has been a matter of debate since its inception, this study strives to answer questions that continue to pervade discussions about the program and its future. For example, why is Head Start, a leader of early childhood services, still struggling to prove itself? Why does it serve such a narrow segment of the population? And how can Head Start continue its mission, as universal pre-school becomes a reality?
Marion A. Kaplan
- Published in print:
- 2005
- Published Online:
- January 2010
- ISBN:
- 9780195171648
- eISBN:
- 9780199871346
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195171648.003.0016
- Subject:
- History, European Early Modern History
This chapter shows how the experiences of Jewish children, teens, and young adults in the German education system had a critical impact on how they formed their identities as Jews and as Germans. ...
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This chapter shows how the experiences of Jewish children, teens, and young adults in the German education system had a critical impact on how they formed their identities as Jews and as Germans. Jewish and other German children imbibed the German classics, German nationalism, and strong doses of discipline at school. In public, Jews accepted Christianity in the schools, either officially or unofficially, permitting and even encouraging the decline of Jewish schools. In private, the home and family, not the Jewish religion lessons they were required to take, influenced the depth of their religious and ethnic identities.Less
This chapter shows how the experiences of Jewish children, teens, and young adults in the German education system had a critical impact on how they formed their identities as Jews and as Germans. Jewish and other German children imbibed the German classics, German nationalism, and strong doses of discipline at school. In public, Jews accepted Christianity in the schools, either officially or unofficially, permitting and even encouraging the decline of Jewish schools. In private, the home and family, not the Jewish religion lessons they were required to take, influenced the depth of their religious and ethnic identities.
Chak Kwan Chan, King Lun Ngok, and David Phillips
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9781861348807
- eISBN:
- 9781447303411
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861348807.003.0008
- Subject:
- Social Work, Social Policy
This chapter presents the objectives and content of China's education before the economic reforms. It also covers the development of China's post-reform education policies in terms of basic ...
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This chapter presents the objectives and content of China's education before the economic reforms. It also covers the development of China's post-reform education policies in terms of basic education, vocational education and higher education, and the development of private education. In addition, the impact of China's education reforms on the well-being of students and their families is reported. China has achieved great strides in educational development. Since the late 1990s, a new education policy orientation has been fostered by the government to counter the culture of examination-centred education. To some extent, the development of China's education system has damaged education equality, just as China's economic prosperity has been achieved at the expense of social equity and environmental quality. The introduction of fees and the adoption of multiple channels of funding have diminished central and local governments' responsibilities for education financing and have increased school autonomy.Less
This chapter presents the objectives and content of China's education before the economic reforms. It also covers the development of China's post-reform education policies in terms of basic education, vocational education and higher education, and the development of private education. In addition, the impact of China's education reforms on the well-being of students and their families is reported. China has achieved great strides in educational development. Since the late 1990s, a new education policy orientation has been fostered by the government to counter the culture of examination-centred education. To some extent, the development of China's education system has damaged education equality, just as China's economic prosperity has been achieved at the expense of social equity and environmental quality. The introduction of fees and the adoption of multiple channels of funding have diminished central and local governments' responsibilities for education financing and have increased school autonomy.
David Domke and Kevin Coe
- Published in print:
- 2008
- Published Online:
- January 2008
- ISBN:
- 9780195326413
- eISBN:
- 9780199870431
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195326413.003.0007
- Subject:
- Religion, Religion and Society
This chapter reflects on the workings of the God strategy, and on what its omnipresence means for American democracy. The God strategy's “golden rule” — exhibit faith, but don't be too strident or ...
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This chapter reflects on the workings of the God strategy, and on what its omnipresence means for American democracy. The God strategy's “golden rule” — exhibit faith, but don't be too strident or nakedly partisan in doing so — is discussed in relation to the 1992 presidential election and the 2006 midterm elections. In both cases, Republicans pushed too hard with the God strategy while Democrats responded with a religious politics of their own. And in both cases, the result was Democratic electoral gains. The chapter then discusses how America's current brand of religious politics puts at risk the Founding Fathers' vision for a democracy that would protect the church from the state and the state from the church. The chapter concludes by considering the role that mass media, the public education system, and religious institutions can play in preserving Constitutional protections.Less
This chapter reflects on the workings of the God strategy, and on what its omnipresence means for American democracy. The God strategy's “golden rule” — exhibit faith, but don't be too strident or nakedly partisan in doing so — is discussed in relation to the 1992 presidential election and the 2006 midterm elections. In both cases, Republicans pushed too hard with the God strategy while Democrats responded with a religious politics of their own. And in both cases, the result was Democratic electoral gains. The chapter then discusses how America's current brand of religious politics puts at risk the Founding Fathers' vision for a democracy that would protect the church from the state and the state from the church. The chapter concludes by considering the role that mass media, the public education system, and religious institutions can play in preserving Constitutional protections.
Andreas Hadjar and Christiane Gross (eds)
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326106
- eISBN:
- 9781447326212
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326106.001.0001
- Subject:
- Education, Educational Policy and Politics
Recent research has shown profound impacts of institutional settings of education systems on educational inequalities, i.e. systematic disadvantages and advantages in education being structured by ...
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Recent research has shown profound impacts of institutional settings of education systems on educational inequalities, i.e. systematic disadvantages and advantages in education being structured by characteristics like class, gender, ethnicity, (dis)ability and their intersections. The main education system characteristics which have been identified as driving forces are stratification (tracking), standardisation and vocational specificity. The text centres on questions of how and via which social factors and processes these characteristics of education systems produce inequalities – not only in educational attainment but also in status attainment and life chances. The first part of the book comprises contributions that focus on theory and methods to examine the effects of educational systems on educational inequalities. The second part contains works on the influences of social attributes on educational attainment in terms of competencies or credentials. The third and last part of the book centres on social inequalities in educational returns while including both job related factors (job prestige, income, etc.) and nonmonetary educational returns (health, well-being, etc.). Finally, a discussion on “good” and “bad” education systems centres on the question of how an ideal education system could look like.Less
Recent research has shown profound impacts of institutional settings of education systems on educational inequalities, i.e. systematic disadvantages and advantages in education being structured by characteristics like class, gender, ethnicity, (dis)ability and their intersections. The main education system characteristics which have been identified as driving forces are stratification (tracking), standardisation and vocational specificity. The text centres on questions of how and via which social factors and processes these characteristics of education systems produce inequalities – not only in educational attainment but also in status attainment and life chances. The first part of the book comprises contributions that focus on theory and methods to examine the effects of educational systems on educational inequalities. The second part contains works on the influences of social attributes on educational attainment in terms of competencies or credentials. The third and last part of the book centres on social inequalities in educational returns while including both job related factors (job prestige, income, etc.) and nonmonetary educational returns (health, well-being, etc.). Finally, a discussion on “good” and “bad” education systems centres on the question of how an ideal education system could look like.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- book
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.001.0001
- Subject:
- Education, Educational Policy and Politics
Since the early 1990s, the federal role in education—exemplified by the controversial No Child Left Behind Act (NCLB)—has expanded dramatically. Yet states and localities have retained a central role ...
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Since the early 1990s, the federal role in education—exemplified by the controversial No Child Left Behind Act (NCLB)—has expanded dramatically. Yet states and localities have retained a central role in education policy, leading to a growing struggle for control over the direction of the nation's schools. This book explains the uneven development of federal involvement in education. While supporters of expanded federal involvement enjoyed some success in bringing new ideas to the federal policy agenda, the book argues, they also encountered stiff resistance from proponents of local control. Built atop existing decentralized policies, new federal reforms raised difficult questions about which level of government bore ultimate responsibility for improving schools. The book's argument focuses on the role played by civil rights activists, business leaders, and education experts in promoting the reforms that would be enacted with federal policies such as NCLB. It also underscores the constraints on federal involvement imposed by existing education policies, hostile interest groups, and, above all, the nation's federal system. Indeed, the federal system, which left specific policy formation and implementation to the states and localities, repeatedly frustrated efforts to effect changes: national reforms lost their force as policies passed through iterations at the state, county, and municipal levels. Ironically, state and local resistance only encouraged civil rights activists, business leaders, and their political allies to advocate even more stringent reforms that imposed heavier burdens on state and local governments. Through it all, the nation's education system made only incremental steps toward the goal of providing a quality education for every child.Less
Since the early 1990s, the federal role in education—exemplified by the controversial No Child Left Behind Act (NCLB)—has expanded dramatically. Yet states and localities have retained a central role in education policy, leading to a growing struggle for control over the direction of the nation's schools. This book explains the uneven development of federal involvement in education. While supporters of expanded federal involvement enjoyed some success in bringing new ideas to the federal policy agenda, the book argues, they also encountered stiff resistance from proponents of local control. Built atop existing decentralized policies, new federal reforms raised difficult questions about which level of government bore ultimate responsibility for improving schools. The book's argument focuses on the role played by civil rights activists, business leaders, and education experts in promoting the reforms that would be enacted with federal policies such as NCLB. It also underscores the constraints on federal involvement imposed by existing education policies, hostile interest groups, and, above all, the nation's federal system. Indeed, the federal system, which left specific policy formation and implementation to the states and localities, repeatedly frustrated efforts to effect changes: national reforms lost their force as policies passed through iterations at the state, county, and municipal levels. Ironically, state and local resistance only encouraged civil rights activists, business leaders, and their political allies to advocate even more stringent reforms that imposed heavier burdens on state and local governments. Through it all, the nation's education system made only incremental steps toward the goal of providing a quality education for every child.
Nikolaos Vettas
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262035835
- eISBN:
- 9780262339216
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262035835.003.0008
- Subject:
- Economics and Finance, International
Education affects the Greek economy in two main ways. Expenditure for education services is a significant part of national income, hence, a better design of the education system directly contributes ...
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Education affects the Greek economy in two main ways. Expenditure for education services is a significant part of national income, hence, a better design of the education system directly contributes to overall higher efficiency and welfare. Education also contributes toward building 'human capital', a high level of which is a condition for competitiveness without a need to resort to lower wages. Public spending for education tends to be lower than the EU average, however households tend to privately spend significant amounts, especially due to the high value they assign to university education. Overall, the Greek education system is significantly underachieving its potential and its overall performance is mediocre. Lack of appropriate incentives appears to be the cause for many of the failures, as neither education units nor individuals are seriously evaluated and systematically rewarded for their progress. The State exercises excessive control over the entire system, making it too inflexible, formalistic and averse to change and adaptation to new conditions. Before the crisis, and as long as a relatively high number of graduates could find employment in sectors of the economy not exposed to competition (including the public sector), and as long as the State budget could contribute the funds that kept the system functioning, there were no incentives for reform. Education has been hit hard during the crisis: funding has decreased significantly, the institutions and rules have not improved and many high quality people have migrated abroad. However, as public finances and household savings will remain under pressure for the foreseeable future, the reform of the education system in Greece becomes an urgent priority and an important condition for growth.Less
Education affects the Greek economy in two main ways. Expenditure for education services is a significant part of national income, hence, a better design of the education system directly contributes to overall higher efficiency and welfare. Education also contributes toward building 'human capital', a high level of which is a condition for competitiveness without a need to resort to lower wages. Public spending for education tends to be lower than the EU average, however households tend to privately spend significant amounts, especially due to the high value they assign to university education. Overall, the Greek education system is significantly underachieving its potential and its overall performance is mediocre. Lack of appropriate incentives appears to be the cause for many of the failures, as neither education units nor individuals are seriously evaluated and systematically rewarded for their progress. The State exercises excessive control over the entire system, making it too inflexible, formalistic and averse to change and adaptation to new conditions. Before the crisis, and as long as a relatively high number of graduates could find employment in sectors of the economy not exposed to competition (including the public sector), and as long as the State budget could contribute the funds that kept the system functioning, there were no incentives for reform. Education has been hit hard during the crisis: funding has decreased significantly, the institutions and rules have not improved and many high quality people have migrated abroad. However, as public finances and household savings will remain under pressure for the foreseeable future, the reform of the education system in Greece becomes an urgent priority and an important condition for growth.
Ben Ansell and Jane Gingrich
- Published in print:
- 2013
- Published Online:
- May 2013
- ISBN:
- 9780199657285
- eISBN:
- 9780191745133
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199657285.003.0006
- Subject:
- Business and Management, Political Economy
In this chapter, Ansell and Gingrich examine how the politics of higher education shape national responses to the challenge of the service transition. Specifically, they argue that applying Ansell’s ...
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In this chapter, Ansell and Gingrich examine how the politics of higher education shape national responses to the challenge of the service transition. Specifically, they argue that applying Ansell’s (2008) distinction between elite, mass public, and partially private higher education systems helps to explain the different patterns of employment in the service sector. The authors analyze data on higher education enrolment and service sector employment across twenty-three OECD countries. They show that while states with partially private systems (typically liberal political economies like the United States and the United Kingdom) have increased employment in the so-called “FIRE” services (finance, insurance, and real estate), states with mass public systems (the Scandinavian social democratic welfare states) have channeled workers with higher education into publicly provided social services. Meanwhile, in the “elite” higher education systems with restricted enrolment, such as those in Continental European states, labor supply may not be adequate to meet labor demand in highly skilled dynamic sectors (or in social services), thereby restraining the move away from manufacturing. The authors argue that the social democratic and liberal cases represent two distinct equilibria underpinned by the invested interests of highly skilled workers, making significant reforms of higher educational systems (and an associated alteration in service sector development paths) unlikely.Less
In this chapter, Ansell and Gingrich examine how the politics of higher education shape national responses to the challenge of the service transition. Specifically, they argue that applying Ansell’s (2008) distinction between elite, mass public, and partially private higher education systems helps to explain the different patterns of employment in the service sector. The authors analyze data on higher education enrolment and service sector employment across twenty-three OECD countries. They show that while states with partially private systems (typically liberal political economies like the United States and the United Kingdom) have increased employment in the so-called “FIRE” services (finance, insurance, and real estate), states with mass public systems (the Scandinavian social democratic welfare states) have channeled workers with higher education into publicly provided social services. Meanwhile, in the “elite” higher education systems with restricted enrolment, such as those in Continental European states, labor supply may not be adequate to meet labor demand in highly skilled dynamic sectors (or in social services), thereby restraining the move away from manufacturing. The authors argue that the social democratic and liberal cases represent two distinct equilibria underpinned by the invested interests of highly skilled workers, making significant reforms of higher educational systems (and an associated alteration in service sector development paths) unlikely.
Stephen Gorard
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447342144
- eISBN:
- 9781447342212
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447342144.003.0013
- Subject:
- Education, Educational Policy and Politics
This chapter considers solutions for a more effective education policy. Education mostly appears to reflect society, which suggests that the root cause of inequality is at least partly not ...
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This chapter considers solutions for a more effective education policy. Education mostly appears to reflect society, which suggests that the root cause of inequality is at least partly not educational. Education policy cannot be expected to solve issues such as child poverty alone, in the short term, or even at all. This means that education policy has to be humbler, but it still has important roles to play — in ensuring that inequalities are not worsened by the education system, and by promoting structures and interventions that can ‘compensate for society’, to some extent. In this light, this chapter provides examples of specific policy proposals, considers where policy-makers have erred, and shows how policy can work with research.Less
This chapter considers solutions for a more effective education policy. Education mostly appears to reflect society, which suggests that the root cause of inequality is at least partly not educational. Education policy cannot be expected to solve issues such as child poverty alone, in the short term, or even at all. This means that education policy has to be humbler, but it still has important roles to play — in ensuring that inequalities are not worsened by the education system, and by promoting structures and interventions that can ‘compensate for society’, to some extent. In this light, this chapter provides examples of specific policy proposals, considers where policy-makers have erred, and shows how policy can work with research.
