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020 |a9781402027451|9978-1-4020-2745-1
024 7 |a10.1007/1-4020-2745-1|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aL1-991
072 7|aJN|2bicssc
072 7|aEDU000000|2bisacsh
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245 10|aInstitutional Context of Education Systems in Europe|h[electronic resource] :|bA Cross-Country Comparison on Quality and Equity /|cedited by R.H. Hofman, W.H.A. Hofman, J.M. Gray, P. Daly.
250 |a1st ed. 2005.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2005.
300 |aXI, 199 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aInstitutional Contexts and Effectiveness of Schooling -- Selection and Definition of Indicators -- Country Reports: Education Systems in Europe -- Quality and Equity of European Education -- Configurations of Institutional Contexts -- Reflections and Explanations -- Summary and Implications for Worldwide Education.
520 |aBased 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.
650 0|aEducation.
650 0|aInternational education .
650 0|aComparative education.
650 14|aEducation.
650 24|aInternational and Comparative Education.
700 1 |aHofman, R.H.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aHofman, W.H.A.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aGray, J.M.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aDaly, P.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402027444
776 08|iPrinted edition:|z9789048101078
776 08|iPrinted edition:|z9789048167159
856 40|uhttps://doi.org/10.1007/1-4020-2745-1
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)