000			03536nam a22004455i 4500
001			978-1-4020-2745-1
003			DE-He213
005			20251006084449.0
007			cr nn 008mamaa
008			100301s2005 ne | s |||| 0|eng d
020			_a9781402027451
020			_a99781402027451
024	7		_a10.1007/1-4020-2745-1 _2doi
082	0	4	_a370 _223
100	1		_aHofman, R. H. _eeditor.
245	1	0	_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.
264		1	_aDordrecht : _bSpringer Netherlands, _c2005.
300			_aXII, 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	_aCOMPARATIVE EDUCATION.
650	1	4	_aEDUCATION.
650	2	4	_aEDUCATION (GENERAL).
650	2	4	_aCOMPARATIVE EDUCATION.
700	1		_aHofman, W. H. A. _eeditor.
700	1		_aGray, J. M. _eeditor.
700	1		_aDaly, P. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402027444
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-2745-1 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c60262 _d60262