Dire Straits-Education Reforms : : Ideology, Vested Interests and Evidence.

Dire Straits-Education Reforms : : Ideology, Vested Interests and Evidence.

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Bibliographic Details
:
Gomendio, Montserrat.
TeilnehmendeR:
Wert, José Ignacio.
Place / Publishing House:Cambridge, UK : : Open Book Publishers,, 2023.
©2023.
Year of Publication:2023
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (364 pages)
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Table of Contents:
  • Intro
  • About the Authors
  • Preface
  • 1. The Functions and Role of Modern Education Systems: A Brief Summary
  • 1.1 The Origins of Modern Education
  • 1.2 The Social Function of Modern Education
  • 1.3 To What Extent Do People Care about Education?
  • 1.4 The Goals of Education in the Knowledge Society
  • 1.5 Digitalisation: A Game Changer
  • 1.6 COVID-19: An Unexpected Disruption and an Accelerator of Change
  • 1.7 Why Are Reforms So Difficult?
  • 2. Education and Ideology (Or Is It the Other Way Around?)
  • 2.1. Ideology and Education: What Do We Mean?
  • 2.2 The Role of the State as an Education Provider
  • 2.3 Equity and the Function of Education: Equaliser or Enabler?
  • 2.4 The Shape of Education: Architecture, Teachers, Curricula and Assessments
  • 2.5 Funding of Education and Ideology
  • 2.6 Conclusions
  • 3. The Governance of Education Systems: How They Constrain or Facilitate the Implementation of Reforms
  • 3.1 Why Governance Matters
  • 3.2 The Power of Governments
  • 3.3 The Dilemmas of Multi-Level States: When Power Is Shared between Different Levels of Government
  • 3.4 The Process of Decentralisation: A Bumpy Road
  • 3.5 Funding. Who Raises the Money and Who Spends it?
  • 3.6 The Role of Stakeholders
  • 3.7 A Special Case: Governance of VET Systems
  • 3.8. Conclusions
  • 4. ILSAs: Do They Count?
  • 4.1 What Do International Metrics Measure?
  • 4.2. ILSAs: What Do They Tell Us?
  • Differences between and within Countries
  • 4.3. ILSAs: Trends Over Time
  • 4.4. Evidence from ILSAs on Effective Policies
  • 4.5. Conclusions
  • 5. Does the Evidence Count?
  • 5.1. What Can We Learn from Top-Performing Countries?
  • 5.2. What Can We Learn from Low Performers? The Latin American Story
  • 5.3. What Have Countries Learned from the PISA Shock?
  • 5.4. What Can We Learn from Countries that Improve in Europe?.
  • 5.5. What Can We Learn from Countries where PISA Has a Huge Media Impact but No Policy Reactions?
  • 5.6 Conclusions
  • 6. Spain: An Inside Story
  • 6.1. A Rough Start
  • 6.2. Laws, Laws, Laws …. Are They Any Good?
  • 6.3. An Education Reform in the Middle of a Storm
  • 6.4. Aims, Policies and Impact of the Education Reform
  • 6.5. Back to the Future
  • 6.6. What Has Been the Role of PISA?
  • 7. Education Reforms: The Interaction between Ideology, Governance, Conflicts of Interest and Evidence
  • 7.1. Who Cares about Education and Why?
  • 7.2. Ideological Battles: What Are They About?
  • 7.3. Reform: Who Decides What, Who Funds, Who Has a Say, Who Has the Power to Block
  • 7.4. International Evidence versus Conflicts of Interest: Who is David and Who is Goliath?
  • 7.5. The Geography of Education Success
  • 7.6. Is the World a Better Place with Data?
  • References
  • Index.

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