Institutional Context of Education Systems in Europe: A by R.H. Hofman, W.H.A. Hofman, J.M. Gray, P. Daly

By R.H. Hofman, W.H.A. Hofman, J.M. Gray, P. Daly

Based on empirical research utilizing configuration conception and multi-dimensional scaling, this booklet offers perception into forms of relationships that may be came across among teams of nations with sure institutional context beneficial properties, and into the standard and fairness in their schooling process.

In this quantity, the authors soak up the problem of contemplating what a eu ‘settlement’ may appear like. In doing so, they have in mind all over the world developments and the expanding proof of convergence throughout academic platforms. the results of comparative analyses appear to recommend that powerful schooling structures by way of finance, governance and selection might be most well known. To a better or lesser quantity, for that reason, all of the platforms of schooling at present in use in Europe face a few universal demanding situations. the best way those demanding situations are addressed will make certain the way forward for those platforms. Key parts within the present debate which are thought of in higher aspect during this quantity contain altering perspectives on (a) centre-local kin with symptoms of an expanding dedication to decentralisation as a tenet for constructing institution governance; (b) institution autonomy that is now more and more considered as the engine-room for college development, particularly with regards to maintaining it; and (c) the social gathering of group and faculty selection as a method of securing greater degrees of parental involvement.

This quantity can be of curiosity to researchers and practitioners operating in schooling, academic study and sociology of schooling. it is going to even be of relevance to these drawn to the comparability of varied schooling structures and in governance, investment of schooling and college choice.

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Additional info for Institutional Context of Education Systems in Europe: A Cross-Country Comparison on Quality and Equity

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Type 1: countries with largely publicly-run schools by local or higher level public authorities; − Type 2: countries with largely publicly-run schools, run by local authorities often including representatives of the parents; − Type 3: countries with a mix of publicly-run and privately-run schools; − Type 4: countries with schools largely privately-run by school boards. Power of school councils In almost all countries in Europe, there are consultative councils that include parents at school level.

There are similar agreements between the Spanish State and Evangelist, Israelite and Muslim Authorities. In such agreements, the State acknowledges the fundamental right to a religious education and assumes the obligation to guarantee the exercise of this right. The Spanish Constitution guarantees freedom of ideas, religion and worship for individuals and communities, to be restricted only as necessary to ensure order. Therefore, there is no official religion in Spain, although a large majority of Spanish citizens professes to be Catholic.

The role of the Swedish church in society has since then changed in character: The majority of its members have either little or no connection with regular worship at church services. Earlier, all children born in Sweden automatically became members of the Swedish state church, but since 1995 the Swedish church has only received as members those who have been christened. As of 1st January year 2000, the Swedish church will no longer be a state church. As a consequence of immigration, both the Roman Catholic and different Orthodox churches have expanded greatly, and nowadays other non-Christian religions such as Islam and Buddhism are also practised in Sweden.

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