The Ecology of the School


Book Description

Within a single educational system - that of England and Wales - the nature of schooling available to a child can be dramatically different. Even between residential areas the differences in educational climate can be striking. Apart from differences in the organization of schools and the availability of buildings, teachers and resources, there are also significant ideological variations between local education authorities. This book considers the evidence of such differences, some of the environmental factors (political, social and economic) that may account for their distribution, and the consequences that appear to spring from them.













Higher Education for All? (RLE Edu G)


Book Description

The rapid expansion of higher education provision, particularly in Europe and North America during the 1960s opened up for the first time the question whether everyone should have the opportunity to experience the benefits of higher university and other institutions. The contributors are economists, sociologists and politicians and all have different assumptions, commitments and postures.







Criteria for Awarding School Leaving Certificates


Book Description

Criteria for Awarding School Leaving Certificates: An International Discussion focuses on formal and official evaluation of school learning and student achievement at the time schooling is discontinued. The book is based on the proceedings of the 1977 Conference of the International Association for Educational Assessment held at the Kenyatta Conference Center in Nairobi, Kenya on May 23-28, 1977. The selection first discusses school leaving examinations as a function of external and educational factors and the terms of reference for school leaving examinations. The book also takes a look at the comparability of grading standards in public examinations in England and Wales; basic assessment issues in school-leaving examination programs; and the case for school leaving examinations in The Netherlands. The text reviews the alternatives to school leaving examinations in Sweden and Brazil, as well as the abolition of final examination, transition from secondary school to higher education, and support structures. The book also ponders on the structure of secondary school system in Austria, Australia, Bermuda, Cyprus, Hong Kong, India, and Ireland. The selection is a dependable reference for readers interested in school learning and student achievement measurements.




The Transformation of the Student Career


Book Description

This study examines the transformation of the structural characteristics and ideological assumptions of university study in these three countries between the mid-1950s and the early 1990s.




Creating Economic Space for Social Innovation


Book Description

This book draws upon economic and sociological theory to provide a comprehensive discussion of economic space for social innovation, addressing especially marginalized groups and the long-term projects, programmes, and policies that have emerged and evolved within and across European states. It approaches the explanatory and normative questions raised by this topic via a novel approach: the Extended Social Grid Model (ESGM). Taking inspiration from the fields of economic sociology and ethics, this model shows that social innovation processes must be structural, and require change in power relations, if marginalization is to be effectively dealt with via social innovation. Part I of the book sets out the ESGM, including an exposition on the model along with background chapters on innovation, power and marginalization, ethics and social innovation, and empirical methods. Part II explores the model with a focus on social innovation trajectories of social housing, drinking water provision, employment, education, and food provision. It also explores the operationalization of the model with a view to agency and empowerment, as well as social innovation policy in Europe and the use of social impact bonds as a tool for financing social innovation. Part III revisits the ESGM and considers the explanatory adequacy and fruitfulness of the model for innovation research and for theorizing social innovation, addressing questions on the role and limitations of participation in social innovation for the marginalized, the role of capital for creating economic space for capabilities, and how we can approach the social impact of social innovation. This collection of essays presents a diverse range of perspectives on understanding and addressing the key issue of marginalization, and offers key recommendations for policy makers engaging with social innovation across the European Union and beyond.