Interventions in Education Systems draws on research conducted in England, Mexico, Singapore and Finland to illuminate reform processes to education systems in a range of contexts, to develop a better understanding of intervention processes and to promote the development of more sophisticated models for reforming education systems. The authors compare policy implementations and interventions in countries with different socio-economic profiles and different levels of development, highlighting how these processes in practice all too frequently are side-tracked and distorted, often unintentionally, by political, economic and social forces.
Interventions in Education Systems draws on research conducted in England, Mexico, Singapore and Finland to illuminate reform processes to education systems in a range of contexts, to develop a better understanding of intervention processes and to promote the development of more sophisticated models for reforming education systems. The authors compare policy implementations and interventions in countries with different socio-economic profiles and different levels of development, highlighting how these processes in practice all too frequently are side-tracked and distorted, often unintentionally, by political, economic and social forces.
Acknowledgements Introduction: Education Reforms 1. Implementation Myopia 2. Internal Changes and the Workings of Education Systems 3. A History of International Organisations in Education 4. Corporative Change in Mexico 5. Experiments and Interventions in the English Education System 6. Statism and the Singapore Model 7. Finland’s Education Revolution Conclusion: How Education Systems Work Notes References Index
Examines different types of reform processes for education systems, drawing on empirical data to suggest ways to develop future models.
David Scott is Professor of Curriculum, Pedagogy and Assessment at IOE, UCL’s Faculty of Education and Society, University College London, UK. Charles Posner was Visiting Fellow at IOE, UCL’s Faculty of Education and Society, University College London, UK, Founding Director of the Instituto de Investigación Educativa y Desarrollo de Nayarit, Universidad Autónoma de Nayarit, Mexico and Professor at Universidad Autónoma Metropolitana, Mexico. Christopher Martin is Visiting Fellow at IOE, UCL’s Faculty of Education and Society, University College London, UK, and Consultant to education reform programmes with the Ministry of Education, Mexico. He is also Associate Fellow of the Virtual University of Guadalajara, Mexico. Elsa Guzman is a member of the Institute of Adult Education, Mexico,
This book is full of resources for educational planners. It
contributes ... very illustrative examples which illuminate both
discussion of scholarship and planning, and the implementation of
educational reforms.
*International Review of Education*
At a time when education policy makers around the world are
increasingly reaching for off-the-shelf recipes for raising
achievement, this book provides a timely reminder that every
education system is unique. Drawing on unique case studies, the
authors provide significant new insights into how educational
policy and practice is developed in real-life settings. The book
deserves to be compulsory reading for all those seeking to
understand how to improve their own national education system.
*Patricia Broadfoot, Professor of Education, University of Bristol,
UK*
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