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In Balancing Change and Tradition in Global Education Reform,
Rotberg brings together examples of current education reforms in
sixteen countries, written by "insiders". This book goes beyond
myths and stereotypes and describes the difficult trade-offs
countries make as they attempt to implement reforms in the context
of societal and global change. In some countries, reforms are a
response to major political or economic shifts; in others, they are
motivated by large upsurges in immigration and increased student
diversity. Irrespective of the reasons for education reform, all
countries face decisions about resource allocation, equality of
educational opportunity across diverse populations, access to
higher education, student testing and tracking, teacher
accountability, school choice, and innovation. The essays in this
volume reveal: * the policy choices about the school reforms made
by countries throughout the world * the consequences associated
with these choices * the role that societal values, historical
antecedents, and political structures play in facilitating or
constraining reform Balancing Change and Tradition in Global
Education Reform is an invaluable resource for policymakers,
faculty, students, and anyone interested in how decisions made
about the education system ultimately affect the quality of
education, educational access, and social justice.
In Balancing Change and Tradition in Global Education Reform,
Rotberg brings together examples of current education reforms in
sixteen countries, written by 'insiders'. This book goes beyond
myths and stereotypes and describes the difficult trade-offs
countries make as they attempt to implement reforms in the context
of societal and global change. In some countries, reforms are a
response to major political or economic shifts; in others, they are
motivated by large upsurges in immigration and increased student
diversity. Irrespective of the reasons for education reform, all
countries face decisions about resource allocation, equality of
educational opportunity across diverse populations, access to
higher education, student testing and tracking, teacher
accountability, school choice, and innovation. The essays in this
volume reveal: _
Vocational education is often ignored during discussions of
secondary education reform even though it accounts for between 25
percent and 79 percent of upper secondary enrollment in the former
centrally-planned countries of the European Union. Based on
information, data, and feedback from most of these countries, this
paper develops a set of propositions about vocational education
reform, not with a view to prescribing a detailed
'one-size-fits-all' strategy, but rather it derives some principles
that continued reform of vocational education could take into
account, to the benefit of fiscal efficiency.
'Higher Education Financing in the New EU Member States' summarizes
the experiences to date of the new EU countries (the Czech
Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia,
and Slovenia the EU8) in the reform of higher education systems in
a period of growing demand; changing patters of access; rapid
expansion and increased participation rates; and an apparent
dilution of average quality. The study discusses the growing
experience with a variety of financing mechanisms in EU8 countries,
drawing on detailed country case studies, and seeks to develop some
useful lessons from experience, mindful that each country will
continue to develop its own solution based on national priorities.
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