Balancing freedom, autonomy and accountability in education. 4.

Sonst. Personen	Candal, Cara Stillings (Hrsg.)
Titel	Balancing freedom, autonomy and accountability in education. 4.
Quelle	Nijmegen: Wolf legal publ. (2012), 298 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	90-5850-778-5; 978-90-5850-778-5
Schlagwörter	Bildung; Erziehung; Chancengleichheit; Autonomie; Entscheidung; Bildungssystem; Bildungsrecht; Schule; Schulwahl; Schulprofil; Schulrecht; Privatschule; Lehrer; Schüler; Schülerleistung; Hausunterricht; Staat; Wertevermittlung; Internationaler Vergleich; Qualität; Rechenschaftslegung; Rekrutierung; Zugang; Private Trägerschaft; Aserbaidschan; Bosnien-Herzegowina; China; Georgien; Indien; Indonesien; Japan; Korea; Kosovo; Malaysia; Peru; Russland; Saudi-Arabien; Singapur; Ukraine; Ungarn; Wales
Abstract	This [...] collection [of four volumes] brings together a hundred authors from around the world to describe how 65 national education systems balance among freedom of parents to choose schools they have confidence in, autonomy of educators to shape distinctive education, and public accountability to ensure that every child and youth is educated effectively. "Educational freedom" is important because parents have a fundamental right to guide the development of their own children and therefore to choose a school in which they have full confidence. To deny that choice, or to make i[t] impossibly difficult for parents of modest means, is unjust and unworthy of a free society. "School autonomy" is important as the essential precondition for the creation of schools with a clearly-focused mission, schools in which staff and parents share the same understanding of why and how best to educate. Teachers find professional fulfillment in schools where they share a common vision with their colleagues." Accountability" for common standards is important because society has a strong interest in ensuring that youth are well prepared to contribute to civic life and the economy, and an obligation to ensure that no child or youth is harmed by an inadequate school. [...] This volume [includes] only countries that had not been included in the earlier edition [...]. [Among the] "new" countries is Wales [whose] education system was in 2004 united with that of England, but has subsequently become sufficiently autonomous to warrant separate treatment. The editors also included [...] Russia, because it seemed useful to include it with three profiles of other members of the former Soviet Union: Azerbaijan, Georgia, and Ukraine, for the comparative study of how each has changed while in some respects preserving continuity. [...] The structure of the country reports follows a uniform format. The goal of this volume is to provide a brief explanation of the issues that the editors have sought to address for each country" which are: 1) The structure of schooling; 2) The legal framework; 3) Freedom to establish non-state schools; 4) Home schooling; 5) School choice not limited by family income; 6) School distinctiveness protected by law and policy; 7) Distinctive character; 8) Decisions about admitting pupils; 9) Decisions about staff; 10) Accountability for school quality; 11) Teaching of values. In addition to these country profiles a chapter by Martin West and Ludger Woessmann is included: How school choice autonomy, and accountability impact student achievement. International evidence. (DIPF/Orig./Kr.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3