Educational policies: An exemplary illustration of public policies?

Autor/in	Van Haecht, Anne
Titel	Educational policies: An exemplary illustration of public policies?
Quelle	In: European education, 33 (2001) 2, S. 51-73Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.2753/EUE1056-4934330251
Schlagwörter	Bildungsforschung; Vergleichende Forschung; Chancengleichheit; Bildungspolitik; Schulsystem; Dezentralisierung; Reform; Zentralisierung; Deutschland; England; Frankreich; Skandinavien; USA; Westeuropa
Abstract	The comparison between different public policies, and especially between different national education systems, is an experiment pursued with more or less success by different types of experts, sociologists, political scientists, economists and pedagogues. The principal interest of the author is to promote a more profound exploration of those trails opened up by a comparative sociology of educational policies. It has been underlined from the start that standardization as the pertinent means of assuring equality in educational systems has been called into question, along with, at least in Western countries, the effectiveness of the state as protector. The evaluation of the efficiency of educational systems, urgently called for when the capacity of public administrations to guarantee the quality of results has been put in question, has contributed to the multiplication of comparisons between different countries. The emergence of an "evaluative state" should be seen to parallel the extension of an emphasis on pedagogy in today's society. "Pedagogism", "the pedagogical society", and "the evaluative state" - all are subjects calling for deeper study but are already among the large tendencies from which specific national tendencies develop, adding their flavor to the deciphering of educational policies, which have become a compelling part of public policy. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)