The Dilemma of Comprehensive Secondary School Reforms in Western Europe. Program Report No. 79-B2.

Autor/in	Levin, Henry M.
Institution	Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Titel	The Dilemma of Comprehensive Secondary School Reforms in Western Europe. Program Report No. 79-B2.
Quelle	(1979), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Comprehensive Programs; Educational Change; Educational Opportunities; Educational Trends; Equal Education; Postsecondary Education; Social Stratification; Europe + Suchen Sie Ihr Suchwort? Gesamtunterricht; Bildungsreform; Bildungsangebot; Bildungschance; Bildungsentwicklung; Post-secondary education; Tertiäre Bildung; Soziale Zusammensetzung; Europa
Abstract	One of the most significant educational reforms in Western Europe during the last two decades has been the attempt to create a system of comprehensive secondary schools. The traditional approach to secondary education was characterized by a highly stratified formal system in which students were allocated to academic, commercial, or vocational secondary schools on the basis of examinations taken at 10-12 years of age. The purpose of the comprehensive secondary school was to delay educational selection and stratification in order to provide more nearly equal educational opportunities and choices at the secondary level for children drawn from different social class origins. The dilemma of the reform is that the reduction in selection and stratification at the secondary level must necessarily create a shift of these functions to the postsecondary educational system and labor markets. A number of changes have taken place in higher education in Western Europe that reflect this tendency. These include the increase in selective admissions policies, dilution of resources, increased class differentiation among types of institutions, rises in wastage or dropout rates, and the effects of surpluses of graduates in the labor market. All of these contribute to stratification in the higher educational population. (AS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC