Comparing key dimensions of schooling: towards a typology of European school systems

'Institutional context' has come to play an important role in the explanation of differences in 'effectiveness' between schools. But what is meant by such a concept differs from system to system. In this study we typify education systems based on indicators of institutional conte...

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Bibliographic Details
Published in:Comparative education 2008-02, Vol.44 (1), p.93-110
Main Authors: Hofman, R.H., Hofman, W.H.A., Gray, J.M.
Format: Article
Language:English
Subjects:
Comparative studies
Context Effect
Education policy
Education systems
Educational Change
Educational evaluation
Educational research
Equality
Europe
Fees
Foreign Countries
Funding
Governance
Institutional Characteristics
Locus of Control
Mathematics education
Private Education
Private schools
Public education
Quality control
Quality of education
Quality standards
School Choice
School Community Relationship
School effectiveness
School environment
School systems
Schooling
Schools
Students
Typology
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Summary:'Institutional context' has come to play an important role in the explanation of differences in 'effectiveness' between schools. But what is meant by such a concept differs from system to system. In this study we typify education systems based on indicators of institutional contexts such as: the financial base of public-private education/schools, differences in their governance structure, locus of control, and the degrees of freedom of (parental) school choice available in countries. We develop configurations of education systems based on these institutional context characteristics and establish the relationships between quality and equity of West European education systems and certain institutional characteristics.
ISSN:0305-0068
1360-0486
DOI:10.1080/03050060701809508