Demand-Sensitive Schooling?

Evidence and Issues

image of Demand-Sensitive Schooling?

Many educational experts are identifying  a critical shift from supply-led systems — operating to procedures decided by educational authorities, schools and teachers — towards systems which are much more sensitive to demand.  But, whose demands should these be? What are they? And how will schools recognize and cope with them?  This book examines different aspects of the demand concept and presents international evidence from Austria, the Czech and Slovak Republics, Denmark, England, Finland, Hungary, Japan, Poland, Spain, and the United States to reveal attitudes and expectations. 

English French


Executive Summary

Centre for Educational Research and Innovation

Demand has quickly become an established part of the discourse on educational reform across the world. It is a controversial concept. For some, it is about rectifying an excessively bureaucratic approach to education (“supply-driven” systems), but this can quickly be associated with the precepts of New Public Management – an increased role for clients and markets, even privatisation, which for many is at odds with the traditional aims of education to promote equity, cultivate humanity, and sustain local communities.

English French

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