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


Parent and Community “Voice” in Schools

Centre for Educational Research and Innovation

This chapter investigates parental and community influence as exercised on running schools. Decentralisation is bringing decision-making closer to the local and school levels, but countries differ in the extent to which parents are regarded as partners or external to the school. The country evidence shows that formal opportunities of involvement are not necessarily translated into actual influence. Many parents complain that their views are sought only on practical issues. Parental engagement tends to decline as their children grow older and even some countries with high reported parental interest are finding declining involvement over time.

English French

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