Demand-Sensitive Schooling?
Evidence and Issues
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.
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Public and Parental Perceptions of Schooling
Centre for Educational Research and Innovation
Based on the evidence from the countries taking part in this study, this chapter provides insights on how parents and the wider public perceive schooling. The evidence shows that education ranks as a high priority among the public, despite the often negative messages of media coverage. There tends to be greater satisfaction with schooling than might be expected, and the nearer that people are involved – such as parents commenting on their own children’s schooling – the higher the satisfaction tends to be.
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