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. 

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The Demand Dimension

Concluding Issues and Directions

Centre for Educational Research and Innovation

This chapter brings together the different themes explored in the chapters of the report in a concluding discussion. It develops some of the overarching issues that have arisen across this analysis as a whole. These cover the following themes: schooling as more choice driven with more room for “exit”; voice as a priority issue in determining the nature of schooling; generally positive satisfaction levels and what this means for change; particular problems with secondary education; improving deficient intelligence about demand; and fundamental issues arising from the diversity of demands, especially those related to values.

English French

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