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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What Do the Students Say?

Centre for Educational Research and Innovation

This chapter examines students’ perceptions and expectations of schooling, albeit on the sketchy evidence base in most countries. Schooling is seen as important for its social aspects, learning and getting ahead in life. In many countries there is overall satisfaction, though complaints tend to focus on the relevance and interest of courses. These complaints grow as students get older. Girls tend to be more ambitious and readier to face challenge than boys. High expectations are correlated with geographic residence, socioeconomic status, and parental education attainment, especially the mother’s.

English French

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