Learning at the workplace is an important development in teacher education in secondary education. In this study we look at the school‐linked models for teacher education that exist in England, France, Germany, the Netherlands and Sweden. The characteristics of these models and their possible consequences for the quality of teachers are investigated. We observed among others a substantial variation between countries on matters of integration between the institution and the school, the emphasis on academic or practical training, embedding of teacher education and duration of teacher education. La formation en alternance constitue un point culminant au sein des Instituts Universitaires de Formation des Maitres. Dans le cadre de cette recherche, nous avons voulu examiner quelques modeles de formation dans un certain nombre de pays de l'Union Europeenne, en l'occurrence, la France, l'Allemagne, le Royaume‐Uni, les Pays‐Bas et la Suede. Ce travail porte sur les caracteristiques de ces modeles et leur impact su...

Teacher education in schools: an international comparison

In this paper, we re-examine two established findings concerning the effect of education on women’s family formation. In addition to considering educational choices as a way of accumulating human capital, we also see them as expressing orientations concerning future roles, and as a place of socialization. This leads us to consider not only the level of education but also the type of education. Furthermore, we investigate whether the timing of departure from education and entering into parenthood are jointly determined. In order to disentangle these issues, we use the Spanish Family and Fertility Survey and apply event history models that take into account the presence of unobserved heterogeneity. Our results show that the type of education is as important as the level of education undertaken by women. More precisely, those academic studies concerned with the care of individuals and/or which emphasize interpersonal skills, in turn have a positive influence on the timing of first birth in Spain, irrespective of the level of education. We also find that both processes are partially determined by common (unmeasured) determinants.

The Impact of the Type of Education and of Educational Enrolment on First Births

In the last 2 decades, educational systems have developed accountability policies in which schools maintain autonomy for their pedagogical, instructional, and organizational practices (internal control). At the same time, they are held accountable to public authorities (external control) for the quality of their education. It is not clear whether these contrasting types of accountability policies contribute to the improvement of schools' educational quality. In this study, the general research question is whether there is a relationship between school self-evaluation (SSE) and student achievement. Using a database of 81 primary schools and 2,099 students, an analysis of variance and a multilevel analysis show which factors characterize the type of SSE that contributes to students' cognitive achievement. Some SSE perspectives seem positively related to student achievement.

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School self-evaluation and student achievement

This research provides policy-makers, researchers, and educators at all levels with a glimpse of the contextual influence on effective school improvement (ESI) in 8 European countries. What are the factors at the contextual level, particularly at the national level, which influence ESI? Are there any similarities or differences between the influences they exert on ESI in different countries? Can common traits be identified? These are the core questions this paper tries to explore. It has drawn on insights from 5 areas of research: school effectiveness; school improvement; curriculum; public choice (marketization); organization, organizational learning, and learning organization. This yields a “goal – pressure – support” conceptual framework accompanied by 10 contextual factors and 48 indicators. Given the original conceptual framework and the empirical support of 31 case studies contributed by 8 European countries, the findings of this study may have significant implications for policy, practice, school e...

Contextual factors and effective school improvement

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Equity in education thematic review

Preface.- About the editors.- Chapter 1 Institutional contexts and effectiveness of schooling.- 1.1 Introduction. 1.2 A conceptual presentation of assumed relationships. 1.3 Institutional contexts of education systems. 1.3.1 Public/private sector effects. 1.3.2 Type of funding of public and private education. 1.3.3 Governance of public and private education. 1.3.4 Choice and community in public and private education. 1.4 The within-country public/private sector model. 1.5 Objectives and design of the international project. 1.6 Acknowledgements. Chapter 2 Selection and definition of indicators.- 2.1 Introduction. 2.2 Selection and description of six indicators of institutional context. 2.2.1 Funding of schools. 2.2.2 Indicators of types of governance. 2.2.3 Indicators of freedom of school choice. Chapter 3 Country reports: education systems in Europe.- 3.1 Introduction. 3.2 Spain. 3.2.1 Country profile. 3.2.2 Characteristics of Spanish compulsory education. 3.2.3 Public and private schools: key characteristics. 3.3 Scotland. 3.3.1 Country profile.- 3.3.2 Characteristics of Scottish compulsory education. 3.3.3 Public and private schools: key characteristics. 3.4 Sweden. 3.4.1 Country profile. 3.4.2 Characteristics of Swedish compulsory education. 3.4.3 Public and private schools: key characteristics. 3.5 Portugal. 3.5.1. Country profile. 3.5.2 Characteristics of Portuguese compulsory education. 3.5.3 Public and private schools: key characteristics. 3.6 The Netherlands. 3.6.1 Country profile. 3.6.2 Characteristics of Dutch compulsory education. 3.6.3 Public and private education: key characteristics. 3.7 Ireland. 3.7.1 Country profile. 3.7.2 Characteristics of Irish compulsory education. 3.7.3 Public and private schools: key characteristics. 3.8 Germany. 3.8.1 Country profile. 3.8.2 Characteristics of German compulsory education. 3.8.3 Public and private schools: key characteristics. 3.9 France. 3.9.1 Country profile3.9.2 Characteristics of French compulsory education. 3.9.3 Public and private schools: key characteristics. 3.10 England. 3.10.1 Country profile. 3.10.2 Characteristics of compulsory education in England. 3.10.3 Public and private education: key characteristics. 3.11 Denmark. 3.11.1 Country profile. 3.11.2 Characteristics of Danish compulsory education. 3.11.3 Public and private schools: key characteristics. 3.12 Belgium (French).- 3.12.1 Country profile. 3.12.2 Characteristics of Belgium (French) compulsory education. 3.12.3 Public and private schools: key characteristics. 3.13 Belgium (Flemish). 3.13.1 Country profile. 3.13.2 Characteristics of Belgium (Flemish) compulsory education. 3.13.3 Public and private schools: key characteristics. 3.14 Austria. 3.14.1 Country profile. 3.14.2 Characteristics of Austrian compulsory education. 3.14.3 Public and private schools: key characteristics. Chapter 4 Quality and equity of European education.- 4.1 Introduction. 4.2 Distribution of public and private education. 4.3 Fair comparisons of public and private schools' performance. 4.4 Choice of quality assessment criteria. 4.5 International comparison. 4.6 Overview of TIMSS mathematics assessment. 4.7 Methodology. 4.8 Comparison of quality and equity across European countries. 4.9 The outcomes within a broader perspective. 4.10 Interpreting our results in comparison to PISA outcomes. 4.11 Educational expenditure. Chapter 5 Configurations of institutional contexts.- 5.1 Introduction. 5.2 Configuration theory and multidimensional scaling. 5.3 Towards dimensions of institutional contexts. 5.4 Interpretation of configurations. 5.5 Four configurations of institutional contexts. 5.6 Public and private schools. Chapter 6 Reflections and explanations.- 6.1 Introduction. 6.2 Size and funding of public and private education. 6.2.1 Grant-aided private versus 'truly' private education. 6.2.2 Selectivity of the country's

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Papers

Institutional context of education systems in Europe. A cross-country comparison on quality and equity (Readernr. 136)

Institutional context of education systems in Europe. A cross-country comparison on quality and equity

Instutional Context of Education Systems in Europe

Sector, governance and effectiveness of schooling