By Jan Germen Janmaat, Marie Duru-Bellat, Philippe Méhaut, Andy Green
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Results for measures of skills distributions were generally convergent. The variance in PISA scores converged across countries and country groups (downwards), as did the within-school variance, but there was divergence across groups in between-school variance. 2 Overall, we can say there is more evidence of convergence than divergence, both across countries and across country groups. This should not be surprising since during the period under consideration there was considerable pressure for the adoption of common policies from supra-national agencies, and most particularly from the OECD and the European Commission.
Like previous studies, they tend to find distinctive models associated with Nordic countries, English-speaking countries, Mediterranean countries and Germany and countries geographically proximate to Germany. Mons’ (2007) typology of organisational models for the management of diversity in public education systems includes a ‘model of separation’ (Austria, Germany, 20 The Variation and Dynamics of Education Systems Switzerland, Belgium); a ‘model of individualised integration’ (Finland, Norway, Sweden plus Japan and Korea); a ‘model of a la carte integration’ (the UK, USA, Canada) and a ‘model of uniform integration’ (France, Italy, Spain and Greece).
Oxford: Oxford University Press. Dore, R. (2000) Stock Market Capitalism Versus Welfare Capitalism. Oxford: Oxford University Press. Esping-Andersen, G. (1990) The Three Worlds of Welfare Capitalism. New Jersey: Princeton University Press. Esping-Andersen, G. (1999) Social Foundations of Post-Industrial Economies. Oxford: Oxford University Press. Epstein, E. and Carroll, K. (2005) ‘Abusing Ancestors: Historical Functionalism and the Postmodern Deviation in Comparative Education,’ Comparative Education Review, 49, 1, pp.
The Dynamics and Social Outcomes of Education Systems by Jan Germen Janmaat, Marie Duru-Bellat, Philippe Méhaut, Andy Green