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Palgrave Macmillan

The Dynamics and Social Outcomes of Education Systems

  • Book
  • © 2013

Overview

Editors:
  1. Jan Germen Janmaat

    1. Institute of Education, University of London, UK

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  2. Marie Duru-Bellat

    1. Sciences Po Paris, France

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  3. Andy Green

    1. Institute of Education, University of London, UK

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  4. Philippe Méhaut

    1. LEST, France

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Part of the book series: Education, Economy and Society (EDECSO)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction

    1. Introduction

      • Jan Germen Janmaat, Marie Duru-Bellat, Andy Green, Philippe Méhaut
      Pages 1-11

  3. The Variation and Dynamics of Education Systems

    1. Front Matter

      Pages 13-13
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    2. The Dynamics of Education Systems: Convergent and Divergent Trends, 1990–2010

      • Andy Green, Tarek Mostafa
      Pages 15-45

    3. From Upper Secondary to Further Education: European Models of Post-Compulsory Learning

      • Audrey Dumas, Philippe Méhaut, Noémie Olympio
      Pages 46-69

    4. Lifelong Learning Regimes versus Vocational Education and Training Systems in Europe: The Growing Hybridisation of National Models

      • Eric Verdier
      Pages 70-93

    5. Formal or Actual Convergence? Three Cases of Hybridisation

      • Philippe Méhaut
      Pages 94-115

    6. Curriculum Patterns in Citizenship Education: A Cross-National Study

      • Christine Han, Jan Germen Janmaat, Tom May, Paul Morris
      Pages 116-138

  4. The Social Outcomes of Education Systems

    1. Front Matter

      Pages 139-139
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    2. Social Cohesion as Paradigm

      • Francois Dubet
      Pages 141-159

    3. Pre-School Education and Care: A ‘Win-Win’ Policy?

      • Tarek Mostafa, Andy Green
      Pages 160-180

    4. Educational Models and Their Impact on Student Attitudes

      • Nathalie Mons, Marie Duru-Bellat, Yannick Savina
      Pages 181-201

    5. Educational Differentiation and Inequalities of Civic Engagement

      • Jan Germen Janmaat
      Pages 202-222

    6. Lifelong Learning and Social Cohesion

      • Audrey Dumas, Philippe Méhaut, Noémie Olympio, Isabelle Dimeglio
      Pages 223-244

    7. Education and Social Cohesion in a Comparative Perspective

      • Marie Duru-Bellat, Antoine Vérétout, Francois Dubet
      Pages 245-266

    8. The Mismatch between Level of Education and Job Qualifications: A Source of Mistrust and Intolerance Depending on National Context?

      • Vanessa di Paola, Stéphanie Moullet
      Pages 267-280

    9. A Common Civic Culture in Europe: Has the Process of European Integration Been Followed by the Convergence of Citizenship Values?

      • Bryony Hoskins, Rebecca Ridley
      Pages 281-298

  5. Conclusion

    1. Conclusion

      • Jan Germen Janmaat, Marie Duru-Bellat, Andy Green, Philippe Méhaut
      Pages 299-314

  6. Back Matter

    Pages 315-335
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Keywords

About this book

Some scholars argue that education systems across the western world are becoming increasingly similar due to the influence of transnational discourses and organizations. Others believe that education is the panacea for all problems of social cohesion. After all, aren't the well-educated usually more tolerant, civically engaged and trusting than the poorly educated? This book critically examines both claims. It finds that western countries still differ markedly on key aspects of their education systems and that these differences reflect distinct political traditions and different responses to a set of competing normative and political principles. The findings further suggest that raising the average education level is unlikely to be an effective strategy for promoting social cohesion. Instead, more promising are policies targeting the opposite ends of the lifelong learning continuum: universalizing pre-school education and care and promoting adult education with a pronounced second chance character.

Editors and Affiliations

  • Institute of Education, University of London, UK

    Jan Germen Janmaat, Andy Green

  • Sciences Po Paris, France

    Marie Duru-Bellat

  • LEST, France

    Philippe Méhaut

About the editors

Isabelle Dimeglio, Aix Marseille University, France Vanessa di Paola, Aix Marseille University, France François Dubet, University of Bordeaux, France Audrey Dumas, University of Perpignan Via Domitia (FR), France Marie Duru-Bellat, Sciences Po-Paris, France Andy Green, Institute of Education, University of London, UK Christine Han, Institute of Education, University of London, UK Bryony Hoskins, University of Southampton, UK Jan Germen Janmaat, Institute of Education, University of London, UK Tom May, Institute of Education, University of London UK Philippe Méhaut, Aix Marseille University, France Nathalie Mons, University of Cergy-Pontoise, France Paul Morris is a Professor of Education at the Institute of Education, University of London, UK Tarek Mostafa, Institute of Education, University of London, UK Stéphanie Moullet, Aix-Marseille University, France Noémie Olympio, Institute of Labour Economics and Industrial Sociology (LEST-CNRS), France Rebecca Ridley, University of Southampton, School of Education, UK Yannick Savina, Sciences Po & CNRS, France Eric Verdier, Aix-Marseille University, France Antoine Vérétout, University of Bordeaux, France

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