Education and the welfare state: the four worlds of competence production

Allmendinger, Jutta; Leibfried, Stephan

doi:10.1177/0958928703013001047

Cited by 140 publications

(75 citation statements)

References 11 publications

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“…At the EU level, they are part of one policy sphere (Allmendinger and Leibfried, 2003). Educational attainment and labour market outcomes are strongly related, with low educational attainment likely to lead to precarious positions in the labour market and high educational attainment fostering social mobility and increasing socioeconomic opportunities (Hega and Hokenmaier, 2002).…”

Section: Education and The Welfare Statementioning

confidence: 99%

“…Thus, Allmendinger and Leibfried (2003) explored 'educational poverty' via the level and differentiation of competences (using PISA data); they proposed 'four worlds of competence production' which bear resemblances to Castles' 'families of nations', with nations being defined in terms of historical, geographical, linguistic and cultural commonalities, namely English-speaking, Scandinavian, Continental Western Europe and Southern European (Castles, 2004).…”

Section: Notesmentioning

confidence: 99%

“…Given its significance for later outcomes and the variation between national education systems, it has been argued that future research in social policy needs to clarify the relationship between educational investment, educational institutions and the distribution of life chances in different welfare states and education regimes (Allmendinger and Leibfried, 2003). We seek to contribute to this research agenda by exploring similarities and differences between education systems in Europe and the US.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

West¹,

Nikolai²

2013

J. Soc. Pol.

127

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Education is crucially important for later outcomes but has received limited attention in comparative research on welfare states. In light of this, we present an exploratory analysis of education systems across fourteen EU countries and the US. This builds on existing work on educational institutions, educational outcomes and welfare regimes. We focus on institutional features associated with inequality of educational opportunity, including academic selection, tracking and public/private provision; on educational outcomes; and on education expenditure. Our quantitative analysis identifies four clusters of countries: the Nordic, Continental, Mediterranean and English-speaking, which bear similarities to those identified in the welfare states literature. Each 'education regime' is associated with particular institutional features, educational outcomes and levels of public expenditure. Our analysis suggests that further comparative research on education, viewed as a key component of the welfare state, is warranted.

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Section: Education and The Welfare Statementioning

confidence: 99%

Section: Notesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

West¹,

Nikolai²

2013

J. Soc. Pol.

127

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show abstract

“…Social inequality of education is thus a precondition of further inequalities and an obstacle to social mobility [4,14]. Third, the wide-ranging education of a society has been a major indicator of modernization processes [3].…”

Section: Isrn Educationmentioning

confidence: 99%

Logics of Educational Stratification: A Cross-National Map of Educational Inequality

Schlicht-Schmälzle

Ackermann

2012

ISRN Education

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Equality of education is often seen as the fundament of the overall equality of opportunity in modern societies. However, no reliable and comprehensive cross-national comparison of educational inequality hitherto exists. The aim of the present paper is to provide a cross-national comparative outline of diverse dimensions of educational inequality in the OECD world. We estimate the effects of three highly influential aspects of socioeconomic background on educational achievement in each OECD country in order to create a ranking of educational inequality in 30 capitalist countries. The central finding is that we indeed cannot identify a single cross-national ranking but three dimensions of education inequality: educational inequality based on economic, educational, and migration background at home. Capitalist economies thus do not only differ with regard to the degree of inequality but, first and foremost concerning the predominant patterns of inequality and the main distributive keys.

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“…Our interest in this paper is with variations within countries. In the following sections, we build on the work of Allmendinger and Leibfried (2003) and associate indicators of 'quality' with measures of the level of 'dispersion'. At a given mean, which can serve as an indicator of quality, the dispersion is used to indicate the inequality of the result.…”

Section: Variation In Achievement Levels: Germany and The Ukmentioning

confidence: 99%

Decentralisation and Educational Achievement in Germany and the UK

West

Allmendinger

Nikolai

et al. 2010

Environ Plann C Gov Policy

Self Cite

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We examine decentralisation in school-based education, with particular reference to two countries, Germany and the UK. The first section explores the notions of devolution and decentralisation. It examines different types of decentralisation and some of the ideas with which it is associated including, in education, improving educational standards. The second section considers the decentralisation of education in Germany and the UK. It examines the decentralisation of political authority, policies pursued at national and sub-national levels and the delegation of responsibilities to school level. It then compares achievement levels in the two case study countries and explores whether particular policies, pursued at sub-national levels, might be associated with differing levels of attainment. We argue that decentralisation in the field of education is multifaceted and complex, with different types of decentralisation co-existing. Our analysis suggests that certain policies, pursued as a result of decentralisation may be associated with different educational outcomes, but it is not possible to draw definitive conclusions particularly in light of the differing political, policy and socioeconomic contexts.

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Education and the welfare state: the four worlds of competence production

Cited by 140 publications

References 11 publications

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

Logics of Educational Stratification: A Cross-National Map of Educational Inequality

Decentralisation and Educational Achievement in Germany and the UK

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