From Selectivity to Universalism: The Political Economy of Pro-Equality Educational Reform

Narrative Policy Framework - polityka publiczna jako walka opowieści

“…Pierwsze badanie wykorzystujące NPF na poziomie makro dotyczyło wpływu makronarracji (instytucji) na proces polityki publicznej i jej rezultaty na poziomie mezo (Beblavy, Veselkova, 2014). Za pomocą analizy treści badacze identyfikują narracje polityki edukacyjnej dotyczące późnej selekcji uczniów w Czechach i Słowacji, sprawdzając następnie ich relacje z makronarracją Organizacji Współpracy Gospodarczej i Rozwoju (Organisation for Economic Co-operation and Development -OECD).…”

Do the Effects of Pro-Equality Education Policies Differ across the Performance Distribution?

“…The education policies associated with higher equity are: the later ability tracking or streaming and promotion of early childhood education (see, for instance, OECD, 2001, 2006and Schuetz, Ursprung & Woesmann, 2005Woessmann, 2009). This association between specific education policies and equity leads to the OECD advising countries to postpone the age of tracking and the promotion of early childhood programmes (OECD, 2004(OECD, , 2007(OECD, , 2010 in Beblavy & Veselkova, 2012). However, despite broad support for these policies, they are the subject of a scholarly and political debate about whether they should be designed to equalize outcomes (equity) or promote the elite (efficiency).…”

“…However, despite broad support for these policies, they are the subject of a scholarly and political debate about whether they should be designed to equalize outcomes (equity) or promote the elite (efficiency). Even when valuing both equity and efficiency, policy-makers are concerned that they might face a trade-off between promoting equity and efficiency 2 (Woessmann, 2008:1;OECD, 2007and Horn, 2009in Beblavy & Veselkova, 2012 3 .…”