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In this book, the authors Montserrat Gomendio and José Ignacio Wert discuss the reasons why education reforms are difficult to implement but easy to reverse, taking into account the valuable evidence they have obtained in designing and implementing education reforms in Spain and their subsequent experience at the OECD (Organization for Economic Cooperation and Development) advising governments worldwide. This dialogue on education is like a breath of fresh air for the reader. By comparing education policies from an international perspective and analyzing the interplay between education reforms, ideology and vested interests, the authors provide insights into the positive and negative factors that influence education reforms. The book consists of seven chapters. Chapter 1 offers a brief overview of the origins, functions, and roles of modern education systems. From the emergence of mass schooling in Europe, the United States and the rest of the world, one key question is thoroughly discussed: how to define the aims of education and the extent to which different views can be aligned. As the transition from \u0026amp;quot;universal access to education\u0026amp;quot; to \u0026amp;quot;quality education\u0026amp;quot; takes place, ideology begins to play a significant role and permeates the main dimensions of the education system. Is the ultimate goal of the education system equity or quality? The authors note that left-wing parties generally support greater levels of investment, smaller class sizes, and higher teacher salaries, which are the main demands of teacher unions, while right-wing parties tend to support competition, accountability, and student and teacher evaluations, which they believe will improve quality and efficiency, contrary to the interests of teacher unions. The authors highlight that a complex combination of ideology and vested interests influence the advancement of education reform. Besides, the authors analyze the general concern regarding how education systems need to adapt to the knowledge society, digitalization and globalization, and megatrends that result in demands from the labor market for higher levels of knowledge and skills. Since education systems need to constantly adapt to rapidly changing environments and sometimes unforeseen circumstances (e.g., the impact of COVID-19), the implementation of education reform requires consideration of many factors. Chapter 2 focuses on clarifying the complex relationship between education policy and ideology. Ideology in this context refers to any form of politically oriented conception of education. Because ideologies may diverge, the goals of education may also diverge as a result, such as whether the goal of education is to promote equity or advance quality. In this chapter, the authors present the definition of education from the perspective of the state as the provider of education since ancient Greece and the views of different thinkers in modern education such as John Locke, Jean-Jacques Rousseau, Fernando Reimers, John Stuart Mill, John Dewey and others. The shares and the development of public and private provisions in different countries and economies have also been analyzed. The concept of \u0026amp;quot;equity\u0026amp;quot; is also a keyword in the authors\u0026amp;#39; discussion. As an important component in the maintenance of education systems, \u0026amp;quot;equity\u0026amp;quot; is understood differently by the political parties on the left and right. For the left, education means equality, while for the right, education plays an enabling function. It is worth thinking about how to properly balance quality and equity in the education system. Considering the shape of education, the authors analyze the four main dimensions that are most susceptible to ideological influence: architecture, teachers, curricula, and assessments. Among them, regarding teachers, left-wing parties favor hiring as many teachers as possible and oppose performance evaluations or firing them for poor performance, whereas right-wing parties support teacher evaluation and performance-related incentives and are more rigorous and selective in recruitment. These disparities have implications for both the development of the teaching profession and the role that teachers play in education. In the education reform process, since teachers are a fundamental gear in the education engine, their position largely determines the success or failure of reform. With regard to curriculum, its usefulness and relevance to student achievement and the given content all reflect a certain education ideology. Regarding assessment, the authors explain, in the context of its development, how it was initially designed as an objective measure of talent in an effort to break down barriers of wealth, inheritance and…","author":[{"@context":"https://schema.org","@type":"Person","name":"IJELS AIAC","url":"https://independent.academia.edu/IJELSAIAC"},{"@context":"https://schema.org","@type":"Person","name":"HUI GENG","url":"https://upm.academia.edu/HUIGENG"}],"contributor":[{"@context":"https://schema.org","@type":"Person","name":"HUI GENG","url":"https://upm.academia.edu/HUIGENG"}],"dateCreated":"2023-04-25","dateModified":"2023-04-25","datePublished":"2023-01-01","headline":"International Journal of Education \u0026 Literacy Studies","identifier":{"@type":"PropertyValue","propertyID":"DOI","value":"10.7575/aiac.ijels.v.11n.2p.147"},"image":"https://attachments.academia-assets.com/101482240/thumbnails/1.jpg","inLanguage":"en","keywords":["Vested 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window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":100748727,"created_at":"2023-04-25T07:36:28.058-07:00","from_world_paper_id":null,"updated_at":"2023-04-25T08:37:38.045-07:00","_data":{"doi":"10.7575/aiac.ijels.v.11n.2p.147","abstract":"Education, as a practical activity to improve the comprehensive quality of human beings, not only plays a role in the transmission and inheritance of culture but also has intimate ties to the growth of life and development of economy and society. In this book, the authors Montserrat Gomendio and José Ignacio Wert discuss the reasons why education reforms are difficult to implement but easy to reverse, taking into account the valuable evidence they have obtained in designing and implementing education reforms in Spain and their subsequent experience at the OECD (Organization for Economic Cooperation and Development) advising governments worldwide. This dialogue on education is like a breath of fresh air for the reader. By comparing education policies from an international perspective and analyzing the interplay between education reforms, ideology and vested interests, the authors provide insights into the positive and negative factors that influence education reforms. The book consists of seven chapters. Chapter 1 offers a brief overview of the origins, functions, and roles of modern education systems. From the emergence of mass schooling in Europe, the United States and the rest of the world, one key question is thoroughly discussed: how to define the aims of education and the extent to which different views can be aligned. As the transition from \"universal access to education\" to \"quality education\" takes place, ideology begins to play a significant role and permeates the main dimensions of the education system. Is the ultimate goal of the education system equity or quality? The authors note that left-wing parties generally support greater levels of investment, smaller class sizes, and higher teacher salaries, which are the main demands of teacher unions, while right-wing parties tend to support competition, accountability, and student and teacher evaluations, which they believe will improve quality and efficiency, contrary to the interests of teacher unions. The authors highlight that a complex combination of ideology and vested interests influence the advancement of education reform. Besides, the authors analyze the general concern regarding how education systems need to adapt to the knowledge society, digitalization and globalization, and megatrends that result in demands from the labor market for higher levels of knowledge and skills. Since education systems need to constantly adapt to rapidly changing environments and sometimes unforeseen circumstances (e.g., the impact of COVID-19), the implementation of education reform requires consideration of many factors. Chapter 2 focuses on clarifying the complex relationship between education policy and ideology. Ideology in this context refers to any form of politically oriented conception of education. Because ideologies may diverge, the goals of education may also diverge as a result, such as whether the goal of education is to promote equity or advance quality. In this chapter, the authors present the definition of education from the perspective of the state as the provider of education since ancient Greece and the views of different thinkers in modern education such as John Locke, Jean-Jacques Rousseau, Fernando Reimers, John Stuart Mill, John Dewey and others. The shares and the development of public and private provisions in different countries and economies have also been analyzed. The concept of \"equity\" is also a keyword in the authors' discussion. As an important component in the maintenance of education systems, \"equity\" is understood differently by the political parties on the left and right. For the left, education means equality, while for the right, education plays an enabling function. It is worth thinking about how to properly balance quality and equity in the education system. Considering the shape of education, the authors analyze the four main dimensions that are most susceptible to ideological influence: architecture, teachers, curricula, and assessments. Among them, regarding teachers, left-wing parties favor hiring as many teachers as possible and oppose performance evaluations or firing them for poor performance, whereas right-wing parties support teacher evaluation and performance-related incentives and are more rigorous and selective in recruitment. These disparities have implications for both the development of the teaching profession and the role that teachers play in education. In the education reform process, since teachers are a fundamental gear in the education engine, their position largely determines the success or failure of reform. With regard to curriculum, its usefulness and relevance to student achievement and the given content all reflect a certain education ideology. Regarding assessment, the authors explain, in the context of its development, how it was initially designed as an objective measure of talent in an effort to break down barriers of wealth, inheritance and political influence. However, due to the limitations of the approach (for instance, not every student receives the same level of quality education), it is increasingly viewed as a tool of discrimination, and the relationship between ideology and assessment varies. In sum, the education policies and ideologies described in this chapter somehow influence the feasibility and durability of education reform in a country or environment. Chapter 3 mainly describes the relationship between the governance model and the reform experience of the education system. Governance arrangements in education systems are concerned with the distribution of power and responsibilities among levels of government, financial incentives, and control of resources, as well as the interests of stakeholders outside of government. The authors begin by describing the role of various governments in education over time in various countries,","publication_date":"2023,,"},"document_type":"other","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"International Journal of Education \u0026 Literacy Studies","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [54870230,105470135]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":101482240,"attachmentType":"pdf"}"><img alt="First page of “International Journal of Education & Literacy Studies”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/101482240/mini_magick20230425-1-8hhopt.png?1682434902" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">International Journal of Education & Literacy Studies</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="54870230" href="https://independent.academia.edu/IJELSAIAC"><img alt="Profile image of IJELS AIAC" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/54870230/19477204/19390613/s65_ijels.aiac.jpg" />IJELS AIAC</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="105470135" href="https://upm.academia.edu/HUIGENG"><img alt="Profile image of HUI GENG" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/105470135/24099135/23069113/s65__._.jpg" />HUI GENG</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2023</p><a class="js-loswp-work-card-doi-link ds2-5-body-sm ds2-5-body-link" href="https://doi.org/10.7575/aiac.ijels.v.11n.2p.147" rel="nofollow">https://doi.org/10.7575/aiac.ijels.v.11n.2p.147</a><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">4 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 100748727; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=100748727"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Education, as a practical activity to improve the comprehensive quality of human beings, not only plays a role in the transmission and inheritance of culture but also has intimate ties to the growth of life and development of economy and society. In this book, the authors Montserrat Gomendio and José Ignacio Wert discuss the reasons why education reforms are difficult to implement but easy to reverse, taking into account the valuable evidence they have obtained in designing and implementing education reforms in Spain and their subsequent experience at the OECD (Organization for Economic Cooperation and Development) advising governments worldwide. This dialogue on education is like a breath of fresh air for the reader. By comparing education policies from an international perspective and analyzing the interplay between education reforms, ideology and vested interests, the authors provide insights into the positive and negative factors that influence education reforms. The book consists of seven chapters. Chapter 1 offers a brief overview of the origins, functions, and roles of modern education systems. From the emergence of mass schooling in Europe, the United States and the rest of the world, one key question is thoroughly discussed: how to define the aims of education and the extent to which different views can be aligned. As the transition from "universal access to education" to "quality education" takes place, ideology begins to play a significant role and permeates the main dimensions of the education system. Is the ultimate goal of the education system equity or quality? The authors note that left-wing parties generally support greater levels of investment, smaller class sizes, and higher teacher salaries, which are the main demands of teacher unions, while right-wing parties tend to support competition, accountability, and student and teacher evaluations, which they believe will improve quality and efficiency, contrary to the interests of teacher unions. The authors highlight that a complex combination of ideology and vested interests influence the advancement of education reform. Besides, the authors analyze the general concern regarding how education systems need to adapt to the knowledge society, digitalization and globalization, and megatrends that result in demands from the labor market for higher levels of knowledge and skills. Since education systems need to constantly adapt to rapidly changing environments and sometimes unforeseen circumstances (e.g., the impact of COVID-19), the implementation of education reform requires consideration of many factors. Chapter 2 focuses on clarifying the complex relationship between education policy and ideology. Ideology in this context refers to any form of politically oriented conception of education. Because ideologies may diverge, the goals of education may also diverge as a result, such as whether the goal of education is to promote equity or advance quality. In this chapter, the authors present the definition of education from the perspective of the state as the provider of education since ancient Greece and the views of different thinkers in modern education such as John Locke, Jean-Jacques Rousseau, Fernando Reimers, John Stuart Mill, John Dewey and others. The shares and the development of public and private provisions in different countries and economies have also been analyzed. The concept of "equity" is also a keyword in the authors' discussion. As an important component in the maintenance of education systems, "equity" is understood differently by the political parties on the left and right. For the left, education means equality, while for the right, education plays an enabling function. It is worth thinking about how to properly balance quality and equity in the education system. Considering the shape of education, the authors analyze the four main dimensions that are most susceptible to ideological influence: architecture, teachers, curricula, and assessments. Among them, regarding teachers, left-wing parties favor hiring as many teachers as possible and oppose performance evaluations or firing them for poor performance, whereas right-wing parties support teacher evaluation and performance-related incentives and are more rigorous and selective in recruitment. These disparities have implications for both the development of the teaching profession and the role that teachers play in education. In the education reform process, since teachers are a fundamental gear in the education engine, their position largely determines the success or failure of reform. With regard to curriculum, its usefulness and relevance to student achievement and the given content all reflect a certain education ideology. Regarding assessment, the authors explain, in the context of its development, how it was initially designed as an objective measure of talent in an effort to break down barriers of wealth, inheritance and political influence. However, due to the limitations of the approach (for instance, not every student receives the same level of quality education), it is increasingly viewed as a tool of discrimination, and the relationship between ideology and assessment varies. In sum, the education policies and ideologies described in this chapter somehow influence the feasibility and durability of education reform in a country or environment. Chapter 3 mainly describes the relationship between the governance model and the reform experience of the education system. Governance arrangements in education systems are concerned with the distribution of power and responsibilities among levels of government, financial incentives, and control of resources, as well as the interests of stakeholders outside of government. The authors begin by describing the role of various governments in education over time in various countries,</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":101482240,"attachmentType":"pdf","workUrl":"https://www.academia.edu/100748727/International_Journal_of_Education_and_Literacy_Studies"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":101482240,"attachmentType":"pdf","workUrl":"https://www.academia.edu/100748727/International_Journal_of_Education_and_Literacy_Studies"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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In this book, the authors Montserrat Gomendio and José Ignacio Wert discuss the reasons why education reforms are difficult to implement but easy to reverse, taking into account the valuable evidence they have obtained in designing and implementing education reforms in Spain and their subsequent experience at the OECD (Organization for Economic Cooperation and Development) advising governments worldwide. This dialogue on education is like a breath of fresh air for the reader. By comparing education policies from an international perspective and analyzing the interplay between education reforms, ideology and vested interests, the authors provide insights into the positive and negative factors that influence education reforms. The book consis...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Book Review: Dire Straits-Education Reforms: Ideology, Vested Interests and Evidence by Montserrat Gomendio and José Ignacio Wert","attachmentId":117194707,"attachmentType":"pdf","work_url":"https://www.academia.edu/122552496/Book_Review_Dire_Straits_Education_Reforms_Ideology_Vested_Interests_and_Evidence_by_Montserrat_Gomendio_and_Jos%C3%A9_Ignacio_Wert","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/122552496/Book_Review_Dire_Straits_Education_Reforms_Ideology_Vested_Interests_and_Evidence_by_Montserrat_Gomendio_and_Jos%C3%A9_Ignacio_Wert"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="15793710" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15793710/Education_Reform_and_Philosophy_of_Education_Taking_a_closer_look_at_the_Regime_re_defining_education_knowledge_and_human_beings">Education Reform and Philosophy of Education: Taking a closer look at the Regime re-defining education, knowledge and human beings</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="11565510" href="https://independent.academia.edu/MinaODowd">Mina O'Dowd</a></div><p class="ds-related-work--abstract ds2-5-body-sm">International organizations (IO) have increasingly grown in power and importance, not least as regards their influence on education. Included in this term are such organizations as Organisation for Economic Cooperation and Development (OECD), United Nations Scientific and Cultural Organisation (UNESCO), the World Trade Organisation (WTO), the European Union (EU), the European Commission and its many directories and the World Bank. We maintain here that taken together these IOs constitute a regime that strives to govern “the actions of those involved in specifiable activities or set of activities”. If, for the sake of argument, we even maintain that these IOs function together and in collaboration and co-operation with one another, which seems to be a fair assumption, we might even stretch ourselves to maintain that taken together, these IO constitute one powerful regime, with similar goals and expectations, especially as regards education, the topic of our concern. In this paper the common goals for education are clarified, such as they are situated in the common theoretical and empirical model used in this regime, Human Capital Theory. After a brief summary of the history of Human Capital Theory, the paper will discuss how the underlying assumptions of HCT contrast to the philosophy of education, especially as relates to definitions of education, knowledge and human lives.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Education Reform and Philosophy of Education: Taking a closer look at the Regime re-defining education, knowledge and human beings","attachmentId":38797084,"attachmentType":"docx","work_url":"https://www.academia.edu/15793710/Education_Reform_and_Philosophy_of_Education_Taking_a_closer_look_at_the_Regime_re_defining_education_knowledge_and_human_beings","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15793710/Education_Reform_and_Philosophy_of_Education_Taking_a_closer_look_at_the_Regime_re_defining_education_knowledge_and_human_beings"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="110416483" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/110416483/Dire_Straits_education_reforms_ideology_vested_interest_and_evidence_Dire_Straits_education_reforms_ideology_vested_interest_and_evidence_by_Montserrat_Gomendio_and_Jos%C3%A9_Ignacio_Wert_Cambridge_Open_Book_Publishers_2023_331_pp_27_59_Paperback_ISBN_978_1_80064_930_9">Dire Straits – education reforms – ideology, vested interest and evidence Dire Straits – education reforms – ideology, vested interest and evidence by Montserrat Gomendio and José Ignacio Wert, Cambridge, Open Book Publishers, 2023, 331 pp., €27.59 (Paperback), ISBN 978-1-80064-930-9</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="104808902" href="https://durham.academia.edu/DianaLebde">Diana Aboulebde</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educational Research and Evaluation</p><p class="ds-related-work--abstract ds2-5-body-sm">View related articles View Crossmark data and compelling evidence, this book can serve as an important source of inspiration for innovative approaches and combining complementary methods.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Dire Straits – education reforms – ideology, vested interest and evidence Dire Straits – education reforms – ideology, vested interest and evidence by Montserrat Gomendio and José Ignacio Wert, Cambridge, Open Book Publishers, 2023, 331 pp., €27.59 (Paperback), ISBN 978-1-80064-930-9","attachmentId":108342398,"attachmentType":"pdf","work_url":"https://www.academia.edu/110416483/Dire_Straits_education_reforms_ideology_vested_interest_and_evidence_Dire_Straits_education_reforms_ideology_vested_interest_and_evidence_by_Montserrat_Gomendio_and_Jos%C3%A9_Ignacio_Wert_Cambridge_Open_Book_Publishers_2023_331_pp_27_59_Paperback_ISBN_978_1_80064_930_9","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/110416483/Dire_Straits_education_reforms_ideology_vested_interest_and_evidence_Dire_Straits_education_reforms_ideology_vested_interest_and_evidence_by_Montserrat_Gomendio_and_Jos%C3%A9_Ignacio_Wert_Cambridge_Open_Book_Publishers_2023_331_pp_27_59_Paperback_ISBN_978_1_80064_930_9"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="116276876" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/116276876/Introduction_Education_and_the_State_Between_Past_and_Future">Introduction. Education and the State – Between Past and Future</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="93964251" href="https://uj-pl.academia.edu/KatarzynaWro%C5%84ska">Katarzyna Wrońska</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="307501025" href="https://independent.academia.edu/JulianStern3">Julian Stern</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Defending the Value of Education as a Public Good: Philosophical Dialogues on Education and the State, edited by Katarzyna Wrońska, Julian Stern, Routledge, 2024</p><p class="ds-related-work--abstract ds2-5-body-sm">To consider education as a public good is controversial; it poses a challenge for scholars, especially those who adhere to the values of freedom, property, and privacy. In this undertaking, we depart from a perception of care for children and youth, around whom the practice of education is developed. We attempt to reconcile this with the world's own need for constant reconstruction, for which participation of new generations is paramount (Arendt 1961). Although we highly value the principles of democratic society, we remain unconvinced that allowing for education to be entirely provided for by the private sector will guarantee that the care of which children and youth are so deserving will be made universally accessible. It seems therefore that the state remains instrumental in the advocacy of children's interests, as a safe harbour in face of the inequalities prevalent in society (Walzer 1983), a platform through which the opinions of civil society and the public sphere might be voiced. From this follows the central questions around which this monograph revolves: why defend education as a public good? What is to be protected and ensured within it? What ought to be the nature of the state in which education would be able to fulfil its goals? Before allowing the contributing authors to answer the above, we need to outline the definitions to which frequent reference will be made and the conceptual framework within which they will operate. It would also be beneficial, as part of this foreword, to explore the relationship between education and the state, as well as the appropriate roles of teachers within educational practice. We will explore how teachers and educators ought themselves be educated, whose interests do educational researchers represent, and on whose behalf do those scholars, including philosophers of education, act. Despite numerous critiques of modern democracy and its educational institutions, voiced by many among us, we believe that quality education may be appropriately ensured within this political model. However this does not relieve us of the necessity to treat the pedagogical mission with all the seriousness for which it calls, perceiving education as a practice in its own right, with its own internal goods. Further, a practice theoretically grounded in the academic discipline of pedagogy or in relevant (e.g. sociological, psychological,</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Introduction. Education and the State – Between Past and Future","attachmentId":112452954,"attachmentType":"pdf","work_url":"https://www.academia.edu/116276876/Introduction_Education_and_the_State_Between_Past_and_Future","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/116276876/Introduction_Education_and_the_State_Between_Past_and_Future"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="71195692" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/71195692/Education_as_a_public_and_common_good_Revisiting_the_role_of_the_State_in_a_context_of_growing_marketization">Education as a public and common good: Revisiting the role of the State in a context of growing marketization</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="208743197" href="https://independent.academia.edu/LocatelliRita">Rita Locatelli</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Education as a public and common good: Revisiting the role of the State in a context of growing marketization","attachmentId":80647033,"attachmentType":"pdf","work_url":"https://www.academia.edu/71195692/Education_as_a_public_and_common_good_Revisiting_the_role_of_the_State_in_a_context_of_growing_marketization","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/71195692/Education_as_a_public_and_common_good_Revisiting_the_role_of_the_State_in_a_context_of_growing_marketization"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="112078002" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112078002/3_The_Governance_of_Education_Systems">3. The Governance of Education Systems</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="160743065" href="https://independent.academia.edu/Jos%C3%A9Wert">José Wert</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Open Book Publishers, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">This work is licensed under an Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt the text for non-commercial purposes of the text providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information: About the Authors Montserrat Gomendio, a biologist by training, holds a BSc from Universidad Complutense (Madrid), a Ph.D. from Cambridge University (UK), and is currently a tenured Research Professor at the Spanish Research Council (CSIC). For many years, she combined her research work with leadership positions such as Director of the Spanish National Science Museum and Vice-President of the Spanish Research Council. In 2011 she was appointed Secretary of State for Education, Vocational Training and Universities in the Spanish Government. In 2015 she joined the OECD as Deputy Director of Education and in 2017 she became Head of the OECD Skills Centre. Since 2020 she has co-founded and co-chaired Skills WeGo, a consultancy on education, training and employment. Montserrat is a member of the Board of the International Baccalaureate. She has authored books and over 100 publications in peer-reviewed scientific journals. José Ignacio Wert holds a law degree from Universidad Complutense (Madrid) and a master's degree in Political Sociology by Instituto de Estudios Políticos (Spain). He has been Deputy Director of the Centre for Sociological Research (a public research institution) and founder and CEO of Demoscopia, a leading polling firm in Spain, as well as serving in different managing capacities in other private ventures. From 2011 to 2015 he was Minister of Education, Culture and Sport in the Spanish Government and from 2015 to 2018 he was Spain's Ambassador to the OECD. Since 2020 he has co-founded and co-chaired Skills WeGo, a consultancy on education, training and employment. He is the author of four books and co-author of over two dozen others, plus several hundred articles in journals and magazines. xvii Preface by putting pressure on governments to decrease class size over time and by rejecting attempts to improve teacher quality and evaluate teachers or students. Thus, the trade-off has been exactly the opposite. When we analyse the trends of countries positioned somewhere between these opposite poles (Europe, United Kingdom, North America, Australia and New Zealand), we find that most of them have not managed to improve their education systems during the last decades, despite major increases in levels of investment and many reforms. This clearly shows that the evidence provided by international surveys has not had the expected impact on the performance of education systems. We argue that this is partly because some policy recommendations are misleading, and partly because in certain political contexts solid evidence is not enough to overcome huge political costs, which tend to be the result of ideological battles and/or strong underlying conflicts of interest. Despite this pessimistic conclusion, we remain convinced that the only way forward is to obtain robust evidence and, more importantly, to improve the policy recommendations so that they adapt more readily to the specific context experienced by each country. In countries where the magnitude of the political costs and underlying conflicts of interest are too great, the only way forward may be to start pilot projects rather than to implement systemic changes. If successful, such pilots may be expanded, but small steps like this will require time, and students may not have much time to spare since they need to face an uncertain, challenging and rapidly changing world. 2 'Opinions, attitudes and values'-following the metaphor coined by Sir Robert Worcester, are different expressions of depth and intensity for views that people may have on any given matter: "opinions: the ripples on the surface of the public's consciousness, shallow, and easily changed; attitudes: the currents below the surface, deeper and stronger; and values: the deep tides of public mood, slow to change, but powerful" (Worcester, 1983).</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"3. The Governance of Education Systems","attachmentId":109420114,"attachmentType":"pdf","work_url":"https://www.academia.edu/112078002/3_The_Governance_of_Education_Systems","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112078002/3_The_Governance_of_Education_Systems"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="14918073" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/14918073/Learning_from_the_Alternative_Democratic_Education_Reforms_across_the_border_Exploring_the_possible_prospects_against_Neo_Liberal_Assault">Learning from the Alternative Democratic Education Reforms across the border: Exploring the possible prospects against Neo-Liberal Assault</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8468835" href="https://duac.academia.edu/LEENARATTI">LEENA RATTI</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This paper focuses on the overview of the crisis created collectively by the Jomtien Declaration in 1990, the SAP under WTO and the negligence of the systemic changes of the NPE 1986, that further pushed the education system into clutches of neo-liberal agendas and the public schools into sites of social injustice and discrimination in an undemocratic way. It further looks into the makeover of education from a democratic tool to a mechanism for creating human capital in lieu of economic capital invested by the elite class only. It explores the relation between the informational/knowledge economy in creating inequality in the society. It also tries to explore the educational reforms in few countries such as Brazil, Cuba and Finland and try to locate possible prospects and suggestions that need to be incorporated in our schools and institutional context, so that they become sites for the creation of an egalitarian and democratic society</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learning from the Alternative Democratic Education Reforms across the border: Exploring the possible prospects against Neo-Liberal Assault","attachmentId":38473005,"attachmentType":"docx","work_url":"https://www.academia.edu/14918073/Learning_from_the_Alternative_Democratic_Education_Reforms_across_the_border_Exploring_the_possible_prospects_against_Neo_Liberal_Assault","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/14918073/Learning_from_the_Alternative_Democratic_Education_Reforms_across_the_border_Exploring_the_possible_prospects_against_Neo_Liberal_Assault"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="64371146" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/64371146/Globalisation_Ideology_and_Politics_of_Education_Reforms">Globalisation, Ideology and Politics of Education Reforms</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="10093366" href="https://acu-au.academia.edu/JosephZajda">Joseph Zajda</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Research series (volumes 13-24) aims to present a global overview of strategic comparative and international education policy statements on recent reforms and shifts in education globally, and offers new approaches to further exploration, development and improvement of comparative education and policy research globally. In general, the book Series seeks to address the nexus between comparative education, policy, reforms and forces of globalisation. The Series will present up-to date scholarly research on global trends in comparative education and policy research. The idea is to advance research and scholarship by providing an easily accessible, practical yet scholarly source of information for researchers, policy-makers, college academics, and practitioners in the fi eld. Different volumes will provide substantive contributions to knowledge and understanding of comparative education and policy research globally. This new book series will offer major disciplinary perspectives from all world regions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Globalisation, Ideology and Politics of Education Reforms","attachmentId":76437918,"attachmentType":"pdf","work_url":"https://www.academia.edu/64371146/Globalisation_Ideology_and_Politics_of_Education_Reforms","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/64371146/Globalisation_Ideology_and_Politics_of_Education_Reforms"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="89784061" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89784061/Political_Power_and_Policy_Making_in_Education">Political Power and Policy-Making in Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="243302976" href="https://independent.academia.edu/CarlosFelipeBarajasTorres">Carlos Felipe Barajas Torres</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1983</p><p class="ds-related-work--abstract ds2-5-body-sm">Although education, as an activity mandated, sponsored, and supervised by the capitalist state, is as-much an apparatus of the state as any other state agency, it is far more-democratic, open, to change and innovation, and subject to potential community control than any other state apparatus.',To understand education's function in a capitalist society, it is necessary to emphasize that capitalist education, like the capitalist state, has a dual' character. On the one'hand, capitalist education provides means to contribute to the-reproduction of the capitalist system, either as a tool to, enlarge bapital/accumulation and labor force reproduction, or as an instrument which enhances political domination structures, practices, and codes. On'the other hand, education 'is forcefully expressing the notion of national sovereignty and civil society's. demands upon the state, e.g., people's expectations toward greater social, mobility. Thus, at the sametime that capitalist education is in strong correspondence to the social organization of labor and to the social relations'of production, it constitutes-by itself a moral and an empirical expression of democracy in capitalist-society. .</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Political Power and Policy-Making in Education","attachmentId":93529839,"attachmentType":"pdf","work_url":"https://www.academia.edu/89784061/Political_Power_and_Policy_Making_in_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/89784061/Political_Power_and_Policy_Making_in_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="37422198" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37422198/The_Education_Reform_at_the_Subnational_Level_Harmony_and_Dissonance">The Education Reform at the Subnational Level: Harmony and Dissonance</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="89696310" href="https://cide.academia.edu/JavierRojas">Javier Rojas</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The educational reform launched in 2013 in Mexico inaugurated a teachers' evaluation system based on the premise that it would improve the quality of education. After examining the political reform behind this framing that reconfigured the corporatist pact between the State and Sindicato Nacional de Trabajadores de la Educación, this research measures the timeliness and consistency with which local congresses harmonized their education laws according to the national normative framework. Using legislative harmonization protocols, the article proposes a method to measure normative changes and identify challenges associated with the implementation of public policies. Results suggest that opposition to the educational reform in terms of normative frameworks is geographically clustered, therefore this article offers some hypotheses to explain variations in the timeliness, compliance and consistency of the harmonization processes involved in implementing the reform at a subnational level. Resumen: La reforma educativa de México de 2013 instauró un sistema de evaluación docente bajo la premisa de que aumentaría la calidad educativa. Tras argumentar que detrás de este planteamiento discursivo se halla una reforma política que reconfiguró el pacto corporativo entre el Estado y el Sindicato Nacional de Trabajadores de la Educación, esta investigación mide la velocidad y consistencia con la que los congresos locales armonizaron sus leyes educativas, conforme al marco jurídico nacional. A partir de protocolos de armonización legislativa, el artículo propone un método para medir cambios jurídicos e identificar retos asociados con la instrumentación de políticas públicas. Los resultados muestran que la oposición a la reforma educativa en el ámbito jurídico exhibe un patrón de concentración geográfica y sugieren algunas hipótesis para explicar variaciones en la velocidad, cumplimiento y consistencia de los procesos de armonización legislativa en las entidades federativas. 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