The Organizational Nonreform of the Greek School
Bibliographic Data
| ID | 6059699 |
|---|---|
| Authors | Stavros Moutsio, Stavros Moutsios (corresponding author) |
| Year | 2003 |
| Volume | 35 |
| Issue | 3 |
| Pages | 60-72 |
| Publication date | 2003-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Education (JOURNAL) |
| Journal identifiers | ISSN: 1056-4934 • E-ISSN: 1944-7086 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.2753/eue1056-4934350360 |
| OpenAlex | W2085527267 |
| Language | EN |
| References cited | 3 |
One of the main education policy issues in many countries during the last two decades of the twentieth century was the governance and regulation of educational systems. Issues such as who decides about what, at which level, and for what purpose were at the heart of debates, reforms, and analyses about the centralization and decentralization of educational decision making. This is, of course, an issue as old as state education provision itself, but this time the terms of the debate were different. Economic pressures on state budgets, new organizational theories stemming from the business world, neoliberal ideologies, and the pursuit of higher learning performances were the main driving forces for what has been famously called "educational restructuring." Educational restructuring as a "change in the structure of the organization and the underlying beliefs that they have given rise to that organization," according to the definition given by Reavis and Griffith (1992), has been identified with site-based entrepreneurial management of schools, which operate within the framework of an educational quasi-market. Budget delegation, pupil-based-funding formulae, performance-related teacher pay, increased parental involvement, headteachers functioning as managers of business units, and target-centered pedagogic practices are some of the features of school restructuring that, despite national particularities, can be found in the U.K., the United States, New Zealand, Australia, Netherlands, and Sweden. "Market-oriented schooling" has been heavily criticized by many commentators for its performance, strong evaluation procedures for both pupils and teachers, market ethos and, most of all, reinforcing social differentiation through free school choice (Whitty et al. 1998; Ambler 1997)
Business · Political science · Public relations · Sociology · Contemporary and Historical Greek Studies · Social Policy and Reform Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |