Investigating school autonomy: a comparison between England and Italy
In: Investigaciones de Economía de la Educación 5
Recent studies have showed that the institutional setting of the education system matters for pupil performance. This paper provides a comparative analysis of the institutional features of the English and Italian education systems, focusing particularly on the importance of school autonomy and the roles of the head-teacher and governing body. The English system is characterised as a market-oriented system and the Italian system more centralised. In England school autonomy is extensive, depending on the type of school being considered, and include management of all staff, buildings maintenance and facilities, while Italian school autonomy is certainly more limited. School funding as well is a crucial point of autonomy in both systems and both of systems use a formula-funding for delegated functions. To understand these institutional features further and to analyse the extent of genuine school autonomy across both education systems, we make use of three data sources: (i) existing institutional literature ii) PISA 2006 data (schools questionnaire) and (iii) interviews with academic experts and head teachers. The PISA data includes questions asked of head teachers about who has responsibility for tasks, who has influence on the decision-making process and about the presence and impact of competition. The interviews with key stake holders in the system then provide further clarification on key points that emerge from the PISA data.
|This chapter was published in: ||This item is provided by Asociación de Economía de la Educación in its series Investigaciones de Economía de la Educación volume 5 with number
05-08.||Handle:|| RePEc:aec:ieed05:05-08||Contact details of provider:|| Web page: http://www.economicsofeducation.com|
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Simon Burgess & Ellen Greaves & Anna Vignoles & Deborah Wilson, 2009. "Parental choice of primary school in England: what ‘type’ of school do parents choose?," The Centre for Market and Public Organisation 09/224, Department of Economics, University of Bristol, UK.
- Stephen P. Jenkins & John Micklewright & Sylke V. Schnepf, 2006.
"Social segregation in secondary schools: How does England compare with other countries?,"
27, ECINEQ, Society for the Study of Economic Inequality.
- Stephen P. Jenkins & John Micklewright & Sylke V. Schnepf, 2006. "Social Segregation in Secondary Schools: How Does England Compare with Other Countries?," Discussion Papers of DIW Berlin 550, DIW Berlin, German Institute for Economic Research.
- Jenkins, Stephen P. & Micklewright, John & Schnepf, Sylke V., 2006. "Social Segregation in Secondary Schools: How Does England Compare with Other Countries?," IZA Discussion Papers 1959, Institute for the Study of Labor (IZA).
- Jenkins, Stephen P. & Micklewright, John & Schnepf, Sylke Viola, 2006. "Social segregation in Secondary Schools: how does England compare with other countries?," ISER Working Paper Series 2006-02, Institute for Social and Economic Research.
- Lucifora, Claudio & Comi, Simona & Brunello, Giorgio, 2000. "The Returns to Education in Italy: A New Look at the Evidence," IZA Discussion Papers 130, Institute for the Study of Labor (IZA). Full references (including those not matched with items on IDEAS)
When requesting a correction, please mention this item's handle: RePEc:aec:ieed05:05-08. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Domingo P. Ximénez-de-Embún)
If references are entirely missing, you can add them using this form.