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Do Quasi-markets Foster Innovation in Education?: A Comparative Perspective

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  • Christopher Lubienski

    (University of Illinois)

Abstract

This report seeks to address critical issues such as these by synthesising the evidence on innovations in more market-driven education systems. The analysis draws on data from over 20 OECD and non-OECD countries, including both developed nations that seek to move beyond established systems of state-run schools, and developing nations where formal and de facto policies promote more free-market approaches to educational expansion. In doing this, the report focuses on the primary and secondary levels, where education is usually compulsory. The more universal nature of educational access at those levels provides a different set of conditions and incentives compared to the post-compulsory tertiary level. And the report pays special attention to the charter school experiment in North America, where reformers explicitly tried to create more competitive conditions in order to encourage the development of innovations in the education sector. Policy approaches such as this that use decentralisation, deregulation, greater levels of autonomy, competition and choice may have singular potential to induce innovations in the education sector, both in how education is organised and the school content that is delivered — critical concerns if the education sector is to be more effective and reach under-served populations. Le présent rapport a pour objet d’étudier des questions fondamentales telles que celles-ci, en faisant la synthèse des informations disponibles sur les innovations ayant trait à des systèmes éducatifs qui reposent davantage sur les mécanismes du marché. L’analyse s’appuie sur des données tirées de plus de vingt pays membres et non membres de l’OCDE, y compris des pays développés cherchant à dépasser le stade du système établi des établissements scolaires gérés par l’État, et des pays en développement où les politiques officielles et effectives encouragent des approches plus libérales de l’expansion du secteur éducatif. Dans cette perspective, l’étude privilégie l’enseignement primaire et l’enseignement secondaire, où la scolarité est généralement obligatoire. Le caractère plus universel de l’accès à l’éducation à ces niveaux présente des conditions et des incitations distinctes de celles de l’enseignement supérieur post-obligatoire. Ce rapport prête en outre une attention particulière à l’expérience des établissements scolaires à financement public et à gestion privée (les « charter schools ») en Amérique du Nord, où les responsables de la réforme ont tenté de manière explicite de créer des conditions plus concurrentielles afin d’encourager les innovations dans le secteur éducatif. Les approches de ce type, qui utilisent la décentralisation, la déréglementation et le développement de l’autonomie, de la concurrence et du choix, pourraient singulièrement encourager les innovations dans le secteur éducatif, tant au plan de l’organisation de l’enseignement qu’au niveau du contenu des programmes scolaires – des préoccupations essentielles si le secteur de l’éducation veut être plus efficace et atteindre les populations moins bien loties.

Suggested Citation

  • Christopher Lubienski, 2009. "Do Quasi-markets Foster Innovation in Education?: A Comparative Perspective," OECD Education Working Papers 25, OECD Publishing.
  • Handle: RePEc:oec:eduaab:25-en
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    File URL: http://dx.doi.org/10.1787/221583463325
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    1. repec:pal:palcom:v:2015:y:2015:i:palcomms201535:p:15035- is not listed on IDEAS

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