Relevant bibliographies by topics / Swiss school and reforms

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Academic literature on the topic 'Swiss school and reforms'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "Swiss school and reforms"

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Grgić, Marina, and Michelle Jutzi. "Linking School Culture to Successful Curriculum Reform." Education Sciences 14, no. 6 (May 23, 2024): 558. http://dx.doi.org/10.3390/educsci14060558.

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This study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers’ perceived success of the current process of implementing the “Media and Information Literacy” curriculum. We found that the school culture type Clan is the most dominant across the schools and found a negative connection between the school culture type Hierarchy and teachers’ perceived reform success. An exploratory cluster analysis was used to identify further profiles of school culture that were not based on the dominant culture but were determined based on the distribution of mean values. Two other profiles were identified in a further procedure: Collegial Associates and Competitive Organisations. These results thus fill a gap in the previous research on school culture that had particularly set out to identify the dominant school culture. Based on the results, we cannot only confirm the validity of the Organisational Culture Assessment Instrument for Swiss schools but also give indications as to which characteristics of school culture types are hindering the perceived success of curriculum reforms from the teachers’ points of view.
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Данилова and Larisa Danilova. "SCHOOL REFORMING IN MODERN SWITZERLAND." Standards and Monitoring in Education 1, no. 4 (September 16, 2013): 34–40. http://dx.doi.org/10.12737/958.

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The Swiss education system is hardly represented by Russian comparative education, but some of its elements deserve real attention. Today this country’s school education is being reformed. Education management decentralization makes this process unequal in regions, where local governments determine themselves the need for reforms, their goals, objectives, directions and measures. In such a case the content of re-organizations took the most important place in educational debates. Almost in every region re-organizations contains the questions of educational monitoring system, introduction of educational standards, developing pupils’ language competencies, school restructuring, educational inequality elimination and teachers’ training optimization. The paper also deals with background, conditions and other features of the reform process in the most of regions, with predictions about its success.
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Quesel, Carsten, Jasmin Näpfli, and Patricia A. Buser. "Principals’ Views on Civic and Parental Participation in School Governance in Switzerland." Educational Administration Quarterly 53, no. 4 (March 13, 2017): 585–615. http://dx.doi.org/10.1177/0013161x17698016.

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Purpose: The study is focused on the question of how principals in Swiss compulsory schools evaluate civic and parental participation in education governance. Public management reforms in Switzerland have led to the implementation of semiautonomous school administration and the encouragement of professional leadership. Thus, the traditional role of school boards has come under scrutiny. Research Methods/Approach: Using the theoretical framework of actor-centered institutionalism, the study compares patterns of education policies in Swiss cantons and analyzes data of a principals’ survey by structural equation modelling. Findings: The views of principals concerning lay participation in school governance reveal a multifaceted picture. Principals affirm lay participation on the levels of the right to be informed, the right to be heard, and the right to volunteer; they regard with skepticism the authority of lay participants to make decisions. Implications for Research and Practice: Principals tend to insist on professional discretion and opt against the blurring of boundaries between schools and their social environment. This implies the self-justification of professional leadership. That such self-justification does not derive from a neutral perspective, but is an expression of stakeholder interests, has to be taken into account.
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Koch, Philippe. "Progressive and Sustained School Reforms: Framing and Coalition Building in Swiss Cities." Journal of Urban Affairs 35, no. 1 (February 2013): 43–57. http://dx.doi.org/10.1111/juaf.12000.

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Oelkers, Jürgen. "Democracy and General Education: Swiss Scholl Reforms in the 19th Century." e-Pedagogium 12, no. 3 (June 1, 2012): 76–88. http://dx.doi.org/10.5507/epd.2012.037.

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Deissinger, Thomas, and Philipp Gonon. "Stakeholders in the German and Swiss vocational educational and training system." Education + Training 58, no. 6 (July 11, 2016): 568–77. http://dx.doi.org/10.1108/et-02-2016-0034.

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Purpose – The purpose of this paper is to compare stakeholders’ roles in Germany and Switzerland when it comes to promoting innovation in the dual apprenticeship model. In both countries, the relevant stakeholders who represent the various occupations and, in a more narrow sense, the social partners, actively shape vocational education and training (VET) reforms. They represent the area of public educational policy, besides governments, political parties and the public, who, in both countries, appreciate the decisive role of apprenticeships for youth education, employment and social stability. Thus, the broad consensus of the relevant stakeholders is crucial in order to keep apprenticeship systems alive. Both countries face challenges related to academisation, which means, that the Gymnasium (high school) and higher education now are even more the first option for parents than in former times. On several levels German and Swiss policy makers try to strengthen VET paying tribute to and trying to cope with these developments. Design/methodology/approach – The paper is situated in the field of comparative VET research. Based on policy documents and findings from research the paper analyses the discourse and perspectives related to VET reforms. The authors deliberately focus on two countries, Germany and Switzerland, which share a great deal of common features in relation to VET, nevertheless developed different measures in order to cope with the pressure of increasing the ratio of students in higher education. The comparative paper looks at the topical reform discourse and taken measures and the specific culture of apprenticeships in the two countries by focusing on those stakeholders, which, besides governments, are crucially involved in the system. The paper draws its insights from the VET policy debate and from both national policy documents and national and international expert publications in the field of VET. A strong focus is given to the emerging new environment of the VET system. Methodologically, the paper draws from an institutional view on VET, which is being discussed broadly in comparative research, since VET systems with a “dual system”, such as the two discussed here, may be categorized as “state-steered market models”, “occupation-based qualifications styles”, “collective skill formation systems” or specific realizations of “transition systems”. All these categories refer to the observation that in these societies it is not the state alone, who defines the structure of the respective VET system, but non-state stakeholders are capable of influencing VET policy and VET reform in a substantial and visible way. Findings – In both countries, Germany and Switzerland, the importance and value of VET is based on an overall consensus, shared by all relevant actors. The basis of this consensus is that the dual system so far successfully opened and should continue to open career paths in industry. Apprenticeships undoubtedly are cornerstones of economic welfare in these countries and can be associated with low youth unemployment rates. A supplementary aspect in the last years however is the political will that VET should also have some kind of link with higher education. Despite some interesting reform measures ambivalences cannot be ignored: against what could be called “academic fallacy” the importance of a highly qualified workforce, trained in non-academic fields, and the future of this kind of skill formation have become major topics and concerns in both societies. Originality/value – This paper is comparing two similar cases, Switzerland and Germany, in VET in order to profile reform alternatives. Furthermore the actors beyond state are highlighted as important element for reform in VET education.
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Szabó, Zoltán András. "The Academic Reception of Austrian, German and Swiss Reform Pedagogy Representatives in Hungarian Educational Science in the Interwar Period. Quantitative Content Analysis of the Magyar Paedagogia (1918–1939)." Historia scholastica 9, no. 2 (December 2023): 197–212. http://dx.doi.org/10.15240/tul/006/2023-2-008.

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By remarkably dissenting from the contemporary mainstream educational thinking, reform pedagogy played a pivotal role in shaping the educational landscape of Europe and North America. This influence was also reflected in the professional periodicals of these geographical areas. Focusing on the Central European macroregion, my paper aims at examining the references to the different representatives of three (at least partly German-speaking) countries’ reform pedagogy within the pages of the prominent Hungarian educational journal, Magyar Pedagógia (Hungarian Pedagogy). The study applied computer-assisted deductive content analysis in order to identify the key figures of reform pedagogy in the text of the journal. The results indicate a notable increase in the number of the mentions subsequent to the Trianon Treaty. These reform pedagogy representatives frequently co-occurred in the same writings, with the work school (Arbeitsschule) being highlighted as a key nexus where their ideas converged.
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Borshch, Irina. "Opposition "charismatic – institutional" in the Church Law theory of Eugenio Corecco (1931-1995)." St.Tikhons' University Review 101 (June 30, 2022): 9–25. http://dx.doi.org/10.15382/sturi2022101.9-25.

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The opposition of the categories of institutional and charismatic leadership has become a common topic of discussion in the social science of the XX century. However, this opposition has been discussed not only in sociology and political science, but also in theology and church law. This article is devoted to the charismatic-institutional concept of Eugenio Corecco (1931-1995), a Swiss Catholic canonist, Bishop of Lugano, a participant of the legal reform process in Catholic church law in the second half of the XX century. His concept was influenced by the legal theory of the German Catholic canonist Klaus Mersdorf, the ecclesiology of the Second Vatican Council, the ideas about the charisma of the founder of the Communione e Liberazione (Communion and Liberation) movement Luigi Giussani and, finally, the reform of the 1983 Code of Canon Law. The first part of the article discuss how Corecco approaches the problem of church institutions in the modern era, critically starting from the legacy of the Church Public Law school of the XIX - early XX centuries. The second part is devoted to solving the institution-charisma problem in Corecco’s theology of law. It is shown how from the ideas of the Munich school, founded by Mörsdorf, about the Word and the Sacrament as the pillars of church legal order, the Swiss canonist comes to the idea of charisma as an essential element of church order. Referring to the canonical theory of the Protestant lawer Rudolf Sohm about the antagonism of law and the spiritual nature of the Church, Corecco suggests solving this dilemma through the term communio, which is key for the ecclesiology of the Second Vatican Council. He emphasizes that law serves church communion, therefore, along with the liturgical heritage, the charismatic experience of the past and present should be reflected in the canons of church law. In the third part, the problem of charisma is clarified in connection with a priest status and preaching in modern and postmodern society. According to Corecco, the necessary response to the crisis of church discipline in the Catholic Church of the 1960s and 1970s could be found in the attempts of canonists to rethink the relations of the episcopate, clergy and laity in the Church. In this context, he particularly emphasizes the importance of the including of charismatic element in the reformed post-conciliar Catholic theology and church law.
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Hofstetter, Rita. "«Freinet Chimneys»: Experimenting with Emancipatory Public Education (Geneva in the 60s to 80s). Piaget’s Dream of an Active School?" Espacio, Tiempo y Educación 7, no. 1 (January 4, 2020): 89–115. http://dx.doi.org/10.14516/ete.248.

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The emancipatory potential of the 1960s had a particular resonance in Swiss education in the French-speaking part of the country. Teachers, parents and unionists, all advocating Freinet pedagogy, demanded that the demonised public education be reformed. Retracing the main steps of their successes and setbacks in the sector of Geneva public education, this article enquires into the rhetorical strategies and tactical alliances the reformists mobilised in order to promote «schools open to life», respectful of the natural longing to learn thanks to educational streams in primary schools dedicated to their cause (the «Freinet chimneys» implemented for a while at the turn of the 1980s). Inputs address the way the leaders of the reform historicised their initiatives so as to establish rightful filiation, calling upon some major figures whilst neglecting others. The scientific approval of Jean Piaget and Élise Freinet, as well as part of the left-wing party in power, might have endorsed the project; nonetheless, the leading figures of Geneva New Education were rarely invoked. How should we interpret these twists and turns? How were the narratives being scripted, and by whom? How were the innovations tested by others and integrated elsewhere so as to support the public education reform? Analysis of the underlying dynamics of this experiment reveal how «everyday» people rose up in a crisis and seized the opportunity to open up a world of possibilities; this can be highlighted through the lenses of the notion of «protagonism», which brings together «ordinary» people and their «extraordinary» politicisation (Bantigny, 2018; Deluermoz & Gobille, 2015).
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Meuli, Kaspar. "Swiss NCCR Summer School." PAGES news 10, no. 3 (December 2002): 27. http://dx.doi.org/10.22498/pages.10.3.27.

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Dissertations / Theses on the topic "Swiss school and reforms"

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Chissick, Naomi. "Factors affecting the implementation of reforms in secondary school mathematics." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417179.

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Chen, Min-Chiang James. "Financial reforms in Taiwan : opportunities and challenges towards liberalization and internationalization." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11355.

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Charpentier, Apolline. "The impact of Basel II reforms : a contraction in SME lending." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90234.

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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references.
The implementation of Basel II reforms has been designed to protect the international financial system from major bank collapses through the enforcement of minimum capital adequacy ratios. This new set of rules has raised concerns of triggering changes in institutions' business models leading to credit contraction, which in turn could potentially contribute to slower global economic development. Small and Middle Enterprises, which have traditionally been engines of growth, innovation, and R&D in Europe, are highly reliant on bank loans as opposed to equity funding. This thesis focuses on the specific impact of Basel II reforms on SME access to financing. The paper is structured around four sections. Part I provides a technical summary of the regulation, focusing on the specific capital requirements for SMEs. Part II reviews today's literature on the topic. Finally, parts III and IV respectively provide a theoretical and empirical examination of the consequences of the reforms on SME financing. Based on these analyses, this thesis supports the conclusion that Basel II reforms have not been the cause of a contraction in SME lending.
by Apolline Charpentier.
S.M. in Management Studies
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Worner, Cindy Baker Paul J. "The differential response patterns of local schools to state mandated reforms." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720816.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed June 1, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Patricia Klass, William Rau. Includes bibliographical references (leaves 91-95) and abstract. Also available in print.
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Pages, Martin Marcel. "School autonomy with accountability reforms in Madrid: From instrumentation to policy enactment." Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/672580.

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Aquesta tesis estudia les polítiques d’autonomia escolar amb rendiment de comptes (SAWA, pel seu acrònim en anglès), com un model de reforma global, traduït i re-contextualitzat en un context sub-nacional. En concret, s’analitza la ‘instrumentació’, els impactes i els ‘enactments’ de les polítiques SAWA a Espanya, amb un enfocament particular sobre el cas de la Comunitat de Madrid. Les polítiques SAWA impulsen un model de reforma educativa a partir de la combinació de majors nivells d’autonomia escolar i descentralització, amb nous instruments d’avaluació i rendiment de comptes (RdC), amb l’objectiu de millorar l’eficàcia i eficiència dels sistemes educatius (Verger et al., 2019; Sahlberg, 2016). Aquest model, emergeix sota els principis de la Nova Gestió Publica (NGP) durant els anys 1980 en el món Anglo-Saxó, malgrat s’ha disseminat, més recentment, en països sense una tradició administrativa gerencial. Aquest és el cas d’Espanya, on el sistema d’avaluació escolar s’ha desenvolupat de manera incipient sota una aproximació burocràtica. Tanmateix, des dels anys 2000, diverses Comunitats Autònomes han adoptat mecanismes de RdC i reformes en l’àmbit de la governança. A Madrid, les polítiques SAWA s’han implementat conjuntament amb esquemes d’elecció escolar en un sistema educatiu de quasi-mercat relativament diversificat, contribuint a consolidar un gir en la governança del sistema, d’acord amb un model post-burocràtic. Adoptant un enfocament multi-escalar, aquesta tesis estudia la ‘instrumentació’ de la reforma SAWA, no només per assolir un millor coneixement sobre les motivacions, racionalitats i trajectòries de la reforma, sinó també per identificar i analitzar els seus principals impactes i ‘enactments’. A nivell macro, s’analitza la selecció i adopció dels instruments de RdC. A nivell meso, s’estudien els principals impactes de les polítiques SAWA sobre les dinàmiques inter-escolars en els mercats educatius locals. Per últim, a nivell micro, s’analitza la interpretació i traducció de les polítiques SAWA en les organitzacions escolars. L’estratègia metodològica segueix l’enfocament de l’estudi de cas, combinant dades, fonts i tècniques de recerca de naturalesa diversa, incloent entrevistes qualitatives amb actors polítics (n=35), anàlisis de documental de normativa educativa (n=12), entrevistes amb actors escolars (n=54) i enquestes amb docents (n=844) i directors (n=179). Els resultats mostren com els models internacionals i els discursos globals han guanyat centralitat en la difusió de les polítiques SAWA. Tanmateix, la seva traducció en contextos locals i nacionals és contingent a diversos factors de naturalesa política, administrativa i cultural. En el cas de Madrid, les reformes SAWA van ser adoptades seguint models de reforma internacionals, però no van assolir una major consolidació degut a obstacles polítics i administratius, sobretot pel que fa a la disseminació pública del resultats de les proves estandarditzades. Tot i així, les proves externes han estat redefinides i s’han mantingut conjuntament amb polítiques d’elecció escolar, generant importants pressions externes i competitives que les escoles adrecen amb diferents lògiques d’acció en un mercat educatiu verticalment segmentat. A nivell intra-escolar, aquesta tesis demostra com ‘l’enactment’ dels diversos components de les polítiques de RdC difereix entre centres educatius. Quan els actors escolars no creuen en l’adequació i legitimitat dels sistemes de RdC, tendeixen de desvincular les estructures formals de les pràctiques escolars reals associades a l’avaluació externa. Aquesta tesis suggereix algunes implicacions destacades en termes de recerca i implementació política. Els resultats assenyalen que quan les polítiques SAWA s’implementen en sistemes educatius verticalment diferenciats i sota regulacions de lliure elecció escolar, poden contribuir a una intensificació de la segmentació escolar, i per tant, limitar les possibilitats de millora per aquelles escoles en condicions de major vulnerabilitat, debilitant el rol cohesionador i anivellador de l’educació, i reforçant-ne les seves funcions de reproducció social.
Esta tesis estudia las políticas de autonomía escolar con rendimiento de cuentas (SAWA, por su acrónimo en inglés), como un modelo de reforma global re-contextualizado en un contexto sub-nacional. En concreto, se analiza la ‘instrumentación’, los impactos y los ‘enactments’ de las políticas SAWA en España, con una atención especial sobre el caso de la Comunidad de Madrid. Las políticas SAWA impulsan un modelo de reforma educativa a partir de la combinación de mayores niveles de autonomía escolar y descentralización, con nuevos instrumentos de evaluación y rendición de cuentas (RdC), con el objetivo de mejorar la eficacia y eficiencia de los sistemas educativos (Verger te al., 2019; Sahlberg, 2016). Este modelo, emerge bajo los principios de la Nueva Gestión Pública (NGP) durante los años 1980 en el mundo Anglo-Sajón. Sin embargo, más recientemente se ha diseminado en países sin una tradición administrativa gerencial. Este es el caso de España, donde el sistema de evaluación escolar se ha desarrollado de manera incipiente con una aproximación burocrática. Sin embargo, desde los años 2000 varias Comunidades Autónomas han adoptado mecanismos de RdC y reformas de la gobernanza escolar. En Madrid, las políticas SAWA se han implementado conjuntamente con esquemas de libre elección en un sistema educativo de cuasi-mercado relativamente diversificado, contribuyendo a consolidar un giro en la gobernanza del sistema, de acuerdo con un modelo post-burocrático. Adoptando un enfoque multi-escalar, esta tesis estudia la ‘instrumentación’ de la reforma SAWA, no sólo para lograr un mejor entendimiento sobre sus motivaciones, racionalidades y trayectorias, sino también para identificar y analizar sus principales impactos y ‘enactments’. A nivel macro, se analiza la selección y adopción de los instrumentos de RdC. A nivel meso, se estudian los principales impactos de las políticas SAWA sobre las dinámicas inter-escolares en los mercados educativos locales. Por último, a nivel micro, se analiza la interpretación y traducción de las políticas SAWA en las organizaciones escolares. La estrategia metodológica sigue el enfoque del estudio de caso, combinando datos y técnicas de investigación de naturaleza diversa, incluyendo entrevistas cualitativas con actores políticos (n=35), análisis de documental de normativa educativa (n=12), entrevistas con actores escolares (n=54) y encuestas con docentes (n=844) y directores (n=179). Los resultados muestran cómo los modelos internacionales y los discursos globales han ganado centralidad en la difusión de las políticas SAWA. Sin embargo, su traducción en contextos locales es contingente a diversos factores de naturaleza política, administrativa y cultural. En Madrid, las reformas SAWA fueron adoptadas siguiendo modelos internacionales, pero no lograron una mayor consolidación debido a obstáculos políticos y administrativos, sobre todo en cuanto a la diseminación pública de los resultados de las pruebas estandarizadas. Aun así, las pruebas externas han sido redefinidas y se han mantenido conjuntamente con políticas de elección escolar, generando importantes presiones externas y competitivas, que las escuelas enfrentan con diferentes lógicas de acción en un mercado educativo verticalmente segmentado. A nivel intra-escolar, esta tesis demuestra como el ‘enactment’ de los diversos componentes de las políticas de RdC difiere entre centros. Además, cuando los actores escolares no creen en la adecuación y legitimidad de los sistemas de RdC, tienden de desvincular las estructuras formales de las prácticas reales asociadas a la evaluación externa. Esta tesis sugiere importantes implicaciones. Los resultados señalan que cuando las políticas SAWA se implementan en sistemas educativos verticalmente diferenciados y bajo regulaciones de libre elección, pueden contribuir a una intensificación de la segmentación escolar, y por tanto, limitar las posibilidades de mejora para aquellas escuelas en condiciones de mayor vulnerabilidad, debilitando el rol cohesionador y nivelador de la educación, y reforzando sus funciones de reproducción social.
This thesis aims to study the recontextualisation of School Autonomy with Accountability (SAWA) reforms as a global education policy, translated and enacted in a subnational context. More specifically, the thesis analyses the instrumentation, impacts and enactments of SAWA policies in Spain, with a particular focus on the region of Madrid. SAWA policies aims to reform education systems by combining major levels of decentralization and school autonomy with novel policy instruments of accountability and evaluation, with the ultimate aim of improving the efficiency and efficacy of education systems (Verger et al., 2019; Sahlberg, 2016). This model emerged under the tenets of New Public Management (NPM) during the 1980 in the Anglo-Saxon world, but has been disseminated in countries without managerial administrative traditions. This is the case of Spain, where school evaluation has been developed incipiently under a bureaucratic approach. However, since the 2000s, different Spanish regions have adopted external accountability mechanisms and governance reforms. In Madrid, SAWA policies have been implemented together with open school choice schemes in a relatively diversified quasi-market of educational providers. Overall, the introduction of accountability mechanisms to regulate a quasi-market education system has contributed to consolidate a governance shift towards a post-bureaucratic educational model. Under this policy context, this thesis analyses the instrumentation of SAWA reforms not only to gain a better understanding of the motivations, rationales and trajectories of the reforms but also to identify and analyse their main impacts and enactments. Adopting a multi-scalar approach, this thesis addresses the policy selection and adoption of accountability tools from a macro level of analysis; its main impacts regarding the interschool dynamics in the local education markets from a meso level of analysis; and its policy enactments at the school level from a micro analysis. The methodological strategy follows a case study approach, combining data sources and research techniques of a diverse nature, including qualitative interviews with policymakers and stakeholders (n=35), analysis of policy documents (n=12), interviews with teachers and principals (n=54) and survey responses of teachers (n=844) and principals (n=179). This thesis uncovers some interesting results at the different levels of analysis. From the macro level, the results show how international policy models and global discourses are gaining centrality in the diffusion of SAWA policies. However, their translation in the local and national context is contingent to diverse political, administrative and cultural factors. In Madrid, the SAWA reforms were adopted following international models, but they did not reach further consolidation due to political and administrative hindering factors, especially regarding the public dissemination of the standardised test’s results. However, the test has been redefined and lasted together with school choice policies, generating important external competitive pressures that schools face adopting diverse logics of action in a vertically segmented education market. At the school level, this thesis illustrates how the components of the accountability mandate are differently enacted in the schools. Moreover, the results suggest that when school actors do not believe in the adequacy or fairness of the accountability system, they tend to decouple formal structures from real school practices. This thesis has important implications for policy and research. The results point out that when implemented in vertically differentiated education systems and under broad school choice regulations, SAWA reforms may contribute to further intensify school segmentation and, hence, limit the possibilities of improving those schools in more disadvantaged conditions, thus undermining the cohesive and levelling role of education and reinforcing its reproductive functions.
Universitat Autònoma de Barcelona. Programa de Doctorat en Sociologia
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Baccaro, Lucio. "The organizational consequences of democracy : labor unions and economic reforms in contemporary Italy." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9685.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Sloan School of Management, 1999.
Includes bibliographical references (p. 258-274).
Introduction: This dissertation deals with the recent strategic and organizational transformation of the Italian labor movement. The wave of strikes that swept all West-European countries between the late 1960s and the early 1970s lasted longer in Italy than anywhere else in the world and its effects were much more incisive. 1 The Italian unions emerged from the so-called "Hot Autumn" as much stronger organizations, well-rooted at the enterprise level, and animated by a radical, transformative ideology.Their goal was not just improving the wages and working conditions of the Italian workers but rather promoting a "social revolution" in the country. During the 1970s and 1980s, the behavior of these unions proved to be incompatible with the long-term stability of an open, capitalist economy. Wages grew faster that productivity. Consequently, Italy's inflation rates were higher than all other international competitors. The competitiveness of Italian goods on international markets fell while import penetration increased. Profit margins declined and with them, both capital accumulation and growth rates declined as well. Strike levels were higher than in all other advanced countries. Union demands for expansionary social policies spurred similar requests by other social groups and thus, caused the opening of a (growing) gap between public expenditures and tax receipts. Finally, unlike other unions in Central and Northern Europe, the Italian unions refused to come to terms with Italy's many macroeconomic imbalances by accepting wage moderation and promoting centralized collective bargaining. Beginning with the early 1990s, the Italian kbor movement radically changed its bargaining behavior and firmly embraced the cause of cooperation with management and government forces. In 1993, the Italian unions signed an incomes policies protocol aimed at bringing about centralized control of nominal wage growth. This agreement has been credited with greatly facilitating the process of macroeconomic adjustment in Italy. In 1995 and 1997, they agreed to important reforms of the state pension system. In 1996, they signed a so-called "pact for employment" - a pact aimed at creating favorable investment conditions in underdeveloped areas through flexibility in hiring and firing and the reduction of wage levels below national minima. In sum, the Italian union movement completely reshaped itself in less than ten years. How do we understand this sudden and perhaps even unexpected strategic reversal from conflict to cooperation?
by Pasquale V. (Lucio) Baccaro.
Ph.D.
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Krop, Cathy S. "The finances of education governance reforms in California evidence from school district spending patterns /." Santa Monica, CA : Rand, 1996. http://catalog.hathitrust.org/api/volumes/oclc/36093673.html.

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Williams, Gareth. "How has the independent sector responded to state school pay reforms? : a comparative case study." Thesis, Cardiff University, 2005. http://orca.cf.ac.uk/55406/.

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Two broad themes emerge from the study. The first relates to the character of 'independent' schools and raises some questions about their supposed autonomy. The second theme concerns the notion of 'new public management' and whether it is a concept appropriate for analysing change in practice in purported private sector institutions and whether private sector bodies can ever by subject to NPM measures.
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Jerolleman, Alessandra. "Governance Changes in Four Urban School Systems: A Comparative Analysis of Preconditions for Adopting Reforms." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/403.

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There is an almost universal belief that our school system is failing to educate its students. At the same time there is little agreement regarding what the problems are and how to correct them. Many urban school districts are turning to drastic reform measures, oftentimes attempting one major reform after another. This paper will address the question of whether cities which have opted to significantly change their educational system share any common characteristics related to this decision. In particular this paper will focus on four cities: Boston, Chicago, New Orleans, and Philadelphia. Given the current problems with education, and the difficulty of sustaining reforms, this question is highly relevant at the present moment.
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Rizvi, Meher. "The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15955/1/Meher_Rizvi_Thesis.pdf.

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The government primary education system in Karachi, Pakistan, is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem is as grave as the dejected professional status of the government primary school teachers in Karachi. Schools are only as good as their teachers, regardless of how high their standards, how up-to-date their technology, or how innovative their programs. With a large numbers of under-educated, under-trained, under-paid and, most importantly of all, undervalued government primary school teachers in Karachi, Pakistan (Hoodbhoy, 1998; Shaikh, 1997), only a low percentage of teachers can be effective. Whether the children in Pakistan will be the enlightened and the informed citizens of tomorrow or ignorant members of society will depend on teacher knowledge, teacher education and above all teacher professionalism. If teachers do matter the most, then a series of questions result. What is being done for this section of the society that matters so much? Are efforts being taken to find out what teachers in the government primary schools need to achieve their professional goals? Are these teachers given adequate opportunities to learn, to improve and to become effective teachers? How can these teachers meet the ever increasing demands placed upon them? How will these teachers successfully lead the students into the twenty-first century? Do the primary government school teachers believe that they can successfully lead children into the twenty-first century? Are school reforms geared towards enhancing teachers' professionalism? This research that focuses on the relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan, addresses such questions. In this thesis, I outline some of the measures that have been taken at the government, at the non-government and at the school sector level to restructure and reform primary government schools in Pakistan. A mixed methods research approach was undertaken to investigate the relationships between these reforms and teacher professionalism. Quantitative data were collected by means of questionnaire surveys and qualitative data were collected in the selected four case sites by means of interviews and field notes. In this research it was important to investigate teacher efficacy, teacher practice, teacher leadership and collaborative efforts as the different dimensions of professionalism and the relationships between these and the school reforms for enhanced teacher professionalism. Research was required which addressed the question of "What it actually means to be a professional teacher in government primary schools in Karachi, Pakistan, and how school reforms can actually develop teacher learning for improved teacher professionalism?" Contrary to the detached and noncommittal attitude with which the government primary school teachers are characterized in many contexts, the teachers in this study have indicated that they are confident and capable; they can articulate and communicate ideas; they can make decisions and undertake responsibilities; they understand that it is important to collaborate and learn from one another; and they are willing to undertake leadership roles if they have the opportunities. This has strong implications for policy makers to provide teachers with the opportunities to become active and reflective professionals. It is important to regard teachers as change agents capable of generating knowledge and of making change happen, rather than as passive recipients and users of knowledge. The data provided by the teachers have indicated that it is possible to enhance teacher professionalism within the existing government primary school structures. While the different teachers were at different levels or stages of professionalism, it was quite clear that they had all advanced in terms of their professionalism as a consequence of reform initiatives. These changes in the teachers' levels of professionalism defined the relationships between the school reforms and teacher professionalism. In other words, the school reforms have been able to develop teacher professionalism and take it to a higher level than where it was when the reforms were initiated in the schools. Based on the analysis of the findings, this research theorizes that teacher professionalism is developed when teachers are provided with both the professional knowledge and skills to improve their capabilities, and opportunities to translate professional knowledge and skills into classroom and school activities to make the most of their capabilities. The research proposes that the strength of these relationships between school reforms and teacher professionalism depends on the dynamism with which the reform managers take teachers through the stage of involving them in developmental process, the stage of initiating professional development programmes and the stage of developing schools into collaborative cultures and establishing networks with the help of enlightened principals and hybrid support structures. Based on this proposition a number of principles have been identified for sustaining and further developing teacher professionalism. The study acknowledges that the process of developing teacher professionalism is complex and that it will be the blend of different elements in the schools, the particular school context and political will that will decide how professionalism can best be fostered in the government primary schools. However, since the principles derived from this research are based on grounded research findings and are also supported by literature and other relevant research in the area of teacher development, they may be applicable to other primary schools where similar reforms are being implemented in Pakistan and other developing countries seeking to address similar problems. Policy makers and large private organizations may benefit from the principles of developing and fostering teacher professionalism.
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Books on the topic "Swiss school and reforms"

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1949-, Murphy Joseph, and Datnow Amanda, eds. Leadership lessons from comprehensive school reforms. Thousand Oaks, Calif: Corwin Press, 2003.

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Left back: A century of failed school reforms. New York: Simon & Schuster, 2001.

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Unlearned lessons: Current and past reforms for school improvement. Philadelphia: Falmer Press, 1985.

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Educational Research Service (Arlington, Va.), ed. Nationwide school reforms: Opinion data from the general public, school principals, and teachers. Arlington, Va: Educational Research Service, 1992.

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Chitty, Clyde. The education system transformed: A guide to the school reforms. Manchester: Baseline Books, 1992.

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Konstantopoulos, Spyros. How large an effect can we expect from school reforms? Bonn, Germany: IZA, 2006.

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Lockwood, Anne Turnbaugh. Lessons from four reforms: Learning from research and practice. [Oak Brook, IL: North Central Regional Educational Laboratory, 1995.

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Métais, Joanna Le. Legislating for change: School reforms in England and Wales, 1979-1994. Slough: NFER, 1995.

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Angela, Smithmier, and Educational Resources Information Center (U.S.), eds. Aligning organizational features and school reform: An examination of two recent reforms. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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1964-, Mok Ka-Ho, and Comparative Education Research Centre, eds. Centralization and decentralization: Educational reforms and changing governance in Chinese societies. Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2004.

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Book chapters on the topic "Swiss school and reforms"

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Haenni Hoti, Andrea U., and Sybille Heinzmann. "Foreign language reforms in Swiss primary schools." In Multilingual Individuals and Multilingual Societies, 189–206. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/hsm.13.13hae.

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Bardenheuer, Markus. "“So that I Never Fail to Warn and Admonish”: Pastoral Care and Private Conversation in a Seventeenth-century Reformed Village." In Tracing Private Conversations in Early Modern Europe, 175–204. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-46630-4_7.

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AbstractThis chapter demonstrates how the pastor and parishioners of an early modern Swiss village negotiated privacy and exposure in their shared mission to create a Christian community. The chapter describes how, after witnessing the suicide of the school teacher of his parish in 1631, village pastor Hans Rudolf Fischer decided to keep a diary of the personal encounters with his parishioners, as well as minutes of the monthly local moral court sessions over which he presided. His notes, which span a period of ten years, present Fischer as a pastor eager to listen to and alleviate the sorrows of his parishioners, yet by no means shy to reprimand privately and publicly those he considered to lead a sinful life. The contribution shows how villagers established their own informal networks through private conversations and how parishioners and pastors were able to access, distribute, or control private information within the confines of their roles within the village.
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Hutt, Ethan L. "School Development and School Reforms." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_4-1.

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Hutt, Ethan L. "School Development and School Reforms." In Encyclopedia of Educational Philosophy and Theory, 2068–73. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_4.

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Hirschmann, Michael T., and Werner Müller. "Knee Rotation: The Swiss School." In Rotatory Knee Instability, 75–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32070-0_7.

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Hagland, Trent. "Grattan Institute: School Funding Reforms." In Think Tanks in Australia, 221–51. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27044-4_10.

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Blaik, Rida, David Litz, and Nagla Ali. "UAE school reforms and leadership." In Islamic-Based Educational Leadership, Administration and Management, 179–95. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003360070-14.

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Dahmen, Stephan. "2.2. Situating the Swiss Transition Regime." In Regulating Transitions from School to Work, 27–39. Bielefeld, Germany: transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-003.

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Tukdeo, Shivali. "Formal Education: Alphabets of Reforms and Escape." In India Goes to School, 23–41. New Delhi: Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-3957-4_2.

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Namba, Tomoko. "School Uniform Reforms in Modern Japan." In Fashion, Identity, and Power in Modern Asia, 91–113. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97199-5_5.

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Conference papers on the topic "Swiss school and reforms"

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Nordmann, Th. "The Swiss 1 MWp PV-school demonstration program." In Conference Record of the Twenty Fifth IEEE Photovoltaic Specialists Conference - 1996. IEEE, 1996. http://dx.doi.org/10.1109/pvsc.1996.563937.

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Elster, Doris. "ECO-SCHOOL MOVEMENT BASED ON EDUCATIONAL REFORMS IN GERMANY." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0425.

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Kumar, K. S. Vipin, V. K. Pramod, K. C. Paul, and N. Manoj. "Effect of educational reforms and new policies on school education." In 2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE). IEEE, 2013. http://dx.doi.org/10.1109/mite.2013.6756379.

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Perez-Mugg, Martha. "Smoke and Mirrors: A Racial Capitalist Critique of Neoliberal School Reforms." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009803.

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Wahlstrom, Ninni. ""International Standards" and the Implications for Educational Equality in National School Reforms." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429969.

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Kasatkin, Oleh. "SCHOOL LITERARY EDUCATION IN UKRAINE IN THE PERIOD OF REFORMS 2010–2016." In Science in the Modern World: Prospects and Directions of Development. Publishing House “Baltija Publishing”, 2024. http://dx.doi.org/10.30525/978-9934-26-438-2-9.

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Henderson, Mark. "The More Things Change . . . Education Reforms and School Rank Persistence in California." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2103460.

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Reston, Enriqueta, and Lisa Grace Bersales. "Reform efforts in training statistics teachers in the Philippines: challenges and prospects." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.

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In the Philippines, the growing concern in the teaching of statistics at the secondary and tertiary levels is evident in various reform efforts initiated by individuals and professional groups of statisticians. This paper examines the past and on-going individual and institutional activities geared towards teacher training and preparation of statistics teachers in all levels of the Philippine educational system. It presents the Philippine experience as a good example of how the different individuals and groups work together to achieve reforms. Institutional efforts towards statistical capacity building are primarily done through the Philippine Statistical System and the Philippine Statistical Association . The challenges encountered in these reform efforts are examined as basis for recommended courses of action towards more effective institutionalization of reforms in statistics education.
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Craig, Cheryl. ""Data Is [G]od": Influence of Policy Reforms on Urban, Middle School Teachers." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571763.

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Anglum, J. Cameron. "The Effects of School Finance Reforms on Teacher Turnover: Evidence From National Data." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689686.

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Reports on the topic "Swiss school and reforms"

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Elacqua, Gregory, Fabio Sanchez, and Humberto Santos. School Reorganization Reforms: The Case of School Networks in Colombia. Inter-American Development Bank, August 2019. http://dx.doi.org/10.18235/0001844.

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Asker, Erdal, Eric Brunner, and Stephen Ross. The Impact of School Spending on Civic Engagement: Evidence from School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, December 2022. http://dx.doi.org/10.3386/w30711.

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Dee, Thomas, and Elise Dizon-Ross. School Performance, Accountability and Waiver Reforms: Evidence from Louisiana. Cambridge, MA: National Bureau of Economic Research, June 2017. http://dx.doi.org/10.3386/w23463.

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Jackson, C. Kirabo, Rucker Johnson, and Claudia Persico. The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20847.

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Jaimovich, Analia. Institutional Architecture for School Improvement. Inter-American Development Bank, February 2014. http://dx.doi.org/10.18235/0006302.

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In order to improve the quality of education, several countries in Latin America and the Caribbean are implementing institutional reforms that affect the roles and responsibilities of education management units at different levels (national, subnational, local, and school level). With the aim of contributing to the technical dialogue vis-à-vis these reforms, the Education Division of the Inter-American Development Bank has carried out a comparative analysis of the institutional architecture of five high-performing education systems: the Ontario Province in Canada, the Commonwealth of Massachusetts in the USA, Finland, the Netherlands, and New Zealand.
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Salvanes, Kjell G., Richard Blundell, and Patrick Bennett. A second chance? Labor market returns to adult education using school reforms. The IFS, August 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.

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Rothstein, Jesse, and Diane Whitmore Schanzenbach. Does Money Still Matter? Attainment and Earnings Effects of Post-1990 School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, August 2021. http://dx.doi.org/10.3386/w29177.

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Jackson, C. Kirabo, Rucker Johnson, and Claudia Persico. The Effect of School Finance Reforms on the Distribution of Spending, Academic Achievement, and Adult Outcomes. Cambridge, MA: National Bureau of Economic Research, May 2014. http://dx.doi.org/10.3386/w20118.

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Hoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh, and Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.

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This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys). It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend. The period covered by the study encompasses an education reform, the General Education Quality Improvement Program – Phase II (GEQIP-II). GEQIP-II’s goals included increasing access to primary education and the quality of education that was provided. We find that mathematics teachers’ educational qualifications and teacher content knowledge in mathematics improved between 2012 and 2018. Despite this, students in 2018 have learning levels lower than students in 2012. This reflects, in part, changes in the composition of the samples, with the 2018 sample coming from poorer and rural households. However, students in 2018 show greater learning progress over the course of a school year compared to students in 2012. Using a value-added model, we show that learning outcomes in mathematics at the end of the school year are associated with teacher content knowledge, that this association has increased in magnitude over time, and that this content knowledge is especially important for weaker students. The key to reconciling these paradoxical findings is, thus, to recognize that the reforms that underpin these improvements in school quality may well be working in multiple ways, changing the composition of the student body who attend school as well as increasing the amount of learning that takes place in the classroom, particularly for weaker students. This, juxtaposed with the fact that the education reforms implemented over the last decade have sought to both include students from disadvantaged backgrounds and to improve teacher quality, is suggestive of the possibility that the GEQIP initiatives were producing positive learning results.
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Domínguez, Patricio, and Krista Ruffini. Research Insights: How Do Longer School Days Affect Students' Economic Well-Being in Adulthood? Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003284.

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Many Latin American countries and cities have substantially lengthened the school day over the past generation. Chile, for example, increased the school day by 30 percent between 1997 and 2010. While evidence on lengthening these additional instructional resources points to positive effects in the short term, we know little about whether these reforms affect students long-term economic outcomes once they enter the labor market. This project finds longer elementary and secondary school days substantially improve economic well-being by increasing educational attainment, delaying childbearing, and increasing earnings in young adulthood.
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