You are not currently logged in.
Access JSTOR through your library or other institution:
Combining Market and Bureaucratic Control in Education: An Answer to Market and Bureaucratic Failure?
Vol. 35, No. 3 (Nov., 1999), pp. 271-282
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/3099479
Page Count: 12
You can always find the topics here!Topics: Government bureaucracy, Educational research, Economics education, Economic theory, School choice, Students, Educational evaluation, Parents, Public schools
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
This article focuses on institutional arrangements in education across Western countries. It essentially deals with the recent trend towards extended school choice presumably aimed at creating a competitive environment for schools and teachers. For many years the functioning of educational systems, in particular the way schools were institutionally co-ordinated, was not perceived as fundamental to economic analysis. But more and more economists now believe that the institutional setting in which schools are embedded-their governance structure-is decisive regarding both efficiency and equity. In this respect, it is worth noting that most Western countries rely essentially on bureaucratic control to co-ordinate their educational sector. Yet some of them, such as Belgium, The Netherlands, England and Wales, New Zealand and Sweden incorporate market-oriented mechanisms at the heart of their institutional arrangements. The main focus of this article is to analyse the origins, as well as the economic relevance, of this-in some cases relatively recent-tendency to mix bureaucratic and market approaches to education.
Comparative Education © 1999 Taylor & Francis, Ltd.