Policy Reform Efforts and Equal Opportunity – An Evidence-Based Link? An Analysis of Current Sector Reforms in the Austrian School System

dc.creator	Corinna Geppert
dc.creator	Sonja Bauer-Hofmann
dc.creator	Stefan Thomas Hopmann
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:23:19Z
dc.date.available	2015-08-12T11:23:19Z
dc.identifier	1855-9719
dc.identifier	2232-2647
dc.identifier	https://doaj.org/article/8afe308ac8ae46a6947ab79925f7fe7f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29648
dc.description	The main focus of the present paper is to answer two different questions: From the perspective of Austrian education policy, which core areas of schooling are linked to the demand for equal opportunity? Can these reform efforts sustain the current state of research, and what are the consequences for schooling? The paper draws on an analysis by Hopmann, Geppert & Bauer (2010). Fifteen official self-presentations (political programmes) of Austrian political parties were analysed for statements concerning the improvement of the education system. This resulted in about seventy different statements, which were aggregated into eight core areas.We conducted a systematic analysis of four of these core areas, dealing with the topics of equal opportunity: comprehensive school, all-day schooling, school autonomy and standardisation of students’ achievements. The aim was not to judge the legitimacy or the political content of the claims made. In line with evaluative discourse, we asked whether the combination of political demands and their associated expectations met the current state of research. In many policy programmes, it is assumed that comprehensive schooling, all-day schooling, education standards, standardised general certification for university attendance, school autonomy or language surveys go hand in hand with more equality of opportunity, justice andquality in education, but an analysis of the current state of research could not confirm this. The analysis showed that, with regard to education policy demands, statements having empirically little or nothing to do with each other are often linked.
dc.language	English
dc.language	Slovene
dc.publisher	University of Ljubljana
dc.relation	http://www.cepsj.si/pdfs/cepsj_2_2/cepsj_2_2_pp009_geppert%20etal.pdf
dc.relation	https://doaj.org/toc/1855-9719
dc.relation	https://doaj.org/toc/2232-2647
dc.rights	CC BY
dc.source	CEPS Journal : Center for Educational Policy Studies Journal, Vol 2, Iss 2, Pp 9-29 (2012)
dc.subject	Equal opportunity
dc.subject	Inner framework of schooling
dc.subject	Policy impact assessment
dc.subject	Reform efforts
dc.subject	School structure
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Policy Reform Efforts and Equal Opportunity – An Evidence-Based Link? An Analysis of Current Sector Reforms in the Austrian School System
dc.type	article