Articles de revues : « Swiss school and reforms »

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Grgić, Marina, et Michelle Jutzi. « Linking School Culture to Successful Curriculum Reform ». Education Sciences 14, n^o 6 (23 mai 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 et Larisa Danilova. « SCHOOL REFORMING IN MODERN SWITZERLAND ». Standards and Monitoring in Education 1, n^o 4 (16 septembre 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 et Patricia A. Buser. « Principals’ Views on Civic and Parental Participation in School Governance in Switzerland ». Educational Administration Quarterly 53, n^o 4 (13 mars 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, n^o 1 (février 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, n^o 3 (1 juin 2012) : 76–88. http://dx.doi.org/10.5507/epd.2012.037.

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Deissinger, Thomas, et Philipp Gonon. « Stakeholders in the German and Swiss vocational educational and training system ». Education + Training 58, n^o 6 (11 juillet 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, n^o 2 (décembre 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 (30 juin 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, n^o 1 (4 janvier 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, n^o 3 (décembre 2002) : 27. http://dx.doi.org/10.22498/pages.10.3.27.

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Falch, Torberg, et Jorn Rattso. « School reforms and school spending growth ». Journal of Policy Reform 3, n^o 3 (août 1999) : 195–227. http://dx.doi.org/10.1080/13841289908523404.

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Hentschke, Guilbert C. « Beyond Competing School Reforms ». Education and Urban Society 29, n^o 4 (août 1997) : 474–89. http://dx.doi.org/10.1177/0013124597029004006.

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Gore, Charlotte. « School governing body reforms ». Children and Young People Now 2014, n^o 7 (1 avril 2014) : 29. http://dx.doi.org/10.12968/cypn.2014.7.29.

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Frey, Kathrin, et Thomas Widmer. « Revising Swiss Policies ». American Journal of Evaluation 32, n^o 4 (17 mars 2011) : 494–517. http://dx.doi.org/10.1177/1098214011401902.

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Evidence-based policy-making and other recent reforms in public steering emphasize the role systematic evidence can play in improving decision making and public policies. Increasing deficits heighten the pressure on public authorities to legitimate public spending and to find savings. Existing studies show that the influence of research-based information on decision making is shaped by several factors, but they typically do not distinguish between different types of information. Our contribution aims to compare the influence of efficiency analysis to information about performance effectiveness. We do so by looking at 10 cases in which public policies are being revised at the federal level in Switzerland, and do so by tracing the entire policy reform process. This qualitative analysis sheds light on which actors use efficiency information, how and under which conditions, and highlights the contribution of efficiency analysis for evidence-based policy-making.

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Greß, Stefan, Ralf Kocher et Jürgen Wasem. « Wettbewerbsorientierte Reformen im Gesundheitssystem der Schweiz – Vorbild für regulierten Wettbewerb in der deutschen GKV ? » Perspektiven der Wirtschaftspolitik 5, n^o 1 (février 2004) : 59–70. http://dx.doi.org/10.1111/j.1468-2516.2004.00127.x.

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Abstract Recent reforms of the Swiss health care system to introduce regulated competition have raised expectations about the possible combination of more efficient services, while at same time maintaining or even increasing the level of solidarity in health care systems. In this article we examine expected behavioral changes of the market actors, the way incentives for market actors have been changed and analyze the way market actors in fact changed their behavior. We conclude that so far only some of the targets of the reforms have been met. For a reasonable assessment of the Swiss experience in regulating competition in health care it is paramount to distinguish expected effects from actual effects.

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Ritz, Adrian. « Public service motivation and organizational performance in Swiss federal government ». International Review of Administrative Sciences 75, n^o 1 (mars 2009) : 53–78. http://dx.doi.org/10.1177/0020852308099506.

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During the last 20 years public sector reforms focused on the increase of organizational performance mainly by implementing managerial tools and methods. The one-sided, output-oriented reforms meet with criticism. In our study we focus on the links between employee attitudes, managerial measures, institutional factors and organizational performance. Therefore, three attitudinal constructs, public service motivation, organizational commitment and job satisfaction, are analysed. The study empirically tests the effects of these dimensions on perceived performance in the federal administration of Switzerland. The analysed data of 13,532 federal employees give insight into the importance of employee commitment to the public interest and the need for goal-oriented management techniques. The results are discussed in light of previous studies. Points for practitioners Public administration research raises more and more criticism against New Public Management reforms. This study, however, shows that there is an important link between managerial techniques and the individual perception of organizational performance in administrative practice. There are a range of private management tools immigrating into the public sector. But for the tools to be effective, practitioners need to integrate them with consideration of the specific requirements of the employee's commitment to the public interest.

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El Benni, N., R. Finger, S. Mann et B. Lehmann. « The distributional effects of agricultural policy reforms in Switzerland ». Agricultural Economics (Zemědělská ekonomika) 58, No. 11 (26 novembre 2012) : 497–509. http://dx.doi.org/10.17221/215/2011-agricecon.

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This paper analyses the effects of Swiss agricultural policy reforms and the effects of farm income, off-farm income and direct payments on the distribution of the farm household income. To this end, the farm-level income records from the FADN data for the period 1990–2009 are used to calculate Gini coefficients and Gini elasticities. Bootstrap sampling procedures are applied to test for significant differences of the estimated parameters over time. The Gini coefficients estimated in our analysis show that the household income inequality in Swiss agriculture only slightly increased from 0.21 to 0.24, but the farm income inequality strongly increased from 0.27 to 0.38 in the considered period. We find furthermore that increasing off-farm incomes and direct payments would decrease the household income inequality. Especially direct payments that support farmers producing under adverse production conditions in the hill and mountain regions have found to be well targeted and thus contribute to the reductions in income inequality in agriculture.  

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Eyles, Andrew, Claudia Hupkau et Stephen Machin. « School reforms and pupil performance ». Labour Economics 41 (août 2016) : 9–19. http://dx.doi.org/10.1016/j.labeco.2016.05.004.

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Braun, Dietmar, et Björn Uhlmann. « Explaining Policy Stability and Change in Swiss Health Care Reforms ». Swiss Political Science Review 15, n^o 2 (juin 2009) : 205–40. http://dx.doi.org/10.1002/j.1662-6370.2009.tb00128.x.

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Hascher, Tina, et Gerda Hagenauer. « Swiss adolescents’ well-being in school ». Swiss Journal of Educational Research 42, n^o 2 (14 octobre 2020) : 367–90. http://dx.doi.org/10.24452/sjer.42.2.5.

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Student well-being is an issue with regard to educational effectiveness. However, little is known about Swiss students’ well-being in school. This study was conducted in the context of the project “Überprüfung des Erreichens der Grundkompetenzen ÜGK 2016” and aimed at contributing to closing this gap by investigating adolescents’ (N = 22,423) well-being in school. An analysis of six well-being in school dimensions revealed the following results: Swiss secondary students report positive attitudes, a good academic self-concept, low physical complaints and low social problems, but also a lack of enjoyment and a prevalence for worries in school. Significant differences across gender, region, migration background, and attended school type as well as associations between well-being in school and school reluctance and truancy were found.

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Fuchs, Sandro, Andreas Bergmann et Isabel Brusca. « Using Financial Reporting for Decision Making as a Measure Towards Resilient Government Finances : The Case of Switzerland ». Lex localis - Journal of Local Self-Government 15, n^o 1 (2 janvier 2017) : 133–53. http://dx.doi.org/10.4335/15.1.133-153(2017).

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Based on comparative, cross-sectional evidence of 15 Swiss sub-national governments this paper assesses the impact of different accrual accounting reforms on financial reporting and elaborates how this new information has affected decision-making processes. Results show that accrual financial reporting is a necessary instrument towards achieving resilient government finances. This paper embraces relevant questions for developed and developing countries, particularly in the context of heavily indebted public sector entities, ongoing accrual accounting reforms and the looming EPSAS promulgation. The paper reveals that accrual accounting reforms act as an important trigger point towards a more strategic use of newly provided financial data.

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Bedi, Innocent Kwame, et Hasso Kukemelk. « Influence of Age and School Type on Reform Practices Performed by School Heads ». Mediterranean Journal of Social Sciences 12, n^o 5 (5 septembre 2021) : 82. http://dx.doi.org/10.36941/mjss-2021-0046.

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The purpose of this study is to examine the level of implementing reform practices and their resulting stress and to explore the influence of age, gender, school type and tracking type on performing reform practices and the perceived stress in implementing reforms among school leaders. A quantitative research design was used with respondents sampled from among senior high school heads. The data were analysed using multinomial logistic regression to examine the influence of demographic (age and gender) and school variables (school type and tracking type) on implementing reform and its perceived stressfulness. The findings showed that on implementing reforms and its inherent stressfulness, a majority of school heads ‘always’ perform reform duties and a greater proportion reported high-stress levels in implementing reforms from 'somewhat causes’ stress to ‘causes great’ stress. Regarding demographic and school variables, age was a significant negative predictor of implementing reforms, indicating that younger heads were more likely to perform reform functions than older heads while school type significantly influences stress level in implementing reforms, implying that heads in boarding schools were more likely to experience higher stress levels in implementing reforms than heads in day schools. The authors recommended continuous in-service training for school heads, the practice of distributive leadership style and provision of infrastructure to phase out the double-track (shift system) in some schools. Received: 4 June 2020 / Accepted: 20 August 2021 / Published: 5 September 2021

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Soguel, Nils, et Naomi Luta. « On the road towards IPSAS with a maturity model : a Swiss case study ». International Journal of Public Sector Management 34, n^o 4 (18 janvier 2021) : 425–40. http://dx.doi.org/10.1108/ijpsm-09-2020-0235.

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PurposeThe International Public Sector Accounting Standards (IPSAS) have driven the modernisation of public systems of financial information. The extent and pace of their implementation remain uneven. The goal of this study was to measure whether and how much governmental accounting standards converge towards IPSAS' true and fair approach.Design/methodology/approachThe empirical context of the 26 Swiss cantons was used to apply a simplified maturity model. Under two successive reforms (maturity stages), each canton's accounting standards was assessed and scored. The derived maturity levels indicate how close—or far—each canton has stood from a state of full IPSAS compliance (full maturity), at each stage of the process.FindingsAs Swiss cantons have a certain degree of autonomy in setting their own accounting standards, the evolving paths they followed when implementing IPSAS were heterogeneous. The maturity level attained by each canton within each stage thus varies. However, the results show that the two successive reforms had an overall favourable impact on Swiss cantonal accounting standards compliance with IPSAS, and fairly improved the faithfulness of reported financial information.Originality/valueThis research contributes to the international literature on public accounting standards and provides new insights for the assessment of convergence with IPSAS.

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Odjo, Cosme Zinsou. « Perceptions of Apprentices on the Dual Apprenticeship Programme in Benin : A Narrative Inquiry ». Journal of Education and Research 14, n^o 1 (11 juin 2024) : 1–106. http://dx.doi.org/10.51474/jer.v14i1.730.

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This study explores the perceptions and experiences of apprentices of the dual system in Benin. This system has been traditionally built up and with the TVET reforms in 2005, it has been formalized which led to the dual apprenticeship programme. Every year, thousands of apprentices are admitted to the programme. The dual apprenticeship programme combines educational institution’s instruction and workplace training. Likewise, several similar practices exist around the world and the Benin dual apprenticeship model is partly inspired by the Swiss dual VET model according to our context and realities. However, some shortcomings are linked to the lack or insufficiency of training manuals and tools and the distribution of apprentices in training centres located very far from their homes. Those issues oblige some apprentices to drop out of the programme before their graduation. Even those who complete the programme do not have enough job opportunities. In light of such a situation, this study explored how apprentices perceived and experienced the dual system with their expectations of the programme in Benin. Based on the nature of the study, I used a narrative inquiry which helped me to use the framework under the interpretive paradigm to investigate the ways apprentices perceived and experienced the dual system through their stories. Due to the COVID-19 pandemic, I could not have physical interactions with my participants. The study was conducted in Benin and my participants were purposefully selected until the data saturation. They (my participants) were interviewed online through WhatsApp audio calls and the information accumulated was analyzed and interpreted using the expectancy-value and social capital theories. The findings of the study show that apprentices choose the apprenticeship for various motivations such as passion, economic reasons or promising expectations. Likewise, my participants recognize the relevancy, usefulness and opportunities of this programme, which allows them to learn new knowledge using many new tools which they have never experienced before in their ii craft occupations. Similarly, after their graduation, apprentices’ social networks have been broadened and they receive full consideration from their parents as well as their fellow master craftsmen. However, they have been facing some challenges such as the long distances between the vocational training centres and their homes, lack or insufficiency of training manuals, lack of training monitoring and evaluation, lack of financial resources to purchase the appropriate tools and set up their workshops after their graduation. To overcome these challenges, the apprentices suggested the decentralization of training centres in all localities of the country, the extension of the programme to all craft occupations, the strengthening of training monitoring and impact evaluation, the provision of sufficient training manuals, the authorization of master craftsmen who were trained in the traditional system and wish to graduate from the dual apprenticeship programme and the organization of a periodical skills development programme for the graduates. Finally, the implications of this study can help policy-makers and Benin TVET stakeholders to take provisions to come up with a new National Qualification Framework, create graduates’ allowance fund, extend the dual system to other sectors such as commerce, hotels, restaurants, tourism, health, arts, fish farming and information and communication technology and recognize the CQP certificate in the formal education system and thus allow graduates to return to school for further education.

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Dee, Thomas S., et Elise Dizon-Ross. « School Performance, Accountability, and Waiver Reforms : Evidence From Louisiana ». Educational Evaluation and Policy Analysis 41, n^o 3 (3 juin 2019) : 316–49. http://dx.doi.org/10.3102/0162373719849944.

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States that receive federal waivers to the No Child Left Behind Act were required to implement reforms in designated “Focus Schools” that contribute to achievement gaps. We examine the performance effects of such “differentiated accountability” reforms in Louisiana. These Focus School reforms emphasized school-needs assessments and aligned technical assistance. These reforms may have also been uniquely high-powered because they were linked to a letter-based school-rating system. We examine the impact of these reforms in a sharp regression-discontinuity (RD) design. We find that, over each of 3 years, Louisiana’s Focus School reforms had no measurable impact on school performance. We discuss evidence that these findings reflect policy reform fatigue and poor quality of implementation at the state and local level.

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Spitzer, Ada, Beatrice Perrenoud, Cecile Desaulles, Didier Camus, Patrick Van Gele et Jacques Perier. « Swiss nurses' knowledge related to health care reforms : an exploratory study ». Journal of Advanced Nursing 38, n^o 4 (mai 2002) : 329–40. http://dx.doi.org/10.1046/j.1365-2648.2002.02195.x.

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Lepori, Benedetto, et Tatiana Fumasoli. « Reshaping the Swiss Higher Education System : Governance Reforms and Fields Reconfigurations ». Swiss Political Science Review 16, n^o 4 (décembre 2010) : 811–14. http://dx.doi.org/10.1002/j.1662-6370.2010.tb00452.x.

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Shevchenko, Pavel. « Moscow school : results of the reforms ». Science. Culture. Society 28, n^o 3 (29 septembre 2022) : 122–36. http://dx.doi.org/10.19181/nko.2022.28.3.9.

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The article examines the results of a 10-year period of active reform of the Moscow education system. The reforms began as an initiative of the federal government, and their implementation in Moscow had its own specifics. The measures to standardize the unified educational space, a new system of remuneration, per capita financing are described. Changes in the structure of the city's education management – the liquidation of district education departments, the unification of schools and kindergartens into educational complexes, the emergence of new functions for the school and its administration are analyzed from the point of view of the concept of change management.The main consequences of the reforms are the emergence of a socio-professional stratum of school administrators who adhere to a single system of values, as well as the reduction of social tension, the equalization of resource capabilities of the bulk of schools and the improvement of educational results of Moscow education as a whole.The empirical basis consists of statistical data and the results of interviews with school administrators – principals and their deputies, most of whom successfully coped with new tasks and working conditions during the period of intensive reform of the capital's education.

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Emery, Yves, David Giauque et Frédéric Rebmann. « The slow transformation of Swiss federal administrative elites ». International Review of Administrative Sciences 80, n^o 4 (26 novembre 2014) : 687–708. http://dx.doi.org/10.1177/0020852314533452.

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This article sets out to study the profile of Swiss administrative elites at federal level by showing how their profile has evolved in the light of what has come to be known as the wave of New Public Management (NPM), which has benefited from a very fertile ground in Switzerland. These elites correspond to a specific institutional order, in relation to specific organizational structures and workings, and have specific characteristics in terms of career paths and academic background. However, the administrative reforms that have been rolled out since the 1980s have transformed the institutional order within which executives of the federal administration evolve. This article analyses the extent to which these transformations have had an impact on the characteristics of these elites, through indicators such as academic capital, social capital, and career path within and outside the administration. The results show a slow but significant transformation in the profiles of these elites towards an increasing managerialization, reflecting that of the context in which they evolve. Points for practitioners The relationship between politics and the administration is naturally shaped by individuals but is closely dependent on the profiles of the players. They are currently undergoing a transformation in the wake of administrative reforms, and also of the changing profiles of both the political and administrative players. Gaining an insight into the slow transformation of the profiles of administrative elites therefore sheds light on the political-administrative nexus. The gradual managerialization of the administrative elite highlighted in this article also allows for a better understanding of which professional experiences, qualifications and skills are valued today within the senior civil service in Switzerland.

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Kennedy, Kate. « Centering Equity and Caring in Leadership for Social-Emotional Learning : Toward a Conceptual Framework for Diverse Learners ». Journal of School Leadership 29, n^o 6 (8 août 2019) : 473–92. http://dx.doi.org/10.1177/1052684619867469.

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School leaders must navigate nonacademic barriers to learning. One type of affective, nonacademic reform is social-emotional learning (SEL), a quickly growing K–12 school initiative. Yet scant empirical literature exists on the actions, interactions, and beliefs of school principals charged with leading SEL reforms. The needs of diverse learners in SEL reforms—and how school leaders might create culturally relevant, gender-aware, queer-friendly SEL programming—are ignored by empirical research. This article seeks to contribute conceptually by exploring two questions: To what extent does current research inform school leadership of SEL implementation for diverse learners? How might school leaders conceptualize the implementation of SEL reforms from a caring, equity-oriented lens? A leadership framework for SEL reforms, rooted in caring and equity, is proposed.

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Hinojosa, David G. « New Mexico’s 2019 School Finance Reforms and The Essential Building Blocks for State School Finance ». Association of Mexican American Educators Journal 13, n^o 3 (18 décembre 2019) : 18. http://dx.doi.org/10.24974/amae.13.3.451.

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This article discusses the State of New Mexico’s school finance reforms during the 2019 legislative session and the relationship of those reforms to The Essential Building Blocks for State School Finance. The Essential Building Blocks is a 2018 report written by the author for the Learning Policy Institute that provides essential, research-based guidance to policymakers and advocates who write school finance laws to ensure more equitable school finance policies. The legislative reforms follow a state court victory in 2019 by plaintiff families and school districts suing the state on school finance and educational opportunity claims in Martínez v. State of New Mexico and Yazzie v. State of New Mexico. The author examines how the Legislature’s efforts measure up against the guidance articulated in The Essential Building Blocks. The author also interviews the Gallup-McKinley County Schools superintendent to assess the reforms and how they relate to realizing educational opportunity for all students as described in The Essential Building Blocks. The author concludes that while the state made some progress in its school finance reforms, the absence of a strategic, holistic plan grounded in equity will likely leave the state’s underserved children without the educational opportunities they need to succeed. If the state’s leadership can match its strong principles and goals of equity and multiculturalism with a formidable school finance system that appropriately invests in its students and educators as reflected in The Essential Building Blocks, the state will be poised to realize equity and opportunity for all students.

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Bonoli, Lorenzo, et Philipp Gonon. « Challenges, Future and Policy Orientations : The 1960s−1970s as Decisive Years for Swiss Vocational Education and Training ». International Journal for Research in Vocational Education and Training 10, n^o 3 (25 octobre 2023) : 340–60. http://dx.doi.org/10.13152/ijrvet.10.3.3.

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Purpose: The years 1960-1970 were decisive years in the development of Swiss vocational education and training (VET). The post-World War II economic boom, technological innovations and the debate concerning equal opportunities and the democratisation of education put the VET system under pressure. Reforms were thus undertaken to increase the attractiveness of the system and to respond to the urgent shortage of qualified workers at the time. At the same time, reforms were adopted increasing the theoretical and general knowledge content of VET and improving the quality of training. The aim of our article is to describe these reforms and to show how they relate to a certain image of the future of society.Method: Our article is based on an analysis of historical documents written between 1960 and 1972 in Switzerland on the subject of VET. These documents will, firstly, be used for a historical reconstruction of the situation and of the major challenges of the time; and secondly, they will be subjected to a discourse analysis in order to identify the main arguments that characterised the public debate at the time.Results: Our article shows how the reforms undertaken take shape on the basis of a certain image of the future of society and of VET held at the time: an image characterised by constant and rapid changes, increasing insecurity, need for adaptation and flexibility, complexification and specialisation of the work tasks.Conclusion: The article will also underline how the responses to the challenges posed by this image of the future will be at the origin of five trends that will characterise the evolution of Swiss VET until today: a trend towards academisation, with more academic and general content; a trend towards pedagogisation, with increased pedagogical attention to curricula and teacher training; differentiation, with the creation of new certifications; permeability, with the opening of vocational tracks to higher education; and “learnerisation”, with the gradual change of the figure of the apprentice from a “worker” to a “learner”. Far from being limited to the evolution of Swiss VET, these five trends describe movements that recent studies by CEDEFOP show also at the European level.

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Hostettler, Martin. « Governance in der Waldwirtschaft | Governance in forest economy ». Schweizerische Zeitschrift fur Forstwesen 154, n^o 2 (1 février 2003) : 42–50. http://dx.doi.org/10.3188/szf.2003.0042.

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The Swiss forest economy has been trying for many years to improve logistics in the chain of the added value of wood. This work addresses necessary reforms to the system within the context of new institutional economics. The basic concept is explained, transaction costs of markets and hierarchies are presented systematically and the forms of governance structures outlined. The example of Swiss forest economy shows that fruitful points of departure can be developed aimed at reforming the vertical and horizontal relations between enterprises, as well as internal questions of governance. A pre-condition to achieve more efficient governance in forest economy is the reduction of restrictive institutions, whether formal or informal.

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Finger, Robert, et Niklaus Lehmann. « Policy reforms to promote efficient and sustainable water use in Swiss agriculture ». Water Policy 14, n^o 5 (17 mai 2012) : 887–901. http://dx.doi.org/10.2166/wp.2012.152.

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The more sustainable use of scarce water resources is a policy goal in several countries. In this regard, current discussions on potential policy reforms in Switzerland revolve around the subsidization of water-saving irrigation technologies. Today, the share of drip irrigation systems is low, at 3%. In Switzerland, environmental laws specify levels of water flow that must not be undercut. Variable pricing of water, however, has not yet been used. This paper analyzes whether subsidies on water-saving irrigation techniques would be beneficial in this legislative setting, and shows that such subsidies may have crowding out effects because they could provide incentives to switch from non-irrigated crops (e.g. wheat) to the production of crops (e.g. potatoes) that require irrigation. This may result in even higher water withdrawal rates. Such an increased competition for water resources may also result in adverse conditions for farmers. By contrast, our analysis shows the implementation of water prices could lead to a sustainable increase in the share of water-saving technologies, to a shift from irrigated to non-irrigated crops, and therefore to a reduction of overall water use in agriculture. Thus, the introduction of water prices should have absolute priority if agricultural water policies are reformed in Switzerland.

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Grzeslo, Jenna, Yang Bai, Bumgi Min et Krishna Jayakar. « Is the 2014 E-Rate reform a game changer ? An empirical analysis of Pennsylvania data ». Digital Policy, Regulation and Governance 21, n^o 2 (8 mars 2019) : 179–92. http://dx.doi.org/10.1108/dprg-10-2018-0060.

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Purpose This study aims to analyze the impact of the 2014 E-Rate reforms on the pattern of distribution of funds of the program. Design/methodology/approach Using Pennsylvania data, the paper investigates whether a school district that successfully applied for funding received increased support post-reforms, and what socio-economic characteristics of school districts were associated with successful applications. Furthermore, it asks whether the reforms reduced the barriers that disadvantaged school districts face in obtaining support. Findings The finding suggests that, even after controlling for changes in the school districts’ eligibility and application skills, the amount of funding committed to the school districts was still significantly higher after the reform. Originality/value The analysis shows that, immediately after the reform, the non-urban school districts were committed more funding than urban school districts were; they also received more funds than they would have without the reforms. This indicates that the 2014 reform might have benefited disadvantaged applicants, especially rural school districts.

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Bonilla, Sade, et Thomas S. Dee. « The Effects of School Reform under NCLB Waivers : Evidence from Focus Schools in Kentucky ». Education Finance and Policy 15, n^o 1 (janvier 2020) : 75–103. http://dx.doi.org/10.1162/edfp_a_00275.

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Under waivers to the No Child Left Behind Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these “Focus Schools.” In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a “super subgroup” measure that combined traditionally low-performing subgroups into an umbrella group. This design feature may have catalyzed broader whole-school reforms and attenuated the incentives to target reform efforts narrowly. Using regression discontinuity designs, we find that these reforms led to substantial improvements in school performance, raising math proficiency rates by 17 percent and reading proficiency rates by 9 percent.

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McNally, Sandra. « Reforms to Schooling in the UK : A Review of Some Major Reforms and their Evaluation ». German Economic Review 6, n^o 3 (1 août 2005) : 287–96. http://dx.doi.org/10.1111/j.1468-0475.2005.00133.x.

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Abstract We aim to give a brief overview of some important reforms to the school system in the UK and existing evidence on their consequences. These reforms include a change in the type of secondary school open to pupils - from a selective to comprehensive system; a change in the examination system; quasi-market reforms; area-based initiatives; reforms to the content and structure of teaching; payments to encourage the pursuit of education beyond compulsory schooling.

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Urbanovič, Jolanta, Michiel S. de Vries et Barbara Stankevič. « Unanticipated Consequences of Reforms in School Governance ». NISPAcee Journal of Public Administration and Policy 14, n^o 2 (1 décembre 2021) : 273–98. http://dx.doi.org/10.2478/nispa-2021-0023.

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Abstract This article argues that policy development and evaluations should not only incorporate whether and to what extent the policies achieve the intended goals, but should also take the unintended consequences of the policies into account. Based on the classic work of the sociologist Robert Merton, this article addresses the side-effects of attempts that have been made by the Lithuanian national government to improve on the governance of basic and high-schools. The intended goals of the policies concerned the increase of autonomy of school governance through the decentralization of responsibilities; increasing autonomy of and control over school governance; increasing market-driven governance, inducing competition and collaboration between schools, and altering the relation between service providers and recipients. An in-depth analysis shows that there were serious side-effects. Due to the limited knowledge and capabilities at the local level the policies resulted in sub-optimal decision-making at the school level. As the transfer went hand in hand with national laws and strict regulations, stipulating the financing and content of education, setting standards and uniform requirements this reduced the ability of schools to make autonomous decisions and rather turned them into bodies implementing national standards. A decrease in cost-efficiency is visible as every school has to make its own plans; administrative burdens increase, and insufficient funding results in a transfer of shortages instead of transferring the responsibility to find solutions for those shortages, and instead of becoming more collegiate, the relation between schools becomes competitive resulting in distrust with all the expected negative consequences. The plans to increase the autonomy of school governance could have developed rather differently if these unintended consequences had been taken into account beforehand. If such side-effects would be anticipated, that could have resulted in more realism, less one-sided and unfounded optimism and in the end, less frustration and demotivation.

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Reed, Latish C. « Post-Brown School Reforms for Black Children ». International Journal of Educational Reform 24, n^o 4 (octobre 2015) : 349–62. http://dx.doi.org/10.1177/105678791502400404.

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Taylor, Perry Nelson, Howard S. Ade, Linda. « SCALING-UP REFORMS ACROSS A SCHOOL DISTRICT ». Reading & ; Writing Quarterly 15, n^o 4 (septembre 1999) : 303–25. http://dx.doi.org/10.1080/105735699278125.

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Rau, William, Paul J. Baker et Dianne Ashby. « The Chicago School Reforms : Are They Working ? » Sociological Quarterly 40, n^o 4 (1 septembre 1999) : 641–61. http://dx.doi.org/10.1111/j.1533-8525.1999.tb00572.x.

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Bieri, S. « Swiss Federalism : Problems of Interdependence and the Role of the Cantons ». Environment and Planning C : Government and Policy 7, n^o 3 (septembre 1989) : 353–59. http://dx.doi.org/10.1068/c070353.

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In this paper the position of federalism in Switzerland is discussed and the restrictions of cantonal autonomy are demonstrated. There are a number of different kinds of difficulties involved in doing this. Owing to a strong socioeconomic interdependence across regions and the related interlocking of policymaking it is especially difficult to reach an allocation of tasks which allows for autonomous actions by the cantons. Institutional reforms are possible, mainly in fiscal federalism, but some scale problems cannot be solved.

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Eacott, Scott, et Amanda Freeborn. « Regional and rural school consolidation : a scoping study of research literature ». International Journal of Educational Management 34, n^o 3 (22 novembre 2019) : 477–91. http://dx.doi.org/10.1108/ijem-08-2019-0318.

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Purpose School consolidation reforms are underway in regional New South Wales (NSW), Australia. The purpose of this paper is to establish an evidence base of research literature on school consolidation in regional, rural and remote locations. Design/methodology/approach A scoping study of empirical literature on school consolidation, with a particular focus on regional, rural and remote education, since the year 2000 was undertaken. A corpus of 35 papers were identified and subjected to analysis based on: year of publication, country of origin, unit of analysis, data sources, timeframe and theoretical model. Findings There remains a limited evidence base for the success of school consolidation reforms for turning around student outcomes. In addition, a number of social implications are experienced by communities losing their local school. These issues are amplified in regional, rural and remote locations. Practical implications School consolidation reforms are used by governments/systems wanting to reduce costs and address issues of student disengagement and under-achievement. Despite a lengthy history internationally, there is at best mixed evidence regarding these reforms. With a consider disparity gap between urban and regional, rural and remote school outcomes, robust evidence on the success of reforms has major policy implications for government, systems, educators and communities. Originality/value With reforms already underway in NSW (and elsewhere), the need for a rigorous and robust evidence base, such as this scoping study, is timely and significant.

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Arrausi, Juan Jesús. « The Swiss school of design, origins and influences ». grafica 4, n^o 7 (11 janvier 2016) : 31. http://dx.doi.org/10.5565/rev/grafica.40.

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Lüthi, Hans P., Marie Francine Lagadec, Lauren Gamp, Céline Wittwer, Bill Morandi et Jérome Waser. « Swiss Summer School 2021 : Catalysis and Sustainable Chemistry ». CHIMIA 75, n^o 12 (9 décembre 2021) : 1071. http://dx.doi.org/10.2533/chimia.2021.1071.

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Maurice, John. « Profile : Swiss School of Public Health, Zurich, Switzerland ». Lancet 389, n^o 10065 (janvier 2017) : 144. http://dx.doi.org/10.1016/s0140-6736(17)30080-6.

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Künzli, Nino, Luca Crivelli, Dominique Sprumont et Sandra Nocera. « Does the Swiss School of Public Health exist ? » International Journal of Public Health 60, n^o 8 (3 novembre 2015) : 873–75. http://dx.doi.org/10.1007/s00038-015-0757-9.

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Lindemann-Matthies, Petra, et Sarah Knecht. « Swiss Elementary School Teachers’ Attitudes Toward Forest Education ». Journal of Environmental Education 42, n^o 3 (16 mars 2011) : 152–67. http://dx.doi.org/10.1080/00958964.2010.523737.

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Cristovão, Vera Lúcia Lopes, et Natasha Artemeva. « Towads a hybrid approach to genre teaching : comparing the swiss and brazilian schools of socio-discursive interactionism and rhetorical genre studies ». Diálogo das Letras 7, n^o 2 (19 octobre 2018) : 101–20. http://dx.doi.org/10.22297/dl.v7i2.3208.

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Theoretical foundations of the Swiss School of Socio-Discursive Interactionism (SDI), North American Rhetorical Genre Studies (RGS) and the Brazilian School of SDI are reviewed, compared, and contrasted, and the similarities and differences in their key features and perspectives on genre analysis and pedagogy are discussed. The Brazilian School of SDI is identified as an expansion of Swiss SDI. The reviewed approaches are shown to be somewhat complementary. The recommendations are made for the future hybrid use of the Brazilian School of SDI and RGS in pedagogical applications.

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Pazey, Barbara L. « ¡Ya Basta ! Countering the Effects of Neoliberal Reform on an Urban Turnaround High School ». American Educational Research Journal 57, n^o 4 (15 novembre 2019) : 1868–906. http://dx.doi.org/10.3102/0002831219886530.

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This article provides an account of the ways in which students and adult supporters of an urban turnaround high school mobilized to defy the rhetoric of neoliberal reforms and the subsequent deficit narrative imposed on them and on their school. Their counternarratives refute the master narratives advanced by federal and state educational reforms. The current rationale of neoliberal reforms and the disabling terminology used to construct the identity of a school and the individuals associated with the school are interrogated through the theoretical framework of Dis/ability Critical Race Theory. An alternative approach and philosophy of thought regarding school reform and the ways in which we define the worth and value of a school, its students, and the larger community is offered.

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