Edited By Virginia Stead
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
3 From Policy to Action under Hungary’s Accountability Paradigm: Trends and Processes in Teacher Training
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From Policy to Action under Hungary’s Accountability Paradigm
Trends and Processes in Teacher Training
Everything has changed, except the way we think. —Albert Einstein
International Trends and Processes
Einstein’s famous quotation is a trivial statement when we think about the fast-changing world over the past 20 years, for example, in the fields of technology, economy, science, politics, demography, and society. But what about education, especially teacher professionalism? The last decade has brought forth some noteworthy publications on the concept of teaching professionalism (Bennett & Rolheiser, 2001; Marzano, 2007), for example, “Teaching is a profession that lies at the heart of both the learning of children and young people and their social, cultural and economic development” (Building the Future through Quality Education, 2011). There are many indicators of quality education, especially regarding good schools. For instance, in Scotland main quality indicators are key performance outcomes, impact on learners, impact on staff, impact on the community, delivery of education, policy development and planning, staff management and support, partnerships and resources, and leadership. Regarding these quality areas there are 30 indicators that answer the worldwide question, “How good is our school?” (HMIE, 2007). Parallel with this Scottish self-evaluation know-how, the accountability paradigm has been advancing in education.
The simplified interpretation of accountability is transparency in the education system. In the late 1990s there were comparative studies conducted to dig deeper into the...
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