Unit:
Department of Primary EducationLibrary of the School of Education
Author:
Pantelopoulou Stavroula
Dissertation committee:
Φυριππής Εμμανουήλ, Ομότιμος Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μενδρινού Μαρία, Καθηγήτρια, Τμήμα Διεθνών και Ευρωπαϊκών Σπουδών, Πανεπιστήμιο Πειραιά
Πασιάς Γεώργιος, Καθηγητής, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μπαμπούνης Χαράλαμπος, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μαλαφάντης Κωνσταντίνος, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μυλωνάκου-Κεκέ Ζαφειρία Ηρώ, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μπαμπάλης Θωμάς, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Η αξιολόγηση της Δευτεροβάθμιας και της Ανώτατης Εκπαίδευσης στην Ελλάδα και την Αγγλία. Συγκριτική, ιστορική, θεσμική και ιδεολογική προσέγγιση. [Περίοδος: 1974-2013]
Translated title:
The assessment of Secondary and Higher Education in Greece and England. A comparative, historical, institutional and ideological approach. [Period: 1974-2013]
Summary:
The present research study seeks to explore the institution of assessment of Secondary and Higher Education in Greece and England during the period 1974-2013, with emphasis on the historical, institutional and ideological context of the period for both countries. The research starts with a study of the main political ideologies of the 19th and 20th century in Europe, subsequently illustrates the link between the notions of quality and evaluation in education, and continues by describing the educational policy of Greece and England. Assessment processes carried out in Greece and England –thus, the institutional framework of the last 40 years, including the parts that were not finally implemented– are described in detail. Using the comparative paradigm, the differences/similarities between the already established assessment systems of the respective levels of education of the two countries are highlighted, as well as the factors that configured those differences/similarities. A thorough study of the evaluation-related reforms was carried out to reveal why they were attempted, how they were formulated, whether they were dictated by the socio-political and economic conditions of each country, and finally if they were impacted by Supranational Institutions. The research is a qualitative one with the main methodological tools being the comparative method, the interpretive-historical approach and the critical discourse analysis (CDA). The corpus analysed consists mainly of explanatory reports which are attached to Bills and Law Proposals, minutes of parliamentary debates, proceedings of trade union Conferences and press releases, while for England several government reports that have had a significant impact on education are also used.
Main subject category:
Education
Keywords:
Assessment, Secondary education, Higher education, Greece, England
Number of references:
1203
