
Contents
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13 Globalization, Uncertainty, and the Returns to Education Over the Life Course in Modern Societies
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Introduction Introduction
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Reforms in Ancient Tradition Reforms in Ancient Tradition
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Reform as a Generalized Global Phenomenon Reform as a Generalized Global Phenomenon
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Central Importance of Organizations Central Importance of Organizations
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Contradictions in Purpose Contradictions in Purpose
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Assessment Assessment
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Evolution Evolution
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Open Questions Open Questions
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Notes Notes
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References References
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42 Economic Globalization and Evolution of Education Spending in the Brazilian Federation, 2013–2019
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17 Education Reform as a Global Phenomenon
Get accessGiancarlo Corsi, University of Modena
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Published:23 October 2023
Cite
Abstract
Reforms and innovations are generalized global phenomena, to the extent of becoming a sort of routine in most of the subsystems of modern society, especially in the educational system. This raises two sets of questions. The first concerns the variables on which reforms can intervene in order to improve education. If we distinguish among interaction (classroom), organization (schools), and society as a whole, the only variables on which reforms can intervene are organizational structures. But (how) can both society and education be improved by changing organizations? The second question is, What is the function of a reform if it is routine; that is, if it does not depend on the achievement of its aims? The answer lies in the relationship between planned reforms and unplanned evolution. As systems theory argues, planning and evolution are not contradictory: Reforms are also a stage of evolution. From this point of view, education represents a particular case.
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