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By Oecd

Examines and clarifies the idea that of demand-sensitive education and offers overseas proof to bare attitudes and expectancies relating to demand-sensitive education.

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Extra resources for Demand-Sensitive Schooling? Evidence and Issues: Schooling for Tomorrow

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Even parents with readier access to what is taking place inside schools can be ambivalent between these messages and their own experiences, between the negative and the positive. Parental expectations about school education This chapter examines country evidence directly relating to parental expectations and satisfaction. Demands depend critically on what is expected from schooling. The more that expectations differ from reality the less satisfied will be the key actors, so that satisfaction reflects both DEMAND-SENSITIVE SCHOOLING?

Three have gained increasing support – personality development, general knowledge and value education – while two have lost ground (individual autonomy and factual knowledge). With regards to the question about what schools should see as their primary responsibility and what should be seen as less important, again parents’ responses do not differ much from those of the wider population. Schools are seen as responsible DEMAND-SENSITIVE SCHOOLING? EVIDENCE AND ISSUES – ISBN-92-64-02840-4 © OECD 2006 2.

For consumers or members of an organisation, Hirschman concludes that there is a tendency increasingly to neglect the one of these two which is used: “Once members have a slight preference for, say, voice over exit a cumulative movement sets in which makes exit look ever less attractive and more inconceivable. As a result voice will be increasingly relied on by members at a time when management is working hard to make itself less vulnerable to it” (1970, p. 125). This suggests that either voice or exit mechanisms will dominate at any time, but that a switch to or sudden shock with the other may be very effective.

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