(Paper in Italian & English version) The ‘comprehensivization’ of secondary school is a reform process that began in some European school systems in the 60s and 70s. With the comprehensive-type reform, a unitary scholastic model such as that which had already been in use for some time in the United States was introduced in a large part of Western Europe Countries. Our main problem has been verifying whether and to what extent the promises of greater equity linked to the comprehensive model, and those of greater quality linked to the selective one have been confirmed by the facts, comparing the respective results achieved by the comprehensive and traditional (or selective) systems, above all from the viewpoint of equity/quality of performance. In our contribution we shall deal with this issue, with an overview of the European panorama (based on different data sources) and summaries of papers dealing in depth with the situations in four countries (Germany, Italy, England and Sweden).
(Paper in Italian & English version) The ‘comprehensivization’ of secondary school is a reform process that began in some European school systems in the 60s and 70s. With the comprehensive-type reform, a unitary scholastic model such as that which had already been in use for some time in the United States was introduced in a large part of Western Europe Countries. Our main problem has been verifying whether and to what extent the promises of greater equity linked to the comprehensive model, and those of greater quality linked to the selective one have been confirmed by the facts, comparing the respective results achieved by the comprehensive and traditional (or selective) systems, above all from the viewpoint of equity/quality of performance. In our contribution we shall deal with this issue, with an overview of the European panorama (based on different data sources) and summaries of papers dealing in depth with the situations in four countries (Germany, Italy, England and Sweden). Luciano Benadusi, Orazio Giancola, Saggio introduttivo: sistemi di scuola secondaria comprensivi versus selettivi. Una comparazione in termini di equità (English version included), in "Scuola democratica" 2/2014, pp. 461-482, doi: 10.12828/77426
Saggio introduttivo: sistemi di scuola secondaria comprensivi versus selettivi. Una comparazione in termini di equità (English version included) / Giancola, Orazio; Benadusi, Luciano. - In: SCUOLA DEMOCRATICA. - ISSN 1129-731X. - STAMPA. - (2014), pp. 461-482. [10.12828/77426]
Saggio introduttivo: sistemi di scuola secondaria comprensivi versus selettivi. Una comparazione in termini di equità (English version included)
GIANCOLA, ORAZIO;BENADUSI, Luciano
2014
Abstract
(Paper in Italian & English version) The ‘comprehensivization’ of secondary school is a reform process that began in some European school systems in the 60s and 70s. With the comprehensive-type reform, a unitary scholastic model such as that which had already been in use for some time in the United States was introduced in a large part of Western Europe Countries. Our main problem has been verifying whether and to what extent the promises of greater equity linked to the comprehensive model, and those of greater quality linked to the selective one have been confirmed by the facts, comparing the respective results achieved by the comprehensive and traditional (or selective) systems, above all from the viewpoint of equity/quality of performance. In our contribution we shall deal with this issue, with an overview of the European panorama (based on different data sources) and summaries of papers dealing in depth with the situations in four countries (Germany, Italy, England and Sweden).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
