Suchergebnisse

High inequality goes hand in hand with low intergenerational earnings mobility across countries. Little is known about why the US is characterized by high inequality and low mobility, while the opposite tends to hold for Scandinavian countries. In an overlapping generations model, calibrated to the US, education policies are endogenized via probabilistic voting. By exploiting cross-country variation in the bias in voter turnout towards the educated and elderly, the model replicates the negative relation between inequality and public education expenditures and accounts for more than a quarter of the variation in inequality and mobility. For the US, I find that compulsory voting could foster mobility, whereas inequality would be hardly affected. ; I acknowledge financial support from the INET Institute of the University of Cambridge (RG81943) and from the Barcelona Graduate School of Economics through the Severo Ochoa Program for Centers of Excellence (SEV-2011-0075).

Since the Treaty of Maastricht (1992) all nationals of EU member states hold EU citizenship too. EU citizens hold EU citizenship rights in addition to their national rights. These rights include civil, social, economic and political rights. Holding these rights does not guarantee actual participation: there are, for instance, increasingly concerns about (too) low voter turnout and a (too) low number of citizens participating in other activities related to political decision making. Therefore, there seems to be a quest for a European civic culture. Citizenship education, and more specifically European citizenship education, is seen as an important instrument to stimulate the development of a European civic culture. This study shows that (governmental) policies and practices of citizenship education differ widely between the seven examined countries (the Netherlands, Croatia, France, Germany, Ireland, Spain and Hungary). Citizenship education practices are, for instance, deeply related to the type of the democratic development, type of the democratic regime and social issues within the polity. Furthermore, the education practices show great variety of available teaching modules both in formal and informal way. There also seems to be a certain paradox between acknowledging the importance that civic education has for society, and political readiness to acknowledge that specific training is needed for teachers to be eligible to qualitatively educate and prepare students for their roles as active citizens. However, all countries share a very similar approach regarding to the European dimension of citizenship: it is a highly neglected area within the national curriculum. The focus is dominantly on the factual and theoretical knowledge on the EU and especially its institutions rather than the promotion of values and the training of skills needed to exercise EU citizenship rights and needed for development of active, participating EU citizens. Hence, European citizenship education within the member states seems to be in ...

Chapter 1: Government as Provider of Education Services -- Chapter 2: The Urban Regime and City Schools: Building Change -- Chapter 3: Community Engagement and the Education Regime -- Chapter 4: Good Schools for Good Development: Race, Class, and Housing -- Chapter 5: First and Second Order Change -- Chapter 6: A Chronology of school reform -- Chapter 7: The Rise of School Choice: Leaving No Child Behind so Every Student Succeeds -- Chapter 8: Building a Competitive System -- Chapter 9: Arguments Against Choice -- Chapter 10: Chicago and Corporate led Reform -- Chapter 11: Milwaukee and Parental Choice -- Chapter 12: Perceptions of Stakeholders in School Reform -- Chapter 13: Redefining Accountability -- Chapter 14: Creating a Market for Education -- Index.