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Comparing the structural reform to the managerial reform through a Weberian perspective: The case of Israel

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Abstract:

This paper compares two large-scale reforms in Israel: the structural reform of 1968 and the proposed managerial reform of 2005. The main target of the reform of 1968 was the transformation of the structure of the education system from a two tier (primary and secondary education) to a three tier system (elementary education, lower secondary and higher secondary education). The main objective of the reform of 2005 was to shift the mode of regulation of the education system from a bureaucratic to a post-bureaucratic managerial regime through decentralization, school autonomy, parents choice and evaluation of students’ achievements.
Based on content analysis of primary and secondary sources, and interviews with key actors, these reforms are compared through a Weberian theoretical model that includes three key concepts: reformist discourse structuration, knowledge producers as a status group and education global networks.
The comparison points to two main transformations in the reformist dynamic: first, departments of education based on sociological perspectives have been displaced from reformist discourse structuration and replaced by knowledge production institutions that focus on public policies and management; and second, the role of knowledge producers as actors of the reformist networks has decreased and the role of NGOs and philanthropic entrepreneurs has increased significantly. Since the reforms in Israel strongly resemble reforms undertaken elsewhere, the Israeli case will shed light on the dynamics of the reforms and the evolution of educational policies in the world.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493494_index.html
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MLA Citation:

Resnik, Julia. "Comparing the structural reform to the managerial reform through a Weberian perspective: The case of Israel" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493494_index.html>

APA Citation:

Resnik, J. , 2011-04-30 "Comparing the structural reform to the managerial reform through a Weberian perspective: The case of Israel" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493494_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper compares two large-scale reforms in Israel: the structural reform of 1968 and the proposed managerial reform of 2005. The main target of the reform of 1968 was the transformation of the structure of the education system from a two tier (primary and secondary education) to a three tier system (elementary education, lower secondary and higher secondary education). The main objective of the reform of 2005 was to shift the mode of regulation of the education system from a bureaucratic to a post-bureaucratic managerial regime through decentralization, school autonomy, parents choice and evaluation of students’ achievements.
Based on content analysis of primary and secondary sources, and interviews with key actors, these reforms are compared through a Weberian theoretical model that includes three key concepts: reformist discourse structuration, knowledge producers as a status group and education global networks.
The comparison points to two main transformations in the reformist dynamic: first, departments of education based on sociological perspectives have been displaced from reformist discourse structuration and replaced by knowledge production institutions that focus on public policies and management; and second, the role of knowledge producers as actors of the reformist networks has decreased and the role of NGOs and philanthropic entrepreneurs has increased significantly. Since the reforms in Israel strongly resemble reforms undertaken elsewhere, the Israeli case will shed light on the dynamics of the reforms and the evolution of educational policies in the world.


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