The lessons of international education reform

This paper examines the nature of education reform in English‐speaking countries in an attempt to draw out its implications for other countries. The focus is on three main areas of reform: decentralization and local management of schools, markets and choice programs, and increased use of large‐scale student assessment. Other countries should be very cautious in borrowing these ideas about education reform for at least three reasons: these reforms embody problems of contradictory purposes; reforms with similar names actually end up looking quite different because of contextual differences; and such reforms are weakly connected to teaching and learning and hence to outcomes. A program of reform in any setting should be grounded in a clear sense of educational purpose that fits the particular social context.

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Benjamin Levin

Benjamin Levin is Dean of Continuing Education and Professor of Educational Administration at the University of Manitoba, Winnipeg, Canada. His research interests are primarily in education politics, policy and economics. His most recent book, co‐authored with J. A. Riffel, is Schools and the Changing World: Struggling Toward the Future (Falmer Press, 1997).