ERIC Number: ED202143
Record Type: Non-Journal
Publication Date: 1979-Aug
Reference Count: N/A
Educational System Development and Convergence: A Literature Review and Propositional Inventory.
Inkeles, Alex; Sirowy, Larry
Structural convergence theory seeks to determine whether as nations industrialize they move toward common ways of organizing, arranging, and defining the institutional subsystems in their social structures. A related concern is whether the characteristics of these institutional subsystems themselves promote or retard convergence. National educational systems act as institutional subsystems; their elements include the structures, personnel, and processes of education. Cross-national research on educational systems may focus on any combination of these elements. Shifts in the structural makeup of national educational systems can be determined through analysis of changes in several characteristics of those systems. The characteristics of the educational subsystem emphasized in this paper fall in the areas of demography, educational finance and cost structures, governance, and structural and normative features. A number of propositions drawn from the literature are presented, relating these characteristics to developments in other national subsystems. (Author/PGD)
Descriptors: Comparative Analysis, Demography, Economic Development, Educational Administration, Educational Development, Educational Finance, Enrollment, Governance, Industrialization, International Studies, National Programs, Social Change, Social Science Research, Social Structure, Systems Analysis, Theories
Publications, Institute for Research on Educational Finance and Governance, School of Education/CERAS Bldg., Stanford University, Stanford, CA 94305 ($1.00).
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.