Abstract
Education policy-makers in Europe and in North America have become preoccupied with assessing the ‘productivity’ of their systems, especially as measured by the tested skills of their pupils as compared with those of their economic competitors. The concern is not misplaced; for too long we have focused upon educational attainment —the number of years of formal schooling completed, or the proportion of an age cohort enrolled full time—rather than upon educational achievement. What pupils have actually learned, and what they can do with what they have learned, is important information, and educators should welcome better information about how successful their schools have been in those terms.1
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Glenn, C.L. (2002). Freedom and Efficiency in Education. In: Ibáñez-Martín, J.A., Jover, G. (eds) Education in Europe: Policies and Politics. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9864-4_6
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DOI: https://doi.org/10.1007/978-94-015-9864-4_6
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