202200818 The Way Forward in Analyzing National Educational Systems clean66 mhm[79]

The core idea is that some social actor is defined as the “principal” and other social actors are viewed as “agents.” The “principal” is important to the organization, direction, and support of a particular social production system for two reasons: 1) the principal decides to grant resources to support the activities of the producing organizations; and 2) the principal defines the purposes, evalua. [...] But it is also possible that as the great expansion in scale took place, and the public visibility and urgency of justifying the costs of the expensive efforts to build scale increased, both educational suppliers (the agents on whom the principals were relying to know how to achieve the desired results), and the principals (those who were providing the funds and judging the results) began to learn. [...] (Briggs, 2001) The will to accomplish the effort -- the willingness of citizens to tax and regulate themselves to support schooling for all, the willingness of teachers to put their heart and soul into the effort, the willingness of parents and students to commit themselves to help achieved the educational goals that teachers set – all depend critically on the alignment between the values to be pu. [...] Principle 4: The Performance of the National Education System Should be Judged -- and Measured-- at Both the Individual and Aggregate Level, and in both Utilitarian and Justice Terms Fourth, the performance of the sector as a whole has to be judged at both the individual and the more aggregate social level. [...] The aggregate idea of social justice could be conceived in terms of the degree to which the system provided equal access to quality educational services; the degree to which the system not only vindicated individual rights to education, but also fairly imposed the burdens associated with those rights; and the degree to which the educational systems supported significant upward mobility in the soci.