Contemporary Discourse in Education Policy in the Twenty-First Century: Solutions

Abstract

In the previous chapter, we assessed the central problems in contemporary education policy. In this one, we discuss the proposed solutions for the improvement of the public education system. These two chapters are directly related because, to a great extent, the manner of defining the problems in educational systems corresponds to the proposed solutions, and they are often discussed together. In general, four types of solutions are offered by policymakers and policy researchers to current problems in education systems: (a) solutions to promote school effectiveness, which include decentralization of powers and the promotion of market elements and accountability in education; (b) solutions to promote teaching as a profession, emphasizing the professionalization of educators through changes in the training and selection of candidates for teaching; (c) solutions to promote equality, focusing on the creation of systemic conditions aimed at promoting disadvantaged population groups; and (d) solutions to promote collaboration between institutions, between professionals, and between professionals, students, parents, and the community. Of the four, most of the chapter is devoted to discussing solutions to promote school effectiveness, because at present, this type of solution is most common in the discourse of policymakers and educators.