This book presents expert analysis on how the remarkable rise of mass schooling was funded during the nineteenth century. Based on rich source materials from rural Swedish school districts, and drawing up evidence from schooling in countries including France, Germany, England and the U.S., Westberg examines the moral considerations that guided economic practices and sheds new light on how the advent of schooling did not only rest upon monies, but also on grains, firewood and cow fodder. Exploring school districts’ motives and economic culture, this book shows how schooling was neither primarily guided by frugal impulses nor motivated by a fear of the growing working classes. Instead, school spending served multiple purposes in school districts that pursued a fair and reasonable economic practice. In addition to being a highly-detailed case study of Sweden 1840 – 1900 this book also entails a broadening of the theoretical horizon of history of education into social, agrarian and economic history in a wider context. With a focus on different systems of school finance, this work reveals a key change over time: from a largely in-kind system supporting schools in an early phase, followed by an increasingly monetarized, depersonalized and homogenized system of school finance. Boasting an interdisciplinary appeal, this will be a welcome contribution of interest to scholars in the fields of education history, sociology, and economics.

This book examines school acts in the long nineteenth century, traditionally considered as milestones or landmarks in the process of achieving universal education. Guided by a strong interest in social, cultural, and economic history, the case studies featured in the book rethink the actual value, the impact, and the ostensible purpose of school acts. The thirteen national case studies focus on the manner in which school acts were embedded in their particular historical contexts, offering a comprehensive and multidisciplinary overview of school acts and the role they played in the rise of mass schooling. Drawing together research from countries across the West, the editors and contributors analyse why these acts were passed, as well as their content and impact. This seminal collection will appeal to students and scholars of school acts and the history of mass schooling. Chapter 9 of this book is available open access under a CC BY 4.0 license at link.springer.com

This edited collection explores the historical determinants of the rise of mass schooling and human capital accumulation based on a global, long-run perspective, focusing on a variety of countries in Europe, the Middle East, Asia, Africa and the Americas. The authors analyze the increasing importance attached to globalization as a factor in how social, institutional and economic change shapes national and regional educational trends. Although recent research in economic history has increasingly devoted more attention to global forces in shaping the institutions and fortunes of different world regions, the link and contrast between national education policies and the forces of globalization remains largely under-researched within the field. The globalization of the world economy, starting in the nineteenth century, brought about important changes that affected school policy itself, as well as the process of long-term human capital accumulation. Large migrations prompted brain drain and gain across countries, alongside rapid transformations in the sectoral composition of the economy and demand for skills. Ideas on education and schooling circulated more easily, bringing about relevant changes in public policy, while the changing political voice of winners and losers from globalization determined the path followed by public choice. Similarly, religion and the spread of missions came to play a crucial role for the rise of schooling globally.

This book skilfully intertwines three main themes in the growth and expression of management. The essential component to understanding of context is established through a stark exposition of the conditions of society in the 18th and 19th centuries. From these is drawn the, until now, unrecognised precursor of major change: the establishment of mass education. This was achieved through the wayward genius of the charismatic teacher Joseph Lancaster who, despite his struggles with the Church and his own foibles, was able through his attractively cheap plan and dominant guiding idea to bring mass education to Britain, then Europe, the USA, the Americas and much of the world, enabling the institution of the first and second industrial revolutions. This occurred in parallel with the remarkable growth of what was to become modern and financial management. The practical case studies also included in the text, usefully highlight the merits and demerits of major societal transformations. An invaluable and essential contribution to the creation of a new paradigm for Management Studies, this important exposition with its emphasis on the human element and experience, is relevant to all students, teachers and practitioners of management; from school, college and university levels to the postgraduate and experienced management practitioner.

The aim of The Handbook of Modern Economic History will be to introduce readers to the key approaches and findings of economic historians who study the modern world. Modern economic history blends two approaches ' Cliometrics (which focuses on measuring economic variables and explicitly testing theories about the historical performance and development of the economy, as exemplified by the approach of Robert Fogel) and the New Institutional Economics (which focuses on how social, cultural, legal and organizational norms and rules shape ...

Major changes in education have taken place in West Germany over the past three decades. The experience of the Federal Republic differs from that of its European neighbors, since it was conditioned by postwar efforts of the occupying powers to impose a new model of education: the American comprehensive secondary school. Yet the traditional American educational system is at the extreme of what could be called "mass education," whereas that of West Germany is more nearly "class education" that is, more structurally differentiated and keeping a much smaller proportion of pupils in school until age 18. Moreover, as in every developed country, West Germany has experienced increased consumer demand from an expanding middle class for more extended secondary education that does not foreclose post- secondary options. This study shows the structure that has emerged from this unique experiment with elite and mass education. Discussed at length are the four secondary routes: the Gymnasium, the Realschule, the Hauptschule, and the Volksschule. Also featured are the German answers to questions that have occupied the center of attention in American education for some years: education of ethnic minorities, education- ally disadvantaged, and handicapped children. Prepared by a team of researchers associated with the Max Planck Institute for Human Development and Education, the study provides the only comprehensive and up-to-date picture of the pre- sent educational system in the Federal Republic of Germany. Its abundance of statistical data make it a valuable resource for the educator, political scientist, and European Studies specialist. Its clarity renders it accessible to the non-specialist as well. The panoramic and yet detailed view that this book gives of German education goes a long way toward providing the base upon which comparison of education in the United States and the Federal Republic can begin.

This book pays attention to education in India as part of several overlapping stories developed along different axes: stories of dissent, contestations, appropriation and social action. It historicises the enterprise of formal education by paying attention to the numerous policy shifts. Further, it theorises the education policy discourse by analysing the ways in which education is increasingly being shaped by international/transnational knowledge production, actors and norms. Focusing on the cultural politics of education policy production, circulation and translation across different contexts, the book revisits some of the long-standing and unresolved debates on social reforms, justice, nationalism and mobility. Evolution of ideas such as mass education, national education, adult literacy and education through public-private-partnerships showcase the momentous shifts in education policy over the course of last century. Ideas, institutional and economic arrangements, administrative formulations and frameworks for implementation make frequent appearances in the cultural as well as political reading of education policy. In a departure from the traditional policy research, this work sees policy as socially and culturally constructed; connected to questions of power, context and struggle; and part of a number of processes at large.