The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch
The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
For Members: UNEVOC Centre Dashboard
Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal
Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
Publisher/s: | European Training Foundation |
Published: | 2010 |
Licence: | Standard copyright - All rights reserved |
Education reforms have been on the political agenda for many years. Earlier with several years between reforms, in this century each day seems to bring a new educational reform – some would say that there is no reason for calling it reforms anymore. What is going on is continuous change
or, as some scholars prefer, it is about
modernization processes.
New perspectives have influenced education
reforms, societal trends like the market- and
customer-approach, the autonomy of schools, and
the outcomes orientation and focus on
competence. Later flexibility, open access to
education, quality assurance, transparency and
accountability were introduced as policy
instruments to ensure that the citizens (and
society) got what they paid for.