The common school and the comprehensive ideal: a defence by Richard Pring with complementary essays
London Review of Education
Book reviews the findings for different measures are relatively consistent. In addition, the findings also show a clearly identifiable Nordic grouping. However, the authors then follow and adapt Esping-Anderson in categorizing other welfare, and educational systems, as Nordic, Anglo-Saxon, 'core Europe' (a particularly questionable category) and Southern Europe. This model only works if findings that inconveniently do not fit the model are spirited away. Given the authors' role in leading a
... le in leading a major new research programme on the knowledge society, this conceptualization of welfare regimes needs some serious challenging. While these are important limitations, they should not in any way be seen as undermining the value of an extraordinarily important study. A less important cause for complaint lies in the publisher's failure to tackle the many misprints that littered the original hardback, as well as the occasional missing reference. Education, equality and social cohesion is one of the most important educational studies in the last decade, and anyone -policy makers particularly -interested in lifelong learning should be made to read it before being allowed out of their office. It demonstrates clearly that how education is distributed, and the values that guide distributional patterns, are vital to the outcomes of any education system.