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- Diebolt, Claude, et al.
(författare)
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Cliometrics of Primary Education in the Long Nineteenth Century France
- 2021
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 8:2, s. 39-69
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Tidskriftsartikel (refereegranskat)abstract
- The objective of this article is to study the links between the financing of primary education, schooling and economic growth in France in the nineteenth century. To do so, we use information on the financing allocated by the State, the departments, the municipalities, and households over the period 1820-1913. Our analysis is in two stages. First, we analyse the evolution of these different types of financing over time, relying on the outliers' methodology to detect the existence of possible breaks in the series. Next, we study the causal relationships between the different types of financing, the number of children enrolled in primary education and the gross domestic product. Over the period studied, our results confirm that mass schooling is primarily driven by political will, before being explained by the increase in wealth available in the economy.
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- Gustavsson, Martin, 1966-
(författare)
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From Dismantling the Class Society to Investing in Human Capital : The Rise and Fall of the Selective Student Finance System in Sweden 1939-1964
- 2021
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 8:2, s. 187-218
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Tidskriftsartikel (refereegranskat)abstract
- The article highlights the history of the early gift-based and selective student finance system of the social democratic welfare state in Sweden, targeting students from the working classes. This lesser-known system, introduced in 1939, preceded the present loan-financed and universal system established in 1965 designed to reach students from all classes. The arguments for launching the selective system, how this system met the objective of broadening the social recruitment of students and the arguments behind the dismantling of the system are analysed. The equalising effect of the selective system was strong, but student loans were nevertheless more compatible with an emerging idea, imported from the Chicago School, that education could be considered an (loan-financed) investment in human capital, that provides future yields rather than a right. Historical institutional theory is used to analyse the shift between two diametrically opposed models that took place within the same Social Democratic regime.
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- Julliard, Jean-Yves
(författare)
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Between Popular Demand for Education and Budgetary Constraints : The Example of the Organisation of Hamlet Schools in Savoy (1860-1880)
- 2021
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 8:2, s. 71-94
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Tidskriftsartikel (refereegranskat)abstract
- In the early nineteenth century, the populations of the former Duchy of Savoy increased the number of hamlet schools. These schools were integrated into the mountain socio-economic system and mainly financed by private funds, but were considered by the Sardinian monarchy as public establishments. This was not the case in France where hamlet schools were mostly established as private schools. After 1860, their integration into the French school system posed difficulties for the French government which intended to develop schooling but to contain public expenditure. Several statutes were granted to them before the law of 1867, inspired by the Savoyard example, legalised these schools. Although the government planned to rationalise their establishment, financial logic and popular demand for education led to the maintenance of this local, public school service. However, the way in which the schools were taken into account in ministerial statistics, invites us to question the evolution of their numbers and more generally that of primary education expenditure at the end of the Second Empire.
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