“…In many ways, Australia and New Zealand have led the policy movement by embarking on more concerted efforts to adopt comprehensive quasi-market systems, but in distinct ways. Since the early 1970s, Australia has incrementally expanded differentiated public subsidies for private schools, and has thus substantially expanded the private sector's share of the education market so that one of three students attends what are typically Catholic or more affluent private schools; more recently, quasi-market elements have become greater policy priorities, with ease of entry for new providers, comparative information for consumers, specialised and selective programs in the public sector, and devolution of management to more autonomous or even self-governing schools, specifically to nurture innovative schools (Angus, 2003;Forsey, 2008;Glenn, 2003;Hirsch, 1995;OECD, 1994;Kober, 2000aKober, , 2000b. On the other hand, New Zealand quasi-markets were formed largely in the state sector as part of a wider market-oriented approach to social services, starting in the early 1980s by successive Labour and National governments (Mikuta, 1999).…”