Governance and Performance of Education Systems

Governance and Performance of Education Systems [Nils C. Soguel, Pierre Jaccard] on leondumoulin.nl *FREE* shipping on qualifying offers. Educational.
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The proposed book is unique in that it brings together a wide range of disciplines and experience from several countries. What are possible models of governance? How do we measure their effects in terms of efficiency and equity? What type of contribution can financial and information systems make? How do we adapt the prevailing culture to the challenge of better performance?

These are some of the concrete questions to which this book provides an answer. Would you like to tell us about a lower price? If you are a seller for this product, would you like to suggest updates through seller support? Learn more about Amazon Prime. Read more Read less. From the Back Cover Education has increasingly become the focus of public discourse and policy, with its methods, resources and achievements widely debated.

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Learn more about Amazon Giveaway. Governance and Performance of Education Systems. Set up a giveaway. There's a problem loading this menu right now. Get fast, free shipping with Amazon Prime. Furthermore, a productive accountability system should acknowledge that schools, districts, states, and the federal government bear different responsibilities for inputs, processes, and outcomes. Accountability strategies should be structured so that each level of the system is expected to wield the levers it controls to create equity and quality.

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Similarly to Henig , and echoing the pharmacological approach taken in this article, Darling-Hammond and colleagues see accountability as a contestable space in which to develop better alternatives to neoliberal accountability, rather than resting at simplistic critique and rejection of present accountability systems. Rich accountability is a concept developed by a group of Australian researchers that draws on, and seeks to extend, the two previous cases. This concept was proposed as an alternative to a culture of standardized literacy and numeracy testing linked to a range of rewards and sanctions for schools and school systems.

Rich accountabilities may include top-down external accountability systems while stressing the need for broad measures and sensible approaches such as sample-based testing , but seeks to augment these with three further dimensions: In particular, rich accountabilities emphasize the multilateral nature of alternative approaches to accountability and involve formal mechanisms for drawing:.

Rich accountabilities serve equity goals by a providing alternatives to accountability practices that can unfairly narrow the focus of curriculum and pedagogy for some students in an effort to improve testing performance; and b making visible a broader spectrum of what schools achieve for students in order that this can count in evaluations of school performance and the allocation of resources. These groups provide a forum in which situated and expert knowledge can be combined to address specific educational problems, and in which narratives about expectations and desired outcomes from schools can be shared to help construct two-way, school-community horizontal relations of accountability.

Rich accountabilities thus reflect many of the dimensions of intelligent and genuine accountabilities, while experimenting with specific mechanisms for gathering and sharing narratives about learning at the local level. The rich accountability approach focuses on reinvigorating discussion about the values that shape both informal and formal responsibilities in schooling.

Performative modes of accountability emphasize efficiency, but without making this value the subject of explicit debate. As a result, accountability mechanisms often result in a feedback loop between information and practice, leading to a substantive focus on improving what gets counted. Instead, rich accountabilities aim to rebalance relations between the values and purposes that inform schooling in different places, the information that is gathered to assess whether these expectations are being met, and the mechanisms in place to ensure changes to practice where necessary.

This represents an attempt to open up participation in and control over the field of judgment of teaching Sellar, In this article, we have surveyed developments in educational accountability since the s and have provided an account of contemporary approaches.

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In the context of changing relations between state actors and non-state actors in education, a combination of contracts, consumer choice, corporate responsibility, and performance data is being used to govern education, and to hold different parties to account for teaching, learning, and the provision of education services more generally. While each of the four modes of accountability discussed here operates interdependently, we argue that data-driven modes of performative accountability are particularly pervasive and provide infrastructural support for the other approaches.

Performative accountability reworks the values and knowledge that are considered legitimate in determining the outcomes for which schools and school systems should be held to account. Accountability can become toxic when it diverts attention away from the broader work of schools that is expected and endorsed by various communities and stakeholders, and redirects it instead toward a narrow set of proxies e. This process can have reductive and perverse effects on the broader purposes of schools, and constrains teacher professional judgment and practice.

The article has also surveyed some emergent alternatives to the prevailing modes of neoliberal accountability in schooling today. We emphasized that our pharmacological approach stresses the ambivalence of accountability, and the possibilities for rebalancing accountability systems in ways that open up new options for schools and school systems to give accounts of teaching and learning to the communities they serve. This involves strategies for rebuilding trust in the teaching profession, extending accountability demands to systems and governments that are responsible for adequately resourcing education, and experimenting with new ways of producing and sharing knowledge about the expectations that communities have in relation to schools, including how schools may or may not be meeting these expectations.

We have suggested that new multilateral and multidirectional modes of accountability are required, which include multiple relations of answerability—that is, communities to schools and schools to their communities, and also systems and governments to schools. We have also argued that current performative modes of school accountability need to be rethought.

Of course, any alternative mode of accountability will potentially have perverse effects if it diverts attention from a focus on students and their learning in the broadest sense endorsed by schools and their communities. While the growth of data infrastructures in education has enabled the spread of data-driven performative accountability, and also the use of data in consumer, contract and corporate modes, its status as a pharmakon also entails possibilities for working collectively with data in ways that will be central to the development of a new wave of alternatives.

Education, accountability and the ethical demand: Can the democratic potential of accountability be regained? Educational Theory , 54 3 , — Pathways to new accountability through the Every Student Succeeds Act. Testing regimes and rescaling governance. Public accountability in the age of neo-liberal governance. Journal of Education Policy , 18 5 , — What can the world learn from educational change in Finland? Mapping corporate education reform: Power and policy networks in the neoliberal state.

Journal of Education Policy , 18 2 , — Understanding private sector participation in public sector education. Politics, business and philanthropy and heterarchical governance. Management in Education , 23 3 , — New policy networks and the neo-liberal imaginary. Performativity, commodification and commitment: An I-spy guide to the neoliberal university.

British Journal of Educational Studies , 60 1 , 17— Networks, new governance and education. Negotiating with the neighbours: Balancing different accountabilities across a cluster of regional schools. An Australian assessment pp. The new education privatisation. A rational debate based on the facts: The Great Debate High schools and high-stakes testing.

Accountabilities in Schools and School Systems

Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives , 22 86 , 1— University of Chicago Press. Every Student Succeeds Act of , Pub. Studies in governmentality pp. A new policy assemblage and mode of governance in Australian schooling. Policy Studies , 37 6 , — European inspectorates and the creation of a European education policy space. Comparative Education , 49 4 , — A logic of enumeration: The nature and effects of national literacy and numeracy testing in Australia. Journal of Education Policy , 30 3 , — Theorising student and teacher learning in complex times.

British Journal of Sociology of Education , 36 3 , — Educational performativity and the field of schooling practices. British Journal of Sociology of Education , 1— Data use and the transformation of the American education pp. New governance, new privatisations and new partnerships in Australian education policy. The Australian Educational Researcher , 43 1 , 93— Pearson puts the TLC in soft capitalism.

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Journal of Education Policy , 31 3 , — Corporate social responsibility and neo-social accountability in education: The case of Pearson plc. The global education industry pp. Beyond the public bureaucracy state: Public administration in the s. London School of Economics. Liberalism, neoliberalism, and urban governance: Antipode , 34 3 , — Managing uncertainties in networks. Teach For America, charter school reform and corporate sponsorship.

Journal of Education Policy , 29 6 , — Understanding public policy through its instruments: From the nature of instruments to the sociology of public policy implementation. Designing the disarticulation of English state education. European Educational Research Journal , 12 2 , — Funding, reputation and targets: The discursive logics of high-stakes testing. Cambridge Journal of Education , 45 2 , — British Journal of Educational Studies , 65 2 , — Comparative Education Review , 60 1 , 27— Connecting schools with communities.


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    • The University of Queensland. Globalisation of the Anglo-American approach to top-down, test-based educational accountability. Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy , 28 5 , — Re-articulating social justice as equity in schooling policy: The effects of testing and data infrastructures. British Journal of Sociology of Education , 35 5 , — Inequality, globalisation and urban school reform.

    Innovation in education markets: Theory and evidence on the impact of competition and choice in charter schools. American Educational Research Journal , 40 2 , — Teaching after the market: From commodity to cosmopolitan. Teachers College Record , 7 , — A report on knowledge G. Building dams in Jordan, assessing teachers in England: A case study in edu-business. Globalisation, Societies and Education , 2 2 , — Governing education through data in England: From regulation to self-evaluation.

    Journal of Education Policy , 24 2 , — Helping people make measurable progress in their lives through learning: Annual report and accounts The theory of the audit explosion. Policy networks, governance, reflexivity and accountability. Education policies for raising student learning: Journal of Education Policy , 22 2 , — Rethinking accountability in a knowledge society. Journal of Educational Change , 11 1 , 45— Making public assurance multilateral: A model for richer school accountability. A review of expanding accountability systems and large-scale assessments in education.

    Studies in the Cultural Politics of Education , 36 5 , — Levinasian reflections on accountability in Australian schooling. Educational Philosophy and Theory , 47 2 , — The age of responsibilisation: Economy and Society , 37 1 , 1— University of Minnesota Press. The uses and abuses of assessment. Accountability in American education as a rhetoric and a technology of governmentality.

    Journal of Education Policy , 25 5 , — The National Commission on Excellence in Education. A nation at risk: The imperative for educational reform. Race to the Top program: World yearbook of education The global education industry. An interview with Bernard Stiegler. The evolution of accountability. Journal of Education Policy , 26 6 , — Science, democracy and the redistribution of expertise. Progress in Human Geography , 33 5 , — An exercise in making things public.

    Economy and Society , 40 4 , — We should note, however, that we specifically refer here to England, rather than the United Kingdom, in toto, given the separate, and often contradictory, developments around educational accountabilities in the jurisdictions of Scotland, Wales, and Northern Ireland. Personal use only; commercial use is strictly prohibited for details see Privacy Policy and Legal Notice. Oxford Research Encyclopedia of Education.