329 results
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2. What Matters Most for School Autonomy and Accountability : A Framework Paper
- Author
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Demas, Angela and Arcia, Gustavo
- Subjects
SECONDARYEDUCATION ,LEARNING OUTCOMES ,NUMBEROFSCHOOLS ,LITERACY LEVELS ,QUALITYSTANDARDS ,SCHOOL CHILDREN ,PEDAGOGICALTRAINING ,SCHOOL MANAGEMENT TEAM ,EDUCATION COMMUNITY ,CLASSROOM ,SCHOOLCOUNCILS ,PUBLICSCHOOLS ,RURALPUBLICSCHOOLS ,SCHOOLCOMMITTEE ,VALUES ,CURRICULA ,SCHOOLCOMMUNITY ,SCHOOLSTAFF ,EDUCATION ,STUDENTACHIEVEMENT ,SCHOOL STAFF ,SCHOOLATTENDANCE ,SCHOOLBOARDS ,SCHOOLACTIVITIES ,STUDENT SCORES ,EDUCATIONSERVICES ,PEDAGOGICALPRACTICES ,TEACHER ABSENTEEISM ,PEDAGOGICAL PRACTICES ,READING ,SCHOOL IMPROVEMENT ,TEACHERS ,SCHOOLQUALITY ,LOCALTEACHERS ,TEACHERMANAGEMENT ,SCHOOLIMPROVEMENT ,PARENT ASSOCIATIONS ,ADULT LITERACY RATE ,SCHOOLPRINCIPALS ,PARENT TEACHER ASSOCIATIONS ,STUDENT ASSESSMENTS ,SCHOOL LEARNING ,ACHIEVEMENTTESTS ,TEACHER ,SCHOOLͲAGEPOPULATION ,REPETITION RATES ,TEACHER PERFORMANCE ,GENDER DISPARITY ,ADULT LITERACY ,REPORT CARDS ,SCHOOL MANAGEMENT COMMITTEES ,LITERACY ,SCHOOL ENVIRONMENT ,SCHOOLPERFORMANCE ,CURRICULUMDEVELOPMENT ,SCHOOL AUTONOMY ,EDUCATIONSYSTEM ,SCHOOL PERFORMANCE ,LOCALSCHOOL MANAGEMENT ,QUALITYOFEDUCATION ,SCHOOL GOVERNANCE ,EDUCATIONMANAGEMENT ,SCHOOLYEAR ,TEACHERABSENTEEISM ,STUDENTOUTCOMES ,SCHOOLDIRECTORS ,TEXTBOOKS ,TEACHERPERFORMANCE ,ComputingMilieux_COMPUTERSANDEDUCATION ,PARENTASSOCIATIONS ,INDIGENOUSSCHOOLS ,SCHOOL COMMITTEES ,EDUCATIONALENVIRONMENT ,EDUCATIONPOLICY ,SCHOOL SUPPORT ,REPORTCARDS ,CLASSROOMLEVEL ,STUDENT ACHIEVEMENT ,PARENT PARTICIPATION ,COMMUNITY PARTICIPATION INEDUCATION ,EDUCATION SYSTEM ,SKILLS ,TEACHER APPRAISAL ,SCHOOLMANAGEMENT COMMITTEE ,SCHOOLGOVERNANCE ,PARENTINVOLVEMENT ,SCHOOL LEVEL ,TEACHERUNIONS ,SCHOOL COUNCIL ,STUDENT LEARNING ,EDUCATION POLICIES ,SCHOOL SYSTEM ,RETENTIONRATES ,PRIVATESCHOOLS ,SCHOOL MANAGEMENTCOMMITTEE ,PRIVATE SCHOOLS ,SCHOOLOPERATIONS ,COMMUNITYPARTICIPATION ,SCHOOL DATA ,PRIMARYSCHOOLING ,EDUCATION STRATEGY ,LEARNING ENVIRONMENT ,STUDENT OUTCOMES ,SCHOOL INSPECTIONS ,PUBLIC EXPENDITURE ,PEDAGOGICALMATERIALS ,SCHOOLSUPPORT ,SCHOOLING ,SCHOOLPERSONNEL ,PARTICIPATION INEDUCATION ,SCHOOL MANAGEMENT ,STUDENTASSESSMENTS ,DROPOUTRATES ,TEACHINGMATERIALS ,PRIMARYSCHOOL ,EDUCATION SYSTEMS ,EDUCATIONALMATERIALS ,BASIC SERVICES ,SCHOOL SYSTEMS ,TEACHER SALARIES ,SCHOOLSWITHSTUDENTS ,INSTRUCTIONALMATERIAL ,EDUCATIONALQUALITY ,HEADTEACHERS ,QUALITY OF INSTRUCTION ,SCHOOL AFFAIRS ,SCHOOLLEVEL ,SCHOOL PRINCIPALS ,SCHOOL COUNCILS ,EDUCATIONALOUTCOMES ,LEARNINGACHIEVEMENT ,PASSRATE ,SCHOOLCHILDREN ,EDUCATION GOALS ,QUALITY SCHOOLS ,PERFORMANCE INDICATORS ,EDUCATORS ,CURRICULUM ,PRIMARY GRADES ,SCHOOLEQUIPMENT ,ACADEMICPERFORMANCE ,STUDENT PERFORMANCE ,SCHOOLS ,PASS RATE ,TEACHEREFFECTIVENESS ,SCHOOLMANAGEMENTCOMMITTEES ,TEACHER TRAINING ,PROVISION OF EDUCATION ,ACCESSTOEDUCATION ,EDUCATION OFFICES ,SCHOOLAUTONOMY ,NATIONAL EDUCATION POLICIES ,TEACHER CANDIDATES ,ACHIEVEMENT TESTS ,SCHOOLCOUNCIL ,SCHOOLͲLEVEL ,STUDENTLEARNING ,STUDENTLEARNINGOUTCOMES ,SCHOOL FACILITIES ,STUDENT ASSESSMENT ,SCHOOL SITE ,POORPEOPLE ,FEES ,COMMUNITY PARTICIPATION ,TEACHERTRAINING ,TEACHER ASSOCIATIONS ,STUDENTPERFORMANCE ,ACHIEVEMENT DATA ,TEACHERHIRING ,ACCESS TO EDUCATION ,TRAININGFORTEACHERS ,SCHOOL PERSONNEL ,EDUCATIONSYSTEMS ,SCHOOL OPERATIONS ,STUDENTASSESSMENT ,PARTICIPATIONOFPARENTS ,SCHOOLMANAGEMENT ,SECONDARYSCHOOL ,PARENTALINVOLVEMENT ,SCHOOLSYSTEM ,DROPOUTRATE ,TRAINING ,TEACHING ,LEARNING ,COMMUNITYSCHOOL ,PARENTAL INVOLVEMENT ,LEARNINGOUTCOMES ,PUBLIC SCHOOLS ,KNOWLEDGE ,QUALITY EDUCATION ,SCHOOL DIRECTORS ,LITERACY RATE ,TEACHERSALARIES ,PROVIDERSOFEDUCATION ,EDUCATION POLICY ,STUDENT SUPPORT ,SCHOOLLEVELS ,SCHOOLCOMMITTEES ,SCHOOL MANAGEMENT COMMITTEE ,SCHOOL ACTIVITIES ,NATIONAL EDUCATION ,CLASSSIZE ,SCHOOLCALENDAR ,SCHOOL ,PARTICIPATION OF PARENTS ,COMMUNITYSCHOOLS ,CONTEXTUAL FACTORS ,EDUCATIONREFORM ,SCHOOL CALENDAR - Abstract
This framework paper provides an overview of what matters most for school autonomy and accountability. The focus is on public schools at the primary and the secondary level. This paper begins by grounding School Autonomy and Accountability in its theoretical evidence base (impact evaluations, lessons learned from experience, and literature reviews) and then discusses guiding principles and tools for analyzing country policy choices. The goal of this paper is to provide a framework for classifying and analyzing education systems around the world according to the following five policy goals that are critical for enabling effective school autonomy and accountability: 1) level of autonomy in the planning and management of the school budget; 2) level of autonomy in personnel management; 3) role of school councils in school governance; 4) school and student assessment, and 5) accountability to stakeholders. This paper also discusses how country context matters to school autonomy and accountability and how balancing policy goals matters to policy making for improved education quality and learning for all.
- Published
- 2015
3. Decentralized decision making and educational outcomes in public schools : Evidence from Pakistan
- Author
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Rahim, Bushra
- Published
- 2019
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4. Improving instructional competencies through individualized staff development and teacher collaboration in German schools
- Author
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Bach, Anabel, Böhnke, Anja, and Thiel, Felicitas
- Published
- 2020
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5. Rebels against the system : Leadership agency and curriculum innovation in the context of school autonomy and accountability in England
- Author
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Greany, Toby and Waterhouse, Joanne
- Published
- 2016
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6. The development of school autonomy and accountability in Hong Kong : Multiple changes in governance, work, curriculum, and learning
- Author
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Ko, James, Cheng, Yin Cheong, and Lee, Theodore Tai Hoi
- Published
- 2016
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7. Pedagogical reforms within a centralised-decentralised system : A Singapore’s perspective to diffuse 21st century learning innovations
- Author
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Toh, Yancy, Hung, Wei Loong David, Chua, Paul Meng-Huat, He, Sujin, and Jamaludin, Azilawati
- Published
- 2016
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8. School autonomy, leadership and student achievement: reflections from Finland
- Author
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Saarivirta, Toni and Kumpulainen, Kristiina
- Published
- 2016
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9. School autonomy and 21st century learning: the Canadian context
- Author
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Newton, Paul and da Costa, Jose
- Published
- 2016
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10. Teacher perceptions of empowerment and promotion during reforms
- Author
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Avidov-Ungar, Orit and Arviv-Elyashiv, Rinat
- Published
- 2018
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11. Principals' perceptions of school autonomy and educational leadership.
- Author
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Niesche, Richard, Eacott, Scott, Keddie, Amanda, Gobby, Brad, MacDonald, Katrina, Wilkinson, Jane, and Blackmore, Jill
- Subjects
EDUCATIONAL leadership ,SCHOOL autonomy ,SCHOOL principals ,SOCIAL justice ,MANAGERIALISM - Abstract
This paper examines principals' perceptions of school autonomy and leadership as part of a 3-year research project looking at the implications of school autonomy on social justice across four states of Australia (Victoria, New South Wales, Western Australia and Queensland). Drawing on interviews with principals and representatives from principal stakeholder organisations in these four state jurisdictions, the paper identifies a number of key issues for school principals and the implications for understandings and practices of educational leadership. These include varied understandings of autonomy, practices of leadership and implications for health, workload and well-being. The paper argues that while principals have mixed perceptions of school autonomy policies, there has been a narrowing of leadership experiences by principals in the form of managerialism and compliance. Furthermore, principals continue to experience high levels of workload, and some principals, depending on career stage and experience level, feel better able to work within and sometimes against these policies in their schools and communities. These practices are sometimes felt to be despite the system and not due to school autonomy policies themselves. The implication of these findings is that principals are inequitably able to respond to and implement school autonomy policies, an issue often glossed over in educational leadership research. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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12. EDUCATION IN NATIONAL MINORITIES LANGUAGE IN ROMANIAN LEGISLATION THROUGH NON-TERRITORIAL AUTONOMY (NTA) - BETWEEN REGULATION AND SCHOOL PERFORMANCE.
- Author
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GHENCEA, Flavia Lucia and IACOB, Laura
- Subjects
LINGUISTIC minorities ,LANGUAGE policy ,SCHOOL rules & regulations ,ROMANIAN language ,SCHOOL autonomy ,NATIVE language ,BILINGUAL education - Abstract
The educational public service is one of the largest services organized and offered by the state to its citizens. Because it reaches every home, it becomes a topic widely used in political disputes. It is an eternal theme of minority parties accentuated (if not exaggerated) in the election campaigns but also an instrument of the NTA which, properly managed, can lead to the reduction of interethnic conflicts and peaceful coexistence. Representatives of minorities rightly wants both equal opportunities for their children in school and the preservation of their cultural and linguistic identity because their mother tongue is a defining element of a person's identity. And within the nation-state - it is necessary for the majority to ensure, through concrete regulations, the right of minorities to study in their mother tongue. The present paper aims, first, to analyze the existing legal regulations in Romania, which ensure for national minorities the right to education in their mother tongue, as an instrument of NTA arrangements. Secondly, we present the analysis of a study carried out in a multicultural territorial area - Dobrogea, where 17 minorities live, which follows the perception of the population belonging to different minorities regarding the use of mother tongue in education and their implications in further personal development. The study is conducted by implementing a survey among members of national minorities in Dobrogea, parents with children in primary and secondary school (0-14 years), starting at three directions: education exclusively in the mother tongue, bilingual education - mother tongue-official language and mother tongue - optional subject of study in the educational curriculum. At the end of the paper, based on the research done, subject to the multicultural specificity of the interviewed area, we notice a trend of changing the perception of minority members in the sense of orientation towards an education with at least bilingual teaching and increasingly abandoning the desire to study exclusively in the mother tongue. [ABSTRACT FROM AUTHOR]
- Published
- 2023
13. School autonomy and the surveillance of teachers.
- Author
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Skerritt, Craig
- Subjects
SCHOOL autonomy ,TEACHER attitudes ,PARENT attitudes ,STAKEHOLDERS ,SCHOLARS - Abstract
A significant paradox of school autonomy is that it tends to constrain the autonomy of teachers, instead subjecting them to the increased controlling of their work, heightened monitoring, and greater accountability. This paper draws on interview data to show how teachers in accountability-driven and business-like schools face three different but overlapping types of surveillance: vertical surveillance involving both top-down monitoring from management in the form of lesson observations and bottom-up monitoring via student voice initiatives; horizontal surveillance by way of peer observations and parents commenting on teacher effectiveness; and intrapersonal surveillance through teachers engaging in the act of self-surveillance and management analyzing their paperwork and student performance data. In mapping out this surveillance, this paper demonstrates that teachers are aware of the stakeholders watching them, the tools and techniques used, and that this surveillance takes place at all times. Significantly, some teachers are willing participants in their own surveillance. With the element of opacity removed from the surveillance process, this paper ultimately shows that the oft-cited panopticon is no longer an appropriate metaphor for scholars to use in the literature to convey the intense monitoring teachers face as we have now entered the post-panoptic era. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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14. Teacher professional autonomy in an atypical government school: matters of relationality and context.
- Author
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Keddie, Amanda, MacDonald, Katrina, Blackmore, Jill, and Gobby, Brad
- Subjects
- *
TEACHER attitudes , *AUTONOMY (Psychology) , *SCHOOL autonomy , *PUBLIC education , *ADULTS - Abstract
Teacher professional autonomy is important to teachers' work satisfaction, efficiency, well-being, and empowerment. However, it cannot simply be defined as freedom from control because it is relational and contextual. In this paper, we examine the relationality and contextual sensitivity of teacher professional autonomy at 'Newstall' College, a senior secondary government school in Australia. The paper draws on a larger study that examined the social justice implications of school autonomy reform in four Australian state education systems. Newstall College was one of the five case study schools included in this study. Findings generated through in-depth interviews with eighteen staff members (including teachers, professional staff, the deputy principal and the principal) are presented that examine teacher professional autonomy. Conceptualising teacher autonomy as relational and contextual, the paper provides insight into the ways in which teacher autonomy was enabled at this school. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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15. Exploring Academic Promotion Practices within Higher Education Institutions: Enablers and Constraints in the Physical Space.
- Author
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Mampane, Sharon Thabo
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HIGHER education ,STUDENT engagement ,EDUCATION policy ,SCHOOL autonomy - Abstract
This paper explores academic promotion practices in higher education institutions. Promotion of faculty members of universities is one of the major mechanisms in maintaining and improving the quality and efficiency of higher education and research activities in the country. Appointment processes are therefore critical to institutional development; therefore, the study argues for the identification of successful practices by exploring the enablers and disablers within the institutional promotion process in South Africa. This qualitative conceptual paper used literature, not limited to books, articles and chapters written on higher education institutions' promotion practices. There is, however, limited research on institutional promotion practices for academic employees within the South African higher education institutions. The study argues for the identification of successful practices to ensure fair and equitable institutional promotion practices by exploring the enablers and disablers within the institutional promotion process in the South African higher education. The paper serves as a foundational piece in understanding that appointment practices can be regulated to ensure fairness and equity. The appointment practices highlight the importance of shifting academic staff profiles in ways that are more representative of a diverse democracy. The inclusion of South Africa demonstrates a gap that exists in the academic promotions within higher education institutions. Findings reveal power-play and micro-politicking within promotion practices in HEIs. The paper serves as a foundational piece in understanding the regulation of fairness and equity in academic appointment practices. [ABSTRACT FROM AUTHOR]
- Published
- 2020
16. A "three-legged model": (De)constructing school autonomy, accountability, and innovation in the Italian National Evaluation System.
- Author
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Mentini, Laura and Levatino, Antonina
- Subjects
SCHOOL autonomy ,EDUCATION policy ,POLICY analysis - Abstract
The widespread adoption of school autonomy with accountability reforms in education has generated debate regarding the relationship between autonomy, innovation and accountability. While at the policy design level, these three elements are highly related, several authors highlight the contradictions among them. By analyzing key documents and interviews, this paper aims to identify the program ontology behind the current Italian National Evaluation System (SNV), with a focus on the way in which autonomy, accountability and innovation have been conceptualized and linked together. The paper also aims to explore whether pitfalls and/or tensions exist that might hamper the achievement of the SNV goals. The findings highlight the peculiarities of the Italian autonomy with accountability system, which has resulted from the involvement of different stakeholders in the design and implementation of the reforms. The findings also reveal contradictions regarding some of its premises. Various rationales (improvement, efficiency, equity and transparency) emerge that seem to have acted as drivers of the reforms, however, the influence of globalizing discourses on international competition and the benefits of datafication also appears significant. A number of contextual aspects are finally considered which hamper the expected change mechanisms, highlighting the discontinuous ground in which such policy dispositifs operate. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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17. Schooling for equitable excellence: principles of systemic design.
- Author
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Eacott, Scott
- Subjects
EDUCATIONAL finance ,PUBLIC investments ,SCHOOL autonomy ,EXCELLENCE ,SOCIAL contract ,DATA modeling ,AUTONOMY (Psychology) - Abstract
Purpose: Education is a key institution of modern society, long recognized for its central role in the reproduction of inequities and with the potential to challenge them. Schools behave as their systems are designed. Achieving equity and excellence is not possible through attempts to fix "the school" or educators. Principles of systemic design that incorporate equity and excellence are needed to increase the likelihood of desirable outcomes. Design/methodology/approach: Using the social contract as a design principle, this paper systematically builds an empirical model of school provision aimed at equitable excellence. Findings: Equitable excellence in school provision is possible if choice is available across geolocation and socio-educational (dis)advantage, schools have autonomy over fiscal, personnel and curricular matters, public accountability is linked to academic outcomes and social impact, all moderated by the quality of teaching. Research limitations/implications: Data-driven empirical modelling is particularly attractive to policy makers, systemic authorities and researchers when theory (of all varieties) does not yield the necessary insights to support the functionality and effectiveness of systems to deliver equitable outcomes at scale. Empirical examples can be used to test the explanatory power of the novel model – and refine it when necessary. Practical implications: The empirical model and threshold question are the genesis of a common language for assessing relevant costs and benefits of initiatives for government and system designers. Significantly, establishing a threshold question and tests of legitimacy and strength to accompany the novel model provides a more principled way of prioritizing the competing demands on public investment in education. Originality/value: Establishing a threshold question and tests for legitimacy and strength to accompany the novel model provides a more principled way of prioritizing the competing demands to accompany. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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18. Disciplining creativity: tensions between discourses of 'creative environments' and discourses of surveillance/normalisation in a school institution.
- Author
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Gormley, Kevin
- Subjects
SCHOOL administration ,POWER (Social sciences) ,SCHOOL autonomy ,CREATIVE ability ,DISCOURSE ,DIVERGENT thinking ,SOCIAL contact - Abstract
To understand patterns of co-option and tension between discourses of creativity on the one hand, and discourses of school management and administration on the other, it is important to bring these discourses into contact with each other. This paper considers ideas of risk-taking, autonomy, novelty and flexibility, all of which are frequently cited in describing environments conducive to creativity in schools, alongside the experiences of four teachers working in a particular school site. It engages with interview data, as well as Foucault's writings on disciplinary power, to argue that some priorities of school administration, such as the steering effects of comparative assessments and parents' expectations, are difficult to align with ideas of autonomy and risk in school settings. The analysis presented here offers a situated account of discourses of creative environments in the context of wider power relations that traverse the school. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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19. Policy spillover effects on student achievement: evidence from PISA.
- Author
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Gerstner, Clara-Christina E. and Tsyawo, Emmanuel S.
- Abstract
National education reforms do not occur in isolation. Countries look towards each other to identify ways that improve the quality of their education systems. When evaluating the effect of an education policy, it is worth considering both local effects of the policy and its spillover effects on other countries. Ignoring spillover effects between countries can lead to biased estimates of policy effects and suboptimal decision making. This paper examines spillover effects of one widespread education policy, school autonomy, on student achievement using three waves of data from the Programme for International Student Assessment (PISA). The spatial autoregressive model is applied to capture both spillover and local effects of school autonomy. Overall, school autonomy raises student achievement in Reading, Mathematics, and Science. We confirm the existence of positive and statistically significant average spillover effects; thus, estimates based on linear regression underestimate the impact of school autonomy. Our findings indicate that there is spatial dependence in student achievement across countries linked to the geographic proximity between countries. Possible extensions of this work are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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20. The Canuck Connection: AERO's Relationship to Canadian Educators.
- Author
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Glinos, Peter J.
- Subjects
EDUCATORS ,ALTERNATIVE education ,LEARNER autonomy ,SCHOOL autonomy ,SCHOOL choice - Abstract
Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
21. Unraveling a Secret : Vietnam's Outstanding Performance on the PISA Test
- Author
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Parandekar, Suhas D. and Sedmik, Elisabeth K.
- Subjects
STUDENT CHARACTERISTICS ,MATH TEST ,SCHOOL CHILDREN ,EDUCATION LEVELS ,SCHOOL LIFE ,CLASSROOM ,MATHEMATICS ,QUALITY ASSURANCE ,SCHOOL HOURS ,WORKING STUDENTS ,EXAMINATION ,TEST SCORES ,SCHOOL PRINCIPALS ,VALUES ,DISSERTATION ,SUBJECTS ,TEACHER RATIOS ,EIGHTH-GRADE ,EDUCATION ,SCIENCE ,INTERNATIONAL STUDENT ASSESSMENT ,EARLY CHILDHOOD CARE ,VILLAGE SCHOOL ,CURRICULUM ,COLLEGE ,TEACHER ABSENTEEISM ,PEDAGOGICAL PRACTICES ,READING ,EDUCATIONAL REFORM ,PHYSICAL INFRASTRUCTURE ,TEACHERS ,STUDENT-TEACHER RATIO ,ACADEMIC SUCCESS ,TRUANCY ,INVESTMENT IN EDUCATION ,STUDENTS ,BASIC EDUCATION ,TEACHER MANAGEMENT ,UPPER SECONDARY EDUCATION ,CURRICULAR ACTIVITY ,STUDENT ATTITUDES ,INTERNATIONAL EDUCATION ,ECONOMICS OF EDUCATION ,SCHOOLS ,PARENTAL EDUCATION ,TEXTBOOK ,NUMBER OF STUDENTS ,LOWER SECONDARY ,TEACHER ,PLAY SCHOOL ,SECONDARY EDUCATION ,MATHEMATICAL CONCEPTS ,REPETITION RATES ,STUDENTS PER TEACHER ,TEACHER PERFORMANCE ,AVERAGE CLASS SIZE ,EDUCATIONAL PERFORMANCE ,STUDENTS IN MATHEMATICS ,EARLY CHILDHOOD ,SCHOOL INFRASTRUCTURE ,EDUCATIONAL ATTAINMENT ,SCHOOL AUTONOMY ,PERFORMANCE IN MATHEMATICS ,LEVEL OF EDUCATION ,DISCIPLINES ,STUDENT ASSESSMENT ,LITERATURE ,ECONOMIC DEVELOPMENT ,ABSENTEEISM ,STUDENT REPORTS ,FEES ,RESEARCH ,EDUCATIONAL OUTCOMES ,ACADEMIC STANDARDS ,INCENTIVES FOR TEACHERS ,LOWER SECONDARY EDUCATION ,HIGH SCHOOL ,SCIENCE SCORES ,SPORTS ,ADMISSION POLICIES ,INVESTMENTS IN EDUCATION ,ACHIEVEMENT DATA ,REFERENCE BOOKS ,ELEMENTS ,HIGH ACADEMIC STANDARDS ,CLASSROOM MANAGEMENT ,SCHOOL COMMITTEES ,OPEN ACCESS ,SCHOOL EDUCATION ,PAPERS ,STUDENT ACHIEVEMENT ,PARENT PARTICIPATION ,CLASSROOM ASSISTANTS ,PROBLEM SOLVING ,STUDENT ,PARENTAL SUPPORT ,TEACHER RATIO ,GRADUATION RATES ,AVERAGE ENROLLMENT ,HIGH SCHOOLS ,FORMAL EDUCATION ,UPPER SECONDARY ,SKILLS ,TEACHER-STUDENT RATIO ,TEACHER APPRAISAL ,READERS ,EDUCATIONAL POLICIES ,HUMAN RESOURCES ,PRIVATE SCHOOL ,INSTRUCTION ,TEACHING ,STUDENT FEES ,LEARNING ,ACHIEVEMENT ,PRIVATE SCHOOLS ,MATHEMATICS TEACHERS ,KNOWLEDGE ,PARENTS’ EDUCATION ,ATTITUDES ,SCHOOL INSTRUCTION ,BOOKS AT HOME ,LABOR MARKETS ,SCHOOL PROJECT ,CURRICULAR ACTIVITIES ,UNIVERSIT ,PROFESSIONAL DEVELOPMENT ,COGNITIVE DEVELOPMENT ,SCHOOL CLIMATE ,SCIENCE INSTRUCTION ,EDUCATIONAL INVESTMENTS ,SCHOOL ACHIEVEMENT ,CLASS SIZE ,EDUCATIONAL RESOURCES ,MATHEMATICS EDUCATION ,SCHOOL ,STUDENT-TEACHER RATIOS ,SCHOOLING ,EDUCATIONAL SYSTEMS ,POLITICAL SCIENCE ,SCHOOL MANAGEMENT - Abstract
This paper seeks to find an empirical explanation of Vietnam's outstanding performance on the Programme for International Student Assessment (PISA) in 2012. Only a few developing countries participate in the assessment. Those who do, with the unique exception of Vietnam, are typically clustered at the lower end of the range of the Programme for International student Assessment scores. The paper compares Vietnam's performance with that of a set of seven developing countries from the 2012 assessment's data set, using a cut-off per capita GDP (in 2010 purchasing power parity dollars) of $10,000. The seven developing countries' average performance lags Vietnam's by more than 100 points. The "Vietnam effect" is difficult to unscramble, but the paper is able to explain about half of the gap between Vietnam and the seven countries. The analysis reveals that Vietnamese students may be approaching their studies with higher diligence and discipline, their parents may have higher expectations, and the parents may be following up with teachers regarding those expectations. The teachers themselves may be working in a more disciplined environment, with tabs being kept on their own performance as teachers. Vietnam may also be benefiting from investments in pre-school education and in school infrastructure that are disproportionately higher when compared with Vietnam's per capita income level.
- Published
- 2016
22. Public School Teacher Management in Sri Lanka : Issues and Options
- Author
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Raju, Dhushyanth
- Subjects
PUBLIC SCHOOL SYSTEM ,NATIONAL ASSESSMENT ,SOCIAL SCIENCE ,EDUCATION SECTOR ,EDUCATION FINANCE ,CERTIFICATE IN EDUCATION ,TEACHER TRAINING PROGRAMS ,TEACHER EFFECTIVENESS ,EDUCATIONAL OPPORTUNITIES ,SCHOOL SYSTEMS ,TEACHER SALARIES ,TRAINING PROGRAMS ,CLASSROOM ,OPEN UNIVERSITY ,RURAL SCHOOLS ,ACADEMIC PERFORMANCE ,SCHOOL PRINCIPALS ,UNIVERSITY DEGREE HOLDERS ,STUDENT INTERACTIONS ,VALUES ,SCHOOL DUTIES ,TEACHER RATIOS ,EDUCATION ,SCIENCE ,TEACHER DEVELOPMENT ,PERFORMANCE INDICATORS ,CLASSROOM EDUCATION ,SCHOOL CENSUS ,EDUCATORS ,ASSESSMENT OF BASIC LEARNING COMPETENCIES ,CURRICULUM ,SCHOOL SIZE ,UNIVERSITY EDUCATION ,SCHOOL TEACHING ,COLLEGE ,PARENT-TEACHER ASSOCIATIONS ,COLLEGES OF EDUCATION ,SECONDARY SCHOOLS ,READING ,EFFECTIVE TEACHERS ,SENIOR TEACHER ,SCHOOL IMPROVEMENT ,STUDENT PERFORMANCE ,TEACHERS ,STUDENT-TEACHER RATIO ,TEACHER PERFORMANCE APPRAISAL ,MINISTRY OF EDUCATION ,SCHOOL DEVELOPMENT ,STUDENTS ,HUMAN RESOURCE DEVELOPMENT ,TEACHER MANAGEMENT ,ECONOMICS OF EDUCATION ,SCHOOLS ,TEACHER ,TEACHER TRAINING ,SECONDARY EDUCATION ,URBAN SCHOOLS ,GRADUATE ,TEACHER PERFORMANCE ,CIVIL SERVICE ,CAREER ADVANCEMENT ,SCHOOL MANAGEMENT COMMITTEES ,LITERACY ,PROFESSIONAL QUALIFICATIONS ,CLASSROOMS ,ACADEMIC PROGRESS ,FACULTY OF EDUCATION ,SCHOOL AUTONOMY ,SCHOOL TEACHER ,TERTIARY EDUCATION ,EDUCATION OFFICIALS ,SCHOOL YEAR ,REGULAR TEACHERS ,SCHOOL GOVERNANCE ,SCHOOL DEVELOPMENT COMMITTEES ,LITERATURE ,PUBLIC SCHOOL ,DISADVANTAGED STUDENTS ,TRAINEE TEACHERS ,TEACHER EDUCATORS ,OPPORTUNITIES FOR TEACHERS ,RESEARCH ,COMPUTER LITERACY ,BASIC LEARNING COMPETENCIES ,TEACHER PREPARATION ,TEXTBOOKS ,UNIVERSITY DEGREE ,NATIONAL SCHOOL ,TEACHER ASSOCIATIONS ,FACULTY ,ADVANCED SKILLS ,ComputingMilieux_COMPUTERSANDEDUCATION ,TEACHER RECRUITMENT ,OPEN ACCESS ,HUMAN DEVELOPMENT ,CAREER ,PAPERS ,TEACHER DEPLOYMENT ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,SERVICE TRAINING ,STUDENT ,TEACHER RATIO ,HIGH SCHOOLS ,SCHOOL TEACHERS ,SKILL LEVELS ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,TEACHER MOTIVATION ,SECONDARY SCHOOL ,HIGHER GRADES ,ACADEMIC ACHIEVEMENT ,TRAINING ,STUDENT BODY ,HUMAN RESOURCES ,INSTRUCTION ,TEACHING ,LEARNING ,PRIMARY SCHOOLS ,EXPENDITURES ,TEACHING JOB ,PARENT- TEACHER ASSOCIATION ,STUDENT LEARNING ,SCHOOL SYSTEM ,SYLLABI ,PRIMARY SCHOOL STUDENTS ,TEACHER TRAINERS ,EDUCATION EXPENDITURES ,PUBLIC SCHOOL SYSTEMS ,ACADEMIC QUALIFICATIONS ,PRIVATE SCHOOLS ,PUBLIC SCHOOLS ,KNOWLEDGE ,TEACHING FORCE ,PRIMARY SCHOOL ,CLASSROOM PRACTICE ,UNIVERSITIES ,EFFECTIVE TEACHING ,TEACHER TRAINING COLLEGES ,REGULAR TEACHER ,PROFESSIONAL DEVELOPMENT ,DISTANCE EDUCATION ,SCHOOL LEVELS ,SCHOOL ENROLLMENT ,NATIONAL SCHOOLS ,STUDENT OUTCOMES ,BASIC LEARNING ,COLLEGES ,NATIONAL EDUCATION ,SCHOOL INSPECTIONS ,PUBLIC PRIMARY SCHOOLS ,SCHOOL ,SCHOOL CULTURE ,UNIVERSITY ,SCHOOLING ,EQUITABLE ACCESS ,TRAINING QUALITY ,SCHOOL MANAGEMENT - Abstract
Sri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education, but also that all students obtain a much better education. Raising teacher effectiveness is considered as crucial for achieving these aims. This paper reviews the literature on teacher management in Sri Lanka, and points to what may be critical teacher management issues. The paper also outlines considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.
- Published
- 2016
23. An analysis of mentor and mentee roles in a pre-service teacher education program: a Norwegian perspective on the future mentor role.
- Author
-
Merket, Monika
- Subjects
MENTORING in education ,EDUCATION of student teachers ,PROFESSIONAL competence ,SCHOOL autonomy ,DIVERSITY in education - Abstract
Globally, pre-service teacher education has experienced a practice turn where there is now greater focus on practice in schools and more attention is being paid to mentoring and the role of the school-based mentors. In policy this can be seen through the increased focus on mentoring education, where the intention is to strengthen the mentors' competence. However, there are vague descriptions of how the mentor role should be designed and therefore, research on how this role is practiced is of interest. This paper aims to contribute knowledge on what characterize mentor roles and how they influence the mentee role. The findings indicate that mentors exercise control through an active, direct, and diverse mentor role. An active and direct mentor role is related to a reactive mentee role, whereas a more active mentee role is related to a diverse mentor role. Mentoring education is discussed in relation to the mentors' autonomy. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
24. Exploring the Relationship Between School Autonomy and School Responsiveness as Perceived by Heads of Primary Schools in Malta.
- Author
-
Polidano, David
- Subjects
SCHOOL autonomy ,PRIMARY schools ,AUTONOMY (Psychology) ,DATA analysis - Abstract
This paper presents the outcomes of a research study on the perspective of Heads of primary schools in Malta about the relationship between school autonomy and school responsiveness. Knowing whether, and how, school autonomy is related to school responsiveness can provide a key to action for improvement in the Maltese education system. A mixed methods approach allowed the collection and analysis of data from a relatively large proportion of the target population and its interpretation through the participation of a sample from the same population. Most Heads were found to believe that greater school autonomy, especially in the curriculum and instruction domain, would help increase responsiveness. Most were also personally in favour of increased autonomy, especially in the mentioned domain. Acknowledging the complexity of the subject matter, the paper suggests an iterative approach to change that prioritises the professional autonomy of school-based educators as the guiding principle. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
25. Privatization and 'destatization': school autonomy as the 'Anglo neoliberalization' of Irish education policy.
- Author
-
Skerritt, Craig
- Subjects
NEOLIBERALISM ,SCHOOL autonomy ,IRISH educational assistance - Abstract
Symbolic of the rise of neoliberal principles in Irish education policy, there is now a move towards advancing school autonomy and decentralizing decision-making to individual schools, possibly emulating the academy model that has become widespread in England. Increasing the freedom and independence of schools may involve using private actors to provide what has traditionally been the service of the state, but it will most definitely involve schools behaving more like private sector organizations. While some of the new powers that would be devolved to schools might seem attractive, especially in how they are presented at an official level, this paper highlights how features of autonomous schools that may initially seem appealing are, in practice, likely to be unsuited to the Irish context. In this regard, this paper advises that school autonomy should not be advanced in Ireland. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
26. Election or selection? School autonomy reform, governance and the politics of school councils.
- Author
-
Blackmore, Jill, MacDonald, Katrina, Keddie, Amanda, Gobby, Brad, Wilkinson, Jane, Eacott, Scott, and Niesche, Richard
- Subjects
SCHOOL autonomy ,SCHOOL councils ,NEOLIBERALISM ,EDUCATIONAL accountability ,SOCIAL justice - Abstract
Neoliberal policies promoting school autonomy reform in Australia and internationally have, over three decades, appropriated earlier social democratic discourses of parental participation and partnership in school governance. Recent school autonomy reforms have repositioned school council/boards within a narrow frame of accountability and management operating in marketized systems of education. This paper considers the perceptions of 12 stakeholders in public education across four Australian states of how the latest school autonomy reform policies, including Independent Public Schools, supports corporatized and seemingly depoliticised repositioning of school councils. This data indicates there is a shift from elected parental representation to principal selection of 'skill-based' community members, with the greatest implications for those schools in disadvantaged communities experiencing difficulties gaining voluntary parental participation. We offer new theoretical insights into the links between school autonomy, governance, the role and composition of school boards and social justice informed by Nancy Fraser's theorising of social justice. We identify an emerging tension between first, parent movements as counterpublics claiming participatory parity in decision-making in school councils; and secondly, principal selection of self-interested and politically influential actors onto school councils, potentially politicising school councils. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
27. Is more autonomy better? How school actors perceive school autonomy and effectiveness in context.
- Author
-
Hashim, Ayesha K., Torres, Chris, and Kumar, Jacqueline M.
- Subjects
SCHOOL autonomy ,TEACHER effectiveness ,EDUCATIONAL leadership ,SCHOOL districts ,TEST scoring - Abstract
Although policies aiming to increase school-based autonomy are commonplace, we know little about how school actors use autonomy to improve organizational performance in varied contexts. This paper surfaces perspectives from school leaders and teachers on the effectiveness of autonomy and describes how these perspectives vary across schools. We use contingency theory to guide our analysis of case study data from eight schools in the Denver Public Schools (DPS) district which vary in school governance, performance, and demographics. We interviewed school principals, teachers, teacher leaders and other charter and district administrators in the 2016–17 school year, totaling 53 participants. School cases consistently reported high levels of accountability pressure from the district central office to improve student test scores that, in turn, informed their mission and goal setting. Schools also reported different levels of autonomy that varied according to school governance model and consistently described these levels as optimal for achieving school goals. Several internal and external contingencies shaped these perceptions albeit in different ways depending on autonomy level. Relevant contingencies included task uncertainty in each school's mission, teacher organizational fit, school leadership, support from intermediate entities, and procedures to coordinate decision-making across school actors or organizational sub-units. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
28. School Grants and Education Quality : Experimental Evidence from Senegal
- Author
-
Costas Meghir, Corina Mommaerts, Nathalie Lahire, Oswald Koussihouede, and Pedro Carneiro
- Subjects
LEARNING OUTCOMES ,EDUCATION BUDGET ,EDUCATION SYSTEMS ,TEACHER SALARIES ,CLASSROOM ,QUALITY OF EDUCATION ,TESTING ,TEST SCORES ,SCHOOL PRINCIPALS ,050207 economics ,SCHOOL MATERIALS ,INFORMATION TECHNOLOGY ,media_common ,NUMBER OF PUPILS ,EDUCATION AUTHORITIES ,VALUES ,SCHOOL PROJECTS ,EDUCATION ,ENROLLMENT RATES ,SCIENCE ,STATISTICS ,COMPUTER-ASSISTED INSTRUCTION ,NUMBER OF TEACHERS ,FEMALE STUDENTS ,TRAINING OF TEACHERS ,TESTS ,COLLEGE ,INTERVENTIONS ,SECONDARY SCHOOLS ,READING ,PHYSICAL INFRASTRUCTURE ,EXPENDITURES PER STUDENT ,STUDIES ,Higher education ,STUDENT PERFORMANCE ,Randomized experiment ,TEACHERS ,media_common.quotation_subject ,SCHOOL ADMINISTRATORS ,PRIMARY EDUCATION ,education ,TUITION ,MINISTRY OF EDUCATION ,STUDENTS ,CHILD DEVELOPMENT ,ELEMENTARY SCHOOL ,ECONOMICS OF EDUCATION ,SCHOOLS ,NUMBER OF STUDENTS ,Political science ,0502 economics and business ,TEACHER ,CALL ,TEACHER TRAINING ,UNIVERSITY COLLEGE ,TEACHER QUALITY ,CLASSROOM CHARACTERISTICS ,GRADUATE ,GRANT PROGRAMS ,READING COMPREHENSION ,LITERACY ,TEACHER TURNOVER ,EARLY CHILDHOOD ,SCHOOL INFRASTRUCTURE ,EDUCATIONAL ATTAINMENT ,PERFORMANCE OF STUDENTS ,SCHOOL AUTONOMY ,MOBILITY ,ASSESSMENTS ,EDUCATION QUALITY ,SCHOOL PERFORMANCE ,DISTANCE TO SCHOOL ,SCHOOL YEAR ,LITERATURE ,0503 education ,LITERACY RATES ,STUDENT BEHAVIOR ,FEES ,COMMUNITY PARTICIPATION ,Primary education ,RESEARCH ,EDUCATIONAL OUTCOMES ,GROSS ENROLLMENT ,Decentralization ,Literacy ,TEXTBOOKS ,STUDENT LEARNING OUTCOMES ,EDUCATION OUTCOMES ,REPETITION ,PEDAGOGICAL RESOURCES ,OPEN ACCESS ,050205 econometrics ,PAPERS ,ACADEMIC YEAR ,4. Education ,05 social sciences ,050301 education ,STUDENT ACHIEVEMENT ,TUTORING ,STUDENT ,DECENTRALIZATION ,PARTICIPATION IN SCHOOLS ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,SECONDARY SCHOOL ,CLASSROOM MATERIALS ,CLASSROOM INSTRUCTION ,Economics and Econometrics ,Class size ,GRANTS ,TRAINING ,PARTICIPATION ,HUMAN RESOURCES ,INSTRUCTION ,TEACHING ,GROSS ENROLLMENT RATES ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EXPENDITURES ,STUDENT LEARNING ,ELEMENTARY SCHOOLS ,ACHIEVEMENT ,KNOWLEDGE ,Education policy ,PRIMARY SCHOOL ,ENROLLMENT ,SCHOOL PROJECT ,EDUCATIONAL EFFECTS ,Education economics ,EDUCATIONAL MATERIALS ,SCHOOL FUNDING ,Medical education ,Academic year ,RADIO ,business.industry ,EDUCATION POLICY ,STUDY ,SCHOOL ENROLLMENT ,STUDENT OUTCOMES ,PRIMARY SCHOOLING ,TEACHER CHARACTERISTICS ,Educational attainment ,SCHOOL ACTIVITIES ,CLASS SIZE ,TEACHER BEHAVIORS ,SCHOOL ,UNIVERSITY ,SCHOOLING ,PRINCIPALS ,business ,SCHOOL MANAGEMENT - Abstract
The effect of increasing school resources on educational outcomes is a central issue in the debate on improving school quality. This paper uses a randomized experiment to analyze the impact of a school grants program in Senegal, which allowed schools to apply for funding for improvements of their own choice. The analysis finds positive effects on test scores at lower grades that persist at least two years. These effects are concentrated among schools that focused funds on human resource improvements rather than school materials, suggesting that teachers and principals may be a central determinant of school quality.
- Published
- 2016
29. Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012
- Author
-
de Hoyos, Rafael, Holland, Peter A., and Troiano, Sara
- Subjects
LEARNING OUTCOMES ,EDUCATION SECTOR ,EDUCATION FINANCE ,SOCIAL WELFARE ,SCHOOL FINANCE ,REGULAR CURRICULUM ,EDUCATIONAL INPUTS ,TEACHER SALARIES ,PUPIL-TEACHER RATIOS ,QUALITY OF EDUCATION ,QUALITY OF INSTRUCTION ,RURAL SCHOOLS ,ADOLESCENTS ,ACADEMIC PERFORMANCE ,DEGREES ,RURAL EDUCATION ,INFORMATION TECHNOLOGY ,SCHOOL BUILDINGS ,PUPIL- TEACHER RATIOS ,INSTRUCTIONAL MATERIAL ,VALUES ,SCHOOLCHILDREN ,TEACHER RATIOS ,EDUCATION ,RESOURCES FOR EDUCATION ,SCIENCE ,NUMBER OF TEACHERS ,CURRICULUM ,SCHOOL SIZE ,SELECTION OF TEXTBOOKS ,COLLEGE ,TEACHER ABSENTEEISM ,LEARNERS ,READING ,TEACHER CERTIFICATION ,SCHOOL IMPROVEMENT ,STUDENT PERFORMANCE ,TEACHERS ,STUDENT-TEACHER RATIO ,ACADEMIC SUCCESS ,PRIMARY EDUCATION ,education ,COMPARATIVE EDUCATION ,SCHOOL PROGRAM ,INVESTMENT IN EDUCATION ,SCHOOL EQUIPMENT ,STUDENTS ,DIGITAL DIVIDE ,INTERNATIONAL EDUCATION ,ECONOMICS OF EDUCATION ,SCHOOLS ,COMPUTERS IN EDUCATION ,TEXTBOOK ,NUMBER OF STUDENTS ,TEACHER ,COGNITIVE SKILLS ,SCHOOL LOCATION ,SCHOOL MEALS ,SECONDARY EDUCATION ,NUMBER OF STUDENTS PER TEACHER ,STUDENTS PER TEACHER ,GRADUATE ,TEACHER PERFORMANCE ,EDUCATION SERVICES ,REPORT CARDS ,STUDENT‐TEACHER RATIO ,LITERACY ,CLASSROOMS ,SCHOOL DAYS ,COURSE CONTENT ,SCHOOL INFRASTRUCTURE ,SCHOOL AUTONOMY ,TERTIARY EDUCATION ,PERFORMANCE IN MATHEMATICS ,QUALITY OF TEACHERS ,SCHOOL PERFORMANCE ,LEVEL OF EDUCATION ,SCHOOL GOVERNANCE ,STUDENT ASSESSMENT ,LITERATURE ,PUBLIC SCHOOL ,CIVIC PARTICIPATION ,DISADVANTAGED STUDENTS ,INSTRUCTIONAL MATERIALS ,AVAILABILITY OF BOOKS ,COMPUTER FACILITIES ,RESEARCH ,EDUCATIONAL OUTCOMES ,TEXTBOOKS ,LEARNING MATERIAL ,STUDENT LEARNING OUTCOMES ,OPEN ACCESS ,CAREER ,PAPERS ,KNOWLEDGE ECONOMY ,SCIENTIFIC LITERACY ,EXTERNAL EXAMINATIONS ,ENROLLMENT OF CHILDREN ,PRIMARY LEVEL ,SOCIAL MOBILITY ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,SERVICE TRAINING ,PROBLEM SOLVING ,GENDER DIFFERENCES ,ACHIEVEMENT IN MATHEMATICS ,TEACHER EDUCATION ,STUDENT ASSESSMENT METHODS ,STUDENT ,TEACHER RATIO ,GRADUATION RATES ,EDUCATION SYSTEM ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,RESEARCHERS ,SCHOOL DAY ,SCHOOL BUDGETS ,SECONDARY SCHOOL ,QUALITY OF EDUCATION SERVICES ,ACADEMIC ACHIEVEMENT ,TRAINING ,EDUCATIONAL POLICIES ,HUMAN RESOURCES ,RETURNS TO EDUCATION ,PRIVATE SCHOOL ,INSTRUCTION ,TEACHING ,LEARNING ASSESSMENTS ,ASSESSMENT METHODS ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EDUCATION POLICIES ,STUDENT LEARNING ,SCHOOL SYSTEM ,PARENTAL PARTICIPATION ,ADULT EDUCATION ,PUPIL-TEACHER RATIO ,PRIVATE SCHOOLS ,PRIVATE EDUCATION ,PUBLIC SCHOOLS ,KNOWLEDGE ,PARENTS’ EDUCATION ,TEACHER QUALIFICATIONS ,UNIVERSAL PRIMARY EDUCATION ,PRIMARY SCHOOL ,QUALITY EDUCATION ,EDUCATION TEACHERS ,SCHOOL DIRECTORS ,EDUCATION POLICY ,SCHOOL ENROLLMENT ,QUALITY OF TEACHING ,EDUCATION FOR ALL ,SCHOOL CLIMATE ,SCIENCE LABORATORIES ,LIBRARIES ,CLASS SIZE ,PEDAGOGICAL MATERIALS ,HUMAN CAPITAL FORMATION ,SCHOOL ,UNIVERSITY ,sense organs ,SCHOOLING ,EDUCATIONAL ACHIEVEMENT ,ETHICS ,SCIENCE LABORATORY EQUIPMENT - Abstract
This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-à-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system’s ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina.
- Published
- 2015
30. The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education.
- Author
-
Pagès, Marcel and Prieto, Miriam
- Subjects
POLITICAL sociology ,EDUCATION policy ,POLICY sciences ,ADMINISTRATIVE & political divisions - Abstract
This paper analyses, from the perspective of the political sociology of policy instruments, the adoption and re-contextualisation of School Autonomy with Accountability (SAWA) reforms in Spain, with a particular focus on the region of Madrid. Over the last few decades, Madrid has adopted a wide range of education policies that have contributed to consolidate a market-oriented approach in the governance of the educational system. This paper analyses the instrumentation and complex interaction between standardised tests, test-based accountability, school choice and school autonomy in advancing this governance shift. The main objective of the paper is twofold: first, to trace the policy trajectory of SAWA reforms in Spain and Madrid, and second, to identify the rationale of the reform and its related policy ontology in relation to the selection and articulation of different policy instruments as well as the governance implications of these choices. Methodologically, we have conducted a policy analysis case study, analysing data from a set of 35 original interviews with education policymakers and key policy actors, combined with document analysis. The results of our research show how the policy preferences of domestic political actors and the legacies of the politico-administrative regimes mediate the final form and uses of the SAWA policy instruments. These policy instruments can be conceptualised as 'life objects' whose development and uses are attached to context specific – and sometimes contradictory – political objectives and rationales. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
31. Parental Human Capital and Effective School Management : Evidence from The Gambia
- Author
-
Blimpo, Moussa P., Evans, David, and Lahire, Nathalie
- Subjects
LEARNING ACTIVITIES ,LEARNING OUTCOMES ,EDUCATION SECTOR ,SCHOOL POLICY ,SCHOOL DECISION ,EDUCATION SYSTEMS ,EDUCATIONAL INPUTS ,CLASSROOM ,PUPIL-TEACHER RATIOS ,LEARNING MATERIALS ,ACADEMIC PERFORMANCE ,SENIOR TEACHERS ,HEAD TEACHERS ,EDUCATION AUTHORITIES ,VALUES ,ATTENDANCE OF STUDENTS ,TEACHER RATIOS ,EDUCATION ,SCIENCE ,LEVELS OF LITERACY ,SCHOOL ADMINISTRATION ,EDUCATORS ,CURRICULUM ,SCHOOL SIZE ,TEACHER ABSENTEEISM ,LEARNERS ,READING ,SCHOOL IMPROVEMENT ,STUDENT PERFORMANCE ,TEACHERS ,STUDENT-TEACHER RATIO ,PRIMARY EDUCATION ,education ,MINISTRY OF EDUCATION ,SCHOOL DEVELOPMENT ,STUDENTS ,ADULT LITERACY RATE ,BASIC EDUCATION ,CAREERS ,DOUBLE SHIFT ,ECONOMICS OF EDUCATION ,SCHOOL ORGANIZATION ,SCHOOLS ,LITERACY TEST ,NUMBER OF STUDENTS ,TEACHER ,COGNITIVE SKILLS ,TEACHER TRAINING ,SECONDARY EDUCATION ,PRIMARY STUDENTS ,NUMERACY ,STUDENTS PER TEACHER ,TEACHER PERFORMANCE ,SCHOOL DEVELOPMENT PLAN ,ADULT LITERACY ,REPORT CARDS ,COMMUNITY INVOLVEMENT IN SCHOOLS ,SCHOOL MANAGEMENT COMMITTEES ,LITERACY ,HEAD TEACHER ,CLASSROOMS ,SCHOOL READING ,SCHOOL ENVIRONMENT ,FORMAL EDUCATION SYSTEM ,TERMS OF STUDENT PERFORMANCE ,SCHOOL AUTONOMY ,DOUBLE SHIFTS ,SCHOOL PERFORMANCE ,LEARNING RESOURCES ,SCHOOL YEAR ,SCHOOL GOVERNANCE ,SCHOOL CLUSTERS ,LITERATURE ,COMMUNITY PARTICIPATION ,RESEARCH ,EDUCATIONAL OUTCOMES ,EDUCATIONAL ACHIEVEMENTS ,FUTURE RESEARCH ,HIGH SCHOOL ,TEACHER PREPARATION ,TEXTBOOKS ,PARENT-TEACHER ASSOCIATION ,STUDENT LEARNING OUTCOMES ,EDUCATION OUTCOMES ,CLASSROOM MANAGEMENT ,OPEN ACCESS ,PAPERS ,SCHOOL STUDENTS ,CARE PROVIDERS ,STUDENT ,STUDENT PARTICIPATION ,SCHOOL TEXTBOOKS ,TEACHER RATIO ,SCHOOL INSPECTORS ,FORMAL EDUCATION ,TRAINEES ,EDUCATION SYSTEM ,HUMAN CAPITAL ,SKILLS ,POOR PEOPLE ,SECONDARY SCHOOL ,GRANTS ,TRAINING ,TEACHING ,LEARNING ASSESSMENTS ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,STUDENT LEARNING ,NUMBER OF SCHOOLS ,INSTRUCTIONAL TIME ,LESSON PLANS ,KNOWLEDGE ,PRIMARY SCHOOL ,SCHOOL DATA ,SCHOOL DIRECTORS ,LITERACY RATE ,PROFESSIONAL DEVELOPMENT ,RADIO ,CLASSROOM ACTIVITIES ,RESEARCH REPORT ,ADULTS ,FIRST GRADE ,SCHOOL MANAGEMENT COMMITTEE ,LIBRARIES ,LOCAL SCHOOL MANAGEMENT ,CLASS SIZE ,SCHOOL ATTENDANCE ,SCHOOL ,ILLITERACY ,UNIVERSITY ,SCHOOLING ,SCHOOL LEADERS ,SCHOOL MANAGEMENT - Abstract
Education systems in developing countries are often centrally managed in a top-down structure. In environments where schools have different needs and where localized information plays an important role, empowerment of the local community may be attractive, but low levels of human capital at the local level may offset gains from local information. This paper reports the results of a four-year, large-scale experiment that provided a grant and comprehensive school management training to principals, teachers, and community representatives in a set of schools. To separate the effect of the training from the grant, a second set of schools received the grant only with no training. A third set of schools served as a control group and received neither intervention. Each of 273 Gambian primary schools were randomized to one of the three groups. The program was implemented through the government education system. Three to four years into the program, the full intervention led to a 21 percent reduction in student absenteeism and a 23 percent reduction in teacher absenteeism, but produced no impact on student test scores. The effect of the full program on learning outcomes is strongly mediated by baseline local capacity, as measured by adult literacy. This result suggests that, in villages with high literacy, the program may yield gains on students learning outcomes. Receiving the grant alone had no impact on either test scores or student participation.
- Published
- 2015
32. Patterns and paths towards privatisation in Ireland.
- Author
-
Skerritt, Craig and Salokangas, Maija
- Subjects
EDUCATION ,PRIVATIZATION ,SCHOOL autonomy ,PUBLIC sector - Abstract
This paper discusses the various ways privatisation processes affect Irish education. Due to the long history of considerable church involvement, the notable absence of middle tiers of governance, and more recently, the embrace of neoliberal principles, in large part due to and for economic reasons, the Irish education system represents a fascinating example of a complex interplay between the public and private sectors. The conceptual and analytical tools provided by Cultural Political Economy are used in this paper to highlight why and how privatisation has unfolded and might yet unravel further in Irish education. These tools offer a useful lens through which to examine country-specific developments, whilst locating them in the global picture. Utilising the conceptualisations offered by Cultural Political Economy, this paper demonstrates how different forms of privatisation in Ireland have contributed to what can be described as a complex system of governance with strong private involvement. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
33. The constitution of school autonomy in Australian public education: areas of paradox for social justice.
- Author
-
Keddie, Amanda, MacDonald, Katrina, Blackmore, Jill, Wilkinson, Jane, Gobby, Brad, Niesche, Richard, Eacott, Scott, and Mahoney, Caroline
- Subjects
SCHOOL autonomy ,SOCIAL justice ,PUBLIC education ,PUBLIC schools ,STAKEHOLDERS - Abstract
School autonomy policies have circulated through various modes of educational governance internationally, endorsing the view that more autonomy will improve schools and their systems. When subject to the discourses and practices of marketization, however, school 'autonomy' has been mobilized in ways that generate injustice. These injustices are the focus of this paper. We draw on preliminary findings from a three-year study that is exploring the social justice implications of school autonomy reform across four Australian states. Drawing on interviews with 42 stakeholders, the paper identifies four key areas of paradox for social justice currently confronting public schools and school systems. The language of paradox is drawn on to narrate the oppositional politics between the discourses and practices constituting school autonomy and the pursuit of social justice. Such narration raises important questions for Australian public education. It highlights how these discourses are changing what is meant by the public in public education. Engaging with the language of paradox in thinking about school autonomy reform, we argue, is important given the broader landscape where public schooling is being reconstituted and where traditional links to social justice and the common good are under threat. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
34. Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students.
- Author
-
Hogan, Anna, Creagh, Sue, Lingard, Bob, Choi, Taehee, and Poudel, Prem Prasad
- Abstract
AbstractThe logics of policy privatisation in schooling, including decentralisation, school autonomy, and discretionary funding mechanisms, shift responsibility for particular types of students onto individual schools and their staff. Burch (2021) asks to what extent the most disadvantaged students in government schools are able to access services most beneficial to them, under these emerging forms of privatisation. With this question in mind, this paper considers the delivery of English as an Additional Language/Dialect (EAL/D) services under the umbrella of the Queensland Department of Education Inclusion policy, in two Queensland government secondary schools. We tease out how the Inclusive Education (IE) policy, of which EAL/D is a subset, is interpreted and translated (Ball et al. 2012) in the situation of privatisation practices. We found that inclusion was understood as primarily targeted at students with disabilities, and that mainstreaming of all learners was considered unsustainable for teachers. In interpreting and translating inclusion for EAL/D, both schools pushed back against the ‘mainstreaming’ discourse, and instead, EAL/D service was provided through targeted programs, staffed with key specialist personnel. In both cases, privatisation logics enabled the ‘EAL/D aware’ principals to justify and enact specialised EAL/D services. In this policy context, there is a need for widespread professional development to ensure all principals understand and apply appropriate supports for EAL/D learners. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
35. 'If you can't beat them, join them': utility, markets and the absent entrepreneur.
- Author
-
Mockler, Nicole, Thompson, Greg, and Hogan, Anna
- Subjects
SCHOOL principals ,EDUCATIONAL leadership ,PUBLIC schools ,ENTREPRENEURSHIP ,SCHOOL administration - Abstract
Marketisation and competition within public schooling systems impact the work of principals in varying ways. Previous work on the marketisation of schooling and school autonomy has drawn attention to the 'entrepreneurial principal' as an effect of marketisation. In this paper we explore principals' engagements with marketisation based on 21 interviews with public school principals across two Australian states. Using the work of Christiaens (2020), we highlight a difference between entrepreneurialism and utility-maximisation in marketised systems, evident in how principals engage with leadership within these systems. For most principals in our study, engagements with marketisation were entangled with different orientations toward utility maximisation. Evidence of genuine entrepreneurship was far more scarce. We argue that the need to ensure school survival in a saturated market gives rise to a performative veneer of entrepreneurialism that is largely absent of innovation and the 'leap of faith' that lies at the heart of true entrepreneurialism. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
36. School autonomy reform and social justice: a policy overview of Australian public education (1970s to present).
- Author
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MacDonald, Katrina, Keddie, Amanda, Blackmore, Jill, Mahoney, Caroline, Wilkinson, Jane, Gobby, Brad, Niesche, Richard, and Eacott, Scott
- Subjects
SCHOOL autonomy ,EDUCATIONAL change ,SOCIAL justice ,PUBLIC education ,SOCIAL policy - Abstract
This paper provides an overview of the policies of school autonomy in Australian public education from the Karmel report in 1973 to the present day. The key focus is on the social justice implications of this reform. It tracks the tensions between policy moves to both grant schools greater autonomy and rein in this autonomy with the increasing instatement of external forms of regulation. Utilising Nancy Fraser's concepts of dis-embedding and re-embedding markets, we track key policy moments in three Australian states (Victoria, Western Australia and New South Wales) along with federal interventions. We draw attention to the redistributive and representative justice implications arising from these policy moments as occurring within a consistent trajectory towards a market agenda and argue that future policy needs to consider the effect of past policy. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
37. Participation and Independence with Low Literacy: Selected Findings of the LEO 2018 Survey on Low Literacy in Germany.
- Author
-
Buddeberg, Klaus, Dutz, Gregor, Heilmann, Lisanne, Stammer, Christopher, and Grotlüschen, Anke
- Subjects
ADULT education ,SCHOOL autonomy ,ONLINE education ,STUDY & teaching of numeracy ,SOCIAL integration - Abstract
This paper presents findings by the LEO Survey 2018 - Living with Low Literacy. It found that in Germany 12.1% of the adult population (aged between 18 and 64 years) have low literacy skills. This paper questions existing assumptions about the everyday life of adults with low literacy. Based on variables on everyday practices, we work out in which areas of life low literacy leads to exclusion from participation - specifically in terms of health, politics, and digital practices. While our analysis did not find an exclusion in online writing, it revealed differences in the autonomy and in the ability to understand information and to assess its trustworthiness for adults with low literacy skills. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
38. Professional informational autonomy's formation of higher school students.
- Author
-
Chabanova, Evgeniia
- Subjects
HIGH school students ,SCHOOL autonomy ,INFORMATION needs ,PROFESSIONAL employees ,INFORMATION sharing - Abstract
The relevance of the research is determined by the rapid development of all modern life spheres' digitalization, establishment of which is seen also in the: updated path of the information technology use, educational field, development of contacts, integration processes, information exchange. Above-mentioned influence the cause of creation the conditions for the formation of students professional autonomy, which in serves as a guarantee of success and effectiveness of educational activities, and, as a consequence, successful future professional activities. Analysis of methodological, didactical and psychological-pedagogical papers, the observation of students' teaching process, and the study of domestic and foreign experience in higher education revealed a deficit of students' autonomy. Which is observed in their inability independently formulate and solve professional problems in the conditions of the changing informational needs of society and professional environment. In the process of developing the methodology of professional informational autonomy of higher school students', the approaches of professional autonomy have been methodically interpreted and analyzed, have been developed a learning book, training courses and electronic information environment. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
39. 'Indentured autonomy': headteachers and academisation policy in Northern England.
- Author
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Thompson, Greg, Lingard, Bob, and Ball, Stephen J.
- Subjects
SCHOOL autonomy ,SCHOOL principals ,ACADEMIC programs ,PROFESSIONAL education ,PROFESSIONAL learning communities - Abstract
The academisation of schooling in Northern England is an example of a new mode of educational governance that promises greater autonomy for schools and school leaders. A common claim regarding the benefits of academisation is that it will improve student outcomes by delivering greater autonomy for Headteachers. In this paper, six Headteachers from Northern England, who had decided to academise their schools for various reasons, reflect on this promised autonomy. We develop the concept of 'indentured autonomy' (an outcome of negotiating autonomy, continued precariousness and cruel optimism) to explain how these Headteachers' initial optimism for the academies programme has given way to the concern that they are probably less autonomous now than what they were previously. Paradoxically, these HTs still express a desire for autonomy, even as they reflect that the promised autonomy has not delivered what they had hoped. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
40. Information, Knowledge and Behavior : Evaluating Alternative Methods of Delivering School Information to Parents
- Author
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Cerdan-Infantes, Pedro and Filmer, Deon P.
- Subjects
LEARNING OUTCOMES ,INFORMATION ,SCHOOL BOOK ,EDUCATION BUDGET ,SCHOOL DECISION ,FINAL OUTCOMES ,CHILDREN ,EDUCATION SYSTEMS ,COMMUNICATION ,EDUCATIONAL RESEARCH ,EDUCATION ECONOMICS ,SCHOOL AFFAIRS ,EMPLOYMENT ,TEST SCORES ,CAMPAIGNS ,SCHOOL PRINCIPALS ,SCHOOL BOARDS ,INFORMATION TECHNOLOGY ,VALUES ,SCHOOL PROJECTS ,EDUCATION ,SCIENCE ,QUALITY SCHOOLS ,STATISTICS ,GROUPS ,FUNDS ,TESTS ,TECHNOLOGIES ,INTERVENTIONS ,SECONDARY SCHOOLS ,READING ,STUDIES ,SCHOOL COMMITTEE ,STUDENT PERFORMANCE ,TEACHERS ,MINISTRY OF EDUCATION ,SCHOOL DEVELOPMENT ,STUDENTS ,BASIC EDUCATION ,LEARNING—OUTCOMES ,PUBLIC SERVICES ,JUNIOR SECONDARY ,ECONOMICS OF EDUCATION ,SCHOOLS ,TEXTBOOK ,TEACHER ,RURAL AREAS ,COUNSELING ,SECONDARY EDUCATION ,HIGHER EDUCATION ,DECISION MAKING ,ADULT LITERACY ,REPORT CARDS ,LITERACY ,SCHOOL CONTROL ,TEXTBOOK PROVISION ,SCHOOL AUTONOMY ,NEWSPAPERS ,SCHOOL YEAR ,LITERATURE ,LITERACY RATES ,MARKETING ,COMMUNITY PARTICIPATION ,SCHOOL COMMUNITY ,RESEARCH ,EDUCATIONAL OUTCOMES ,FUNDING ,FUTURE RESEARCH ,HIGH SCHOOL ,BLOCK GRANTS ,SCHOOL VISITS ,STUDENT LEARNING OUTCOMES ,EDUCATION OUTCOMES ,SCHOOL COMMITTEES ,OPEN ACCESS ,HUMAN DEVELOPMENT ,STUDENT ALLOCATIONS ,PAPERS ,DISTRICT EDUCATION ,STUDENT ,DECENTRALIZATION ,PARTICIPATION IN SCHOOLS ,EDUCATION SYSTEM ,POOR PEOPLE ,SCHOOL QUALITY ,BULLETIN BOARDS ,EDUCATION LAW ,EDUCATIONAL QUALITY ,GRANTS ,SCHOOL PARTICIPATION ,EDUCATION INDICATORS ,PARTICIPATION ,RETURNS TO EDUCATION ,BOOK DISTRIBUTION ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EXPENDITURES ,STUDENT LEARNING ,SCHOOL SYSTEM ,PARENTAL PARTICIPATION ,PARENTAL INVOLVEMENT ,PRIVATE SCHOOLS ,MANAGEMENT ,PUBLIC SCHOOLS ,KNOWLEDGE ,QUALITY EDUCATION ,ENROLLMENT ,SCHOLARSHIPS ,RADIO ,ECONOMICS ,STUDY ,EDUCATION FOR ALL ,JUNIOR SECONDARY SCHOOLS ,SCHOOL ACTIVITIES ,NATIONAL EDUCATION ,SCHOOL ENROLLMENTS ,SCHOOL ,PARTICIPATION OF PARENTS ,GENDER ,ITS ,SCHOOLING ,PRINCIPALS ,SCHOOL MANAGEMENT - Abstract
Improving education outcomes by disseminating information to parents and thereby encouraging them to become more actively engaged in school oversight is attractive, since it can be done relatively cheaply. This study evaluates the impact of alternative approaches to disseminating information about a school grants program in Indonesia on parents knowledge about the program in general, knowledge about the implementation of the program in their childs school, and participation in school activities related to the program as well as beyond it. Not all dissemination approaches yielded impacts, and different modes of dissemination conveyed different types of information best, resulting in different impacts on behavior. Specifically, the low-intensity approaches that were tried—sending a letter from the principal home with the child, or sending a colorful pamphlet home with the child—had no impact on knowledge or participation. On the other hand, holding a facilitated meeting with a range of school stakeholders or sending targeted text messages to parents did increase knowledge and participation. Facilitated meetings mostly increased overall knowledge and fostered a feeling of transparency on the part of parents, which resulted in greater participation in formal channels for providing feedback to the school. The text messages increased knowledge about specific aspects of the program, such as the grant amount, and tended to increase participation through informal channels.
- Published
- 2015
41. Hungary Skilling Up the Next Generation : An Analysis of Hungary’s Performance in the Program for International Student Assessment
- Author
-
World Bank Group
- Subjects
SCIENCE STUDY ,LEARNING OUTCOMES ,INVESTMENT ,SCHOOL POLICY ,CHILDREN ,ECONOMIC GROWTH ,READING SKILLS ,SCHOOL SYSTEMS ,CLASSROOM ,QUALITY OF EDUCATION ,RURAL SCHOOLS ,ADOLESCENTS ,EMPLOYMENT ,TEST SCORES ,ACADEMIC PERFORMANCE ,CAMPAIGNS ,SUBJECTS ,WORKERS ,DOCTORAL DEGREE ,EDUCATION ,SCIENCE ,INTERNATIONAL STUDENT ASSESSMENT ,LABOUR MARKET ,EMPLOYMENT OUTCOMES ,CURRICULUM ,GROUPS ,STUDENT SCORES ,LIBRARY ,GIRLS ,KINDERGARTEN ,COMPUTER SKILLS ,SECONDARY SCHOOLS ,READING ,EXPENDITURES PER STUDENT ,BASIC SKILLS ,STUDENT PERFORMANCE ,GRAMMAR SCHOOLS ,TEACHERS ,ACHIEVEMENT LEVEL ,LIVING STANDARDS ,COMPETENCIES ,STUDENTS ,VISUAL RESOURCES ,STUDENT MOBILITY ,GENERAL SECONDARY SCHOOLS ,SCHOOLS ,STUDENT ASSESSMENTS ,LOWER SECONDARY ,TEACHER ,COGNITIVE SKILLS ,RURAL AREAS ,STUDENT ENGAGEMENT ,NUMERACY ,URBAN SCHOOLS ,PUPILS AGES ,VOCATIONAL SECONDARY ,PUBLIC EXPENDITURES ,LITERACY ,LABORATORY EQUIPMENT ,VOCATIONAL SECONDARY SCHOOLS ,SCHOOL ENVIRONMENT ,EARLY CHILDHOOD ,SCHOOL TYPES ,PERFORMANCE OF STUDENTS ,SCHOOL AUTONOMY ,SCHOOL PERFORMANCE ,BASIC SCHOOLS ,SCHOOL YEAR ,DISCIPLINES ,STUDENT ASSESSMENT ,LITERATURE ,DISADVANTAGED STUDENTS ,FEES ,RESEARCH ,SCIENCE SCORES ,RURAL STUDENTS ,TEXTBOOKS ,ELEMENTS ,KINDERGARTENS ,PAPERS ,SOCIAL MOBILITY ,FORMAL COURSES ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,PROBLEM SOLVING ,STUDENT ,YOUTH ,EDUCATION SYSTEM ,HUMAN CAPITAL ,UPPER SECONDARY ,SCHOOL LEAVERS ,SKILLS ,SCHOOL REFORM ,SECONDARY SCHOOL ,TRAINING ,CHILDREN IN PRESCHOOL ,STUDENT BODY ,PROBLEM-SOLVING SKILLS ,TEACHING ,BASIC LITERACY ,OLD STUDENTS ,LEARNING ,SCHOOL LEVEL ,EXPENDITURES ,SCHOOL SYSTEM ,NUMBER OF SCHOOLS ,ACHIEVEMENT ,QUALITY OF LIFE ,ENTRANCE AGE ,LIFELONG LEARNING ,DISABLED CHILDREN ,KNOWLEDGE ,VOCATIONAL EDUCATION ,PROFESSIONAL DEVELOPMENT ,LOWER SECONDARY SCHOOLS ,TYPES OF SCHOOLS ,BASIC COMPETENCIES ,SCHOOL LEVELS ,CURRICULUM CONTENT ,LABOR FORCE ,COLLEGES ,SKILLED WORKFORCE ,PUBLIC EXPENDITURE ,SCHOOL ,SECONDARY SCHOOL SYSTEMS ,OLDER WORKERS ,SCHOOLING ,TECHNICAL SKILLS ,DISADVANTAGED CHILDREN ,MATH SCORES ,SCIENCE LABORATORY EQUIPMENT - Abstract
Facing the prospects of rapid aging and demographic decline over the coming decades, Hungary needs a highly skilled workforce to help generate the productivity growth that it needs to continue fueling a convergence of its living standards with those of its West European neighbors. Skilling up Hungary’s workforce should start by equipping youth with the right cognitive and social-emotional foundation skills. International research has identified three dimensions of skills that matter for good employment outcomes and economic growth: cognitive skills, such as literacy, numeracy, creative and critical thinking, and problem-solving; social-emotional skills and behavioral traits, such as conscientiousness, grit, and openness to experience; and job- or occupation-specific technical skills, such as the ability to work as an engineer. Hungary can do significantly better in preparing its next generation with the right cognitive foundation skills. This report focuses on cognitive skills and examines results for Hungary from the program for international student assessment (PISA), which assesses the mathematics, reading, and science competencies of 15-year-olds. This report lays out a policy agenda consisting of two parallel elements: first, improving socioeconomic conditions for children and youth in general and in school through policies targeted to the poor and disadvantaged such as welfare and employment policies for parents and education support for children. Second, promoting equity and reducing socioeconomic segregation in basic education through inclusive education policies.
- Published
- 2015
42. Neoliberalism as exception: the New High-Quality School project in Shanghai.
- Author
-
Tan, Charlene
- Subjects
NEOLIBERALISM ,EDUCATIONAL quality ,CLASSROOM activities ,ACADEMIC achievement - Abstract
Drawing upon Aihwa Ong's concept of 'neoliberalism as exception', this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of 'new high-quality schools' that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting 'neoliberalism with Chinese characteristics' in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
43. Regulatory Constraints on Public Sector Innovation: A Case Study on Queensland's Independent Public School Program.
- Author
-
Lane, Aaron M.
- Subjects
PRIVATE schools ,PUBLIC schools ,PUBLIC sector ,SCHOOL autonomy ,ACADEMIC freedom ,INSTITUTIONAL autonomy - Abstract
Innovation is essential to the improvement of public sector services, yet restrictive regulations may constrain this process. This paper draws on the school autonomy literature to advance our understanding of the effect of regulatory constraints on public sector innovation, using Queensland's Independent Public Schools (IPS) program as a case study and example of regulatory change. The IPS program commenced operation in 2013. Schools are accepted into the program through an expression of interest application. Application forms require individual schools to outline the 'innovative educational programs or practices' the school will be able to implement if it is accepted as an IPS (Innovation Question). A textual content analysis was undertaken of the Innovation Question for a total of 127 successful applications in the 2013, 2014 and 2015 rounds. Coding was developed based on the Schumpeterian forms of innovation. Overall the results show that the Queensland IPS initiative will foster innovation according to principal's perceptions about the innovative practices that they will be able to implement as an IPS. The paper finds that the current centralised service delivery model is constraining innovation with respect to staffing flexibility, school partnerships, leasing and licensing of facilities and in managing school buildings, facilities and infrastructure. Innovation is essential to the improvement of public sector services, yet restrictive regulations may constrain this process. This paper draws on the school autonomy literature to explore the relationship between regulation and public sector innovation using Queensland's Independent Public Schools program as a case study. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
44. School autonomy reform in Queensland: governance, freedom and the entrepreneurial leader.
- Author
-
Keddie, Amanda, Gobby, Brad, and Wilkins, Chris
- Subjects
SCHOOL autonomy ,CASE studies ,SECONDARY schools ,EDUCATIONAL leadership - Abstract
This paper examines conceptions of governance and freedom embedded within a new school autonomy policy in Queensland (Australia). Drawing on interview data from case study research, it foregrounds the practices of two school leaders from a secondary school in regional Queensland. It considers how such conceptions foster an entrepreneurial leadership of competition and compliance but also how they create space for something other than these dominant performative priorities. The paper’s theoretical contribution responds to calls for more nuanced accounts of entrepreneurial leadership to better understand how current performative demands are impacting on school leaders amid increasingly autonomised education systems. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
45. The governing parent-citizen: dividing and valorising parent labour through school governance.
- Author
-
Gerrard, Jessica and Savage, Glenn C.
- Subjects
COMMUNITIES ,LECTURES & lecturing ,SCHOOLS ,SOCIAL reproduction ,SOCIAL structure - Abstract
Internationally, major policy reforms seek to deepen parent and community engagement in schools. Whilst pervasive in policy documents, however, discourses surrounding 'parent engagement' are often elastic and imprecise, ultimately gaining meaning through the technologies of governance that shape policy enactments in schools. In this paper, we argue that contemporary schooling reforms are constructing a new 'governing parent-citizen' through which the parental labour of social reproduction is being extended, valorised and rearticulated. We examine how one major reform movement in Australia is articulating new roles for parents and community members in schools: the Independent Public Schools (IPS) initiative in Western Australia. Our analysis demonstrates the intensive policy intervention required to produce this new form of parental labour and the subsequent divisions of labour it is producing. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
46. The instrumentation of test-based accountability in the autonomous dutch system.
- Author
-
Browes, Natalie and K Altinyelken, Hülya
- Subjects
EDUCATIONAL change ,EDUCATION policy ,SOCIOLOGY ,SOCIOECONOMICS ,PSYCHOSOMATIC medicine - Abstract
Test-based accountability or 'TBA,' as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess 'school quality' (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated this phenomenon and its effects, much of it focusing on Anglo-Saxon cases. This paper, drawing on expert interviews and key policy documents, couples a policy borrowing with a policy instruments approach to critically examine how and why TBA has developed in the highly autonomous Dutch system. It finds that TBA evolved incrementally, advancing towards higher stakes for schools and boards. Further, it argues that school autonomy has been central to the development of TBA in two ways. Firstly, following a period of decentralisation that increased school(board) autonomy, the Dutch government saw a need to strengthen accountability to ensure education quality. This was influenced by international discourse and accelerated by a (politically exploited) national 'quality crisis' in education. Secondly, the traditionally autonomous Dutch system, shaped by 'Freedom of Education', has at times conflicted with TBA, and has played a significant role in (re)shaping global policy and in mitigating the GERM. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
47. GLIGORIJE JEFTANOVIĆ AND THE STRUGGLE FOR CHURCH AND SCHOOL AUTONOMY.
- Author
-
BRANKOVIĆ, BOŠKO M.
- Subjects
SCHOOL autonomy ,INTELLECTUALS ,AUSTRIA-Hungary, 1867-1918 ,ECUMENICAL movement - Abstract
The first part of this paper presents a brief history of the beginning and course of the Serbian people's struggle in the provinces of Bosnia-Herzegovina for Church and school autonomy and the role Gligorij Jeftanović played as one of the two most important figures leading the movement. The second part of the paper deals with correspondence between Gligorije Jeftanović and Lazar Pupić in 1901 during the time a Serbian envoy was being selected to travel from Sarajevo to Constantinople and attempt to win over the Ecumenical Patriarch to the Serbian cause by gaining support for the Third Imperial Memorandum. It also looks at correspondence after the election with the chosen envoy, Kosta Kujundžić, who tried but failed to win the Ecumenical Patriarch over to the Serbian side. The third part deals the adoption of the Statute on Church and School Autonomy and the decline in Gligorije Jeftanović's popularity after the emergence of a young, university-educated Serbian intelligentsia, which had new ideas and demands concerning new goals for the continuation of the struggle. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
48. School autonomy, marketisation and social justice: the plight of principals and schools.
- Author
-
Keddie, Amanda, Claire MacDonald, Katrina, Blackmore, Jill, Eacott, Scott, Gobby, Brad, Mahoney, Caroline, Niesche, Richard, and Wilkinson, Jane
- Subjects
PUBLIC education ,SCHOOLS ,STAKEHOLDERS ,SCHOOL autonomy ,SOCIAL justice - Abstract
There remains strong political support for school autonomy reform within Australian public education despite evidence linking this reform to exacerbating school and systemic inequities. This paper presents interview data from key education stakeholders gathered from a broader study that is investigating the social justice implications of school autonomy reform across three Australian states. We focus on the concerns these stakeholders raise about the plight of principals and particular schools when policies of school autonomy converge with market imperatives of economic efficiency, competition and public accountability. Such concerns reflect the significance of education systems providing greater and more nuanced support for principals and schools to manage the extra responsibilities of greater school autonomy and accountability. While these aspects of support are central, we argue that systemic reform that is driven by educative, rather than market, imperatives is necessary for creating a context where school autonomy can be mobilised for social justice. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
49. School autonomy, school accountability and social justice: stories from two Australian school principals.
- Author
-
Keddie, Amanda and Holloway, Jessica
- Subjects
SOCIAL justice ,SCHOOL autonomy ,SCHOOL principals ,DECISION making - Abstract
This paper explores issues of social justice in relation to the practice of two principals from two Australian public schools. The stories of these principals are set against a policy backdrop in Australia that has seen renewed emphasis on school autonomy reform, on the one hand, and heightened external accountability and compliance, on the other. Drawing on interview data from a small-scale study, we highlight some of the tensions for redistributive justice arising within this context. We examine the ways in which the principals' efforts for redistributive justice at the local school level compromise redistributive justice more broadly. We highlight the ongoing significance of examining how principals are framing their decision-making in relation to social justice. Within the freedoms of the present climate, the paper draws attention to the enduring imperative of centralised equity-focused accountabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
50. Technology enhanced learner ownership and learner autonomy through creation.
- Author
-
Lan, Yu-Ju
- Subjects
SCHOOL autonomy ,EDUCATION ,RESEARCH on students ,LEARNING ,TEACHING - Abstract
The article talks about technology enhanced learner ownership and learner autonomy through creation. The topics discussed include traditional teacher-centered fails to identify and support learner's individual differences and consequently it does not effectively cultivate student's autonomy and learner ownership; advanced technologies in education bringing new opportunities for providing learners with brand-new learning experiences, and about educational sources and the Internet learners.
- Published
- 2018
- Full Text
- View/download PDF
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