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  • 1
    Online Resource
    Online Resource
    United in Diversity: A Complexity Perspective on the Role of Attainment Targets in Quality Assurance in Flanders (2016)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (65 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.139
    Keywords: Education ; Belgium
    Abstract: This case study explores the role of attainment targets as a means of systemic quality assurance in Flanders (Belgium), an education system whose governance structures and processes are characterised by high decentralisation and the participation of multiple actors. The analysis identifies a number of key issues in the design and implementation of the attainment targets, such as difficulties in creating a common understanding and participatory governance not leading automatically to teacher ownership of the attainment targets. Three processes that were particularly challenging included the deployment of a whole-of-system approach for implementation, capacity building and the creation of a culture of evaluation. For the future, it is essential to open up participation processes to a broad range of stakeholders. Furthermore, key stakeholders should join forces in setting a shared agenda, creating momentum in implementation and raising capacity across the system, especially in new modes of teaching and assessment.
    DOI: 10.1787/5jlrb8ftvqs1-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (35 p.)
    Series Statement: OECD Education Working Papers no.199
    Keywords: Education ; Belgium
    Abstract: Prepared for a Centre for Educational Research and Innovation (CERI) Strategic Education Governance Learning Seminar, this working paper analyses the functioning of accountability mechanisms in the Flemish school system from a complexity perspective, particularly accountability of equity funding in primary and secondary education. The paper shows that accountability mechanisms are not highly developed, specifically to the Flemish government and to the public. As a result, it proved hard to examine if resources were used effectively and efficiently. The paper argues that a long-term perspective and step-by-step approach is needed to create a culture of evaluation and accountability. It is emphasised that a long-term strategy should start with building horizontal and more specifically professional accountability mechanisms, based on a clear picture of how accountability relates to the overall aims and vision of education. The paper suggests furthermore to strengthen the use of knowledge, both tacit knowledge among others from students, as well as knowledge from research.
    DOI: 10.1787/c891abbf-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Education governance in action : lessons from case studies (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264262829 , 9789264262652
    Language: English
    Pages: 1 Online-Ressource (194 Seiten) , Illustrationen
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Burns, Tracey Education governance in action
    Keywords: Bildungspolitik ; Flandern ; Deutschland ; Norwegen ; Polen ; Schweden ; Niederlande ; Education ; Bildungspolitik ; Flandern ; Deutschland ; Norwegen ; Polen ; Schweden
    Abstract: Governing multi-level education systems requires governance models that balance responsiveness to local diversity with the ability to ensure national objectives. This delicate equilibrium is difficult to achieve given the complexity of many education systems. Countries are therefore increasingly looking for examples of good practice and models of effective modern governance that they can adapt to their own needs. Education Governance in Action: Lessons from Case Studies bridges theory and practice by connecting major themes in education governance to real-life reform efforts in a variety of countries. It builds upon in-depth case studies of education reform efforts in Flanders (Belgium), Germany, the Netherlands, Norway, Poland and Sweden. The case studies are complemented by country examples of efforts to restore and sustain trust in their education systems. Together they provide a rich illustration of modern governance challenges - and successes. The volume highlights the importance of the interdependence between knowledge and governance and focuses on essential components for modern education governance: accountability, capacity building and strategic thinking. It sets the agenda for thinking about the flexible and adaptive systems necessary for governing education in today's complex world. This publication will be of interest to policy makers, education leaders, teachers, the education research community and all those interested in education governance and complexity.
    DOI: 10.1787/9789264262829-en
    URL: Volltext
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Dilemmas of central governance and distributed autonomy in education (2018)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p.)
    Series Statement: OECD Education Working Papers no.189
    Keywords: Education ; Netherlands
    Abstract: Prepared for a Strategic Education Governance learning seminar, this working paper analyses the ways in which the Dutch government tried to reach overarching goals in education, in a system characterised by a high degree of distributed autonomy of education institutions and the participation of multiple actors, and consequently a government highly dependent on the collaboration with stakeholders. The paper introduces four perspectives on governance: ‘traditional public administration’, ‘new public management’, ‘network governance’ and ‘societal resilience’. In practice, these perspectives do not exclude each other. Based on three cases the paper shows that the Dutch government used simultaneously different perspectives in each case and across the cases, in various combinations. Each combination proved to have its pros and cons. The paper argues for a deliberate consideration and choice of governance perspectives as an important element of policy preparation.
    DOI: 10.1787/060260bf-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
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