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  • 1
    Online Resource
    Online Resource
    Governing Education in a Complex World (2016)
    Paris : OECD Publishing
    Details
    ISBN: 9789264255364
    Language: English
    Pages: 1 Online-Ressource (240 p.) , 21 x 28cm.
    Series Statement: Educational Research and Innovation
    Parallel Title: Erscheint auch als Governing education in a complex world
    Keywords: Bildungspolitik ; Schulpolitik ; OECD-Staaten ; Education ; Bildungspolitik ; Schulpolitik
    Abstract: What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area. Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today. Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.
    DOI: 10.1787/9789264255364-en
    URL: lizenzpflichtig
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  • 2
    Online Resource
    Online Resource
    Promoting education decision makers' use of evidence in Austria (2020)
    Paris : OECD
    Details
    ISBN: 9789264638358
    Language: English
    Pages: 1 Online-Ressource (71 Seiten) , Diagramme
    Series Statement: Educational research and innovation
    Series Statement: Strategic education governance analytical report
    Parallel Title: Erscheint auch als Köster, Florian Promoting education decision makers' use of evidence in Austria
    Keywords: Bildungspolitik ; Politische Entscheidung ; Theorie-Praxis-Verhältnis ; Politikberatung ; Österreich ; Education ; Governance ; Austria ; Graue Literatur
    Abstract: This report takes stock of processes that promote the systematic use of evidence in decision making in Austria’s education system. It builds on an online survey among over 6500 decision makers, drawing on responses from executives in the Austrian Federal Ministry for Education, Science and Research; regional education directorates; school supervision and school leaders. The report identifies what it takes to strengthen the opportunity, capability and motivation of decision makers at all levels of the education system to use evidence effectively for their respective practice – including teaching and quality assurance. It assesses respective strengths and weaknesses in current processes and in opportunities available to decision makers. The report develops possible next steps to inform further discussions. The publication is part of OECD work on strategic education governance, which supports countries in identifying the best ways to achieve national objectives in a context of multi-level governance structures and complex environments. The work identifies and promotes effective governance processes in the domains of accountability, capacity, knowledge governance, stakeholder involvement, strategic thinking and adopting a whole-of-system perspective. This publication will be of interest to policy makers, education leaders, the education research community and all those interested in education governance.
    DOI: 10.1787/0ac0181e-en
    URL: lizenzpflichtig
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  • 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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  • 4
    Online Resource
    Online Resource
    Shifting Responsibilities - 20 Years of Education Devolution in Sweden : A Governing Complex Education Systems Case Study (2014)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (41 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.104
    Keywords: Education ; Sweden
    Abstract: This case study examines the consequences of important education decentralisation reforms that took place in Sweden in the early 1990s. The sudden shift away from a traditionally centralised education system towards a decentralised one meant that municipalities had to quickly accommodate new responsibilities. Difficulties related to this shift were noticed early on and then confirmed by international surveys, in particular PISA, which revealed that student performance was deteriorating while the gap increased between and top- and bottom-performers. Key elements to this include the fact that decentralisation took place without enough support from the central authorities, municipalities (particularly smaller ones) lacked local capacity to manage their new responsibilities, and as a result the reform has resulted in a mismatch between official responsibilities and the actual powers of the various stakeholders. The central government, steering education at arm’s length, has few tools to incentivise compliance with national goals. At the municipal level, financial resources are often allocated based on tradition and local politics rather than actual needs. This is in part due to misuse of available data and of expert knowledge by decision-makers. The case study also provides a series of recommendations for improvement.
    DOI: 10.1787/5jz2jg1rqrd7-en
    URL: lizenzpflichtig
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  • 5
    Online Resource
    Online Resource
    Means, ends and meaning in accountability for strategic education governance (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (90 p.)
    Series Statement: OECD Education Working Papers no.204
    Keywords: Education
    Abstract: Recent decades have revealed a gap between promises and realities of accountability in education governance, as well as further afield. Despite efforts identifying and analysing cautionary tales of accountability interventions, a systematic approach to support progressive improvements for managing accountability in complex education systems is yet to be widely adopted. This review of the interdisciplinary literature leverages the complexity paradigm to address the extant lack of clarity in theory and practice surrounding accountability. Central to this are recent research efforts that embrace accountability’s foundations as a relational exchange of accounts. The approach enables distancing accountability from misconceptions arising from its patchy track record in practice and the rhetorical usage of the term. The review discusses implications for understanding and managing accountability within contemporary strategic governance. In such an environment, this means rethinking the management of accountability stresses by practitioners as a new normal to be grappled with – and where possible attenuated – rather than the object of tractable solutions, as has been mistakenly conceived in the past.
    DOI: 10.1787/1d516b5c-en
    URL: lizenzpflichtig
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  • 6
    Online Resource
    Online Resource
    Promoting education decision maker's use of evidence in Flanders (2021)
    Paris : OECD
    Details
    ISBN: 9789264896116
    Language: English
    Pages: 1 Online-Ressource (70 Seiten) , Tabellen, Diagramme
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Shewbridge, Claire Promoting education decision maker's use of evidence in Flanders
    Keywords: Education ; Governance ; Belgium
    Abstract: The introduction of standardised tests in Flemish schools aims to generate regular, reliable data for educators and policy makers. At an early stage of development, this report uses a research-based framework to engage stakeholders in thinking about the opportunities standardised tests could bring for their work. It builds on feedback from key stakeholders regarding their perceptions, hopes and concerns about the introduction of standardised tests. Feedback was gathered during a series of structured discussions and a stakeholder reflection seminar. The report identifies ways to strengthen the opportunity, capability and motivation of decision makers at all levels of the education system to use evidence effectively for their respective practice – including teaching and quality assurance. The report identifies lessons learnt to support the further development of standardised tests. The publication is part of OECD work on strategic education governance, which supports countries in identifying the best ways to achieve national objectives in a context of multi‑level governance structures and complex environments. The work identifies and promotes effective governance processes in the domains of accountability, capacity, knowledge governance, stakeholder involvement, strategic thinking and adopting a whole‑of‑system perspective. This publication will be of interest to policy makers, education leaders, the education research community and all those interested in education governance.
    DOI: 10.1787/de604fde-en
    URL: lizenzpflichtig
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