1,642 research outputs found
Inner Group Trust and School Autonomy in a Segregated School System; Parental Self-Segregation in the Netherlands
Get PDFIn its most recent annual report, the Inspectorate of Education (2018) provided evidence of rising segregation in the Netherlands. The report highlights how, in primary education, children are increasingly distributed unequally on the basis of ethnic and socio-economic background. Free school choice enables wealthy parents to opt out of schools that have perceptibly more deprived pupils – thus expressing their wish for like-minded peers for their children. Similarly, parents from low socio-economic groups do not want to send their children to ‘snobbish’ schools, while ethnic groups are worried about the (perceived) loose morality around sexuality and gender in white schools. The result is an increasingly segregated landscape where children are educated in mostly socio-economically homogenous schools. School inspections are expected to counterbalance such mechanisms by informing parents of the true quality of schools, but like-mindedness and group identity seem stronger motivators for school choice. This chapter will reflect on the rising segregation in Dutch education, how this relates to generalized trust in the state to provide high quality education for all and a historic context of a ‘pillarized’ society and education system. It will also focus on issues around intergroup trust and why the long tradition of public reporting on school quality has not been able to curb this trend
SER wil daad bij het woord
No full textSER-voorzitter Mariëtte Hamer en VU-hoogleraar Melanie Ehren troffen elkaar in de Tweede Kamer bij een zitting over kansenongelijkheid. Voor Didactief leggen ze uit dat het echt tijd is voor actie
Accountability to Build School and System Improvement Capacity
Get PDFAccountability plays a key role in both the exchange of resources as well as in enhancing the capacity to provide for and improve the quality of education. The effect works through a number of interactions which vary depending on the extent to which formal monitoring and assessment interventions (such as through national assessments or inspections) support school improvement, and the extent to which accountability systems build system capacity for change by aligning actions of stakeholders and by promoting trust in education systems. Capacity is also a condition for the implementation of accountability interventions, as systems need capacity to hold schools accountable. Englert et al. (2007) and Eddy-Spicer et al. (2016) discuss the knowledge and skills required of various groups of educators to implement assessment and accountability systems, while the same groups need to have the capacity to act on performance feedback from these systems to improve their work. This chapter discusses the intricate relation between capacity and accountability and how accountability constraints or supports system-wide improvement through their normalisation and coordination of standards of high-quality education. We argue that..
From Hierarchy and Market to Hierarchy and Network Governance in Chile
Get PDFOver the past 40 years, Chile's education system has been coordinated through hierarchical market governance. This model, which includes a combination of decentralization, vertical accountability, parental choice and incentives for the participation of private providers, has resulted in structural weaknesses for the provision of public education. To address these weaknesses, the New Public Education System (NEP, Law No 21.040) was introduced in 2017, changing the governance structure for the provision of public education by combining two coordination mechanisms: managerialism and networking. This change aimed to increase the sector's capacity to offer high-quality learning opportunities to students, and consequently, increase citizens' trust in public education, which by 2014 enrolled just 36.8% of the school-age population. In this chapter, we first explain how hierarchical market governance operated in Chile. Next, analysing relevant legislation and drawing on interviews with policymakers, we outline how NEP introduced performance management and networking as new modes of coordination and how these potentially improve the capacity for, and trust in public education, within an accountability system that retains strong hierarchical and market components
The Evidence Base for School Inspection Frameworks
Get PDFThis chapter describes how Inspectorates of Education operationalize different inspection goals (control, improvement, and liaison) in their inspection indicator frameworks. The chapter provides an overview and examples of the indicators used across a number of countries and how these are incorporated in inspection frameworks to evaluate and assess schools with the purpose of control, improvement and liaison. We elaborate on potential inspection frameworks to inspect and assess the processes and results of schooling (which includes making expert judgements and –value added- models to evaluate school output), and discuss their value and adequateness in the light of recent school effectiveness research. Evaluating the value and adequateness of inspection frameworks and measures is an important condition of valid inspections; a topic we will talk about in more detail in the Chap. 3
Trust, accountability and capacity: Three building blocks of education system reform
Get PDFThis introductory chapter draws on Bronfenbrenner's theory of human development to describe education systems as a set of concentric circles of an individual's microsystem (focusing on teacher learning and effectiveness), his/her mesosystem, exosystem, macrosystem and chronosystem. We describe trust, capacity and accountability on each of these levels and how they interact to improve learning outcomes. On the microlevel, trust and accountability are situated in a set of interpersonal relations where questions are asked about whether you can trust someone while holding them accountable at the same time and how such relations contribute to high-quality teaching and learning. On the mesosystem, we look at organisational conditions of trust (e.g. social capital, collective trust), accountability (school systems of evaluation and monitoring) and school effectiveness conditions and how these are related to improve learning outcomes. On the macro and exosystem, our interest is in social and institutional structures of trust, accountability and capacity where we for example explain how accountability systems can promote trust and build capacity through a liaison function whereby they align expectations across education systems and created a shared value orientation
Trust, accountability and capacity in education system reform: Global perspectives in comparative education
No full textThis global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building blocks of education systems and education system reform. In exploring how these three factors relate to student learning outcomes across different international contexts, this book provides a powerful framework for a more equal system. Drawing upon research and case studies from scholars, policymakers and experts from international agencies across five continents, this book shows how trust, capacity and accountability interact in ways and with consequences that vary among countries, pointing readers towards understanding potential leverage points for system change. Trust, Accountability, and Capacity in Education System Reform illuminates how these three concepts are embedded in an institutional context temporally, socially and institutionally and offers an analysis that will be of use to researchers, policymakers and agencies working in comparative education and towards education system reform
Governance of Education Systems: Trust, accountability and capacity in hierarchies, markets and networks
Get PDFSystems vary in how they are coordinated and in how actors are positioned into different roles with different responsibilities. This chapter presents three ideal-types of education governance: hierarchy, market and network. For each type of system, the roles and relations of each of the stakeholders in the system are explained, how they relate to each other, how accountability relations are organized and the capacity needed by various stakeholders to enact their roles and responsibilities. We'll argue how each system is premised on a different understanding of the purpose of education and how this has clear implications for how the accountability and capacity-building is organized and whether and how trust is needed to improve learning outcomes
Trust, capacity and accountability: A triptych for improving learning outcomes
Get PDFThis chapter examines the implications of three elements: trust, accountability and system capacity within the different contexts and cultures throughout this book, exploring how each influences learning outcomes at three levels throughout education systems: system level, organizational level and through interpersonal relations. Taking examples from three perspectives: the complementary perspective, the substitution perspective and the inverse perspective as a lens, the chapter illustrates, via examples from research which appears throughout the book, the ways in which a complementary perspective of trust and accountability can be established, and in so doing, capacitate to improve learning outcomes. We note, and refer to evidence throughout the book, that culture and context are important factors to consider when thinking of how to go about this, and that institutional embeddedness, political, social, legal and economic factors influence the extent to which this can be achieved. Finally, the chapter investigates the temporal and dynamic nature of accountability and trust and how changes over time influence the three variables. Concluding that, like a triptych, these factors must be considered together when planning any type of educational system reform
Inspecteur zou weer kritische observator moeten zijn
Get PDFMet het systeem van risicoanalyse heeft de Onderwijsinspectie zich op te grote afstand gezet van de scholen. Dat zou op termijn wel eens verkeerd uit kunnen pakken, vreest Melanie Ehren, die in 2006 promoveerde op het onderwerp ‘Toezicht en schoolverbetering’. Zij pleit voor het herstel van de inspecteur 'als een kritische observator van de scholen'
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