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Governing Education in a Complex World

image of Governing Education in a Complex World

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.

English

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Exploring accountability

National testing policies and student achievement

The recognition that all children have the right to a quality education has pushed education provision and quality assurance to the top of policy agendas. The use of test scores for accountability purposes has risen worldwide, accompanied by a belief in the market model (e.g. school choice) as a strong way to ensure and monitor quality education. There is an open question however about how effective these market forces are, and whether the use of test scores is achieving the desired improvements in education performance. This chapter uses the National Testing Policies (NTP) outlined by Smith (forthcoming) to explore common practices found in schools in educator based testing for accountability systems, providing policy-makers with a rich illustration of school practices in each NTP.

English

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