Education Governance in Action - Lessons from Case studies

Education Governance in Action - Lessons from Case studies

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  Education Governance in Action Lessonsfrom Case studies Published 9 September 2016
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  • Bridges theoryand practice by connecting major themes in education governance to real-life reform efforts • Sets the agenda for strategic thinking in modern education governance 2 Education Governance in Action
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  • Aligning policies,roles and responsibilities • Designing constructive accountability mechanisms that ensure quality yet leave room for innovation • Stimulating capacity building and participatory governance • Pursuing a long term vision and continuous strategic thinking • Managing the complex interaction between knowledge and governance 3 Effective governance of complex systems Requires:
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  4 Five elements ofeffective governance focuses on processes, not structures is flexible and can adapt to change and unexpected events works through building capacity, stakeholder involvement and open dialogue requires whole of system approach (aligning roles, balancing tensions) harnesses evidence and research to inform policy and reform Effective governance: Find out more: Governing Education in a Complex World and Education Governance in Action
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  5 A focus onprocesses, not structures There is no ideal structure of governance. Effective governance is built upon dynamic processes that support the structures in place. Find out more: Education Governance in Action – Chapter 4
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  6 Changing governance structuresin Sweden Sudden changes in structures will not bring change about if the necessary processes to support the changes are not in place. Find out more: Education Governance in Action – Chapter 3 Sudden decentralisation Lack of time to develop strategies to manage new responsibilities Municipalities have difficulty adapting to new responsibilities Lack of internal discussion in municipalities Ambiguity about responsibilities Shirking responsibilites among municipal actors Ad hoc governance arrangements on municipal level Central government with a 'hands-off' approach Accountability to the central level remains largely unenforced Few capacity building measures Lack of communication regarding municipal responsibilities
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  7 The flexibility toadapt to change and unexpected events Complex systems do not work in a linear manner. Dealing with emergent, unexpected phenomena requires flexible governance arrangements and systemic learning. Find out more: Education Governance in Action – Chapter 4
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  8 Working to improveweak schools in the Netherlands Change in complex education systems can no longer be understood through linear cause and effect. Policy interventions need to be flexible and adapt to the context. Find out more: Education Governance in Action – Chapter 3 Motivated stakeholders New staff hired Education improves Praise builds self-esteem Students behave well School collaborates Teachers feel pressured and leave Parents remove children from school Image of school worsens Negative inspection results lead to calls for change Vicious cycleVirtuous cycle
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  9 Capacity building, stakeholder involvementand open dialogue Successful governance ensures that stakeholders communicate and collaborate towards a common objective and have sufficient capacity to deliver it. Find out more: Education Governance in Action – Chapter 6 and 8
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  10 Strengthening formative assessmentin Norway Clear communication, leadership and high trust between stakeholders lead to more systematic and sustainable outcomes Find out more: Education Governance in Action – Chapter 3 Clear understanding/integration of goals Implementation strategies become more focused. Establishment of learning networks More effective knowledge transfer and peer-based support. Capacity Building Online platforms and archived presentations support peer and network learning. Greater potential for successful implementation of policy
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  11 Towards a newculture of evaluation in Poland A well-designed and communicated implementation strategy support long-term vision and strategic thinking Find out more: Education Governance in Action – Chapter 3 Understanding of reform goals Data and evaluation practices used effectively Local capacity sufficient Noticeable development towards a culture of evaluation occurred Misinterpretation of reform goals Reorganisation of duties, but not necessarily attitude shift Concerns about lack of local capacity not addressed Limited progress in developing a culture of evaluation
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  12 Using a wholeof system approach A whole of system approach works to align roles and responsibilities across the system, improving efficiency as well as reducing potential overlap or conflict among its parts. This entails long-term strategic thinking, leadership and trust. Find out more: Education Governance in Action – Chapter 5, 7 and 8
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  13 Reaching common qualitystandards in Flanders (Belgium) A participatory whole-of-system approach to governance may be the best means of arranging the interconnections in multi-level, multi-actor governance. Find out more: Education Governance in Action – Chapter 3 Participatory governance to foster common understanding Shared agenda for comprehensive implementation Aligned capacity building Feedback and policy flexibility Diverging views on the nature of attainment targets Flawed implementation Disconnected capacity building initiatives Missing part of the picture in evaluation Unity Disunity
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  14 Harnessing evidence andresearch to inform policy and reform Find out more: Education Governance in Action – Chapter 1 & 2 Governance requires knowledge to have an understanding of where to take action. Governance processes support sustainable production and use of knowledge.
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  15 Improving local decision-makingin Germany Involving stakeholders and building their capacity for data collection and use to strengthen local decision-making. Find out more: Education Governance in Action – Chapter 3 Local factors contributing to effective policy implementation Local political support for policy Clear communication strategies Broad stakeholder involvement Concrete goals and projects More well-resourced municipalities (in general) High financial and administrative capacities Experience with monitoring and management Culture of co-operation United local political structure
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  www.oecd.org/edu/ceri/gces