Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders:
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...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2019
|
| Schriftenreihe: | OECD Education Working Papers
no.199 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 Online-Ressource (35 p.) |
| DOI: | 10.1787/c891abbf-en |
Internformat
MARC
| LEADER | 00000cam a22000002 4500 | ||
|---|---|---|---|
| 001 | ZDB-13-SOC-061255696 | ||
| 003 | DE-627-1 | ||
| 005 | 20231204120946.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 210204s2019 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1787/c891abbf-en |2 doi | |
| 035 | |a (DE-627-1)061255696 | ||
| 035 | |a (DE-599)KEP061255696 | ||
| 035 | |a (FR-PaOEC)c891abbf-en | ||
| 035 | |a (EBP)061255696 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 100 | 1 | |a Shewbridge, Claire |e VerfasserIn |4 aut | |
| 245 | 1 | 0 | |a Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders |c Claire, Shewbridge, Marc, Fuster and Rien, Rouw |
| 264 | 1 | |a Paris |b OECD Publishing |c 2019 | |
| 300 | |a 1 Online-Ressource (35 p.) | ||
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 490 | 0 | |a OECD Education Working Papers |v no.199 | |
| 520 | |a 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. | ||
| 650 | 4 | |a Education | |
| 650 | 4 | |a Belgium | |
| 700 | 1 | |a Fuster, Marc |e MitwirkendeR |4 ctb | |
| 700 | 1 | |a Rouw, Rien |e MitwirkendeR |4 ctb | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-13-SOC |q FWS_PDA_SOC |u https://doi.org/10.1787/c891abbf-en |3 Volltext |
| 912 | |a ZDB-13-SOC | ||
| 912 | |a BSZ-13-SOC-education | ||
| 912 | |a ZDB-13-SOC | ||
| 951 | |a BO | ||
| 912 | |a ZDB-13-SOC | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-13-SOC-061255696 |
|---|---|
| _version_ | 1804748659054608384 |
| adam_text | |
| any_adam_object | |
| author | Shewbridge, Claire |
| author2 | Fuster, Marc Rouw, Rien |
| author2_role | ctb ctb |
| author2_variant | m f mf r r rr |
| author_facet | Shewbridge, Claire Fuster, Marc Rouw, Rien |
| author_role | aut |
| author_sort | Shewbridge, Claire |
| author_variant | c s cs |
| building | Verbundindex |
| bvnumber | localFWS |
| collection | ZDB-13-SOC BSZ-13-SOC-education |
| ctrlnum | (DE-627-1)061255696 (DE-599)KEP061255696 (FR-PaOEC)c891abbf-en (EBP)061255696 |
| discipline | Wirtschaftswissenschaften |
| doi_str_mv | 10.1787/c891abbf-en |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02334cam a22003852 4500</leader><controlfield tag="001">ZDB-13-SOC-061255696</controlfield><controlfield tag="003">DE-627-1</controlfield><controlfield tag="005">20231204120946.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">210204s2019 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/c891abbf-en</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627-1)061255696</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KEP061255696</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(FR-PaOEC)c891abbf-en</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EBP)061255696</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Shewbridge, Claire</subfield><subfield code="e">VerfasserIn</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders</subfield><subfield code="c">Claire, Shewbridge, Marc, Fuster and Rien, Rouw</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2019</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (35 p.)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">OECD Education Working Papers</subfield><subfield code="v">no.199</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Belgium</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fuster, Marc</subfield><subfield code="e">MitwirkendeR</subfield><subfield code="4">ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Rouw, Rien</subfield><subfield code="e">MitwirkendeR</subfield><subfield code="4">ctb</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-13-SOC</subfield><subfield code="q">FWS_PDA_SOC</subfield><subfield code="u">https://doi.org/10.1787/c891abbf-en</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">BSZ-13-SOC-education</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">BO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-13-SOC-061255696 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-16T15:07:23Z |
| institution | BVB |
| language | English |
| open_access_boolean | |
| owner | DE-863 DE-BY-FWS |
| owner_facet | DE-863 DE-BY-FWS |
| physical | 1 Online-Ressource (35 p.) |
| psigel | ZDB-13-SOC BSZ-13-SOC-education |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | OECD Education Working Papers |
| spelling | Shewbridge, Claire VerfasserIn aut Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders Claire, Shewbridge, Marc, Fuster and Rien, Rouw Paris OECD Publishing 2019 1 Online-Ressource (35 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Education Working Papers no.199 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. Education Belgium Fuster, Marc MitwirkendeR ctb Rouw, Rien MitwirkendeR ctb FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/c891abbf-en Volltext |
| spellingShingle | Shewbridge, Claire Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders Education Belgium |
| title | Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders |
| title_auth | Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders |
| title_exact_search | Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders |
| title_full | Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders Claire, Shewbridge, Marc, Fuster and Rien, Rouw |
| title_fullStr | Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders Claire, Shewbridge, Marc, Fuster and Rien, Rouw |
| title_full_unstemmed | Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders Claire, Shewbridge, Marc, Fuster and Rien, Rouw |
| title_short | Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders |
| title_sort | constructive accountability transparency and trust between government and highly autonomous schools in flanders |
| topic | Education Belgium |
| topic_facet | Education Belgium |
| url | https://doi.org/10.1787/c891abbf-en |
| work_keys_str_mv | AT shewbridgeclaire constructiveaccountabilitytransparencyandtrustbetweengovernmentandhighlyautonomousschoolsinflanders AT fustermarc constructiveaccountabilitytransparencyandtrustbetweengovernmentandhighlyautonomousschoolsinflanders AT rouwrien constructiveaccountabilitytransparencyandtrustbetweengovernmentandhighlyautonomousschoolsinflanders |