Project description
A novel approach to school governance
Accountability in education has advanced worldwide, but the typical focus on individual schools and specific learning outcomes has caused serious issues. This approach, known as performance-based accountability (PBA), places significant pressure on schools to compete, creates adverse side effects, and can worsen the situation for struggling schools. Recognising these issues some governments are attempting reforms. However, they often overlook a crucial aspect, i.e. accountability should occur on a larger scale involving groups of schools. With this in mind, the ERC-funded ACCOUNTED project aims to shift accountability from individual schools to broader networks. Through participatory and experimental design strategies involving real school actors, the project will bridge policy and practice and reimagine schools' governance and support structures.
Objective
Accountability has emerged as a central feature of educational governance worldwide. However, the prevailing accountability approach in education, the so-called performance-based accountability (PBA), has led to adverse effects and discomfort among key stakeholders in the education sector. PBA, with its focus on individual schools as primary account providers, intensifies competitive pressures, fosters institutional fragmentation, and often stigmatizes disadvantaged schools. Recognizing these drawbacks, several governments are in the process of re-evaluating their accountability frameworks; this entails not only adjusting the measurement of performance outcomes but also giving greater attention to teaching-learning processes that were previously overlooked.
Despite these efforts, ongoing reforms often overlook a crucial dimension: the scale at which accountability practices occur. ACCOUNTED asserts that optimizing accountability requires not only a shift in focus but also a change in the locus of account-giving practice: from individual schools to broader school networks. This recalibration of accountability, emphasizing shared responsibility among schools within a network, holds the key to fostering meaningful and cooperative relationships, initiating sustained improvement dynamics, and mobilizing additional educational resources at the local level. The effective implementation of this approach necessitates a meticulous policy design that organizes accountability relations and practices within the context of school networks. To bridge the gap between policy and practice, we propose testing and refining the 'shared accountability model' through a participatory design strategy involving real school actors. This innovative approach, by fostering collaboration and awareness among schools within networks, holds the potential to bring about positive transformations across the entire educational system, with a specific emphasis on advancing the well-being of disadvantaged schools.
Fields of science
Keywords
Programme(s)
- HORIZON.1.1 - European Research Council (ERC) Main Programme
Funding Scheme
HORIZON-ERC-POC - HORIZON ERC Proof of Concept GrantsHost institution
08193 Cerdanyola Del Valles
Spain