Descripción del proyecto
Un nuevo método de la gobernanza escolar
La responsabilidad en la educación ha progresado en todo el mundo, pero la focalización habitual en centros escolares concretos y en resultados de aprendizaje específicos ha causado graves problemas. Dicho método, conocido como «rendición de cuentas basada en el rendimiento», ejerce una presión significativa sobre las escuelas para que compitan, crea efectos secundarios adversos y puede empeorar la situación de las escuelas con dificultades. Algunos gobiernos, conscientes de estos problemas, están intentando introducir reformas. Sin embargo, a menudo ignoran un aspecto crucial, que la responsabilidad debe producirse a mayor escala, implicando a grupos de escuelas. En este sentido, el equipo del proyecto ACCOUNTED, financiado por el Consejo Europeo de Investigación, pretende trasladar la responsabilidad de las escuelas individuales a redes más amplias. A través de estrategias de diseño participativas y experimentales en las que intervienen actores reales de la escuela, el equipo del proyecto tenderá un puente entre la política y la práctica y reimaginará la gobernanza y las estructuras de apoyo de las escuelas.
Objetivo
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.
Ámbito científico
Palabras clave
Programa(s)
- HORIZON.1.1 - European Research Council (ERC) Main Programme
Régimen de financiación
HORIZON-ERC-POC - HORIZON ERC Proof of Concept GrantsInstitución de acogida
08193 Cerdanyola Del Valles
España