Descrizione del progetto
Un nuovo approccio alla governance scolastica
La responsabilità nel campo dell’istruzione è avanzata in tutto il mondo, ma l’attenzione tipicamente rivolta alle singole scuole e agli specifici risultati di apprendimento ha prodotto notevoli problemi. Questo approccio, noto come responsabilità basata sui risultati (PBA), esercita una notevole pressione sulle scuole per metterle in competizione, crea effetti collaterali negativi e può peggiorare la situazione delle scuole in difficoltà. Riconoscendo questi problemi, alcuni governi stanno tentando delle riforme. Tuttavia, spesso trascurano un aspetto fondamentale: la responsabilità dovrebbe essere esercitata su scala più ampia, coinvolgendo gruppi di scuole. In quest’ottica, il progetto ACCOUNTED, finanziato dal CER, si propone di trasferire la responsabilità dalle singole scuole a reti più ampie. Tramite strategie di progettazione partecipativa e sperimentale che coinvolgono reali operatori scolastici, il progetto farà da ponte tra la politica e la pratica e reinventerà la governance e le strutture di supporto delle scuole.
Obiettivo
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.
Campo scientifico
Parole chiave
Programma(i)
- HORIZON.1.1 - European Research Council (ERC) Main Programme
Argomento(i)
Meccanismo di finanziamento
HORIZON-ERC-POC - HORIZON ERC Proof of Concept GrantsIstituzione ospitante
08193 Cerdanyola Del Valles
Spagna