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With a focus on the American context, the study investigates a teacher accountability reform as an expanding assemblage of neoliberal governance by providing an account of physical education teache...

The Welsh education system is engaging in a wide-ranging series of reforms and, as part of these reforms, is moving towards an accountability system that aims to work collaboratively with teachers ...

Current trends in humanitarian accountability are unpacked through the examination of an accountability system put in place after the 2010 monsoon floods in Pakistan. Humanitarian accountability, w...

Results-based intergovernmental transfers have recently attracted attention from both scholars and practitioners. In contrast to other types of grants, the results-based approach can lead to improv...

Performance-based accountability systems that rank schools based on their effectiveness produce ‘winners’ and ‘losers’. Substantial evidence has pointed to the (side)effects of these classification...

While the field of public management has long emphasized the importance of holding public employees accountable for their actions, our understanding of how best to do so has been hindered by a dear...

Although schools’ relative contribution to pupils’ progress is increasingly used in accountability systems around the world (OECD, 2013), momentum for value-added models (VAM) has not been reached in Chile. This small-scale study explores qualitatively the policy context in which this omission takes place, by analyzing policy documents and interviewing local policymakers and researchers about their views on VAM. These agents and official documents not only point to political, methodological and pragmatic reasons for and against value-added indicators, but also highlighted ethical and legal reasons pro (but not against) VAM. Overall, the most prominent reason for including VAM into the new accountability system was the ethical consideration. The notion that a fairer indicator could make justice, especially for those schools working in disadvantaged contexts, was a recurrent idea. In contrast, the most recurrent reasons against VAM were methodological. Whilst research on VAM for the Chilean school system has been conducted over the last decade, it has impacted very little the policy arena. Given that the creation of frameworks for assessing value-added indicators takes time, needs policy and research support and needs to consider potential unintended consequences, the road towards including them into the Chilean school accountability system is just starting.

The administrative accountability system in China has evolved during public health crises. By holding public officials accountable, the system hopes to improve their performance during emergencies....

The Principal Officials Accountability System (POAS), which was established in 2002 by the then Chief Executive, Tung Chee Hwa, marked the beginning of a Hong Kong-style system of ministerial government. As a major attempt at institutional reform in the postcolonial era, the reform has so far invited more negative than positive appraisals about its impact on public governance. Academic critiques, however, have barely touched on the problem from the perspectives of institutional design and development. Accordingly, this article analyses the institutional characteristics of the POAS as a ministerial system, and how these characteristics have shaped the working relationships between politicians and bureaucrats. The underlying argument is that, after one and a half decades, the POAS remains underdeveloped. This state of underdevelopment is the outcome of institutional change through incremental reforms leading to disjointedness and incoherence. There are worrying signs that under an increasingly authoritarian...

In their current state in the public administration literature, the various accountability frameworks build upon another, but are not in a comprehensive form so that practitioners may make use of them. The Comprehensive Accountability Framework (CAF) synthesizes the major components of prominent accountability frameworks in the literature by linking them together to create an actionable system of accountabilities. Doing so creates a more in depth understanding of accountability that acknowledges the respective values of those within an accountability network while at the same time work to create agreed upon accountability system(s) for their interorganizational relationship.

An in-depth case study of a natural beef cooperative describes a management information and accountability system (MIAS) that emerged from, and facilitates the nurturing of, a values-based organisa...

Establishing high standards for educational accountability and informing those not already familiar with the basic components of a strong accountability system is a fresh avenue in EFL context, particularly in Iran, where the perceived shortcomings of English learning in the public sector are evident. The present mixed methods study used educational accountability as a theoretical framework to determine the level to which its elements (Goals, Performance Indicators, Design Decisions, Consequences, Communication, Support, and System Evaluation, Monitoring, and Improvement) differ in Iranian high schools and English language institutes when concerning school principals, English teachers, parents, and students. To this end, 300 EFL learners, 120 parents, 100 English teachers, and 60 principals were selected to complete the piloted and validated educational accountability questionnaires. The reliability of all questionnaires was around 0.95. To better understand the results of the questionnaires, 86 semi-structured interviews were conducted. The results of the t-tests indicated a statistically significant difference between the levels of accountability in both EFL contexts. The only exception was the aspect of Communication, which was almost the same in both educational contexts. The results of the semi-structured interviews also confirmed those of the questionnaires. Several remedies were offered by the researchers of the study. The findings of this study suggest that the EFL agents and policymakers can take advantage of educational accountability systems.

South Africa’s transition to a democracy brought with it a holistic accountability system geared toward aligning the South African Police with democratic principles. This article focuses on one component of this accountability system – the Independent Complaints Directorate (ICD) and its recent successor, the Independent Police Investigative Directive (IPID). It aims to critically review the mandate and operations of the ICD; reflect on the shift from the ICD to the IPID; and discuss the IPID’s mandate in light of past difficulties. The article concludes with a discussion of the theoretical implications of this shift and current challenges of police oversight.

The current accountability system for private military and security contractors (PMSCs) is woefully inadequate, and mere enhancements in oversight cannot hope to remedy that failing. I contend that once we recognize the kind of accountability required of PMSCs, we will realize that radical changes in the foundational relationship between PMSCs and the state are required. More specifically, in order to be appropriately accountable, members of PMSCs must become a part of or, at the very least, directly responsible to the legitimate authoritative military or police structures, and there must be a clear and precise delineation of responsibility among public officials for holding individual members of PMSCs criminally liable.

This article describes a multiagency initiative to evaluate academic tutoring services by focusing on the processes that contribute to effective program implementation. Community-based tutoring service providers serving students in the Cincinnati Public Schools (OH) partnered to initiate a “Seal of Approval” process for promoting evidence-based practices among tutoring providers, assigning merit to effective programs, and eliminating or remediating ineffective practices. The consultant-driven process evaluation was designed to be fair and equitable among an array of tutoring service providers. This case example has implications for consultants, tutoring program directors, and school district administrators seeking to establish an accountability system for tutoring service providers.

Hong Kong's Principal Officials Accountability System (POAS) aims to create a coherent political leadership within the government whose members are responsible for policy decisions. POAS also aspires to better protect the professional integrity of a neutral public service. Since the implementation of POAS in 2002, the objective of enhancing political accountability has come into conflict with the protection of the integrity of the public service. The reason for this is twofold. First, a critical analysis has revealed major institutional defects in POAS, which have undermined the integrity of the public service. Second, a close examination of some recent incidents has established that the implementation of POAS under an increasingly politicized environment has undermined some core values traditionally nurtured by Hong Kong's public service.

For professional development to be effective as an accountability policy mechanism, it must address challenges posed by accountability while also building teachers' capacity to change. This article details the role of professional development in the accountability system and provides a review of literature on effective professional development, discussed in the context of accountability. We set forth a framework for professional development that responds to accountability demands and examine trends in professional development participation to assess the extent to which professional development has grown to reflect this framework. Although participation in sustained, content-focused professional development has increased, greater attention to other critical features of professional development is necessary to foster instruction and achievement improvements that accountability policy is intended to induce.

This study tracks American states’ policy choices under the No Child Left Behind Act and explores their consequences for student achievement. Using the path analysis of relationships among state‐level policy input, context, and outcome variables, the study portrays a Halloween‐like ‘trick‐or‐treating’ game between the federal and state governments in the new ecology of the test‐driven education accountability system. States that chose the ‘trick’ path with a calculative policy negotiation and manipulation strategy made significant gains on their own state assessments but not on the national assessment. In contrast, states that followed the ‘treat’ path with a faithful policy implementation for funding strategy have not yet brought about significant gains on either the national or state assessments. The first‐generation accountability states with a prior history of high‐stakes testing tended to employ both strategies at the same time. However, neither effective illusion nor ineffective implementation serve...

Objective. To formulate countermeasures by analyzing the defects in manuals of medical records in outpatient and emergency, in order to improve the quality of medical records. Method. The check and statistical analysis were performed according to Methods for the Administration of Beijing Community Health Assessment (Trial). Result. A total of 528 manuals of medical records in outpatient and emergency were checked at random, and defects of 119 medical records were identified. Conclusion. Methods for strengthening the education and training of general practitioners, establishing a sound performance appraisal system, implementing an accountability system, performing inspection and assessment regularly, enhancing the summary and communication, and performing continuous improvement, etc. should be adopted to improve the writing quality of manuals of medical records in outpatient and emergency by a variety of measures.

(2007). The Accountability System of Township Governments. Chinese Sociology & Anthropology: Vol. 39, No. 2, pp. 64-73.

(2006). Are Health Educators in Denial or Facing Reality? Demonstrating Effectiveness Within a School Accountability System. American Journal of Health Education: Vol. 37, No. 3, pp. 154-158.

In 2004, over 300 school districts in Texas challenged the constitutionality of the Texas system of school finance. In West Orange-Cove et al. v. Neeley et al., the plaintiffs argued that because most school districts were at or near a state-imposed property tax rate ceiling and because the share of state education funding was declining, most school districts had inadequate funds to satisfy the student performance standards mandated by the Texas Educational Accountability system. To address the empirical question of whether school districts have insufficient resources to meet the state's accountability standards, two cost function analyses were conducted. One study, entered into evidence by the state of Texas, reached the conclusion that "in aggregate, the level of education funding in Texas is more than sufficient to meet performance goals consistent with the state's accountability system." The other study, entered into evidence by the plaintiff school districts, concluded that, in aggregate, Texas schoo...

The new Principal Officials Accountability System (POAS), a proto-ministerial system, was established at the start of the Second Term of Office of the Chief Executive of the Hong Kong Special Administrative Region (HKSAR). This paper examines the setting-up of the POAS and reviews how it has functioned during its first year of life. Both the design and implementation of the POAS were characterized by undue haste. The establishing of the POAS intensified the debate on a range of matters as new ministers, senior civil servants and residents have come to terms with the detail of this novel arrangement. Discussions about political reform are set to intensify in the years to come. This article reviews the origins and deeper need for the POAS in Hong Kong before looking at the fundamentals of the new system. The nature of ‘accountability’ is then discussed prior to examining Hong Kong's experience with the POAS in action during its first year. The article also discusses the potential of the POAS to contribute t...

The first Government of the Hong Kong Special Administrative Region (HKSAR) of the People's Republic of China (PRC) ran from 1 July 1997 to 30 June 2002. Although it is still the case that neither the Chief Executive of the HKSAR nor any of his 'Ministers' are popularly elected, a significant change to Hong Kong's governance structure commenced on the appointment of the second HKSAR Government. The official name for this remodelling of Hong Kong's Executive Government is the 'Principal Officials Accountability System' (POAS). It is more generally referred to as the new 'Ministerial System'. This article critically reviews the development of and initial operation of the POAS.

The rapid proliferation of school accountability systems and the increasing stakes being attached to them will no doubt be challenged in the courts. This article extrapolates from existing case law on testing to the likely ways in which school accountability systems may be challenged in the courts. The same categories of suits filed against specific tests and test uses-due process claims and equal protection claims-may well apply to accountability systems. Due process considerations include adequate notice to schools about the requirements they face, appeals processes, and a nonarbitrary system. Equal protection considerations include whether schools with large percentages of minority students are rewarded or sanctioned in proportion to other schools. A list of recommended actions for accountability system developers is also offered.

Change is driven not only by good ideas, but also by disagreement and frustration. This article takes the reader through a selective organisational history of the British NGO ActionAid from 1998 to 2001, looking at events and changes that had a bearing on the introduction and initial impact of the agency'snew accountability system. Systematic change appears very unsystematic. Effective transformation took a long time to arrive, and was preceded by a number of failed experiments. It seems that the frustrations of this time were necessary to develop the creativity needed for significant change. The efforts started to bear fruit once the organisation began to realise alignment of mission, structures, procedures, and relationships.

The state of Rhode Island, USA has recently embarked on a new state accountability system for public elementary and secondary education. An overview of the system is provided coupled with an understanding of accountability systems as technologies of social control. The ramifications of such technologies are discussed along with the costs, benefits, uncertainties, and necessary tensions associated with such systems.

With the increased demands placed on hospital resources, the need for a comprehensive documentation and program accountability system becomes paramount. In addition to the provision of services, the child life specialist must generate written program description and policy and procedure manuals, participate actively in patient charting, maintain quantitative records of clientele served, and perform program evaluation. It is only through such comprehensive documentation efforts that child life and activity therapy programs can demonstrate to administrative personnel: (a) program philosophy and direction, (b) quality, cost-effective patient care, and (c) program effectiveness. The neglect of these important managerial practices could prove detrimental to the continued survival of child life programs.

An attempt is made to design and install a measurable approach to staff performance and appraisal. The model represents the final element of a comprehensive accountability system that appears to be both timely and necessary for social workers in health care. Contributions to the system have been made by the management staff of the department.

A current issue for social workers is whether public demand for accountability is compatible with their professional values and ideals. The author presents findings from a 1979-1980 survey of social workers serving in hospitals; the purpose of the survey was to study social workers' reactions to PSRO, the nationwide health care services review system. Findings indicate what attitudes exist among the social workers who are the users of the accountability system, and show how their attitudes are reflected in terms of their responses to particular issues. The author describes certain organizational and personal conditions which seem to affect their attitudes and discusses how the users' attitudes might be modified in a positive direction.