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This paper is based on a follow-up study of a participatory action research (PAR) project aimed at improving environmental education (EE) in teacher colleges and primary schools in Tanzania. The aim of the current paper is to discuss the power relations involved in sustaining the EE process initiated in the PAR project. We developed two research questions: "To what degree do the democratic processes in the PAR project enable the tutors, teachers, and local community members to continue developing EE while simultaneously addressing the environmental challenges?" and "In what ways do the power relations influence the further development of EE?" We conducted focus-group discussions and interviews with the college dean, tutors from the selected teacher college, and teachers from primary schools who had participated in the project, one year after the researcher left the project. In addition, we interviewed village leaders and local experts. Finally, we undertook nonparticipant observations. We found that, despite hierarchical decisions to transfer teachers, the EE learning processes started in the PAR project continued. We discuss the possibilities for strengthening democratic relations in the educational system in Tanzania through PAR, and recommend the inclusion of PAR in the teacher education curriculum in Tanzania.

This chapter is the first of three chapters on research findings, analyses and discussions. It highlights the difficulties as well as the importance of the ethno-national minority being represented in the citizenship curriculum. It looks at educational governance, finding oneself in ‘the story’ of the curriculum and the problem of the common curriculum. The penultimate section of the chapter compares findings from Northern Ireland and Israel. The final part of the chapter maps the findings onto the 2-A framework of an ‘acceptable’ and ‘adaptable’ education, highlighting some of the challenges and contradictions in the understandings of these terms between groups and individuals. Particularly, problematic terms in this case are the requirements that education be relevant, culturally appropriate, flexible to the needs of a particular community and involve diverse groups in development.

The text discusses the polysemy of the term governance in different fields of knowledge, with a particular emphasis on the field of Education. Then, it discusses the state-of-the-art of governance in the education area, from an analytical-descriptive literature review based on content analysis. This paper analyzes governance in specialized literature by conducting a survey of the papers found in the databases of the Scientific Electronic Library Online and the Brazilian Digital Library of Theses and Dissertations during the period 2004–2015. The results indicate that the term governance has been increasingly used in discussions about changes in the state’s role and the phases of educational public policies, by force of the public-private partnerships. However, there is also a need to broaden the debate on educational governance in Brazilian academic circles, in view of the limited number of studies identified. Resumo O texto problematiza a polissemia das concepções do termo governança em diferentes áreas do conhecimento, com destaque para a Educação. Em seguida, discorre sobre o estado da arte da governança na área de Educação, a partir de uma revisão bibliográfica analítico-descritiva fundamentada na análise de conteúdo. O artigo analisa a governança na literatura especializada, a partir do levantamento das produções acadêmicas e científicas registradas nas bases Scientific Electronic Library Online e Biblioteca Digital Brasileira de Teses e Dissertações, no período compreendido entre 2004 a 2015. Os resultados apontam que o termo governança tem sido cada vez mais usado nas discussões acerca das mudanças no papel do Estado e nas fases das políticas públicas educacionais, por força das parcerias público-privadas. Todavia, evidencia-se a necessidade de ampliar o debate sobre a governança educacional na academia brasileira, tendo em vista o número reduzido de pesquisas identificadas. Resumen El texto analiza la polisemia de los conceptos del término gobernanza en diferentes áreas del conocimiento, con énfasis en el área de educación. En seguida, analiza el estado del arte de la gobernanza en el área de la educación, desde una revisión descriptiva y analítica de la literatura, basada en el análisis de contenido. El artículo analiza la gobernanza en la literatura especializada, basándose en producciones académicas y científicas registradas en las bases de datos de la Scientific Electronic Library Online y la Biblioteca Digital Brasileña de Tesis y Disertaciones en el período 2004–2015. Los resultados indican que el término gobernanza ha sido cada vez más utilizado en las discusiones sobre los cambios ocurridos en el estado en función de sus colaboraciones público-privadas y de las fases de políticas públicas educativas. Sin embargo, la investigación identificó la necesidad de ampliar el debate sobre la gestión educativa en la academia brasileña, teniendo en cuenta el número limitado de investigaciones encontradas.

Advanced data analysis techniques, available and encompassing data, and facilitated global exchange of information have led to a steady growth of assessments that are used to make informed policy decisions. In line with this general trend, international assessments in education have also become a global and accepted phenomenon. International education assessments have some grave and far-reaching implications for the organization and structure of national education systems. Educational reform as a direct response to results of international assessments can be observed in many countries. Most of the recent literature on the effects of assessment projects looks only at the level of formal policies, without taking mechanisms and effects on actual practices and outcomes into account. This is one of the starting points for this special issue on the effects of international assessments in education. The contributions of this special issue broaden the perspective for a better understanding of the phenomenon of international education assessments. Taken together, the issue demonstrates that international assessments inform how education and educational performance are framed today. The papers in this issue also show that the impact of international assessments manifests itself in formal and direct ‘top-down’ ways as well as in more subtle, hidden ‘roundabout’ ways

Educational governance today increasingly needs to be understood as digital educational governance. The monitoring and management of educational systems, institutions and individuals is taking place through digital systems that are normally considered part of the backdrop to conventional policy instruments and techniques of government; technical systems that are brought into being and made operational by certain kinds of actors and organizations, and that are imbued with aims to shape the actions of human actors distributed across education systems and institutions. The aim of the original articles collected in this special issue of the European Educational Research Journal is to bring into the foreground the digital technologies, software packages, database platforms and related forms of technical expertise involved in the rise of digital educational governance. The authors seek to understand how such digital technologies and techniques may be contributing to, or transforming, trends such as governing through data, the globalizing and Europeanizing of educational policy, accountability and performativity, global comparison and benchmarking, and to emerging local, national and supranational objectives.

While participation has for decades been a buzzword in development, the term has been imbued with greatly different meanings depending on the perspective of the actor in question. We attempt to clarify these meanings by presenting a tripartite framework. This framework delineates the tenets and strategies of three overarching and complementary perspectives: those perspectives labelled “neoliberal”, “liberal”, and “progressive”. The framework pertains to participation in development generally and to the realm of educational governance specifically, which has long been at the forefront of the theory and practice of participation.

1. Introduction Chhinh Sitha, D. Brent Edwards Jr., James H. Williams, and Yuto Kitamura PART I: CONTEXT 2. The Backstory of Education in Cambodia Takayo Ogisu and James H. Williams 3. Getting to the Decision-Making Table in Educational Governance: The Emergence of Cambodian Civil Society within the 'New Global Geometry of Power' D. Brent Edwards Jr. and William C. Brehm PART II: SCHOOLS 4. Pedagogy in Cambodian Schools: A Logic that Governs Teaching and Learning Takayo Ogisu 5. Policy Intention versus Policy Implementation: Disparities in Equity and Diversity in Inclusive Education in Cambodia Makiko Hayashi and D. Brent Edwards Jr. 6. The Structures and Agents Enabling Educational Corruption in Cambodia: Shadow Education and the Business of Examinations William C. Brehm PART III: DROPOUT 7. Does Students' Gender Matter? Parents' Educational Expectations, Their Determinants and Consequences in Explaining Students' Dropout in an Area in Cambodia Thomas Zimmermann and James H. Williams 8. The Complexity of Continuation: A Narrative Perspective on Student Transition and Dropout from Primary to Lower Secondary School in Cambodia D. Brent Edwards Jr., Thomas Zimmermann, Chhinh Sitha, James H. Williams, and Yuto Kitamura PART IV: HIGHER EDUCATION 9. Higher Education in Cambodia: Expansion and Quality Improvement James H. Williams, Yuto Kitamura, and C. Sopcheak Keng 10. Who Wants to Teach in Cambodia? James H. Williams, Yuto Kitamura, Takayo Ogisu, and Thomas Zimmermann 11. Quality of Education and Research in Cambodian Higher Education Institutions Yuto Kitamura, Naoki Umemiya, Yasushi Hirosato, and Sam Sideth Dy PART V: CONCLUSION 12. The Way Forward for Education Reform in Cambodia Chhinh Sitha

The Education (Scotland) Act of 1918 was the most influential piece of legislation governing Scottish education in the twentieth century, and the system which it established is still essentially in place today. Yet it is remembered now mostly because of one of its provisions – setting up a mechanism by which Catholic schools could transfer from the ownership of the Church to that of the locally elected Education Authorities. Significant though that arrangement was, its importance lies in its being an instance of the Act's wider framework of promoting the liberal universalism that became Scotland's guiding social principle in the ensuing century.

In der Arbeit werden intersystemische Akteurskonstellationen an Ganztagsschulen analysiert. Es wird untersucht, welche Koordinierungsmechanismen diesen zugrunde liegen und welche Handlungsmotivationen außerschulische Akteur_innen dazu bewegt, sich an Kooperationspartnerschaften an Schulen zu beteiligen. Auf Grundlage der Governance-Forschung und der akteurzentrierten Differenzierungstheorie werden Expert_inneninterviews sechs ausgewählter Schulnetzwerke inhaltsanalytisch ausgewertet.

In recent years, exclusion rates on PISA have risen in many countries, including a sharper-than-average rise in Norway. This thesis focuses on Norway's experience with exclusion rates in PISA, including an analysis tracking this increase between 2000 and 2015. The research draws on theoretical perspectives highlighting how the globalization of educational governance and assessment has led to increased international competition and pressure for good results. In addition, this thesis explores several ideas that might explain why Norway's exclusion rates have risen. A qualitative case study has been carried out in a municipality in Norway. The analysis is based on interviews with PISA Norway team members and select Norwegian school leaders. During interviews, school leaders also took part in an exercise to practice applying the PISA exclusion guidelines. Key findings revealed that there is a distinction between using the terms "exemption" and "exclusion" in Norway. Additionally, although guidelines and training have become clearer over the years, there can be confusion between the exclusion guidelines used in PISA and on national tests. Interviews also revealed a high degree of school leader subjectivity in determining student participation, and that many school leaders made decisions to promote student feelings of mastery and minimize feelings of defeat. Recommendations include ideas for how to change future PISA training sessions for school leaders to address these issues and reduce student exclusion.

Education, Equity, and the States provides readers with the information necessary to successfully navigate the complex and varied terrain of educational governance structures and systems and ultima...

BACKGROUND: Postgraduate medical education prepares residents for delivery of high quality patient care during training as well as for later practice, which makes high quality residency training programs crucial to safeguard patient care. Healthy learning climates contribute to high quality postgraduate medical education. In several countries, modernization of postgraduate medical education has resulted in hospital-wide responsibilities for monitoring learning climates. This study investigates the association between the actions undertaken by hospital-wide education committees and learning climates in postgraduate medical education.METHODS: Research conducted in December 2010 invited 57 chairs of hospital-wide education committees to complete a questionnaire on their implemented level of quality improvement policies. We merged the survey data from 21 committees that oversaw training programs and used the Dutch Residency Educational Climate Test (D-RECT) instrument in 2012 to measure their training programs' learning climate. We used descriptive statistics and linear mixed models to analyse associations between the functioning of hospital-wide education committees and corresponding learning climates.RESULTS: In total, 812 resident evaluations for 99 training programs in 21 teaching hospitals were available for analysis. The implementation level of the internal quality management systems as adopted by the hospital-wide education committees varied from 1.6 to 2.6 on a 5 point Likert-scale (ranging from 1 (worst) to 5 (best)). No significant associations were found between the functioning of the committees and corresponding learning climates.CONCLUSIONS: The contribution of hospital-wide committees to creating healthy learning climates is yet to be demonstrated. The absence of such an association could be due to the lack of a Plan-Do-Check-Act cycle guiding the policy as implemented by the committees and the lack of involvement of departmental leadership. Insight into the impact of these strategies on learning climates will benefit the quality of postgraduate medical education and, hopefully, patient care.

The article focuses on school inspections as an instrument for school development and aims to clarify how schools cope with the results which are generated by it. It is based on the assumption that the specific situation of a school has an impact on how and in what way the results are received and dealt with in schools. In order to support this argument, this article contains the findings of case studies (based on interviews and surveys) carried out in mainstream schools in Germany. The article provides empirical insight about different ways schools cope with the inspection results, revealing that the extent to which an established organisational structure of development work exists within the schools is particularly important for effectively using the inspection results. This article draws attention to the necessity to adapt the kind of support to the individual schools.

When concerns are growing that the elementary education should be fundamental rights, the challenges with financing of education is getting deeper for Nepal. This paper tries to explore the possibilities of bearing educational cost by the state. As elementary education has been made compulsory and free in line with international commitments and theoretical concerns, but the financial provision are not equipped to address the commitments. The present programmes, actions, strategies and budgets mark gaps with each other and with the resources. The existing institutional mechanism does not convince to be optimistic even in near future. The only hope remains with a reform in an institutional set up with committed professionals who can adrenalize the educational governance, which is also full of challenges; or seek alternatives from the local society and early practices.DOI: http://dx.doi.org/10.3126/av.v4i0.12354Academic Voices Vol.4 2014: 29-36

Open government has become a prominent issue for governments in recent years. Many studies focus on the data published by governments (supply) instead of on the needs of potential users (demand). In this study, we investigated the perceived impact of open data provided by the Dutch Inspectorate of Education. The research question is what is the perceived impact of open inspection data, as used by parents, on the quality of education in Dutch primary schools? The empirical data have been gathered by both surveys and interviews. The results of the surveys show that both the factual use and the perceived usefulness of the Inspectorate’s open data are relatively low. Parents want all individuals and institutions, in general, to have more influence on the quality of primary education. The results also indicate that the increasingly frequent visits to the Inspectorate of Education’s website are linked to parents’ desire to have more influence on the quality of primary education. Finally, as parents are more involved in the schools or visit the Inspectorate’s website more often, they want the participation councils to have more influence. Nevertheless, Dutch parents highly estimate the average quality of the education provided by primary schools. However, when their involvement increases, their assessments of their school’s performance decrease. Frequent visits to the Inspectorate’s website are related to lower performance assessments. So, open inspection data are potentially valuable for (critical) parents, especially when attention is also paid to “soft” quality indicators.

The chapter focuses on a cross-national comparison of mediatized schools in Germany and England. Based on the assumption that both school systems follow the same goal of providing good school education, the question arises as to why the mediatized equipment is so different. Our empirical results show that English schools are far more mediatized, exhibiting a higher number of computers, notebooks and tablets in schools as well as digital systems and services. Non-mediatized communication forms dominate in German schools with a high usage of pen and paper or pigeon holes. The different mediatized practices also affect communication with pupils and parents, following the same characteristics as inter-teacher communication. On the other hand, teachers in both countries emphasize the importance of face-to-face contact and direct personal communication. One reason for the differences may be founded in the different educational governance of both countries.

Based on the divers viewpoints provided in this volume, this final chapter discusses the benefits of an interdisciplinary dialogue between OECD and stakeholders involved in educational governance. Furthermore, the chapter also discusses the opportunities and constraints associated with the utilization of PISA as a policy instrument around the world. This chapter concludes with a discussion of the future role of PISA in transnational policy development, including those regions of the world that were not represented within this edited volume. The conclusion also proposes future areas of inquiry and specific programs of research that examine the influence of PISA on global educational governance.

The article analyzes the emergence of "governance" in international and national literature and its use in educational research in Brazil. It is an analytical-descriptive study of papers on educational governance found in the databases of the Scientific Electronic Library and Brazilian Digital Library of Theses and Dissertations, from 2004 to 2015. Despite representing an emerging field, research into the subject is fundamental for understanding the changes in the state's role in managing its policies from the 1990s This approach allows a non linear analysis of the networks that make up the complex field of education policies., El artículo analiza la emergencia de la “gobernación” en la literatura internacional y nacional, y su uso en las investigaciones educativas en Brasil. Es un estudio analitico-desciptivo de las producciones sobre la gobernación educativa registrada en las bases Scientific Electronic Library On line y Biblioteca Digital Brasileña de Tesis y Disertaciones en el periodo de 2004 hasta 2015. Aunque sea un campo de estudios incipiente, las investigaciones sobre el tema demuestra fundamental para entender los cambios en el papel del Estado en la gestión de sus políticos desde de la década de 1990. Ese abordaje permite un análisis no linear de las redes que forma parte en el complejo campo de las políticas educativas., Cet article analyse l'émergence de la "gouvernance" dans la littérature internationale et nationale et son utilisation dans la recherche en éducation au Brésil. C’est une étudeanalytique-descriptive d'articles sur la gouvernance éducative détectés dans la Bibliothèque électronique scientifique et Bibliothèque numérique brésilienne de thèses et dissertations, de 2004 Ã 2015. Quoique cette recherche représente un champ en émergence, elle est cruciale pour mieux comprendre les changements du rôle de l'État dans la gestion des politiques publiques, au Brésil, dans les années 1990, et aussi, une analyse non linéaire des réseaux qui composent le domaine complexe des politiques d'éducation., O artigo analisa a emergência da “governança” na literatura internacional e nacional e seu uso nas pesquisas em educação no Brasil. Trata-se de um estudo analítico-descritivo das produções sobre a governança educacional cadastradas nas bases Scientific Electronic Library Online e Biblioteca Digital Brasileira de Teses e Dissertações no período de 2004 a 2015. Apesar de ser um campo de estudos incipiente, as pesquisas sobre o tema revelam-se fundamentais para a compreensão das mudanças ocorridas no papel do Estado na gestão de suas políticas a partir da década de 1990. Essa abordagem permite uma análise não linear das redes que compõem o complexo campo das políticas de educação.

O artigo analisa a emergência da “governança” na literatura internacional e nacional e seu uso nas pesquisas em educação no Brasil. Trata-se de um estudo analítico-descritivo das produções sobre a governança educacional cadastradas nas bases Scientific Electronic Library Online e Biblioteca Digital Brasileira de Teses e Dissertações no período de 2004 a 2015. Apesar de ser um campo de estudos incipiente, as pesquisas sobre o tema revelam-se fundamentais para a compreensão das mudanças ocorridas no papel do Estado na gestão de suas políticas a partir da década de 1990. Essa abordagem permite uma análise não linear das redes que compõem o complexo campo das políticas de educação.

Dissertação de Mestrado em Administração Pública Na última década, a administração das escolas públicas tem-se confrontado com novos desafios. Os governos dos Estados-Membros da União Europeia são pressionados a implementar modelos de gestão que prossigam com políticas descentralizadoras, que reforcem a autonomia das escolas e facilitem o processo de governança pública. Exige-se a participação das comunidades locais na tomada de decisão da escola e a criação de parcerias estratégicas e de redes entre as escolas e outras instituições, em prol da melhoria do serviço público de educação. Estas diretrizes conduziram ao atual modelo de administração escolar consubstanciado no Decreto-Lei n.º 75/2008, de 22 de abril. Este estudo visa analisar de que forma essas novas orientações têm condicionado e influenciado as políticas educativas em Portugal. No enquadramento teórico, estabelecemos um paralelismo entre os conceitos de autonomia e descentralização. De seguida, procedemos à identificação e análise de algumas das correntes de pensamento, com maior enfoque na governança pública. Na análise empírica, tendo em conta os princípios e critérios de avaliação da governança defendidos por alguns autores, procuramos apurar de que forma é que o Conselho Geral (CG), órgão de orientação estratégica que integra um modelo de gestão e administração escolar, numa realidade educativa particular, tem contribuído para o desenvolvimento de uma governança pública eficaz.Pretende-se também aferir se, do ponto de vista das perceções dos atores sociais, a criação do CG reflete uma descentralização de poderes face ao poder central e se traduz num reforço da autonomia para as escolas. Este estudo permite-nos observar que, do ponto de vista das práticas, apesar de algumas fragilidades, a governança pública já se faz sentir na administração e gestão da escola. Por outro lado, do ponto de vista das vontades políticas, persistem ainda constrangimentos ao nível da autonomia e da descentralização de poderes e competências para as escolas que impedem a implantação de uma adequada e eficaz governança educacional e a expressão plena do exercício da democracia. In the last decade, the administration of public schools has been faced with new challenges. The governments of the European Union Member States are under pressure to implement management models continuing with decentralizing policies, reinforcing the autonomy of schools and facilitating the process of public governance. It is required the participation of local communities in school decision-making and the creation of strategic partnerships and networks between schools and other institutions, in order to improve the public service of education. These directives led to the current model of school administration implemented in public schools, embodied in Decree-Law No. 75 / 2008 of 22 April. This study aims at examining how these new guidelines have conditioned and influenced educational policies in Portugal. In the theoretical framework, we establish a parallel between the concepts of autonomy and decentralization. We then proceed to the identification and analysis of some of the schools of thought, with greater focus on public governance. Within the empirical analysis, taking into account the principles and governance evaluation criteria defended by some authors, we try to determine how the General Council (GC), the body of strategic direction, which includes a school management and administration model, within a particular educational reality, has contributed to the development of effective public governance. It is also intended to assess whether, from the point of view of the perceptions of social actors, if the creation of the GC reflects a decentralization of powers against the central government and is reflected in increased autonomy for schools. This study allows us to observe that from the point of view of practice, despite some weaknesses, public governance is already being felt in the administration and management of school. On the other hand, from the point of view of the political will, there are still constraints in terms of autonomy and decentralization of powers and responsibilities to schools that hurdles the establishment of an appropriate and effective educational governance and the full expression of the exercise of democracy. N/A

This paper examines the development and administration of Programme for International Student Assessment (PISA) for Schools – a new testing instrument of the Organisation for Economic Cooperation and Development – to demonstrate the relevance of heterarchical processes to educational governance. Drawing suggestively across new ‘relational’ thinking around policy networks, and new spatialities associated with globalisation, the research shows how PISA for Schools helps constitute new spaces and relations of, and for, educational governance. Informed by policy documents and interviews conducted with 33 key actors across the PISA for Schools policy cycle, I show how PISA for Schools typifies contemporary educational policy-making and governance via the export of ‘statework’ to private actors and agencies, including intergovernmental organisations, philanthropic foundations and edu-businesses. I conclude by considering how treating PISA for Schools, and other similar education services, as a ‘product’ produces a potentially dangerous blurring of public and private benefits, with the potential that (private) profit might ultimately trump (public) education.

Mainstream thinkers, development theorists, and international organizations suggest that the way forward in meeting children’s educational needs is for states to involve the private sector in educational delivery and services, particularly in resource-poor countries. Accompanying this push for private-sector involvement in education are two related practices: One involves public–private partnerships in education (PPP ), and the other involves corporate social responsibility (CSR). Yet few studies have examined the relationship between these two practices and their effect on educational governance and practices in resource-poor countries. The chapter provides an overview of PPP and CSR practices in education by examining global and regional narratives and initiatives. It discusses the impact of private involvement in education in Asia by drawing on examples from India and Indonesia . The chapter concludes that despite global and regional narratives encouraging expansion of the private sector in education, the state’s role in education continues to be influential in both India and Indonesia.

How does social order come into place? How is it stabilized and how is it changed? These are the guiding questions of the educational governance perspective. The chapter at hand explains its central concepts and their relevance for educational research. In a second step relationships between the educational governance perspective and organisational education are discussed. Since it focuses on issues of cross-border coordination between multiple actors the governance perspective may clarify important conditions of organisational learning, while it may take advantage of the concepts of organisational education for its understanding of the social meso level and its dynamics.

The purpose of this contribution is to review the development and scope of postgraduate training and educational affairs of the International Society of Heart and Lung Transplantation.

Purpose – Although policy makers strengthen the necessity of “deregulation”, discussions about deregulation vs regulation in Europe still seem to be characterized by a lack of sophistication and require a more differentiated picture of specific forms of deregulation. As a consequence, the analysis of new educational governance approaches should consider the local actor's interpretation of new roles and new responsibilities. Relating actions and reactions of school leaders to their formal environment should lead to more contextual patterns of responsiveness. The paper aims to discuss these issues. Design/methodology/approach – The authors investigate, based on a survey among Cypriot school leaders, whether school autonomy needs deregulation, or regulation towards autonomy, respectively. At the time of research the school system of Cyprus could be characterized as a “centralized” system and hence represented a suitable field of study. Using a factor model followed by a cluster analysis the paper explores the school leaders’ profiles of operative and perceived autonomy in different fields of governance issues and identify different types of leadership. Findings – The authors find that the autonomy school leaders experience is not necessarily related to a “defined” degree of autonomy which is prescribed by educational law and driven by concepts of new public management. Their “perceived” autonomy is also due to factors which can be located at a rather individual level. Originality/value – The findings provide insight into principals’ motives to adopt certain styles of leading schools, quite independently from new measures of educational governance. The authors conclude that greater emphasis on systematic support programmes may prepare school principals for gains of autonomy as well as for potential sources of conflict.

Purpose– The purpose of this paper is to analyse the superintendent position, its relation to the local political system and the function as superior of principals in the school district in order to illuminate important district-level conditions for student learning. Influences from historical legacies and policy cultures are investigated by means of cross-country case analyses.Design/methodology/approach– This paper is based on data from national surveys of superintendent leadership in Sweden, Denmark, Finland and Norway.Findings– A key point is the observation of a mix-mode system of hard and soft governance. Municipalities, schools, teachers and pupils are – in different degrees across the Nordic countries – subjected to external evaluation and assessment by central control agencies, where the streams of reports, assessments and performance data are assembled. However, shifts in the governance systems are only modestly reflected in the self-reports on the superintendents’ role. Overall, superintendents in the cases express a self-preferred leadership style as professional learning facilitators who focus on pupil orientation, which positions the superintendent in “crossfires” between conflicting stakeholder demands.Research limitations/implications– The paper reinforces the importance of superintendent leadership in local school governance. It underscores the importance that superintendents facilitate learning conditions for school leaders, teachers and students, which we see as a promising path for further research.Originality/value– The paper provides empirical evidence regarding superintendent leadership situated in local social and political contexts within the Nordic countries. The cross-country analysis illuminates how path-pendent historical legacies mediate current reform trends.

All of these books are being brought out within a series – the Amos volume is Volume 12 within a set called ‘International Perspectives on Education and Society’; the Chou and Gornitzka book is ins...

In the communication and knowledge based globalvillage, under the conditions of dynamic Change inan economy driven world, education has become acomplex and challenging endeavor, both for individualsand organizations. Learning has changeddramatically: knowledge and skills are quickly outdatedand devaluated, giving education a new meaningwithin an individual biography; schools, universitiesand other providers of education go throughorganizational revolutions, who are challenging theirself-concept and management; governments areunder pressure to reshape Educational Governanceaccording to new paradigms with the overall goalto sustain national or regional competitiveness. Arekey actors in the education system ready to face thesechallenges and to modernize their organizations?Starting from an overview on the Complexity of Learningin modern societies, generalizable consequencesare reviewed in a case study on Germany. It leads toa framework for a necessary research project incountries such as Indonesia, which are still aheadof educational reform. The focus is on the organizationalmeso and macro level that is playing the keyrole in Educational Governance.Keywords: Change Management, DemographicChange, Educational Governance, Globalization

The Israeli Ministry of Education has recently initiated a program of reform in the training of public school principals that aims to expand state licensing regulations for educational leaders. This article suggests that the principals’ training and licensing (PTL) reform should be linked to the attempt by Israeli policy makers to institutionalize evaluative neoliberal governance in the Israeli education system. To support this suggestion, the article traces the historical development of PTL policies in Israel to set the new centralized reform in its neoliberal context, and links it to the rise of “new professionalism” in Israeli educational administration. The innovative framework presented here links educational governance and PTL policies together to facilitate a systematic analysis of licensing regulation policies and reforms in other national contexts.

Purpose – Clinical governance should be based on cultural elements that value lifelong learning, skill development and research. The purpose of this paper is to introduce a set of indicators to improve educational governance in hospitals. Design/methodology/approach – Key indicators were identified from the international and national literatures. Later, the indicators were rated and prioritized by a multidisciplinary panel of medical professionals using two rounds of Delphi technique. Subsequently at two consensus meetings, the panel evaluated the indicators. Findings – A set of 51 draft indicators were identified. The expert panel members rated 28 indicators as high priority indicators for measuring educational performance of the hospitals. Practical implications – This set of indicators can be used to measure the educational performance of the hospitals in identifying the gaps and take steps to resolve them. Originality/value – Education and training is the basic component of clinical governance. Hospital staff education and training is a fundamental step towards organizational and individual development. To improve the educational performance at hospital level it is necessary to reliably measure such performance. This can be done through developing and using relevant indicators. There are limited systematic studies, especially in middle and low income countries, to introduce appropriate indicators. This study has investigated developing a set of indicators to measure and improve the educational performance in hospitals.

In an educational world comprised of seemingly innumerable acronyms, the Organization for Economic Co-operation and Development's (OECD) PISA – the Programme for International Student Assessment – ...

This communication intends to analyze the conceptions of governance and management that have characterized the development of the Priority Intervention Educational Territories Program (TEIP) in Portugal, describing its main features and examining the changes in organizational models, leadership patterns and community involvement throughout the process. Special attention will be given to the context in which priority education first emerged and took hold in Portugal, marking the emergence of new paradigms of educational management, public service and learning. Our reflection will be based upon the following: (i) analysis of the TEIP Program's legislative directives (1996-2008); (ii) interviews with educational administration offices’ program coordinators; and (iii) interviews and questionnaires with local actors (school directors, consultants, parents and teachers). Results suggest a growing influence on conceptions, instruments and practices which are characteristic of a new public management model (contract, evaluation, management by objectives, results) but which are still not wholly accepted in schools since they are viewed as a somewhat instrumental conception of education and learning. This should be taken into account in the program's development, as well as the discrepancy between goals and results.

Mokyklos vadovų kompetentingo vadovavimo ir kompetencijų ugdymo(si) svarbą nuolatinės švietimo sistemos kaitos sąlygomis akcentuoja ir Lietuvos švietimo politikos dokumentai. Tai aktualizuoja mokyklų vadovų plataus spektro kompetencijų ugdymosi ir jų nuolatinio plėtojimo, kompetencijų ugdymo sistemos modernizavimo, kompetencijų ugdymo renginių kokybės užtikrinimo problematiką. Remiantis nuoseklumo principu, kompetencijų ugdymo procesas turi apimti pirminio rengimo, įvedimo į pareigas ir nuolatinio kompetencijų tobulinimo etapus. Sistemingumo principas atsiskleidžia karjeros švietimo srityje koncepcijoje. Tad mokyklų vadovų kompetencijų ugdymas turėtų būti nuoseklus, sistemingas procesas, suderintas su mokyklų vadovų karjeros etapais ir specifiniais poreikiais bei lūkesčiais. Šios vadovų išugdytos kompetencijos mokyklos bendruomenei laiduoja švietimo paslaugų (edukacinių ir socialinių) efektyvumą, rezultatyvumą, naudingumą ir prieinamumą. School leadership is now an education policy priority around the world. As countries are seeking to adapt their educational systems to the needs of contemporary rapidly evolving society, expectations for schools and school leaders are changing. School leadership practice has been greatly influenced by changes in educational governance and school contexts. Many researchers agree that school leaders are crucial for school success and sustainable educational reform, and there is a strong need for leaders who demonstrate key attributes and qualities of professionalism. In these circumstances, the attention should be drawn to professional training and development opportunities for school leaders as well as to knowledge and skills that today’s school leaders should possess in order to manage schools successfully.

Aims of research is to determine the quality of financial management at the madrasah tsanawiyah in the region of the office Ministry of Religious Affairs Bandung district. The issue is how much influence the accountability and transparency to madrasah financial management at public madrasah Tsanawiyah in Bandung district. The method used is survey method explanative with quantitative data analysis, data collection techniques conducted through questionnaires and document review and interviews. The results showed about madrasah financial management in the Ministry of Religious Affairs Office of Bandung district, as follows: 1. the magnitude of the relationship simultaneous between X1 and X2 to Y is high which 0.768. While the contribution together variables X1 and X2 to Y by 59%. The results of descriptive analysis of the variable Y, the most powerful indicator of the organization and coordination of 83.36% while the lowest indicator is 77.99% for controls; 2. The relationship variable X1 on Y is 0.762 while the contribution of variables X1 to Y by 58.1%. The testing of hypothesis saw that significantly affects the accountability to financial management. The results of descriptive analysis of the variables X1, the most powerful indicator is periodic and annual financial statements of 82.31% while the weakest indicator is the quality of the preparation of APBM of 66.85%; 3. The relationship variables X2 to Y is 0.636 while the contribution of variables X2 to Y by 40.4%. The testing of hypothesis saw that significantly influences the transparency to financial management. The results of descriptive analysis on the variables X2, the most powerful indicator is the assurance of integrity by 81% while the weakest indicator is the availability of information to the public at 68.81%; 4. In general it can be concluded that the accountability and transparency of financial management in the Ministry of Religious Affairs Office of Bandung district has been running well but there needs to be increased to achieve the expected results.