Governing Complex Education Systems (GCES)

 

The CERI/OECD project "Governing Complex Education Systems (GCES)" project explores which governance mechanisms and knowledge options facilitate effective steering of complex education systems.

 

 ‌GCES project imageBackground

 

Complexity in education systems is on the rise due to a number of intersecting trends. Parents in OECD countries have become more diverse, individualistic and highly educated. As evidence about school and student achievement has become more readily available, stakeholders have also become more demanding, pushing schools to cater for the individual needs of their children.

Partly in response to this, governments in almost all OECD countries have increased school autonomy and stimulated demand sensitivity and sometimes competition. The combination of these new governance regimes with increasingly individualised, informed and demanding populations suggests that complexity and the importance of diverse local contexts can only be expected to increase.

At the same time, ministries of education remain responsible for ensuring high quality, efficient, equitable and innovative education. This responsibility is reinforced by the increasing importance that is attached to education for building a strong knowledge economy and also by international comparisons such as PISA that increase the visibility of national performance.

One of the crucial questions for OECD countries is, therefore, how to achieve national objectives for education systems under the condition of increasing complexity. The Governing Complex Education Systems project focuses on this issue by targeting two key elements: governance mechanisms and knowledge options.

 

 

Recently Published

Working paper: The Simple, the Complicated, and the Complex: Educational Reform through the Lens of Complexity Theory

– by Sean Snyder

OECD Project on Governing Complex Education Systems, in ITB Info Service 12/2013, p. 23-26 (German information service on international collaboration and projects)

− by Tracey Burns and Harald Wilkoszewski

 

Case Studies

Balancing Trust and Accountability? The Assessment for Learning Programme in Norway

– by Hopfenbeck, T., A. Tolo, T. Florez and Y. El Masri

Coping With Very Weak Primary Schools: Towards Smart Interventions in Dutch Education Policy

– by Van Twist, M., M. van der Steen, M. Kleiboer, J. Scherpenisse and H. Theisens

 

Project events 

10 February 2014 Conference: "Understanding Complexity: The Future of Education Governance" in Oslo, Norway

GCES Advisory Group Meeting, 16 September 2013, Paris

Third thematic conference: "Effective Multilevel Governance in Education", 17-18 June 2013, Paris, France  

GCES Advisory Group Meeting, 10 September 2012, Paris

Second thematic conference: "Effective Governance on the Local Level", 15-17 April 2012, Warsaw, Poland

First thematic conference: "Effective Governance from the Centre", 21-22 November 2011, The Hague, Netherlands

Expert Meeting, 23-24 June 2011, Paris

Launch Conference: 28-29 March 2011, Oslo, Norway 

 

Project documents

Project Plan: Governing Complex Education Systems  

Case Study Framework

 

Working papers

Working Paper: "Exploring the Complex Interaction Between Governance and Knowledge in Education"

- by Mihály Fazekas and Tracey Burns

Working Paper: "Looking Beyond the Numbers: Stakeholders and Multiple School Accountability"

- by Edith Hooge, Tracey Burns and Harald Wilkoszewski

 

Blogs

Trust blog‌Balancing Trust and Accountability: What is the best way to maintain and build trust while improving accountability? A Norwegian case study/Working Paper explores the implementation strategies used to enhance formative assessment in its schools. The more the merrier.  Who is responsible for successes and failures of schools? A new Education Working Paper says involving parents and students can help improve education systems by including them in accountability and school achievement processes.

Image for Education today blogWhat a tangled web we weave: strategies for school improvement. A new case study from The Netherlands shows that a timely, risk-based assessment of schools can help to significantly lower the number of weak schools.

   

 

Related documents

Chapter 1: The Evidence Agenda, from Evidence in Education: Linking Research and Policy (2007)

– by Tracey Burns and Tom Schuller

Markets in Education: An Analytical Review of Empirical Research on Market Mechanisms in Education (2011)

– by Sietske Waslander, Cissy Pater and Maartje van der Weide

 

Related CERI projects

Markets in Education: Evidence-based Policy Research in Education

Evidence-based Policy Research in Education

 

Staff

Tracey Burns

Harald Wilkoszewski

Lucie Cerna

Patrick Blanchenay

Florian Koester

Leonora Lynch-Stein

 

 

 

 

 

Also Available