EDUCERI › Governing Complex Education Systems (GCES)
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.
Working paper: Steering from the Centre: New modes of Governance in Multi-level Education Systems - by Harald Wilkoszewski and Eli Sundby
Working paper: Trust: What It is and Why it matters for Education and Governance - by Lucie Cerna
Working paper: Implementation of a New School Supervision System in Poland - by Grzegorz Mazurkiewicz, Bartłomiej Walczak and Marcin Jewdokimow
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
- by Grzegorz Mazurkiewicz, Bartłomiej Walczak and Marcin Jewdokimow
- by Patrick Blanchenay, Tracey Burns and Florian Koester
– by Hopfenbeck, T., A. Tolo, T. Florez and Y. El Masri
– by Van Twist, M., M. van der Steen, M. Kleiboer, J. Scherpenisse and H. Theisens
GCES Advisory Group Meeting, 15 September 2014, Paris
GCES Advisory Group Meeting, 16 September 2013, Paris
GCES Advisory Group Meeting, 10 September 2012, Paris
Expert Meeting, 23-24 June 2011, Paris
– by Sean Snyder
- by Mihály Fazekas and Tracey Burns
- by Edith Hooge, Tracey Burns and Harald Wilkoszewski
Trust is the glue that holds societies together. It is essential for most social and economic relations. A recently released EDU Working Paper analyses the centrality of trust for policymaking and current governance issues. Trust enables stakeholders to take risks, facilitates interactions and cooperation, and reduces the need for control and monitoring.
Balancing 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.
What 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.
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.
Chapter 1: The Evidence Agenda, from Evidence in Education: Linking Research and Policy (2007)
– by Tracey Burns and Tom Schuller
– by Sietske Waslander, Cissy Pater and Maartje van der Weide