How to hold autonomous schools and school governing boards accountable for their decisions and
performance has become a particularly pressing question for central governments in many OECD
countries. Increasing complexity in education systems has led to a greater degree of freedom in decision
making for many local authorities, school governing boards and schools. However despite this increasing
decentralisation, central governments are still held responsible by the general public for ensuring high
quality education. During the last ten years, school accountability has become a critical topic, triggered by
the results of international benchmarks such as the Programme for International Student Assessment
(PISA) and Trends in International Mathematics and Science Study (TIMSS). This paper analyses trends in
accountability mechanisms and processes and argues that vertical measures of accountability, that is,
regulatory and school performance accountability, can be usefully augmented by horizontal measures
involving multiple stakeholders. This system of multiple school accountability aims to efficiently and
effectively take into account the nuanced nature and purposes of education. By combining various forms of
accountability, it has the potential to enhance the overall education system, policy for reform, and therefore
ultimately improve the quality of education.
