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What matters most for school autonomy and accountability : a framework paper (Inglês)

This framework paper provides an overview of what matters most for school autonomy and accountability. The focus is on public schools at the primary and the secondary level. This paper begins by grounding School Autonomy and Accountability in its theoretical evidence base (impact evaluations, lessons learned from experience, and literature reviews) and then discusses guiding principles and tools for analyzing country policy choices. The goal of this paper is to provide a framework for classifying and analyzing education systems around the world according to the following five policy goals that are critical for enabling effective school autonomy and accountability: 1) level of autonomy in the planning and management of the school budget; 2) level of autonomy in personnel management; 3) role of school councils in school governance; 4) school and student assessment, and 5) accountability to stakeholders. This paper also discusses how country context matters to school autonomy and accountability and how balancing policy goals matters to policy making for improved education quality and learning for all.

Detalhes

  • Autor

    Demas,Angela, Arcia,Gustavo J.

  • Data do documento

    2015/03/30

  • TIpo de documento

    Documento de Trabalho (Série Numerada)

  • No. do relatório

    96450

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Mundo,

  • Região

    Regiões Mundiais,

  • Data de divulgação

    2015/05/13

  • Disclosure Status

    Disclosed

  • Nome do documento

    What matters most for school autonomy and accountability : a framework paper

  • Palavras-chave

    accountability in the education sector;school autonomy;senior education specialist;community participation in education;Teachers;school level;school council;improving teacher quality;improve Education Quality;degree of autonomy;school management committee;impact of intervention;types of school;Learning for All;management of school;quality of education;decentralization of governance;Access to Education;provision of education;efficiency and quality;central government budget;pay for performance;central government planning;public service delivery;responsibility of parents;interaction between teacher;education system reform;allocation of resource;budget preparation process;community and school;access to school;resource allocation process;efficiency of expenditure;providers of education;participation in school;quality of teaching;participation of parent;method of transfer;Check and Balances;empowerment of communities;school of thought;method of choice;School Based Management;Student Assessment;legal authority;test score;education systems;budget planning;Private School;teacher salary;school budget;personnel management;teaching staff;conceptual framework;school committee;student learning;empirical evidence;managerial autonomy;school grant;reading score;Global Engagement;participatory budget;targeted training;autonomous school;teacher performance;positive impact;pedagogical practice;effective school;legal right;financial resource;good performance;test result;charter school;block grant;Teacher Attendance;parent association;traditional school;Political Economy;local accountability;secondary level;community association;school governance;Education Policy;school operation;school resource;parental involvement;local control;managerial decision;quality service;local stakeholder;village council;operational expenditure;school quality;school staff;outcome measure;central management;elected officials;budget constraint;student attendance;Teacher Pay;budget process;public resource;local financing;student support;good policy;direct transfer;central allocation;pay determination;geographic characteristic;community management;voluntary basis;system efficiency;school leadership;treatment effect;educational content;wage system;international student;operational budget;budgetary autonomy;financial leverage;budgetary allocation;improving performance;Budget Management;central resources;teaching material;process use;institutional barrier;teacher absenteeism;teacher incentive;teacher selection;moral suasion;Teacher Effectiveness;fiscal transfer;assessment system;positive relationship;attending school;financial source;international ngos;school service;private donor;parent participation;Civil War;legal mandate;local contribution;student score;financial equity;compensatory policy;social activities;student school;learning need;school year;disadvantaged caste;internal conflict;parent involvement;student enrollment;community for use;bureaucratic procedure;local condition;administrative policy;local elite;shorter route;classroom level;local autonomy;political commitment;school equipment;indigenous school;age population;regional variation;take time;school authority;school learning;Traditional Education;small grants;education decentralization;school performance;pedagogical training;incentive grant;repetition rate;increased equity;comprehensive school;school child;operational efficiency;instructional plan;personal commitment;administrative control;school support;central authority;school needs;school personnel;democratic election;school efficiency;managerial methods;mutual commitment;educational outcome;efficient school;school environment;education service;Education Services;educational quality;local priority;determinant factor;political autonomy;literature review;guiding principles;education strategy;centralized state;intergovernmental competition;private donations;teaching content;political tension;community empowerment;causal link;monitoring indicator;policy planning

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