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Governing Education in a Complex World
Published 12 April 2016
238 pages
2
• Provide analyses and perspectives to some of the most challenging issues in education governance
• Provide concepts and examples of innovative governance practices
• Set the agenda for strategic thinking about modern governance
Governing Education in a Complex World
Intention and purpose
3
• What models of governance areeffective in complex education systems?
• What knowledge system is necessary to support the effective governance of complex education systems?
Governing Education in a Complex World
Guiding questions
4
• Part I – Setting the stage: Modern Governance Challenges in Education
• Part II – The Role of Accountability in Governing Complex Systems
• Part III – Capacity and the Use of Knowledge
• Part IV – Complexity in Policy Making: Thinking Strategically
Governing Education in a Complex World
5
Education reform takes time
1 year 2 years
3 years
4 years
5 years
6 years
7 years
8-14 years
0
0.1
0.2
0.3
0.4
0.5
0.6
Years of implementation
Adj
uste
d eff
ect
size
Source: Borman et al. (2003)
Policy cycles and political cycles do not always match
Find out more: Governing Education in a Complex World – Chapter 1
6
More diverse stakeholders
Ministry
Government agencies
Inspectorate
Media
Labour unions
NGOs
Researchers
International Organisations
Training providers
Education material providers
Private businessesParents
Communities
School community
StudentsTeachersPrincipal
Local authorities
School boards
School providers
Modern educational governance involves a broad set of actors
Find out more: Governing Education in a Complex World – Chapter 1
7
Simple Complicated Complex
Simple, complicated and complex problems
Source: adapted from Snyder (2013); based on Glouberman, S., & Zimmerman, B. (2002)
Raising a child
Formulae with limited effect
Raising one child gives experience, but no assurance of success with another
Expertise can contribute but not sufficient for success
Each child is unique and must be approached individually
Uncertainty of outcome remains
Following a recipe
Recipes are essential
Recipes are easily replicated
Expertise is helpful but not required
Produces a standardised product
Best recipes give good results every time
Sending a rocket to the moon
Formulae are critical
Sending one rocket increases assurance that the next will be ok
High levels of expertise in multiple fields needed
Rockets are similar in critical ways
High degree of certainty in the outcome once the original issues are solved
Simple solutions do not solve complex challenges
Find out more: Governing Education in a Complex World – Chapter 1 and 2
8
Managing complexity through networks
Competence• ensures
professional authority in relation to other actors and the ability to contribute to the network.
• pertains to the skills needed to coordinate and moderate in the network with its different actors.
Strong group• provides
baseline stability required for governing through networks.
• enables open communication and increases the focus on improving the overall outcome.
• acquired through repeated interaction over time.
Leadership• provides an
overarching framework and strategic vision for the network.
• coordinates the contributions of different actors.
Enthusiasm• drives policy
makers, managers and professionals to solve policy problems in a context of less rigid rules and formal authority.
Network governance requires:
Find out more: Governing Education in a Complex World – Chapter 3
9
Accountability in complex systems
A constructive accountability system balances the
monitoring and pressure with support for
improvement to ensure efficient system functioning.
Find out more: Governing Education in a Complex World – Chapter 4 and 5
10
Complimentary forms of accountability
Quality assurance and stakeholder participation
Find out more: Governing Education in a Complex World – Chapter 5
Vertical
Regulatory accountabilit
y
Performance accountabilit
y
Horizontal
Professional accountabilit
y
Multiple stakeholder accountabilit
y
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Formal structures vs. informal practices in Austria as a federal system
Capacity building and governance
Local capacity building could help mitigate governance
inefficiencies in structurally complex systems.
A country example:
Find out more: Governing Education in a Complex World – Chapter 6
12
Building teacher capacity for knowledge use and production in England
Use of knowledge and governance
Easy-to-use tools can bridge teacher knowledge and
research when practitioner research is accompanied by rigorous quality control.
A country example:
Find out more: Governing Education in a Complex World – Chapter 7
13
Controlled experimentation
Note: Dotted lines denote weak links; solid lines denote strong links
Horizontal experimentation
Ecosystem experimentatio
n
Find out more: Governing Education in a Complex World – Chapter 8 and 9
14
Learning to fail, not failing to learn
Taking risks and building processes to learn from failure is essential for
innovation and the evolution of education systems.
Find out more: Governing Education in a Complex World – Chapter 10
15
Trust and governance
Legitimate trust is a cornerstone of effective and efficient governance. Trust can facilitate cooperation,
and help actors take risks and innovate.
Find out more: Governing Education in a Complex World – Chapter 11
16
Five elements of effective governance
Focuses on processes, not structures
Is flexible and can adapt to change and unexpected events
Works through building capacity, stakeholder involvement and open dialogue
Requires whole of system approach (aligning roles, balancing tensions)
Harnesses evidence and research toinform policy and reform
Effective governance
Find out more: Governing Education in a Complex World – Chapter 11
www.oecd.org/edu/ceri/gces