Centre for Educational Evaluation and Accountability
The paradox of organisation (school) networks
Across the public services, networks are introduced as a new organisational form to improve service provision. The purpose of these new organisational forms is to ensure and guarantee educational quality and equity in a territory.
Examples are the Local Public Education Services (SLE) in Chile which are set up to organise networks of pedagogical and management support of schools.
This seminar will reflect on the increasing prevalence and unique value proposition of networks, discuss the tension between the increased benefits for end user and the decreased sovereignty for network members (e.g. schools), and talk about the role of evaluation and accountability in resolving this paradox.
Recorded 6th Sept 2018
255
9/10/2018
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Trust and control:
How can regulators build trust in relationships dominated by control?
For many people inspection and accountability are about control and often control based on distrust, looking for errors that need to be corrected. In this perspective there is no room for trust in accountability and inspection relationships. Yet, trust is important in these relationships if accountability and inspection are to lead to behavioural change in schools and improved learning outcomes. So how can we overcome this dilemma? This seminar will address the intricate relation between trust and accountability. Three speakers will address the topic from various viewpoints, discussing how to define and measure trust in education systems, how regulators can build trust into relationships that are dominated by control, and the cultural context of how we understand trust.
622
5/1/2018
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Trust and control:
How can regulators build trust in relationships dominated by control?
For many people inspection and accountability are about control and often control based on distrust, looking for errors that need to be corrected. In this perspective there is no room for trust in accountability and inspection relationships. Yet, trust is important in these relationships if accountability and inspection are to lead to behavioural change in schools and improved learning outcomes. So how can we overcome this dilemma? This seminar will address the intricate relation between trust and accountability. Three speakers will address the topic from various viewpoints, discussing how to define and measure trust in education systems, how regulators can build trust into relationships that are dominated by control, and the cultural context of how we understand trust.
712
4/30/2018
UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net)
Trust and control:
How can regulators build trust in relationships dominated by control?
For many people inspection and accountability are about control and often control based on distrust, looking for errors that need to be corrected. In this perspective there is no room for trust in accountability and inspection relationships. Yet, trust is important in these relationships if accountability and inspection are to lead to behavioural change in schools and improved learning outcomes. So how can we overcome this dilemma? This seminar will address the intricate relation between trust and accountability. Three speakers will address the topic from various viewpoints, discussing how to define and measure trust in education systems, how regulators can build trust into relationships that are dominated by control, and the cultural context of how we understand trust.
673
4/30/2018