New educational governance and school leadership:
Exploring the foundations of a new relationship.
Pedagogical Institute of Greece
As countries strive to transform their educational systems to prepare students with the knowledge and skills needed to function in rapidly changing societies, most OECD countries are adopting a number of similar policy trends which are labelled nowadays "New Educational Governance" (NEG). These current trends are historically rooted in the early 1980s when countries, in order to adapt their education systems to the needs of contemporary society, opted for a new management approach structures "new public management" (see for example Mulford, 2003) stressing decentralisation, school autonomy, parental and community control, shared decision making, outcomes-based assessment and schoolchoice. In this most recent wave of school reforms, three institutional reform strategies have played a leading role in significantly restructuring public schooling: accountability, autonomy, and choice. The rationale behind these governance approaches is that especially autonomy and accountability can respond more efficiently to local needs. This chapter briefly describes in a first step how these (NEG) reform strategies lead to role expansion and intensification of school leaders, presents in a second step actual research evidence with regards to the impact of New Educational governance on student achievement ( based on PISA 2006 data). Synthesizing the key results of step 1 and 2 the chapter will finally raise questions about what should and could be done from a researchersŽ, policymakers' rand practitionersŽ point of view in order to clarify the relationship between NEG and school leadership. ( DIPF/Autor)
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