Constructive accountability, transparency and trust between government and highly autonomous schools in Flanders

Shewbridge, Claire; Fuster, Marc; Rouw, Rien

doi:10.1787/c891abbf-en

Cited by 2 publications

(2 citation statements)

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“…The Directorate and the county governors can look to examples of screening indicators used in other countries. For example, risk-based inspection systems may include indicators relating to recent change in leadership, other staff turnover, parental complaints, and financial risk, among others (OECD, 2013 [13]). Importantly, the choice of indicators should be based on evidence within the Norwegian system, factors identified by research and regular oversight duties performed by county governors, a notable evidence source being the regular municipal quality reports.…”

Section: Reviewing the Incentives And The Follow-up Schemementioning

confidence: 99%

“…However, the alignment of the evaluation and assessment framework with the competence development model remains to be done. Research shows that professional development needs to go hand in hand with appraisal and feedback practices (OECD, 2013 [13]). The previous OECD assessment recommended 1) to review teacher appraisal to ensure that it informs the needs for professional development within the model, and 2) to link the decentralised scheme to the municipality's quality improvement framework as part of the school evaluation (OECD, 2019 [2]).…”

Section: Setting the Model In A Broader Policy Contextmentioning

confidence: 99%

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Improving school quality in Norway 2020

2020

OECD Education Policy Perspectives

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In 2017, the White Paper n.21 "Desire to learnearly intervention and quality in schools" introduced a New Competence Development Model for schools in Norway (Government of Norway, 2017[1]). This model aims to provide municipalities and schools with greater freedom of action and empower them to carry out systematic school improvements at the local level. The model relies on three pillars: a decentralised scheme that channels state funds to municipalities and universities for collaboration in capacity development; a follow-up scheme to support municipalities that report weak results in education; and an innovation scheme for schools and universities to engage in partnerships and develop projects. The OECD has engaged with Norway to support the implementation of this new model, as part of its "Implementing Policies: Supporting Effective Change in Education" project. A first assessment "Improving School Quality in Norway: The New Competence Development Model" (OECD, 2019[2]) reviewed the model and provided a set of guiding recommendations for effective implementation. Following two years of collaboration, this report assesses progress made and proposes actions for further development. In particular, the OECD consulted with many stakeholders across Norway, and examined how the model evolved from policy to practice. There has been progress in the way the model is understood, conceptualised and developed at the local level. The Directorate for Education and Training (the executive branch of the Norwegian Ministry of Education and Research) has strengthened the follow-up scheme, and started to develop a comprehensive communication strategy for the model to enhance professional development of teachers and kindergarten staff. The Directorate has also initiated a dialogue with stakeholders to reflect on the concept of quality and develop relevant indicators, and strengthened its whole-of-system approach by mobilising two coordination structures, namely the county governors and the university networks. However, sustained efforts are required to continue the model transition from policy to practice, foster transparency regarding how it operates, and ensure it does not increase inequalities. To support this continuous development, the OECD proposes reviewing and updating the implementation strategy in light of recent policy developments and stakeholders' feedback. According to the dimensions underpinning a coherent implementation strategy (Viennet and Pont, 2017[3]), this report details actionsfurther align the model to local needs, deepen stakeholder involvement, and invest in a whole-of-system approachto refine the implementation strategy of the model, and ensure it brings effective change in education.

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Section: Reviewing the Incentives And The Follow-up Schemementioning

confidence: 99%

Section: Setting the Model In A Broader Policy Contextmentioning

confidence: 99%