Decentralisation and Educational Achievement in Germany and the UK

Abstract

We examine decentralisation in school-based education, with particular reference to two countries, Germany and the UK. The first section explores the notions of devolution and decentralisation. It examines different types of decentralisation and some of the ideas with which it is associated including, in education, improving educational standards. The second section considers the decentralisation of education in Germany and the UK. It examines the decentralisation of political authority, policies pursued at national and sub-national levels and the delegation of responsibilities to school level. It then compares achievement levels in the two case study countries and explores whether particular policies, pursued at sub-national levels, might be associated with differing levels of attainment. We argue that decentralisation in the field of education is multifaceted and complex, with different types of decentralisation co-existing. Our analysis suggests that certain policies, pursued as a result of decentralisation may be associated with different educational outcomes, but it is not possible to draw definitive conclusions particularly in light of the differing political, policy and socioeconomic contexts.

Civil defence pedagogies and narratives of democracy: disaster education in Germany

“…Germany has no national curriculum, rather the school curriculums are written by the individual Laender, there are thus sixteen different curriculums across Germany. These curriculums are also comparatively flexible, with a good deal of input from both individual schools and teachers (West et al, 2010). Schools are virtually autonomous, and education authorities tend to make recommendations only (Capano et al, 2012).…”

“…Schools are virtually autonomous, and education authorities tend to make recommendations only (Capano et al, 2012). There is no system of accountability, performance standards, or inspections (West et al, 2010). There are currently no moves towards more centralisation in education, on the contrary, Constitutional Reform took place in 2006, during which even more powers were devolved to the federal states.…”

“…This is enshrined in Germany's constitution and seen by many as key to the preservation of democracy (West et al, 2010;Capano et al, 2012). The country is made up of sixteen Laender, or federal states.…”

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

“…14 Free part-time early years education is also available to disadvantaged two-year olds in England. 15 Scotland and Wales have a fully comprehensive system; in England 5 per cent of secondary schools are academically selective; in Northern Ireland there is academic selection (see West et al, 2010a). 16 A significant minority are run by the Protestant and Roman Catholic churches, which normally prioritise pupil admissions on the basis of religion/religious denomination; they tend to have more socially advantaged intakes than other schools (Allen and West, 2011 Source: OECD (2012c), .…”

Guest Editorial

“…In this issue the findings of West and her colleagues (West et al, 2010) represent a qualification to these conclusions. They also draw on PISA scores to assess educational attainment, in their case in the UK and Germany, two of the comparators used in the Wallner study.…”