La sociologie de l’éducation au croisement de la sociologie de l’action publique : apports des cadres pour une typologie des systèmes d’accountability

Voisin, Annelise; Maroy, Christian

doi:10.7202/1064725ar

Cited by 3 publications

(5 citation statements)

References 23 publications

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“…Depending on the education system, the term varies (accountability, steering by results, results-based management) and the literature distinguishes them according to the issues associated with them. What they have in common, however, are the new modes of regulation, based on system results (Carnoy, 2005;Voisin & Maroy, 2018).…”

Section: Accountabilitymentioning

confidence: 99%

“…In French speaking Belgium, since the reform was implemented in 2017, regulation has shifted from soft accountability (Voisin & Maroy, 2018) to a moderate approach. The moderate approach is a hybrid of the "hard" approach, characterized by the possibility of sanctions imposed by the regulator, and the reflexive approach, characterized by the concept of responsibilization, which is at the heart of the regulation process.…”

Section: Second Level Of Analysis: Comparison Of How Concepts Are Def...mentioning

confidence: 99%

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The Role of Accountability in the Belgian Education System: From Control Regulation to Autonomous Regulation

Renard,

Derobertmasure,

Demeuse

2023

IJEPL

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Since 2017, new modes of regulation have been implemented in French-speaking Belgium and have resulted in responsibilization and accountability policies. This article aims to define the characteristics of control regulation, which corresponds to explicit and official rules implemented by the central government. Based on a textual analysis (NVivo® software) of legal texts published between 2017 and 2019, it aims to understand this regulation. This article consists, firstly, of an analysis of the way in which these texts define concepts reflecting the reform of governance in French- speaking Belgium (accountability, autonomy, etc.). Secondly, the “consistency” between this analysis and the literature is examined. This analysis is enriched by a qualitative analysis of interviews conducted with stakeholders in the system (N = 5) regarding the way they mobilize these concepts. The aim is to approach autonomous regulation, corresponding to the rules produced within the organization by the individuals who make it up and their interpretation, so that it corresponds to their “reality in the field.” Based on these levels of analysis, this article intends to identify the extent to which these stakeholders take up the meaning of these concepts from the corpus and/or the literature in their discourse, but also how they alter, deviate from, or interpret it.

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Section: Accountabilitymentioning

confidence: 99%

Section: Second Level Of Analysis: Comparison Of How Concepts Are Def...mentioning

confidence: 99%

The Role of Accountability in the Belgian Education System: From Control Regulation to Autonomous Regulation

Renard,

Derobertmasure,

Demeuse

2023

IJEPL

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“…Today, Switzerland belongs, together with its neighbours, to those European countries with poorly instrumented, low-stakes accountability (Brauckmann, Thiel, Kuper, & Tarkian, 2015;Voisin & Maroy, 2018). This is somewhat surprising, as NPM was a dominant reform discourse in Swiss politics from the 1990s onward and education was one of the preeminent fields of discussion (Buschor, 1997).…”

Section: Accountability Conditions In Switzerland After Npm Reforms O...mentioning

confidence: 99%

“…In the absence of a high-stakes accountability system with threatening sanctions, schools are governed by objectives for self-development, "best practice" peer learning, persuasion and advice (Hangartner & Svaton, 2015). Even though the governance system has been modernised, it still mainly corresponds to the bureaucratic-professional model with low-stakes accountability Voisin & Maroy, 2018).…”

Section: Accountability Conditions In Switzerland After Npm Reforms O...mentioning

confidence: 99%

Distributed Leadership, Teacher Autonomy, and Power Relations Between Headteachers and Teachers Under Low-Stakes Accountability Conditions: An Ethnographic Account from Switzerland

Hangartner

SVATON²

2022

Research in Educational Administration and Leadership

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Distributed leadership is propagated internationally as an effective means to improve teaching and learning in schools. Increasingly it is acknowledged that practices of distributed leadership depend on its context, not only on the school level but also on the larger governing conditions. This article discusses how distributed leadership is put into practice within a “loose” governing regime with low-stakes accountability. The example is taken from Switzerland, where the strengthening of leadership is one of the core instruments of New Public Management reforms, while high-stakes accountability instruments have not been implemented. By taking a governmentality perspective, the article analyses the (self-)governing practices that distributed leadership generates between headteachers and teachers in a primary school. It argues that a “loose” accountability regime produces an opaque field of power relations, in which the self-governing imperative of distributive leadership conflicts with claims of traditional teacher autonomy.

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“…Accountability mechanisms and the measures to reach goals and outcomes were thus set in motion at each level of the hierarchy (central, intermediate, and local). In this configured accountability, each stakeholder is responsible for the decisions made with regard to the quality of educational services and school improvement (Voisin and Maroy 2018).…”

Section: Introductionmentioning

confidence: 99%

Planned organizational change in a professional learning community: implementation and experimentation of a practice-driven decision-making process using local multisource data

Villeneuve

Bouchamma

2021

SN Soc Sci

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In the early 2000s, the Québec government joined the international movement in new public management by adopting accountability policies, results-based management (RBM), and the systematic collection and analysis of multisource data to regulate and improve its education system. This study reports on one initiative involving the members of a professional learning community (PLC) in a francophone-sector secondary school in the province of Québec, Canada. Planned organizational change was introduced through the development of a pedagogical decision-making process supported by local multisource data. The project took place over a 10-month period in 2019-2020. The analysis of the semi-structured interview data was inspired by the 3 stages of Lewin's (1947) change management model: unfreeze, introduce change, and refreeze. In total, five main themes were identified: complexity of the data collection and analysis process, multiplicity of the data management software and storage platforms, process implementation, process experimentation, and process sustainability. Outcomes of the planned organizational change include gains in both time and the optimization of the data collection and analysis process, and an improved sense of efficacy and accountability on the part of the teachers toward their students' success.

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La sociologie de l’éducation au croisement de la sociologie de l’action publique : apports des cadres pour une typologie des systèmes d’accountability

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Cited by 3 publications

References 23 publications

The Role of Accountability in the Belgian Education System: From Control Regulation to Autonomous Regulation

The Role of Accountability in the Belgian Education System: From Control Regulation to Autonomous Regulation

Distributed Leadership, Teacher Autonomy, and Power Relations Between Headteachers and Teachers Under Low-Stakes Accountability Conditions: An Ethnographic Account from Switzerland

Planned organizational change in a professional learning community: implementation and experimentation of a practice-driven decision-making process using local multisource data

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