The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory

Snyder, Sean

doi:10.1787/5k3txnpt1lnr-en

Cited by 47 publications

(30 citation statements)

References 30 publications

(25 reference statements)

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“…Education governance has regularly been described as complex (Snyder, 2013 [15]; Burns and Köster, 2016 [16]; Mason, 2008 [17]). This is because education systems cannot be considered as isolated (devoid of context), of limited connectivity or interdependency (devoid of collaborative governance and decentralisation) or static (devoid of interdependence over time).…”

Section: Complexity Foundations For Accountabilitymentioning

confidence: 99%

“…Transparency instruments have been a particularly prominent fixture of accountability in education (Rabinowitz, 2018[174]; Smith, 2016 [175]), in common with governance more generally (Hood and Heald, 2006[176]). In addition, governance in education has increasingly been categorised in many jurisdictions by decentralisation, which brings with it a multiplicity of stakeholders (participation), and thus, greater demand for negotiation and a diversity of interests to navigate (Burns and Köster, 2016 [49]).…”

Section: Promise Of Democratic Legitimacymentioning

confidence: 99%

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Means, ends and meaning in accountability for strategic education governance

Fahey¹,

Köster²

2019

OECD Education Working Papers

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This working paper was prepared by Glenn Fahey and Florian Köster at the OECD Directorate for Education and Skills. It lays the groundwork for developing tools that help education systems systematically improve their accountability arrangements. It is part of the Strategic Education Governance project at the OECD Centre for Educational Research and Innovation (CERI). The Strategic Education Governance (SEG) project supports countries in identifying the best ways to achieve national objectives for education systems in a context of multi-level governance structures and complex environments. It identifies and promotes effective governance processes in the realms of accountability, capacity, knowledge governance, stakeholder involvement, strategic thinking and a whole-of-system perspective.

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Section: Complexity Foundations For Accountabilitymentioning

confidence: 99%

Section: Promise Of Democratic Legitimacymentioning

confidence: 99%

Means, ends and meaning in accountability for strategic education governance

Fahey¹,

Köster²

2019

OECD Education Working Papers

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“…According to Snyder (2013), as networks of interdependently linked actors whose actions affect all other actors, education systems evolve, adapt, and reorganise themselves. Complex systems do not operate in a linear manner, but rather exhibit a series of well-defined characteristics: tipping points, feedback loops, path dependence and sensibility to local contexts.…”

Section: Governing Complex Education Systemsmentioning

confidence: 99%

Professional learning and development to support teachers' work

2017

International Summit on the Teaching Profession

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“…In addition, new stakeholders become relevant in the decision-making process: in education, for example, students, parents, teachers, school leaders, trade unions, and employers increasingly demand to have a say in educational reform (Hooge et al, 2012). At the same time, education per se can be regarded as a complex and often unpredictable policy endeavour (Snyder, 2013). Evidence for this can also be found in recent empirical studies on the efficiency of policy reform (van Twist et al, 2013).…”

Section: Modes Of Governance In a Multi-level Contextmentioning

confidence: 99%

From Hard to Soft Governance in Multi‐level Education Systems

Wilkoszewski¹,

Sundby²

2016

Euro J of Education

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Decision‐making in educations systems has become more complex: while decentralisation has moved the locus of power to lower governance levels, the central level still is held responsible for the quality of outcomes. As a consequence, new steering strategies have emerged that tend to apply softer modes of governance as opposed to harder ones in the past. This article aims at shedding empirical and conceptual light on these new developments. It compares two national examples for soft modes of governance with a supra‐national one (the EU's Open Method of Co‐ordination OMC) and argues that OMC might be both a useful analytical lens to categorise new steering mechanisms and a possibly promising policy strategy at the national level.

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The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory

Cited by 47 publications

References 30 publications

Means, ends and meaning in accountability for strategic education governance

Means, ends and meaning in accountability for strategic education governance

Professional learning and development to support teachers' work

From Hard to Soft Governance in Multi‐level Education Systems

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