Session Information
23 SES 04 D, The Quality Agenda
Paper Session
Time:
2009-09-28
16:00-17:30
Room:
HG, HS 21
Chair:
Anne Larson
Contribution
Using a systems-theoretical approach, a national system of Quality Assurance can be seen as a possibility for communication on the results and/or processes of the educational system among different actors/levels of the system. This is the research question which shapes an evaluation of
the Norwegian National system for quality assurance.
This system, is built so that schools as well as local and national authorities can compare the resources going into education, the processes of education and the results of education, specified to different classes in different schools in different local communities. So far only data at community level are made public, access to more detailed material requires privileged access.
In the evaluation of this system, teachers, heads and chiefs of local authorities are asked about their use of and the usefulness of the different parts of this system. The data are also linked with data presenting background information on the different respondents, and how they relate to control, professionalism and culture for change.
Method
The paper presents longitudinal data from two national surveys, undertaken resp. in 2006 and 2009, supplemented by interviews with actors at different levels of the educ. system.
The comparative data are gathered from a variety of sources including interviews with 4 national representatives.
Expected Outcomes
Increasing quality through the creation of a common framework for communication between different actors at different levels, still appears a valid metaphor for quality assurance. The paper firstly interprets findings from Norway, where a tentative finding is a contradiction between the national need for control and the professional need for learning. The paper then discusses possible options for the construction of such systems in a comparative perspective, presenting European examples of how national control and professional learning can both be accommodated within a common framework for communication on Quality in Education.
References
Langfeldt G. (2008) Ansvar og kvalitet Strategier for styring i skoler, Oslo, Cappelen Damm Langfeldt G., Elstad E. og S. Hopmann (red.)(2008) Ansvarlighet i skolen Politiske spørsmål og pedagogiske svar, Oslo, Cappelen Damm Langfeldt G (2007) PISA – Dressing up the truth or undressing a will to govern? In Hopmann S., Brinek G. og Retzl M.(2007): PISA according to PISA : Does PISA keep what it promises? Wien, LIT-Verlag
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