28 SES 12 C JS, Globalizing Test-Based Accountabilities in Education: Policy transfer and re-contextualization dynamics Part 1: Global Perspectives
Joint Symposium NW 23 and NW 28 to be continued in 28 SES 13 B JS
In the last decades, most countries in the world have faced major pressures to reform their educational systems. The emerging demand for global skills in increasingly inter-dependent economies, the challenges generated by technological innovation, and the comparisons of educational systems promoted by international large-scale assessments, stand out among other sources of pressure. In this scenario, educational reforms mainly informed by managerial policies and discourses imported from the private sector have disseminated widely across European countries due to their promise to modernize and strengthen the performance of education systems. In compulsory education, the two policy ideas of managerial nature that are at the core of this global reform movement are the devolution of responsibilities to smaller management units (i.e., the schools) and outcomes-based management through test-based accountability schemes. According to many education reform advocates, School Autonomy With Accountability (SAWA) policies seem to be territorially de-localized and context-resilient in the sense that they are expected to make education systems perform better everywhere (Sahlberg, 2011). The study of the globalization of SAWA reforms is particularly interesting from a comparative perspective because these reforms are being enacted in countries from all world regions, and with very different administrative traditions and levels of economic development. Faced with this reality, this paper aims at understanding the main reasons behind the globalization of SAWA reforms, and the different policy trajectories followed by these reforms. Specifically, the paper analyses the dynamics through which SAWA policies have been disseminated, adopted and recontextualised in multiple educational settings. Methodologically, the paper is based on a systematic literature review of 207 papers – most of them, case studies with a focus on the policy process behind the adoption and/or recontextualisation of SAWA policies. The synthesis allows for the identification of the different rationales and conditions of adoption of these policies. Analytically, this paper is informed by a cultural political economy (CPE) approach. CPE is an analytical and heuristic framework that allows us to observe how drivers of a different nature interact in the production of SAWA reforms through the mechanisms of variation, selection, and retention (Jessop, 2010). We argue that the interaction between supranational drivers (including the key role of some international organizations and international large-scale assessments) and more locally situated factors and contingencies is key to understanding SAWA reforms more comprehensively, but also to what extent these reforms develop in a polymorphic or diverging manner.
Glewwe, P. (2014). Education Policy in Developing Countries. Chicago: University of Chicago Press. Jessop, B. (2010) Cultural political economy and critical policy studies. Critical Policy Studies, 3(3-4), 336-356. Sahlberg, P. (2011). Finnish lessons. New York: Teachers College Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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