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Session Information
28 SES 13 B JS, Globalizing Test-Based Accountabilities in Education: Policy transfer and re-contextualization dynamics Part 2: Perspectives from Europe
Joint Symposium NW 23 and NW 28 contined from 28 SES 12 C JS
Contribution
Test-Based Accountability has become a global norm in different educational settings and countries with divergent institutional traditions (Thrupp, 2018; Volante, 2018; Smith, 2016; Lingard et al., 2016). This presentation aims to address how this global trend is being adopted and re-contextualized in the case of Spain, with a specific focus on Madrid. The main objectives of the research are: (1) tracing the policy trajectory of the accountability reforms in Spain and Madrid from a multi-scalar perspective, (2) identifying the assumptions and expectations of the reform and its related policy ontology, or in other words, elucidate the theory of change beyond the reform, and (3) analyse the rationalities and motivations among different policy actors involved in the reform process. To address these issues, the paper is informed by two main perspectives of policy formation processes – the Cultural Political Economy (CPE) approach as advanced by Jessop (2010) and Kingdon’s Multiple Streams Framework (MSF) (1984). The CPE approach aims to understand how the ideational and material factors are interrelated in the conformation of specific institutional change in the cultural, political and economic domains through the evolutionary mechanisms of variation, selection and retention. The MSF, in turn, provides an analytical perspective on how different streams of the policy process are coupled to configure a given reform through the definition of the problems to be addressed, the policy solutions available and privileged and the opportunities and constrictions given by the political context. Methodologically speaking, we use a Network Ethnography approach (Ball et al., 2017; Ball, 2016) to analyse how different policy actors are interrelated in a social network of relations and interactions around the configuration of the reform through an ensemble of events, processes and actors. The research relies primarily on 23 in-depth interviews with educational actors, policy makers and experts in the regional and national scale, complemented with a document analysis of policy briefings and grey literature. The analysis shows multi-scalar dynamics between the regional and the national levels. National reforms allowed the development of the TBA regional model adopted in Madrid. This particular model, in turn, was framed and used in an experimental way to inform national-level policy. The results also reveal some continuities between a market-oriented accountability model and the intensification of education privatization – since tests results are used in combination with pro-school choice policies as a means to improve school quality through increased competition.
References
Ball, S.J. (2016). Following policy: Networks, network ethnography and education policy mobilities. Journal of Education Policy, 31(5), 549-566. Ball, S.J., Junemann, C. & Santori, D. (2017). Edu.net. Globalisation and education policy mobility. New York: Routledge. Jessop, B. (2010). Cultural political economy and critical policy studies. Critical Policy Studies, 3(3–4), 336–356. Kingdom, J. W. (1984). Agendas, alternatives, and public policies. Boston: Little Brown. Lingard, B., Martino, W., Rezai-Rashti, G., & Sellar, S. (2016). Globalizing Educational Accountabilities. New York: Routledge. Smith, W. C. (Ed.) (2016). The global testing culture: Shaping education policy, perceptions, and practice. London: Oxford Studies in Comparative Education Series, Symposium Books. Thrupp, M. (2018). The search for better educational standards. A Cautionary Tale. Switzerland: Springer. Volante, L. (2018). The PISA effect on Global Educational Governance. New York: Routledge.
Programme by Network 2019
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
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
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