Decentralization, School Governance and Teaching Policies - A Comparative Study in Portugal and Finland

Author(s):

Helena Giao

Conference:

ECER 2010

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES G 10, Paper Session

Paper Session

Time:

2010-08-24

11:00-12:30

Room:

Sali 223 (NW 21), Aurora

Chair:

Janne Varjo

Contribution

The study proposes to compare Portuguese and Finnish public schools (lower and upper secondary schools) to examine their contexts and conditions of governance, stressing similarities and differential characteristics. Within the European education system, Finland has shown us an example of what is considered by bodies such as OECD and UNESCO quality education. Portugal and Finland are, at the moment, highly different countries regarding their academic students results in non-higher education. Therefore our hypothesis is that the value of the use of contrasting cases can override the value of comparable cases. The research will provide an opportunity to deepen a range of issues within a comparative approach and to assess potential impacts such as students performance and success at school.

The challenges posed by our project form the following primary research questions:

1. Which economical, social, and cultural factors mould the Portuguese and Finnish governance of the schools studied?

2. How are the schools studied comparable regarding their governance?

3. What part (if any) does decentralization play in the Portuguese and Finnish governance of schools? What part does decentralization and local communities play in school governance in the era of globalization? Does “going local” make any sense when “the world (or at least the European Union) is your oyster”?

4. What does a convergent regulation model of education for Europe mean in the Portuguese and Finnish schools?

5. What is the relevance given to the construction of a sense of citizenship of students, in the context of the school teaching policies?

This research is based on a conceptual critical perspective of the policies of school administration in Portugal and in other countries (Smyth, 1993; Ball, 1997; Barroso, 1997; Boyd, 1991; Derouet & Dutercq, 1997; Lima & Afonso, 2002; Sarmento, 1999; Popkewitz, 2000; Vega (2005); Ball, 2006) as well as on the emerging evidence of multiple empirical studies (among others, Stelzer, 1974; Afonso, 1994; Afonso, 1997; Lima, 1998;Torres, 2004; Barroso, 2005; Ferreira, 2005; Värri & Alava (2005); Sanches, 2009).

From a theoretical framework of the development of educational administration policies which cause various configurations of legal requirements of school autonomy and management, the study considers essentially two other areas inter-connected within a comparative perspective: logics of decentralization and teaching policies regarding citizenship education.

Method

We have chosen the case study method, based on the complexity and particularity of a unique case (Stake, 1995) with the emphasis being placed on a qualitative and interpretative approach. In this particular project, case study design helps to establish a logical connection (Yuri,1994).Multiple case-study design is being used to understand the complexity of the researched areas and to gain a broader view of school choices. We have decided to concentrate our research in each country (Portugal and Finland) as cases. The data collection consists of documents, non-observation participation, field notes and interviews. Students come from different backgrounds and their families differ in their financial situation. In both countries we developed our investigation in lower and upper secondary schools, which educate pupils from 12 to 19. As Alexander (1996) points out: “The schools selected are not necessarily representative of their national systems … but what school is?” (p. 3).

Expected Outcomes

This is a presentation based on our PhD research being concluded at the moment. The main purpose of the research was to compare Portuguese and Finnish public schools (lower and upper secondary schools) to examine their contexts and conditions of governance, stressing similarities and differential characteristics. The interpretative analysis focused on the data emerging from multiple case studies, highlighted the policies and practices of participation of local autonomy, and the organizational and curricular options leading to the development of the citizenship education. We shall use the results of the research to improve our understanding of decentralization and conditions of school governance in Portugal. We expect to provide significant insights to find grounds for potential changes that deepen the exercise of autonomy, the school community participation in the decision-making process and the construction of the citizenship of the students. During the last twenty-five years we have seen an exceptionally strong back and forth movement in schools in Europe. We are sure we all are "in the same boat". The development of values in society compels, however the politicians as well as the management to work more effectively in order to find means for defining and directing shared practices in schools.

References

•Afonso, N. (1994). A Reforma da Administração Escolar. A Abordagem Política em Análise Organizacional. Lisboa: Instituto de Inovação Educacional. Ministério da Educação. •Alexander, R., (1996). Other Primary Schools and Ours: Hazards of International Comparison. Coventry: Centre for Research in Elementary and Primary Education, University of Warwick. •Ball, S. J. (1997). Policy Sociology and Critical Social Research: A Personal Review of Recent Education Policy and Policy Research. British Educational Research Journal, 23(3), 257-274. •Ball, S. J. (2006). Education Policy and Social Class. London: Routledge •Barroso, J. (2005). Les Nouveaux Modes de Régulation des Politiques Educatives en Europe: De la Regulátion du Système à un Système de Regulations. In Y. Dutercq (dir.), Les Régulations des Politiques d`Éducation. Rennes: Presses Universitaires de Rennes, pp 151-171. •Popkewitz, T. (2000). Globalization/ Regionalization, Knowledge and the Educational Practices: Some notes on Comparative Strategies for Educational Research. In T. Popkewitz (Ed), Educational Knowledg: Changing Relationships between the State, Civil Society, and the Educational Community. Albany: State University of New York Press. •Stake, R.E. (1978). The Case Study Method in a Social Inquiry. Educational Researcher, 7. •Stelzer, L. (1974). Institutionalizing Conflict Response: The Case of Schoolboards. In Social Science Quarterly, 55, n.º 2, September. •Värri, K., & Alava, J. (2005). School Leadership Training for Accountable Quality Education in Finland. Available at: http://www.bi.no/cemFiles/HEAD%20Country%20Report%202005%20Finland.pdf. •Vega Gil, L. (2005). Los Sistemas Educativos Europeos y la Formación de Profesores. Los casos de Francia, Reino Unido, España y Finlandia. Revista de Educacion, 336, 169-187. •Yin, R.K. (1994). Case Study Research, Design and Methods. Thousand Oaks: Sage.

Author Information

Helena Giao

University of Lisbon

Institute of Education

Estoril

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