Session Information
ERG SES H 10, Education systems
Parallel Paper Session
Contribution
The last twenty years have witnessed the implementation of educational policies of decentralization and school autonomy in most OECD countries. If these policies are not uniform (Barroso, 2000; Duru-Bellat & Meuret, 2001, Vandenberghe, 2001; Maroy, 2006, 2008), they are part of a reform momentum which, based on a rhetoric of efficiency and quality, reconfigure the role and power of different actors and contribute to the structural evolution of education systems. They thereby demonstrate a "substantial changes in how the state implements, provides, administers and reports on public education services" (Lessard, 2002, p. 12).
In France the reform of schools (réformes des lycées), effective at the start of September 2010, is part of the logic of decentralization in education and should help to promote the autonomy of educational institutions. In an organization like the French education system, which for historical and cultural remains largely centralized, we introduce the question of the capacity of institutions and actors to accommodate these new responsibilities. Also in research conducted in the spring of 2010 we looked at the implementation of the reform of high schools in the region Provence-Alpes-Côte d'Azur: Institutions are ready? What are the practical implementation of this reform in schools? What are the views of teachers about it?
Our research is based on an original theoretical framework developed by drawing on Anglo-American authors, research on the implementation of educational policies is underdeveloped in France. And Leithwood et al. (2002), aware of belonging to the functionalist pragmatic( [with Fullan, Desimone ect.] Lessard et al., 2008) set up a framework for defining the areas and conditions for sustainable success of a reform that would be dependent on various factors that we ask in our survey: - willingness / motivation of the actors; - the individual and collective capacity; - the situation within the context and infrastructure.
Method
Expected Outcomes
References
BARROSO, J. (2000). Autonomie et modes de régulation locale dans le système éducatif. Revue française de pédagogie, 130, 57-71. DESIMONE, L. (2002). How can comprehensive school can be successfully implemented. Review of Educational Research, 72 (3), 433-79. DURU-BELLAT, M. & MEURET, D. (2001). Note de synthèse : Nouvelles formes de régulation dans les systèmes éducatifs étrangers : autonomie et choix des établissements. Revue française de Pédagogie, 135, 173-221. FULLAN, M. (2001). The new meaning of educational change. Third Edition. New York : Teachers College Press, Columbia University LEITHWOOD, K., JANTZI, D. & MASCALL, B. (2002). A framework for research on large scale reform. Journal of Educational Change, 3, (1), 7-33. LESSARD, C. (2002). L‟Etat, le marché, le travail enseignant. http://www.rsc.ca/files/publications/presentations/2002/lessard.pdf LESSARD, C., DESJARDINS, P. D., SCHWIMMER, M., ANNE., A. (2008). Les politiques et les pratiques en éducation : un couplage problématique. Une perspective anglo-américaine. Carrefour de l’éducation ; n°25, 155-194 MAROY, C. (2006). Ecole, régulation et marché. Une comparaison de six espaces scolaires locaux en Europe. Paris : PUF. MAROY, C. (2008). Vers une régulation post bureaucratique des systèmes d’enseignement ? Sociologie et Sociétés, 40 (1), p. 31-54. VANDENBERGHE, V. (2001). Nouvelles formes de régulation dans l’enseignement : origines, rôle de l’évaluation et enjeux en termes d’équité et d’efficacité. Education et Sociétés, 8, p. 111-123.
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