GOVERNING COMPLEX EDUCATION SYSTEMS Trust and Education The Hague, 7 December 2015
GOVERNING COMPLEX EDUCATION SYSTEMS Trust and Education
The Hague, 7 December 2015
GCES Main Research Questions
What models of governance are effective in complex education systems? What knowledge system is necessary to support the effective governance of complex education systems?
Steering Priority setting Accountability
Implementation Policy Design
Knowledge use
Knowledge production
GCES Analytical Model
GCES Main Findings
• There is no one right system of governance. Rather than focussing on structures it is more fruitful to focus on processes.
• Effective governance works through building capacity, open dialogue, and stakeholder involvement.
• Governance is a balancing act between accountability and trust, innovation and risk-avoidance, consensus building and making difficult choices.
GCES Main Findings
• The central level remains very important (even in decentralised systems) in triggering and steering education reform through strategic vision, clear guidelines and feedback.
• There are systemic weaknesses in capacity throughout most educational systems which contribute to today’s governance challenges.
• Importance of key principles for system governance (not just agreement on where to go, but how to get there).
Thematic conferences • 2013: Multilevel governance (Paris) • 2014: Complexity (Oslo) • 2015: Use of data (Tallinn) Working papers • Governance and Knowledge • Horizontal Accountability • Complexity • Modes of Governance • Trust
GCES Outputs
• The Netherlands
• Norway
• Sweden
• Poland
• Germany
• Upcoming: Belgium (Flanders)
GCES Case Studies
GCES Core Themes
Accountability systems Capacity building Strategic thinking
Accountability Systems
Capacity Building
Strategic Thinking
Trust
GCES Biennium 2015-16: themes
How does accountability
affect trust, and vice
versa?
Accountability Systems
Capacity Building
Strategic Thinking
Trust
GCES Biennium 2015-16: themes
How to design governance
structures that encourage
high levels of trust among
stakeholders in education?
Accountability Systems
Capacity Building
Strategic Thinking
Trust
GCES Biennium 2015-16: themes
How does trust break down,
how can it be restored and
sustained over time?
Trust in educational governance
Trust in schools and teachers
Trust in the pedagogical relationship
Trust as an learnable skill and attitude
12
Interpersonal Trust
Social Capital
Stakeholders
Families
Community
Learners
EDUCATION
Trust
Trust and Education The Hague, 7 December 2015
1. What are the main challenges for today’s
education systems arising from trust issues?
2. Which strategies have decision makers applied to
tackle breakdowns in trust?
3. How can education contribute to trust
development among individuals and institutions?
• World Café • Workshops • Closing composition
Afternoon Planning
United States
Japan Korea
Mexico
Israel
Slovak Rep.
Belgium (Fl.)
Finland Norway
Portugal
Netherlands Poland
New Zealand
Chile
When trust breaks down
Austria
Exploring the link between trust building through and in education systems • How can education help develop trust? • What are some ways schools can build trust? • What are the policy implications?
Building trust through education
Policy paradigm aimed at supporting teachers and giving them a more central role in education governance • Developing teacher agency • Possible challenges/limits
Flipping the system
Workshop Planning
When trust breaks down: country examples
Building trust through education
Flipping the system
Chair: Lucie Cerna
Lead inputs:
• Miekatrien Sterck (Flanders,
Belgium)
• Annemarie Bechmann
Hansen and Frode Nyhamn
(Norway)
• Rien Rouw (The
Netherlands)
Chair: Tracey Burns
Lead input:
• Tracey Burns (OECD)
• Megan Tschannen-Moran
(USA)
Chair, lead input:
• René Kneyber and Jelmer Evers (The Netherlands)