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)