governing education in a complex world

Governing Education in a Complex World

Published 12 April 2016

238 pages

2

• Provide analyses and perspectives to some of the most challenging issues in education governance

• Provide concepts and examples of innovative governance practices

• Set the agenda for strategic thinking about modern governance


Intention and purpose

3

• What models of governance areeffective in complex education systems?

• What knowledge system is necessary to support the effective governance of complex education systems?


Guiding questions

4

• Part I – Setting the stage: Modern Governance Challenges in Education

• Part II – The Role of Accountability in Governing Complex Systems

• Part III – Capacity and the Use of Knowledge

• Part IV – Complexity in Policy Making: Thinking Strategically


5

Education reform takes time

1 year 2 years

3 years

4 years

5 years

6 years

7 years

8-14 years

0

0.1

0.2

0.3

0.4

0.5

0.6

Years of implementation

Adj

uste

d eff

ect

size

Source: Borman et al. (2003)

Policy cycles and political cycles do not always match

Find out more: Governing Education in a Complex World – Chapter 1

6

More diverse stakeholders

Ministry

Government agencies

Inspectorate

Media

Labour unions

NGOs

Researchers

International Organisations

Training providers

Education material providers

Private businessesParents

Communities

School community

StudentsTeachersPrincipal

Local authorities

School boards

School providers

Modern educational governance involves a broad set of actors


7

Simple Complicated Complex

Simple, complicated and complex problems

Source: adapted from Snyder (2013); based on Glouberman, S., & Zimmerman, B. (2002)

Raising a child

Formulae with limited effect

Raising one child gives experience, but no assurance of success with another

Expertise can contribute but not sufficient for success

Each child is unique and must be approached individually

Uncertainty of outcome remains

Following a recipe

Recipes are essential

Recipes are easily replicated

Expertise is helpful but not required

Produces a standardised product

Best recipes give good results every time

Sending a rocket to the moon

Formulae are critical

Sending one rocket increases assurance that the next will be ok

High levels of expertise in multiple fields needed

Rockets are similar in critical ways

High degree of certainty in the outcome once the original issues are solved

Simple solutions do not solve complex challenges

Find out more: Governing Education in a Complex World – Chapter 1 and 2

8

Managing complexity through networks

Competence• ensures

professional authority in relation to other actors and the ability to contribute to the network.

• pertains to the skills needed to coordinate and moderate in the network with its different actors.

Strong group• provides

baseline stability required for governing through networks.

• enables open communication and increases the focus on improving the overall outcome.

• acquired through repeated interaction over time.

Leadership• provides an

overarching framework and strategic vision for the network.

• coordinates the contributions of different actors.

Enthusiasm• drives policy

makers, managers and professionals to solve policy problems in a context of less rigid rules and formal authority.

Network governance requires:


9

Accountability in complex systems

A constructive accountability system balances the

monitoring and pressure with support for

improvement to ensure efficient system functioning.


10

Complimentary forms of accountability

Quality assurance and stakeholder participation


Vertical

Regulatory accountabilit

y

Performance accountabilit

y

Horizontal

Professional accountabilit

y

Multiple stakeholder accountabilit

y

11

Formal structures vs. informal practices in Austria as a federal system

Capacity building and governance

Local capacity building could help mitigate governance

inefficiencies in structurally complex systems.

A country example:


12

Building teacher capacity for knowledge use and production in England

Use of knowledge and governance

Easy-to-use tools can bridge teacher knowledge and

research when practitioner research is accompanied by rigorous quality control.

A country example:


13

Controlled experimentation

Note: Dotted lines denote weak links; solid lines denote strong links

Horizontal experimentation

Ecosystem experimentatio

n


14

Learning to fail, not failing to learn

Taking risks and building processes to learn from failure is essential for

innovation and the evolution of education systems.


15

Trust and governance

Legitimate trust is a cornerstone of effective and efficient governance. Trust can facilitate cooperation,

and help actors take risks and innovate.


16

Five elements of effective governance

Focuses on processes, not structures

Is flexible and can adapt to change and unexpected events

Works through building capacity, stakeholder involvement and open dialogue

Requires whole of system approach (aligning roles, balancing tensions)

Harnesses evidence and research toinform policy and reform

Effective governance


www.oecd.org/edu/ceri/gces