The Shaping of School Evaluation Policies within the Contex of Educational Accountability and Change
With the rise of the 'knowledge based economy' and the growing impact of globalization, countries worldwide have been under pressure to restructuring their educational systems (Green, 1997). Led by influential organizations such as the World Bank and the OECD (OECD, 1998, p5), educational systems have recently experienced a degree of convergence, with the near-simultaneous introduction, for example, of new measures and policies aiming to raise the quality of schooling. One of these measures brought in across different national settings has been some form of school self-evaluation, intended in many instances to defray the high costs of existing inspection systems and to introduce new measures of accountability (e.g. in England). The potential benefits of self-evaluation are best addressed in a wider context of decentralization, school change, educational accountability and New Public Management policy. This study explores the current thinking and practice of self-evaluation within a global context as well as the ensuing impact which might arise from New Public Management policies for governing schools.
Keywords: School Governance, School Evaluation, Accountability and Change
Sook M. I. Chia
PhD Candidate, Faculty of Education, University of Cambridge