Getting schools to work better

• Verfasst von: Yan, Yifei [VerfasserIn]
• Titel: Getting schools to work better
• Titelzusatz: educational accountability and teacher support in India and China
• Verf.angabe: Yifei Yan
• Verlagsort: London ; New York
• Verlagsort: [Verlagsort nicht ermittelbar
• Verlag: Routledge
• Verlag: The HEAD Foundation
• Jahr: 2024
• Jahr: 2024
• Umfang: xviii, 156 Seiten
• Illustrationen: Diagramme
• Gesamttitel/Reihe: Routledge critical studies in Asian education
• Fussnoten: Includes bibliographical references and index
• ISBN: 978-1-032-13667-7
• ISBN: 978-1-032-13669-1
• Schlagwörter: (g)Indien / (g)China / (s)Bildungspolitik / (s)Schule / (s)Verantwortlichkeit / (s)Qualitätsmanagement
• Schlagwörter: (g)Delhi / (g)Peking / (s)Schulentwicklung / (s)Lehrerbildung
• Sprache: eng
• Bibliogr. Hinweis: Erscheint auch als : Online-Ausgabe: Yan, Yifei: Getting schools to work better. - First edition. - New York : Routledge, 2024 |(DLC)2023036629
• Bibliogr. Hinweis: Erscheint auch als : Online-Ausgabe: Yan, Yifei: Getting schools to work better. - First edition. - London : Routledge, 2024. - 1 online resource (175 pages)
• K10plus-PPN: 1856257541

Abstract

"Yifei Yan's ambitious multi-method case study of government middle schools in Beijing and Delhi provides fresh insights into how educational accountability can be designed to work, in part and as a whole. Getting schools to work better is a challenge just about everywhere. Many policy experts prescribe measures for strengthening school accountability either by government command and control or through alternative market and societal actors. In challenging this conventional wisdom, this book examines how China and India are tackling the challenge of getting schools to work better, with a specific focus on supporting teachers, along with traditional accountability-strengthening measures. The book draws implications from its case studies for how education systems can be designed to enhance student learning towards the fulfilment of Sustainable Development Goal 4. It further develops the concept of "Accountability 3.0" to elucidate a novel and more holistic reconceptualisation of the appropriate means needed to fulfil multiple purposes of accountability, in which providing support to frontline workers is viewed as an integral component. This book will appeal to a wide spectrum of scholars and practitioners in the fields of comparative education, public administration, public policy, and development studies, among others. It will be especially interesting to those from the developing world facing similar accountability challenges described"--