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Providing a comprehensive introduction to the topic of
accountability and datafication in the governance of education, the
World Yearbook of Education 2021 considers global policy dynamics
and policy enactment processes. Chapters pay particular attention
to the role of international organizations and the private sector
in the promotion of performance-based accountability (PBA) in
different educational settings and at multiple policy scales.
Organized into three sections, chapters cover: the global/local
construction of accountability and datafication; global discourse
and national translations of performance-based accountability
policies; and enactments and effects of accountability and
datafication, including controversies and critical issues. With
carefully chosen international contributions from around the globe,
the World Yearbook of Education 2021 is ideal reading for anyone
interested in the future of accountability and datafication in the
governance of education.
Providing a comprehensive introduction to the topic of
accountability and datafication in the governance of education, the
World Yearbook of Education 2021 considers global policy dynamics
and policy enactment processes. Chapters pay particular attention
to the role of international organizations and the private sector
in the promotion of performance-based accountability (PBA) in
different educational settings and at multiple policy scales.
Organized into three sections, chapters cover: the global/local
construction of accountability and datafication; global discourse
and national translations of performance-based accountability
policies; and enactments and effects of accountability and
datafication, including controversies and critical issues. With
carefully chosen international contributions from around the globe,
the World Yearbook of Education 2021 is ideal reading for anyone
interested in the future of accountability and datafication in the
governance of education.
This book addresses current changes of education policies in a
context of globalisation. It does so by focusing on the
implementation of performance-based accountability policies in
France and in Quebec (Canada). It questions the trajectory of these
policies, their mediations and their instrumentation in various
territories and schools through a theoretical framework which
combines a North American neo-institutionalist approach with the
perspective of the French sociologie de l'action publique. The book
extends the current international literature on English-speaking
experiences of hard accountability to research on "soft"
accountability policies and proposes a deep investigation in two
highly contrasted education systems. This investigation is
multilevel and has led to field research both in schools, in
intermediate authorities, and in central administrations for three
years. The research presented in the book addresses the
international literature on accountability in public administration
and in education, the current transformations of governance in
education, as well as the forms taken by the globalisation of
education policies in countries differently exposed to
international influences. The comparison highlights a convergent
neo-statist trajectory of the performance-based accountability
policy in the two countries, various forms of governance by results
enacted at the local and meso level, and more intense impacts of
these policies on schools and teacher's practices in Quebec than in
France.
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