Post-doctoral researcher - Margarita Salas fellow UAB - UdG
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PhD in Sociology and Master in Social Policy, Labour and Welfare; Autonomous University of Barcelona (UAB) at GEPS Research Center. Pre-doc fellowship at the ERC StG project “Reforming Schools Globally: A Multi-scalar Analysis of Autonomy and Accountability Policies in the Education Sector (REFORMED)” Political Sociology of Education – Sociology of Education – Policy Analysis – Education and Inequalities
Recent educational reforms and legislative changes in both Catalonia and Spain have been inspired by New Public Management (NPM). Accordingly, policy ideas such as school autonomy and accountability—including test-based accountability and the evaluation of teachers’ performance—have strongly framed the education policy debate, as well as tangible e...
An increasing number of countries are adopting accountability systems in education that rely on the external evaluation of students’ learning outcomes through standardized assessments. The international dissemination of this form of accountability, often known as test-based accountability, does not imply that exactly the same policy is adopted ever...
This paper analyses, from the perspective of the political sociology of policy instruments, the adoption and re-contextualisation of School Autonomy with Accountability (SAWA) reforms in Spain, with a particular focus on the region of Madrid. Over the last few decades, Madrid has adopted a wide range of education policies that have contributed to c...
Performance-based accountability (PBA) policies are increasingly adopted in a wide range of education systems in order to reform school governance and to improve students’ results and schools’ performance. Countries around the world have been implementing national large-scale assessments to make school actors more accountable and responsible for st...
External and standardized assessments based on student results are a contested education policy among school actors. Movements of opposition have emerged in different countries, especially in those contexts with high-stakes accountability systems. However, this phenomenon has not been analyzed in soft accountability systems. The objective of this a...
In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the conse...
Proposta d'un sistema de finançament per fórmula dels centres educatius orientat a l’equitat.
Dilemas educativos y conflictos políticos en torno a la segregación escolar en Cataluña después del Covid-19 Andreu Termes, Marc Barbeta-Viñas, Marcel Pagès I. Introducción La segregación escolar es un fenómeno que reduce las oportunida-des académicas del alumnado, limita la eficiencia de los sistemas edu-cativos, y perjudica la cohesión social (es...
p>El programa “Educación con Participación de la Comunidad” (EDUCO), desarrollado en El Salvador durante los años 90 y 2000, consiguió fama internacional con un diseño que otorgaba a las familias la capacidad de despedir y contratar a los maestros a nivel de la comunidad. A pesar de la atención que ha recibido dicho programa, muchos aspectos clave...
Most countries in the world are facing reform pressures to make their education systems more effective, innovative and responsive to the new challenges generated by the global economy. In this scenario, managerial policy ideas such as school autonomy and accountability, which aim to modernize public education and strengthen its performance, are spreading broadly. To date, a wide range of countries with different administrative traditions and levels of development have adopted school autonomy with accountability (SAWA) policies, whilst the most active international organizations in the education sector, like the OECD, are strongly promoting them globally. Constituting SAWA as a global model of education reform generates two main questions. First, why and how are SAWA policies disseminating globally, and to what extent does this reform model generate international policy convergence in education? Secondly, how and under what particular contextual and institutional circumstances do SAWA policies generate the expected results, and for whom? The fact that existing scholarly research has achieved inconclusive and mixed findings concerning the SAWA effects on learning outcomes and equity makes this second question especially relevant. To address these questions, the REFORMED project will develop a comprehensive research approach that will scrutinize the different, but mutually constitutive stages of global education policy, from the inception in global agendas stage to their operationalization and effects in multiple contexts (with a focus on the Netherlands, Spain, Norway, Chile and Brazil). Specifically, REFORMED will analyze how and why SAWA policies are being adopted and re-formulated by policy actors operating at different scales (from international bureaucrats to teachers), and will inquire into the institutional frameworks and policy enactment processes that explain the different effects of SAWA at the school level. A robust and multi-scalar methodological strategy that combines quantitative and qualitative methods will contribute to advancing such an innovative approach.