Contractual or Responsive Accountability? Neo-Centralist 'Self-Management' or Systemic Subsidiarity? Tasmanian Parents' and Other Stakeholders' Policy Preferences.

Autor/in	Macpherson, R. J. S.
Titel	Contractual or Responsive Accountability? Neo-Centralist 'Self-Management' or Systemic Subsidiarity? Tasmanian Parents' and Other Stakeholders' Policy Preferences.
Quelle	(1996), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Decentralization; Educational Assessment; Educational Policy; Elementary Secondary Education; Foreign Countries; Free Enterprise System; Governance; Parent Attitudes; Public Opinion; Public Schools; Public Support; School Based Management; Australia + Suchen Sie Ihr Suchwort? Verantwortung; Decentralisation; Dezentralisierung; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Ausland; Freie Wirtschaft; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Elternverhalten; Öffentliche Meinung; Public school; Öffentliche Schule; Öffentliche Förderung; Öffentliche Trägerschaft; Australien
Abstract	When state governments in Australia decentralized many administrative responsibilities to schools in the late 1980s and early 1990s, it was assumed that they would develop fresh management, development, and governance capacities. In general, such decentralization attempted to replace bureaucracies with corporate management, limit school evaluation to the auditing of performance indicators, cut support structures in favor of contracted expertise, and displace hierarchy with collegial networks. The principle of public accountability was redefined in public education as a local issue to be resolved largely through site management, market, and political mechanisms. This paper presents research findings that show that Tasmanian parents prefer a more educative and communitarian approach to accountability, and that this view is broadly shared with other key stakeholders--teachers, principals, and state government officials. Parents were slightly more likely than other stakeholders to prefer greater subsidiarity, pluriformity, and complimentarity in their schools and education system, rather than neocentralist and "self-managing" corporate managerialism, uniformity, and comparability. Data were derived from a questionnaire sent to parents, teachers, department of education administrators, and principals in 28 primary, district high, and high schools in Tasmania. Six tables are included. (Contains 25 references.) (Author/LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC