Comparing School Accountability in England and Its East Asian Sources of "Borrowing"

Autor/in	You, Yun
Titel	Comparing School Accountability in England and Its East Asian Sources of "Borrowing"
Quelle	In: Comparative Education, 53 (2017) 2, S. 224-244Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1294652
Schlagwörter	Forschungsbericht; Comparative Education; Accountability; Foreign Countries; Educational Change; Best Practices; Educational Practices; Educational Improvement; Models; Cultural Differences; United Kingdom (England); Asia; Hong Kong; Singapore; China (Shanghai) + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Verantwortung; Ausland; Bildungsreform; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Analogiemodell; Kultureller Unterschied; Asien; Hongkong; Singapur
Abstract	Education reforms in England are increasingly justified by borrowing "best practices" of high-performing East Asian societies, including Hong Kong, Singapore and Shanghai. However, taking the reforms of school accountability as an illustrative example, this article argues that there are serious variations between England and its East Asian sources of "borrowing" with regard to the ways in which schools are held to be accountable. How school accountability is organised and operationalised in practice deeply depends on socio-political priorities of each society. Therefore, education policy borrowing from East Asia to England is potentially extremely difficult. Furthermore, this article remains alert to the possibility that the claim (about improving the education system in England through imitating East Asian models) is symbolic rather than practical--symbolic in the sense of producing legitimacy for pre-existing policy agendas. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01