Local Implementation of Accountability Instruments in the French-Speaking Community of Belgium

Autor/inn/en	Barbana, Samir; Dumay, Xavier; Dupriez, Vincent
Titel	Local Implementation of Accountability Instruments in the French-Speaking Community of Belgium
Quelle	In: European Educational Research Journal, 19 (2020) 2, S.94-108 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barbana, Samir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904119850964
Schlagwörter	Accountability; French; Foreign Countries; Administrative Organization; Case Studies; Politics of Education; School Districts; Educational Administration; Educational Policy; Testing; Standards; Administrator Attitudes; Teacher Attitudes; Standardized Tests; Institutional Characteristics; Comparative Analysis; Belgium + Suchen Sie Ihr Suchwort? Verantwortung; Französisch; Ausland; Case study; Fallstudie; Case Study; Educational policy; Bildungspolitik; School district; Schulbezirk; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politics of education; Testdurchführung; Testen; Standard; Lehrerverhalten; Standadised tests; Standardisierter Test; Belgien
Abstract	This article aims to understand how new accountability instruments in the context of the French-speaking Belgian educational system are appropriated by schools. After having characterised the specific nature of those instruments in the context of a traditionally highly decentralised system involved in a significant process of centralisation, we identify their effects through the case study of three schools. Using a new institutionalist lens, the analyses show that these instruments refer, in the French-speaking Belgian context, to a specific demand from the political environment of schools: developing and framing a common educational landscape, rather than to a logic of teacher evaluation. The data also indicate a reaffirmation, against this specific political demand, of three traditional ways of functioning tied up to the requests made by local educational communities. Thus, the analyses show a conflict between inherited institutions highly embedded in local contexts and the political signal associated with the new accountability instruments aiming to institutionalise common norms at the system level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01