Outcome-Based Accountability Regimes in OECD Countries: A Global Policy Model?

Autor/inn/en	Högberg, Björn; Lindgren, Joakim
Titel	Outcome-Based Accountability Regimes in OECD Countries: A Global Policy Model?
Quelle	In: Comparative Education, 57 (2021) 3, S.301-321 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Högberg, Björn) ORCID (Lindgren, Joakim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1849614
Schlagwörter	Foreign Countries; International Assessment; Secondary School Students; Achievement Tests; Accountability; Outcomes of Education; Cross Cultural Studies; Educational Policy; Policy Analysis; Governance; Global Approach; Educational Trends; Trend Analysis; School Effectiveness; Institutional Characteristics; Educational Indicators; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Verantwortung; Lernleistung; Schulerfolg; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Politikfeldanalyse; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Globales Denken; Bildungsentwicklung; Trendanalyse; Schuleffizienz; Educational indicato; Bildungsindikator
Abstract	The global diffusion of outcome-based accountability in education is contested, with accounts of universal convergence being challenged by perspectives emphasising heterogeneity across different national or local contexts. This study uses data from PISA to explore, firstly, the spatial and temporal diffusion of accountability across OECD countries, and secondly, whether accountability is implemented as a single coherent regime. Using cluster analysis techniques, we find that most countries fall into a 'Thick' accountability regime, with widespread use of most forms of accountability tools. However, this regime is not fully coherent, with some countries relying more on horizontal, and others on vertical, forms of accountability. A sizeable minority of countries fall into a 'Thin' regime, in which most accountability tools are largely absent. We also find indications of convergence across countries over time. We conclude that while accountability in education is indeed widespread, and increasingly so, it is not a universally dominant regime. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01