Governing Education through Data in England: From Regulation to Self-Evaluation

Autor/in	Ozga, Jenny
Titel	Governing Education through Data in England: From Regulation to Self-Evaluation
Quelle	In: Journal of Education Policy, 24 (2009) 2, S.149-162 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Governance; School Districts; Foreign Countries; Local Government; Self Evaluation (Groups); Educational Administration; Administrative Organization; Administrative Principles; Quality Control; Data; Evaluation Criteria; Evaluation Methods; Public Education; Student Evaluation; Educational Assessment; Educational Principles; Policy Analysis; Educational Policy; Public Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; School district; Schulbezirk; Ausland; Gemeindeverwaltung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Bildungsverwaltung; Schuladministration; Schulverwaltung; Qualitätskontrolle; Daten; Öffentliche Erziehung; Schulnote; Studentische Bewertung; assessment; Bewertungssystem; Bildungsprinzip; Politikfeldanalyse; Politics of education; Öffentliche Ordnung
Abstract	This paper explores the relationship between changing forms of the governance of education and the growth and uses of data in the context of England--a context that can be described as the most "advanced" in Europe in terms of data production and use. The paper links the shifting relations between the central department of education (variously known between the 1980s and the time of writing as the Department of Education and Science [DES], Department for Education and Skills [DfES] and the Department for Children, Schools and Families [DCSF]), the local education authorities and the schools to the growth and development of data-based systems of inspection and performance management, and suggests that the massive growth of data has unbalanced the relations of governing and created highly centralised system steering. Recent attempts to "rebalance" steering through "intelligent accountability" invoke network principles and self-regulation through self-evaluation, and thus give the appearance of deregulation, but the centre maintains control through its management and use of data, and local government remains peripheral. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10