Trust in Schooling System Governance and Reform

Author(s):  
John O'Neill

Since the 1980s there has been significant reform in the development, delivery, and evaluation of all areas of public policy and services provision, including schooling. The reforms are prompted by a general “turn” from direct government determination and provision of public services to indirect governance undertaken by a mixture of public, private, and philanthropic actors. Orthodoxies about public sector governance and schooling system reform have shifted over this time from a preference for bureaucracy to preferences for markets, contracts, and most recently social networks. Schooling system governance in many Organisation for Economic Co-operation and Development (OECD) countries has seen devolution of substantial statutory powers, responsibilities, and accountabilities to local parent communities or shared-interest coalitions, both for-profit and not-for-profit. Schooling policy, governance, and services provision work is now distributed across multiple state, parastatal, and nongovernmental actors. Trust in the actions of others within devolved and distributed systems is identified as an essential social lubricant of contemporary schooling governance and reform. Studies of the role played by trust in schooling systems remain relatively rare.

1988 ◽  
Vol 6 (1) ◽  
pp. 35-48
Author(s):  
Greg M. Thibadoux ◽  
Nicholas Apostolou ◽  
Ira S. Greenberg

2007 ◽  
Vol 30 (4) ◽  
pp. 33
Author(s):  
T. Gondocz ◽  
G. Wallace

The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant. Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles. This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles. Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes. The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.


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