scholarly journals Modernizing schools in Mexico: The rise of teacher assessment and school-based management policies

2017 ◽  
Vol 25 ◽  
pp. 90 ◽  
Author(s):  
Jaime Echávarri ◽  
Cecilia Peraaza
Keyword(s):  
Education Reform ◽  
Global Education ◽  
Basic Education ◽  
Monitoring And Evaluation ◽  
Teacher Assessment ◽  
High Stakes ◽  
Documentary Analysis ◽  
School Based ◽  
Management Policies ◽  
School Based Management

In this paper we analyze the evolution of the teacher assessment policy and the origins of school-based management initiatives in the Mexican education context from the late 1980s until the last 2012 – 2013 Education Reform (RE2012–2013). Mexico joined the Global Education Reform Movement during the 1990s through the National Agreement for the Modernization of Basic Education, under which the program Teachers Career Services was created to increase teacher quality. Later, the Quality School Program was implemented in order to decentralize school management and increase school accountability. Lastly, the institutionalization of Monitoring and Evaluation in the Mexican Education System gave birth to the National Institute for the Evaluation of Education. Using a documentary analysis, we review the origins of such accountability policies in order to map out the involved stakeholders, and identify how these influenced and effected the development and implementation of last 2012-2013 Education Reform’s teacher high-stakes assessments. Finally, we outline the results and consequences of such policies as they have been implemented and provide a contextual analysis of the implementation and resistance to the latest reform in some regions of Mexico. 

scholarly journals Compliance with School-Based Management Standards: An Assessment for Policy Formulation

2018 ◽  
Vol 1 (1) ◽  
pp. 55-66
Author(s):  
Dionisio Chavez ◽  
Araceli Doromal
Keyword(s):  
Education Reform ◽  
Learning Outcomes ◽  
Basic Education ◽  
Group Discussion ◽  
Policy Formulation ◽  
Reform Agenda ◽  
Survey Form ◽  
School Based ◽  
Efficient Delivery ◽  
School Based Management

Basic education is challenged to be responsive to the current demands ofquality education through the efficient delivery of educational servicesand the translation of knowledge, skills, and attitudes that enable thelearners to attain mandated learning outcomes. Over the past decades,many initiatives and reform efforts have been implemented to realizethe thrusts of Basic Education Reform Agenda. One key response of thenational government is the implementation of the standard principles ofthe School-Based Management (SBM). Two elementary schools in theDivision of San Carlos City in Negros Occidental, Philippines, implementSBM with an ultimate goal of achieving learning outcomes. This studyaimed to assess the level of compliance with the standard principles ofSBM and its implication to the quality of life among the learners beyondbasic education using a descriptive-comparative research design. Theparticipants were internal and external assessors identified througha predetermined criterion. The data were collected through SBMstandardized survey form with the necessary supporting documentsincluding focus group discussion (FGD) relative to the compliance withSBM standards. The findings revealed that the two central schools areon Level 2 and are categorized as maturing schools, wherein, most ofthe standard principles of SBM are complied with and implemented forcontinuous improvement. Both schools are prepared for National SBMlevel 3 accreditation relative to the SBM principles.

The global education policy of school-based management in conflict-affected contexts: Current reach, prominent rationales, and future research

2017 ◽  
Vol 16 (3) ◽  
pp. 306-320 ◽  
Author(s):  
D Brent Edwards ◽  
Sterling Higa
Keyword(s):  
Education Policy ◽  
International Development ◽  
Global Education ◽  
Future Research ◽  
Community Members ◽  
School Based ◽  
Governance Model ◽  
Primary Means ◽  
School Based Management ◽  
Global Education Policy

For those who focus on the role of education in international development, the approach to education governance of school-based management (SBM) has been the primary means by which the participation of community members has been incorporated into the provision of education. However, while SBM is a well-known approach to governance that has become a global education policy, in that it is widely promoted, adapted, and implemented, a trend that stands out—and which is addressed in this paper—is the use of, and reference to, SBM in work on conflict-affected contexts (CACs). Indeed, there has been insufficient attention directed at understanding how SBM is advocated in these contexts. Our intention is to use the present paper as a point of departure for further discussion on issues that arise in relation to the intersection of SBM and CACs. With that in mind, we seek to characterize the extent to which international organizations espouse support for SBM, particularly when it comes to its applicability in CACs; to review the rationales that are invoked in favor of this governance model, again with a focus on CACs; and to highlight important areas for future research.

scholarly journals An ethnomethodological analysis of students’ understanding of the concept of trigonometry in a high-stakes examination in South Africa

2021 ◽  
Vol 14 (2) ◽  
pp. 93-106
Author(s):  
Marius Derick Simons ◽  
Kadek Adi Wibawa
Keyword(s):  
South Africa ◽  
General Structure ◽  
Focus Group Interviews ◽  
High Stakes ◽  
Discourse Practices ◽  
Documentary Analysis ◽  
School Based ◽  
Mathematics Examination ◽  
Thinking Processes ◽  
Group Interviews

[English]: In South Africa, National Senior Certificate (NSC) mathematics examination is a capping external examination taken at the culmination of twelve years of schooling. The purpose of this study was to investigate and analyze the responses of examinees in the examinations in the concept of trigonometry. While the study mainly used an ethnomethodological approach, a documentary analytical approach was also adopted. Documentary analysis was necessitated by the private nature of the NSC examination, as we only had access to the written work of the examinees. The major findings were: (1) that the strategies and tactics used by examinees are highly driven by the context of the high-stakes examination; (2) that examinees’ ways of working exhibit the general structure of the practice that is commonly found in mathematical discourse practices. Further studies are required to deepen the understanding of the thinking processes of examinees by conducting focus group interviews, where the examinees are afforded opportunities to explain their workings in school-based assessments. [Bahasa]: Di Afrika Selatan, ujian matematika National Senior Certificate (NSC) adalah ujian tambahan yang diambil pada akhir dari dua belas tahun sekolah. Penelitian ini bertujuan untuk melakukan investigasi dan analisis tanggapan siswa peserta ujian matematika NSC terkait konsep trigonometri. Selain pendekatan etnometodologi yang secara umum dipakai dalam penelitian ini, pendekatan analitis dokumenter yang juga diadopsi terkait karakteristik ujian NSC, dalam hal inipeneliti hanya memiliki akses pada jawaban tertulis peserta ujian. Temuan utama penelitian adalah: (1) bahwa strategi dan taktik yang digunakan oleh peserta ujian sangat didorong oleh konteks ujian berisiko tinggi; (2) bahwa cara kerja peserta ujian menunjukkan struktur umum praktik yang biasa ditemukan dalam praktis diskursus matematika. Penelitian lebih lanjut diperlukan untuk memperdalam pemahaman tentang proses berpikir peserta ujian dengan melakukan wawancara kelompok terfokus, dimana peserta ujian diberikan kesempatan untuk menjelaskan cara kerja mereka dalam penilaian berbasis sekolah.

Improving the Acceptability of Teacher Assessment for Accountability Purposes - Some Proposals within an English System

CADMO ◽  
2009 ◽  
pp. 39-53
Author(s):  
Sarah Maughan
Keyword(s):  
Education Reform ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Teacher Assessment ◽  
Test Results ◽  
High Stakes ◽  
Accountability System ◽  
The World ◽  
English System ◽  
Over Time

- The National Curriculum was introduced in England after the Education Reform Act of 1988. The compulsory curriculum is made up of four key stages, and until very recently there have been high stakes assessment at the end of each stage. Over time additional tests and examinations were added to the system leading to English children being some of the most tested in the world. In parallel to this, the use of test results to hold schools and teachers to account has emerged as one of the key purposes of the tests and examinations. This article describes the use of the results for accountability purposes, and the ever increasing criticism of this due to the distorting effects it has on teaching and learning. A number of recent changes to the system, in response to the criticisms, mean that test results are no longer available at all the stages to meet the accountability purpose. The article discusses whether the teacher assessment that has been proposed as a replacement could be used for accountability purposes in such a high stakes system, or whether the accountability system will be forced to change.

Transforming Teacher Evaluation Into an External Goal-Setting Practice and Empowering Nation Branding

2021 ◽  
pp. 267-283
Author(s):  
Despina Despo Konstantinides ◽  
Katerina Konstantinides-Vladimirou
Keyword(s):  
Teacher Evaluation ◽  
Education Reform ◽  
Teacher Effectiveness ◽  
Goal Setting ◽  
Teacher Motivation ◽  
Teacher Assessment ◽  
Nation Branding ◽  
Evaluation Practice ◽  
School Based

Undergoing education reform, the educational system of Cyprus seems to be seeking ways to shift teacher evaluation from a practice that stagnates teacher motivation to a practice that would raise, develop, and sustain teacher motivation towards teacher effectiveness. Teacher effectiveness may develop through formative teacher assessment, which can motivate teachers to generate outputs, namely student learning outcomes, and contribute to the improvement of the quality of the provided education. Being inspired by a conceptualization over the content of two qualitative research studies, which, in the context of secondary education of Cyprus, investigated teacher motivation and teacher evaluation respectively, this chapter recommends a goal setting, interactive teacher-teacher school-based evaluation practice of a formative type, which, being conversational and, therefore, motivational, may lead to teacher effectiveness.

Scale Validation: School Based Management Inventory First Edition (SBMI-1)

2019 ◽  
Vol 2 (2) ◽  
pp. 22-28
Author(s):  
Olaseni Vivian Morenike
Keyword(s):  
Ad Hoc ◽  
School Administration ◽  
Scale Validation ◽  
Monitoring And Evaluation ◽  
Learning Activities ◽  
School Based ◽  
School Based Management ◽  
Teaching Learning ◽  
Financial Obligation ◽  
School Progress

School Based Management Inventories first edition (SBMI-1) was self-developed in 2014 to be a measure of the extent of involvement of stake holders in the educational administrations. The inventories  examined factors such as power decentralization (for instance, decision that concerns the school administration do involves the community), provision of facilities (for instance., community assistance in the provision of basic facilities such as classroom buildings, renovations, among others.), monitoring and evaluation of the teaching,  learning activities of the school system, recruitment and retrenchment (for instance., On account of necessity, how community recruit new staff to the school as ad hoc staff), and financial obligation in form of periodic expenses and income analysis by the community committee,  efficient and effective practice of school based management in determining students’ academic performance in secondary schools. The measure also helps in monitoring school progress and effectiveness.

scholarly journals Scale Validation: School Based Management Inventory First Edition (SBMI-1)

2019 ◽  
pp. 22-28
Keyword(s):  
Ad Hoc ◽  
School Administration ◽  
Scale Validation ◽  
Monitoring And Evaluation ◽  
Learning Activities ◽  
School Based ◽  
School Based Management ◽  
Teaching Learning ◽  
Financial Obligation ◽  
School Progress

School Based Management Inventories first edition (SBMI-1) was self-developed in 2014 to be a measure of the extent of involvement of stake holders in the educational administrations. The inventories examined factors such as power decentralization (for instance, decision that concerns the school administration do involves the community), provision of facilities (for instance., community assistance in the provision of basic facilities such as classroom buildings, renovations, among others.), monitoring and evaluation of the teaching, learning activities of the school system, recruitment and retrenchment (for instance., On account of necessity, how community recruit new staff to the school as ad hoc staff), and financial obligation in form of periodic expenses and income analysis by the community committee, efficient and effective practice of school based management in determining students’ academic performance in secondary schools. The measure also helps in monitoring school progress and effectiveness.

scholarly journals Why do policy leaders adopt global education reforms? A political analysis of SBM reform adoption in post-conflict Bosnia and Herzegovina

2013 ◽  
Vol 21 ◽  
pp. 62 ◽  
Author(s):  
Taro Komatsu
Keyword(s):  
Bosnia And Herzegovina ◽  
Comparative Education ◽  
Global Education ◽  
Adoption Process ◽  
Education Reforms ◽  
Reform Policy ◽  
Political Analysis ◽  
School Based ◽  
Post Conflict ◽  
School Based Management

This paper presents a political analysis of school-based management reform in Bosnia and Herzegovina (BiH). School-based management (SBM), based on the principle of school autonomy and community participation, is a school governance system introduced in many parts of the world, including post-conflict nations. Such a phenomenon seems to follow the pattern predicted by the theories of institutional isomorphism. According to the institutionalists in comparative education, a country adopts global education reforms so as to enhance nation-building and nation-state legitimacy within the international community (Meyer, Boli, Thomas, & Ramirez, 1997; Ramirez & Boli, 1987). However, a closer look at the SBM reform adoption process in BiH reveals that, after legislating the global reform, policy leaders appear to have willfully derailed its implementation. Careful analysis of their legitimacy contexts suggests that BiH leaders may have adopted the internationally-driven reform policy primarily for the purpose of enhancing their precarious domestic legitimacy. Such behavior can be explained by Weiler’s (1983; 1990) political utility theory, which has not yet been sufficiently incorporated into the analysis of educa­tional reform transfer. The study posits that policy leaders i­n reform-borrowing countries still play a crucial role in shaping education systems, even in the globalized world that is arguably driving these systems to converge. It is then important for comparative and international education scholars, as well as international donors, to critically assess the intent, practices and behaviors of the political leaders who accept global reforms.

scholarly journals SCHOOL BASED MANAGEMENT

ALQALAM ◽  
2009 ◽  
Vol 26 (3) ◽  
pp. 427
Author(s):  
Eneng Muslihah
Keyword(s):  
Quality Improvement ◽  
Basic Education ◽  
Education Quality ◽  
Public And Private ◽  
Elementary And Secondary Education ◽  
School Based ◽  
Decentralization Policy ◽  
School Based Management ◽  
Senior Secondary Schools ◽  
Senior Secondary

School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that school­based management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.

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