scholarly journals Autonomous Schools and Strategic Pupil Exclusion

2018 ◽  
Author(s):  
Stephen J. Machin ◽  
Matteo Sandi
Keyword(s):  
Autonomous Schools

A Dissemination Strategy for the Management of Knowledge in Rural Communities

2008 ◽  
pp. 1934-1950
Author(s):  
Ken Stevens
Keyword(s):  
Rural Communities ◽  
Information And Communication Technologies ◽  
Newfoundland And Labrador ◽  
Urban Migration ◽  
Canadian Province ◽  
Dissemination Strategy ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Open Structures ◽  
Autonomous Schools

Schools in rural communities of the Canadian province of Newfoundland and Labrador have been reorganized in the last decade. Because of rural to urban migration and the consequent challenge to the continued existence of many small schools, new academically and administratively open structures have been established within an Internet-based environment. Accordingly, traditional closed, autonomous schools in this province have increasingly become open sites within Internet-linked teaching and learning environments. What began as a research project linking eight schools in a single Digital Intranet has been extended to include schools across the province managed by a recently established branch of the Department of Education of Newfoundland and Labrador—the Centre for Distance Learning and Innovation. This chapter provides an outline of how information and communication technologies have been used to reshape education in a predominantly rural Canadian province, thereby preparing people for participation in the emerging knowledge-based economy.

‘I think Irish schools need to keep doing what they’re doing’: Irish teachers’ views on school autonomy after working in English academies

2019 ◽  
Vol 22 (3) ◽  
pp. 267-287 ◽  
Author(s):  
Craig Skerritt
Keyword(s):  
Academic Success ◽  
Conclusive Evidence ◽  
Quality Of Education ◽  
School Autonomy ◽  
Disadvantaged Schools ◽  
Local Flexibility ◽  
Economically Deprived ◽  
Autonomous Schools ◽  
Deprived Areas

Despite a lack of conclusive evidence connecting autonomous schools and academic success, school autonomy is regularly championed as being a way of not only improving schools but as a way of improving the quality of education in socially and economically deprived areas. This research builds on a recent paper published in Irish Educational Studies that argues that school autonomy should not be advanced in Ireland by exploring how teachers feel about features of autonomous schools. Irish teachers who have previously worked in academy schools in England, and who now teach in disadvantaged schools in Ireland, were interviewed about their experiences and how they would feel about features of autonomous schools being implemented in Ireland. The experiences the participants had in England indicate how school autonomy can be experienced in different ways – morally proper ways that engage with the broad purposes of schooling such as focusing on students and their learning, and morally improper ways that prioritise looking good on external measures at the expense of students and their learning. Overall, the participants were opposed to schools in Ireland becoming more like English academies but felt that having greater local flexibility over the curriculum in schools and offering a wider range of subjects would be beneficial, provided that it was embraced and enacted in a morally proper manner.

scholarly journals Parental Participation and School Based Management in Nicaragua: An SES Analysis of Differentiated Parent Participation in School Councils by Income, Education, and Community Crime Rates

2010 ◽  
Vol 5 (7) ◽  
Author(s):  
Michael J. McNamara
Keyword(s):  
Economic Status ◽  
Crime Rates ◽  
Parental Participation ◽  
School Councils ◽  
Education Programs ◽  
School Based ◽  
School Based Management ◽  
Using Data ◽  
Autonomous Schools ◽  
Decentralized Education

In Latin America, School-Based Management and decentralization more broadly have emerged as an important tool of educational policy. The presumed benefits of School-Based Management designs depend, in large part, on broad parental participation in the programs that governments create to devolve decision-making related to schooling. However, few studies examine the circumstances under which parents actually participate in newly established decentralized education programs. This article sheds partial light on these conditions by employing a Socio-Economic Status (SES) perspective to examine school-based management reform in Nicaragua. Using data derived from five newly autonomous schools, the study compares parents’ self-reported levels of income, education, and community crime rates with their propensity to participate in newly formed school councils. Results give partial support to an SES hypothesis by revealing that parents who live in communities where violence is endemic participate less in the school councils. Findings support the argument that for decentralized education programs to be successful on equity issues, policy planners must attend to these socio-structural circumstances by providing commensurate support mechanisms that encourage marginal households and communities to participate in the new program.

Democratization through education? Theory and practice of the Czech post-revolution education system and its reforms

2018 ◽  
Vol 52 (3) ◽  
pp. 271-281
Author(s):  
Jan Hornat
Keyword(s):  
Transformation Process ◽  
Theory And Practice ◽  
Communist Regime ◽  
Reform Process ◽  
Educational Systems ◽  
Liberal Democratic ◽  
Democratic State ◽  
Education Theory ◽  
Autonomous Schools ◽  
The Individual

The transformation process from an authoritarian/totalitarian system entails many institutional changes, however, the individual citizen is often being overlooked in this chaotic, fast-paced process and his or her “transformation” into a democrat is taken for granted. The changing socio-political system and its exigencies may lead to nostalgia and social frustrations, which in turn cause democratic backsliding. In order to cultivate a democratic society and avoid future backsliding, the post-communist states quickly set out to reform their educational systems, both in form and substance. By reviewing the reform process of the Czech educational system and discussing the prevailing legacies left by the communist regime, the article will show that through the “destruction” of the former system and its de-monopolization, decentralization and de-ideologization, the state deliberately lost significant means and power to transform Czechs from “homo sovieticus” to “homo democraticus” and is now left with a dependence on the highly autonomous schools and their propensity to foster democratic generations that will uphold the democratic state in the future. This paradox is reminiscent of the so-called Böockenföorde dilemma, claiming that the liberal democratic state “lives by prerequisites which it cannot guarantee itself”.

A Dissemination Strategy for the Management of Knowledge in Rural Communities

2011 ◽  
pp. 221-239
Author(s):  
Ken Stevens
Keyword(s):  
Rural Communities ◽  
Information And Communication Technologies ◽  
Newfoundland And Labrador ◽  
Urban Migration ◽  
Canadian Province ◽  
Dissemination Strategy ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Open Structures ◽  
Autonomous Schools

Schools in rural communities of the Canadian province of Newfoundland and Labrador have been reorganized in the last decade. Because of rural to urban migration and the consequent challenge to the continued existence of many small schools, new academically and administratively open structures have been established within an Internet-based environment. Accordingly, traditional closed, autonomous schools in this province have increasingly become open sites within Internet-linked teaching and learning environments. What began as a research project linking eight schools in a single Digital Intranet has been extended to include schools across the province managed by a recently established branch of the Department of Education of Newfoundland and Labrador—the Centre for Distance Learning and Innovation. This chapter provides an outline of how information and communication technologies have been used to reshape education in a predominantly rural Canadian province, thereby preparing people for participation in the emerging knowledge-based economy.

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