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School autonomy and accountability policy intent in Kazakhstan

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Abstract:

By deepening school autonomy and accountability, school systems can redefine the incentives structure to create better conditions for teaching and learning. Autonomy and accountability do not generate incentives in isolation; they are interlinked with the assessment of teachers and learning at the school, with the use of information, and the role of school councils. Such interconnections are critical in improving the education system as a whole, which is at the core of SABER’s approach. SABER-School Autonomy and Accountability (SAA) documents and analyzes school-based management policies aimed at increasing autonomy and accountability at the school level and within the education system. This presentation will discuss the application of the SABER SAA tool in Kazakhstan and the resulting diagnosis on how well its policies support school autonomy and accountability with a view to improving the effectiveness of teaching and learning. The results of the analysis show that while Kazakhstan has decentralized many aspects of its education system, community involvement - especially in school governance and accountability to stakeholders - is particularly weak. A goal of this effort is to identify policy areas and actions that support better alignment of managerial responsibilities at the school level, assessment of results, and use of assessments to promote accountability to increase education quality and student learning. The SABER SAA data collection instrument allows for capture of policy and laws as evidence in benchmarking the enabling policy intent environment.
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p717453_index.html
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MLA Citation:

Demas, Angela. "School autonomy and accountability policy intent in Kazakhstan" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p717453_index.html>

APA Citation:

Demas, A. "School autonomy and accountability policy intent in Kazakhstan" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p717453_index.html

Publication Type: Panel Paper
Abstract: By deepening school autonomy and accountability, school systems can redefine the incentives structure to create better conditions for teaching and learning. Autonomy and accountability do not generate incentives in isolation; they are interlinked with the assessment of teachers and learning at the school, with the use of information, and the role of school councils. Such interconnections are critical in improving the education system as a whole, which is at the core of SABER’s approach. SABER-School Autonomy and Accountability (SAA) documents and analyzes school-based management policies aimed at increasing autonomy and accountability at the school level and within the education system. This presentation will discuss the application of the SABER SAA tool in Kazakhstan and the resulting diagnosis on how well its policies support school autonomy and accountability with a view to improving the effectiveness of teaching and learning. The results of the analysis show that while Kazakhstan has decentralized many aspects of its education system, community involvement - especially in school governance and accountability to stakeholders - is particularly weak. A goal of this effort is to identify policy areas and actions that support better alignment of managerial responsibilities at the school level, assessment of results, and use of assessments to promote accountability to increase education quality and student learning. The SABER SAA data collection instrument allows for capture of policy and laws as evidence in benchmarking the enabling policy intent environment.


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