Suchergebnisse

This article focuses on the involvement of governors in the governance of schools in Wales. Set within the context of the devolved education system, school governance has gone from being on the margins of interest to centre stage. This reflects a new focus on pupil performance and outcomes and the need for pupils in Wales to be successful internationally. As new regulations come into place in Wales which demand more from governors in relation to promoting school performance and educational achievement, there is a requirement for governors to undertake particular training. Governors will have to decide whether to federate governor arrangements or not in relation to their leadership of schools. Two key themes emerge in this article. First, there is greater control and direction from the centre over governors in how they undertake their governance roles. Second, there is an expectation that governors will collaborate with each other in the governance of schools. Both of these aspects are different from existing governance arrangements and the extent to which pupil outcomes improve will be fundamental to the success of the new regulations. Adapted from the source document.

This article outlines the concept of Global Experimentalist Governance (GXG). GXG is an institutionalized transnational process of participatory and multilevel problem solving, in which particular problems (and the means of addressing them) are framed in an open-ended way, and subjected to periodic revision by various forms of peer review in light of locally generated knowledge. GXG differs from other forms of international organization and transnational governance, and is emerging in various issue areas. The Montreal Protocol on ozone-depleting substances is used to illustrate how GXG functions. The conditions for the emergence of GXG are specified, as well as some of its possible benefits. Adapted from the source document.