Suchergebnisse

Introduction: Reimagining the Quest Of Getting Schools To Work Better -- Towards A More Holistic Understanding of Accountability In Education -- Educational Governance in Beijing And Delhi: An Overview -- Supporting Teachers in Delhi: Practice And Perceptions -- Supporting Teachers in Beijing: Practice And Perceptions -- Making "Accountability 3.0" Work: Evidence Synthesis and Design-Oriented Reflections -- Conclusion: Make Educational Accountability Great Again, Again.

"Yifei Yan's ambitious multi-method case study of government middle schools in Beijing and Delhi provides fresh insights into how educational accountability can be designed to work, in part and as a whole. Getting schools to work better is a challenge just about everywhere. Many policy experts prescribe measures for strengthening school accountability either by government command and control or through alternative market and societal actors. In challenging this conventional wisdom, this book examines how China and India are tackling the challenge of getting schools to work better, with a specific focus on supporting teachers, along with traditional accountability-strengthening measures. The book draws implications from its case studies for how education systems can be designed to enhance student learning towards the fulfilment of Sustainable Development Goal 4. It further develops the concept of "Accountability 3.0" to elucidate a novel and more holistic reconceptualisation of the appropriate means needed to fulfil multiple purposes of accountability, in which providing support to frontline workers is viewed as an integral component. This book will appeal to a wide spectrum of scholars and practitioners in the fields of comparative education, public administration, public policy, and development studies, among others. It will be especially interesting to those from the developing world facing similar accountability challenges described"--

Accountability has been increasingly emphasized as a key to improving the quality and inclusiveness of basic education. However, reforms around the world inspired by this line of think- ing have only generated lackluster results. The paper examines the gaps between theoretical expectations and the actual practi- ces of individual accountability measures, and explores ways to bridge them. It argues that the more fundamental shortcomings of these reforms are the result of a partial understanding of the concept of accountability, in which the role of the government is either neglected or very narrowly emphasized. It concludes that government stewardship is vital in tackling these informational, incentive, and capacity challenges facing the sector and making education accountability reforms more coherent, coordinated, and practical.

This paper explores corruption in global fisheries. While reducing corruption is critical for the effective management of the fisheries sector and the fulfilment of the UN's sustainable development goals (SDGs, and SDGs14 and 16 in particular), to do so, it is necessary to first have a systematic and comprehensive understanding of what corruption is and how it is manifested in the sector. There is literature on illegal, unregulated and unreported (IUU) fishing, but not much on corruption. The paper proposes an analytical framework and applies it with six revelatory cases to improve the conceptual clarity of corruption in fisheries. Specific corruption problems found in licensing, negotiating access agreements, lax enforcement, extortion, political corruption, money laundering and tax manipulation, human trafficking etc. can therefore be better identified through this analysis, which lays a base for systematic responses to tackling corruption in fisheries and accordingly furthering the sustainable development of the sector.

Le renforcement des capacités constitue un élément fondamental de l'étude et de la mise en œuvre de la politique et de l'administration publiques. Toutefois, les entités publiques chargées de sa conception et de sa réalisation doivent disposer de pouvoirs substantiels en matière d'élaboration des politiques pour garantir sa mise en œuvre effective. Déterminer de quelles capacités politiques devraient disposer les gouvernements n'est pas chose aisée en raison de difficultés conceptuelles et opérationnelles. La présente publication se penche sur cette question en élaborant un cadre conceptuel définissant la capacité politique comme l'aptitude des gouvernements à remplir des fonctions analytiques, opérationnelles et politiques. En s'appuyant sur les conclusions d'une étude originale menée auprès d'enseignants et sur des sources complémentaires, cet article montre que l'existence de variations touchant à diverses composantes de la capacité d'élaboration des politiques a entraîné des différences importantes s'agissant de l'efficacité des actions destinées à renforcer les capacités, en particulier du point de vue des enseignants. Par conséquent, si les besoins des groupes cibles dont les capacités sont prétendument renforcées ne sont pas compris et satisfaits, les actions de renforcement des capacités conçues pour apporter un soutien risquent au contraire de s'avérer insatisfaisantes et décevantes. Remarques à l'intention des praticiens Le présent article souligne l'importance de la capacité d'élaboration des politiques et analyse en outre de quelle manière ses dimensions analytique, opérationnelle et politique déterminent la réussite des actions menées en vue de renforcer les capacités. En tirant parti d'une présentation comparative approfondie des cas de l'Inde et de la Chine, il met en évidence l'importance de ces trois dimensions et montre qu'aucune d'entre elles ne constitue à elle seule une solution miracle. Il importe surtout d'être à l'écoute des destinataires des programmes de renforcement des capacités : dans le cas contraire, des mesures conçues selon une approche descendante, sans tenir compte de leurs besoins, risquent, lors de leur mise en œuvre, de recevoir un accueil défavorable, malgré l'intention originelle de renforcement des capacités.

Capacity development is central to the study and practice of public policy and administration, but ensuring its effectiveness requires a substantial amount of policy capacity from government agencies tasked to design and implement it. Identifying the right mix of policy capacity that governments should possess has been made difficult due to conceptual and operational problems. This article addresses the gap by developing a framework that conceptualizes policy capacity as the ability of governments to perform analytical, operational, and political functions. Drawing on the results of an original teacher survey and complementary sources, the article shows that variations on different dimensions of policy capacity have led to significant differences in the effectiveness of capacity development initiatives, especially as perceived by teachers. Therefore, without understanding and catering to the needs of the targets whose capacity is supposedly being developed, capacity development initiatives meant to be supportive are likely to be dissatisfying and disappointing instead.Points for practitionersThis article highlights the importance of policy capacity and further unpacks how its analytical, operational, and political dimensions are essential to the successful delivery of capacity development. Through a rich account of the comparative case of India and China, it illustrates that all these dimensions are important, without any one being a stand-alone panacea. Above all, it is important to pay attention to the recipients of capacity development programs; without doing so, top-down program delivery ignorant of their needs is likely to be poorly received despite the original intention of developing capacity.

Capacity development is central to the study and practice of public policy and administration, but ensuring its effectiveness requires a substantial amount of policy capacity from government agencies tasked to design and implement it. Identifying the right mix of policy capacity that governments should possess has been made difficult due to conceptual and operational problems. This article addresses the gap by developing a framework that conceptualizes policy capacity as the ability of governments to perform analytical, operational, and political functions. Drawing on the results of an original teacher survey and complementary sources, the article shows that variations on different dimensions of policy capacity have led to significant differences in the effectiveness of capacity development initiatives, especially as perceived by teachers. Therefore, without understanding and catering to the needs of the targets whose capacity is supposedly being developed, capacity development initiatives meant to be supportive are likely to be dissatisfying and disappointing instead.