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REFORMED SIGNED

Reforming Schools Globally: A Multi-Scalar Analysis of Autonomy and Accountability Policies in the Education Sector

Total Cost €

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EC-Contrib. €

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Partnership

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Project "REFORMED" data sheet

The following table provides information about the project.

Coordinator
UNIVERSIDAD AUTONOMA DE BARCELONA 

Organization address
address: CALLE CAMPUS UNIVERSITARIO SN CERDANYOLA V
city: CERDANYOLA DEL VALLES
postcode: 8290
website: http://www.uab.es

contact info
title: n.a.
name: n.a.
surname: n.a.
function: n.a.
email: n.a.
telephone: n.a.
fax: n.a.

 Coordinator Country Spain [ES]
 Project website http://reformedproject.eu
 Total cost 1˙002˙307 €
 EC max contribution 1˙002˙307 € (100%)
 Programme 1. H2020-EU.1.1. (EXCELLENT SCIENCE - European Research Council (ERC))
 Code Call ERC-2015-STG
 Funding Scheme ERC-STG
 Starting year 2016
 Duration (year-month-day) from 2016-07-01   to  2021-06-30

 Partnership

Take a look of project's partnership.

# participants  country  role  EC contrib. [€] 
1    UNIVERSIDAD AUTONOMA DE BARCELONA ES (CERDANYOLA DEL VALLES) coordinator 1˙002˙307.00

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 Project objective

Most countries in the world are facing reform pressures to make their education systems more effective and responsive to the new challenges generated by the global economy. In this scenario, managerial policy ideas such as school autonomy and accountability, which aim to modernize public education and strengthen its performance, are spreading broadly. To date, a wide range of countries with different administrative traditions and levels of development have adopted school autonomy with accountability (SAWA) policies, whilst the most active international organizations in the education sector, like the OECD, are strongly promoting them globally. Constituting SAWA as a global model of education reform generates two main questions. First, why and how are SAWA policies disseminating globally, and to what extent does this reform model generate international policy convergence in education? Secondly, how and under what particular contextual and institutional circumstances do SAWA policies work and for whom? The fact that existing scholarly research has achieved inconclusive and mixed findings concerning the SAWA effects on learning outcomes and equity makes this second question especially relevant. To address these gaps in existing literature, REFORMED develops a comprehensive research approach that scrutinizes the different, but mutually constitutive stages of global education policy, from the inception in global agendas stage to their operationalization and effects in multiple contexts. Specifically, the project analyzes how and why SAWA policies are being adopted and re-formulated by policy actors operating at different scales (from international bureaucrats to teachers), and inquires into the institutional frameworks and policy enactment processes that explain the different effects of SAWA at the school level. A robust and multi-scalar methodological strategy that combines quantitative and qualitative methods will contribute to advancing such an innovative approach.

 Publications

year authors and title journal last update
List of publications.
2018 Antoni Verger, Miriam Prieto, Marcel Pagès, Patricia Villamor
Common standards, different stakes: A comparative and multi-scalar analysis of accountability reforms in the Spanish education context
published pages: 147490411878555, ISSN: 1474-9041, DOI: 10.1177/1474904118785556
European Educational Research Journal 2020-01-28
2019 Antoni Verger, Clara Fontdevila, Lluís Parcerisa
Reforming governance through policy instruments: how and to what extent standards, tests and accountability in education spread worldwide
published pages: 1-23, ISSN: 0159-6306, DOI: 10.1080/01596306.2019.1569882
Discourse: Studies in the Cultural Politics of Education 2020-01-28
2019 Verger, Antoni; Parcerisa, Lluís; Fontdevila, Clara
The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms
published pages: , ISSN: 0013-1911, DOI: 10.5281/zenodo.1465986
Educational Review 1 2020-01-28
2017 Jessica Holloway, Tore Bernt Sørensen, Antoni Verger
Global perspectives on high-stakes teacher accountability policies: An introduction
published pages: 85, ISSN: 1068-2341, DOI: 10.14507/epaa.25.3325
education policy analysis archives 25 2020-01-28

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