School Autonomy and Accountability
The objective of this paper is to present an assessment scale for benchmarking school autonomy and accountability. This scale is one of the tools being developed under system assessment and benchmarking for education results (SABER) initiative crea...
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| Format: | Publications & Research |
| Language: | English en_US |
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2015
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| Online Access: | http://documents.worldbank.org/curated/en/2011/04/24026104/saber-school-autonomy-accountability http://hdl.handle.net/10986/21546 |
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okr-10986-21546 |
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oai_dc |
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Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
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World Bank Open Knowledge Repository |
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World Bank |
| language |
English en_US |
| topic |
ACADEMIC FREEDOM ACADEMIC PERFORMANCE ADEQUATE INFRASTRUCTURE AID ASSESSMENT METHODS ASSESSMENT PROCESS BARRIER BASIC EDUCATION CIVIL SERVICE CIVIL SOCIETY CLASSROOM COMMUNITIES COMPETITIVE SALARIES CURRICULA CURRICULUM CURRICULUM DEVELOPMENT DECENTRALIZATION DEGREES DISADVANTAGED CHILDREN DROPOUT RATES ECONOMICS OF EDUCATION EDUCATION DECENTRALIZATION EDUCATION INSTITUTIONS EDUCATION LAW EDUCATION LEVELS EDUCATION MANAGEMENT EDUCATION MINISTERS EDUCATION POLICIES EDUCATION POLICY EDUCATION QUALITY EDUCATION REFORM EDUCATION REFORMS EDUCATION SECTOR EDUCATION STRATEGY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ASSESSMENT EDUCATIONAL AUTHORITIES EDUCATIONAL INSTITUTIONS EDUCATIONAL PERFORMANCE EDUCATIONAL SYSTEM EVALUATION OF EDUCATION FINANCIAL AUDITS FORMAL EDUCATION FORMAL EDUCATIONAL INSTITUTIONS HIGHER PRODUCTIVITY HUMAN DEVELOPMENT INCENTIVES FOR TEACHERS INFORMATION SYSTEMS INTERVENTIONS JOBS LEADERSHIP LEARNING LEARNING OUTCOMES LEARNING PROCESS LET LOCAL SCHOOL MANAGEMENT LOCAL SCHOOLS MANUALS MATH SKILLS MINISTRY OF EDUCATION NEW ENTRANTS PARENT ASSOCIATIONS PARENT INVOLVEMENT PARENT PARTICIPATION PARENT TRAINING PARENTAL PARTICIPATION PARTICIPATION IN SCHOOLS PARTICIPATION OF PARENTS PEDAGOGICAL AUTONOMY PEDAGOGICAL PRACTICES PERFORMANCE INDICATORS POOR PEOPLE PROFESSIONAL DEVELOPMENT PROFESSIONAL GROWTH PROFESSIONAL STANDARDS PROVIDERS OF EDUCATION PUBLIC EDUCATION PUBLIC FUNDS READING REPETITION REPETITION RATES REPORT CARDS RESEARCHERS RESOURCES FOR EDUCATION SCHOOL ADMINISTRATION SCHOOL ATTENDANCE SCHOOL AUTONOMY SCHOOL BOARDS SCHOOL BUDGETS SCHOOL CALENDAR SCHOOL CLIMATE SCHOOL COUNCIL SCHOOL COUNCILS SCHOOL DIRECTORS SCHOOL DISCIPLINE SCHOOL EDUCATION SCHOOL FINANCE SCHOOL GOVERNANCE SCHOOL INFRASTRUCTURE SCHOOL LEADERS SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL MANAGEMENT TEAM SCHOOL MATERIALS SCHOOL PERFORMANCE SCHOOL PERSONNEL SCHOOL QUALITY SCHOOL SERVICES SCHOOL SYSTEM SCHOOL SYSTEMS SCHOOLS SECONDARY SCHOOL SERVICE TRAINING SOCIAL INCLUSION SPECIAL EDUCATION SPECIAL EDUCATION NEEDS STANDARDIZED TESTS STATE EDUCATION STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ATTENDANCE STUDENT ENROLLMENT STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT TESTING SUPERVISION OF SCHOOLS SUSTAINABLE LEARNING TEACHER TEACHER ASSESSMENT TEACHER CANDIDATES TEACHER EFFECTIVENESS TEACHER INCENTIVES TEACHER MANAGEMENT TEACHER MOTIVATION TEACHER PERFORMANCE TEACHER QUALITY TEACHER SALARIES TEACHER SELECTION TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHERS TEACHERS UNIONS TEACHING TEACHING MATERIALS TEACHING QUALITY TENURE TEST SCORES TEXTBOOKS TRAINING NEEDS |
| spellingShingle |
ACADEMIC FREEDOM ACADEMIC PERFORMANCE ADEQUATE INFRASTRUCTURE AID ASSESSMENT METHODS ASSESSMENT PROCESS BARRIER BASIC EDUCATION CIVIL SERVICE CIVIL SOCIETY CLASSROOM COMMUNITIES COMPETITIVE SALARIES CURRICULA CURRICULUM CURRICULUM DEVELOPMENT DECENTRALIZATION DEGREES DISADVANTAGED CHILDREN DROPOUT RATES ECONOMICS OF EDUCATION EDUCATION DECENTRALIZATION EDUCATION INSTITUTIONS EDUCATION LAW EDUCATION LEVELS EDUCATION MANAGEMENT EDUCATION MINISTERS EDUCATION POLICIES EDUCATION POLICY EDUCATION QUALITY EDUCATION REFORM EDUCATION REFORMS EDUCATION SECTOR EDUCATION STRATEGY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ASSESSMENT EDUCATIONAL AUTHORITIES EDUCATIONAL INSTITUTIONS EDUCATIONAL PERFORMANCE EDUCATIONAL SYSTEM EVALUATION OF EDUCATION FINANCIAL AUDITS FORMAL EDUCATION FORMAL EDUCATIONAL INSTITUTIONS HIGHER PRODUCTIVITY HUMAN DEVELOPMENT INCENTIVES FOR TEACHERS INFORMATION SYSTEMS INTERVENTIONS JOBS LEADERSHIP LEARNING LEARNING OUTCOMES LEARNING PROCESS LET LOCAL SCHOOL MANAGEMENT LOCAL SCHOOLS MANUALS MATH SKILLS MINISTRY OF EDUCATION NEW ENTRANTS PARENT ASSOCIATIONS PARENT INVOLVEMENT PARENT PARTICIPATION PARENT TRAINING PARENTAL PARTICIPATION PARTICIPATION IN SCHOOLS PARTICIPATION OF PARENTS PEDAGOGICAL AUTONOMY PEDAGOGICAL PRACTICES PERFORMANCE INDICATORS POOR PEOPLE PROFESSIONAL DEVELOPMENT PROFESSIONAL GROWTH PROFESSIONAL STANDARDS PROVIDERS OF EDUCATION PUBLIC EDUCATION PUBLIC FUNDS READING REPETITION REPETITION RATES REPORT CARDS RESEARCHERS RESOURCES FOR EDUCATION SCHOOL ADMINISTRATION SCHOOL ATTENDANCE SCHOOL AUTONOMY SCHOOL BOARDS SCHOOL BUDGETS SCHOOL CALENDAR SCHOOL CLIMATE SCHOOL COUNCIL SCHOOL COUNCILS SCHOOL DIRECTORS SCHOOL DISCIPLINE SCHOOL EDUCATION SCHOOL FINANCE SCHOOL GOVERNANCE SCHOOL INFRASTRUCTURE SCHOOL LEADERS SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL MANAGEMENT TEAM SCHOOL MATERIALS SCHOOL PERFORMANCE SCHOOL PERSONNEL SCHOOL QUALITY SCHOOL SERVICES SCHOOL SYSTEM SCHOOL SYSTEMS SCHOOLS SECONDARY SCHOOL SERVICE TRAINING SOCIAL INCLUSION SPECIAL EDUCATION SPECIAL EDUCATION NEEDS STANDARDIZED TESTS STATE EDUCATION STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ATTENDANCE STUDENT ENROLLMENT STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT TESTING SUPERVISION OF SCHOOLS SUSTAINABLE LEARNING TEACHER TEACHER ASSESSMENT TEACHER CANDIDATES TEACHER EFFECTIVENESS TEACHER INCENTIVES TEACHER MANAGEMENT TEACHER MOTIVATION TEACHER PERFORMANCE TEACHER QUALITY TEACHER SALARIES TEACHER SELECTION TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHERS TEACHERS UNIONS TEACHING TEACHING MATERIALS TEACHING QUALITY TENURE TEST SCORES TEXTBOOKS TRAINING NEEDS Arcia, Gustavo Macdonald, Kevin Patrinos, Harry Anthony Porta, Emilio School Autonomy and Accountability |
| relation |
SABER; |
| description |
The objective of this paper is to
present an assessment scale for benchmarking school autonomy
and accountability. This scale is one of the tools being
developed under system assessment and benchmarking for
education results (SABER) initiative created by the World
Bank as part of its education strategy. The purpose of this
scale is to reinforce the monitoring and evaluation of
education system performance to foster a better environment
for teaching and learning. The goal of this effort is to
align the personal and managerial incentives at the school
level to produce increased student learning. The application
of the assessment scale can be an important tool for
education system reform if it is used as an instrument for
planning and monitoring the enabling conditions for
improving system performance. As such, it starts with the
assumption that increased school autonomy and improved
accountability are necessary conditions for improved
learning because they align teacher and parent incentives.
This assertion is consistent with the SABER framework for
fostering better school performance that includes three
important factors: (a) the periodic measurement of learning
outcomes and of teacher performance as the basis for school
accountability, (b) the use of school and student
performance indicators that can be compared across
localities and across time, and (c) the use of rewards and
sanctions and policy interventions for aligning personal and
school incentives with improved student performance. |
| format |
Publications & Research |
| author |
Arcia, Gustavo Macdonald, Kevin Patrinos, Harry Anthony Porta, Emilio |
| author_facet |
Arcia, Gustavo Macdonald, Kevin Patrinos, Harry Anthony Porta, Emilio |
| author_sort |
Arcia, Gustavo |
| title |
School Autonomy and Accountability |
| title_short |
School Autonomy and Accountability |
| title_full |
School Autonomy and Accountability |
| title_fullStr |
School Autonomy and Accountability |
| title_full_unstemmed |
School Autonomy and Accountability |
| title_sort |
school autonomy and accountability |
| publishDate |
2015 |
| url |
http://documents.worldbank.org/curated/en/2011/04/24026104/saber-school-autonomy-accountability http://hdl.handle.net/10986/21546 |
| _version_ |
1764448607126159360 |
| spelling |
okr-10986-215462021-04-23T14:04:03Z School Autonomy and Accountability Arcia, Gustavo Macdonald, Kevin Patrinos, Harry Anthony Porta, Emilio ACADEMIC FREEDOM ACADEMIC PERFORMANCE ADEQUATE INFRASTRUCTURE AID ASSESSMENT METHODS ASSESSMENT PROCESS BARRIER BASIC EDUCATION CIVIL SERVICE CIVIL SOCIETY CLASSROOM COMMUNITIES COMPETITIVE SALARIES CURRICULA CURRICULUM CURRICULUM DEVELOPMENT DECENTRALIZATION DEGREES DISADVANTAGED CHILDREN DROPOUT RATES ECONOMICS OF EDUCATION EDUCATION DECENTRALIZATION EDUCATION INSTITUTIONS EDUCATION LAW EDUCATION LEVELS EDUCATION MANAGEMENT EDUCATION MINISTERS EDUCATION POLICIES EDUCATION POLICY EDUCATION QUALITY EDUCATION REFORM EDUCATION REFORMS EDUCATION SECTOR EDUCATION STRATEGY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ASSESSMENT EDUCATIONAL AUTHORITIES EDUCATIONAL INSTITUTIONS EDUCATIONAL PERFORMANCE EDUCATIONAL SYSTEM EVALUATION OF EDUCATION FINANCIAL AUDITS FORMAL EDUCATION FORMAL EDUCATIONAL INSTITUTIONS HIGHER PRODUCTIVITY HUMAN DEVELOPMENT INCENTIVES FOR TEACHERS INFORMATION SYSTEMS INTERVENTIONS JOBS LEADERSHIP LEARNING LEARNING OUTCOMES LEARNING PROCESS LET LOCAL SCHOOL MANAGEMENT LOCAL SCHOOLS MANUALS MATH SKILLS MINISTRY OF EDUCATION NEW ENTRANTS PARENT ASSOCIATIONS PARENT INVOLVEMENT PARENT PARTICIPATION PARENT TRAINING PARENTAL PARTICIPATION PARTICIPATION IN SCHOOLS PARTICIPATION OF PARENTS PEDAGOGICAL AUTONOMY PEDAGOGICAL PRACTICES PERFORMANCE INDICATORS POOR PEOPLE PROFESSIONAL DEVELOPMENT PROFESSIONAL GROWTH PROFESSIONAL STANDARDS PROVIDERS OF EDUCATION PUBLIC EDUCATION PUBLIC FUNDS READING REPETITION REPETITION RATES REPORT CARDS RESEARCHERS RESOURCES FOR EDUCATION SCHOOL ADMINISTRATION SCHOOL ATTENDANCE SCHOOL AUTONOMY SCHOOL BOARDS SCHOOL BUDGETS SCHOOL CALENDAR SCHOOL CLIMATE SCHOOL COUNCIL SCHOOL COUNCILS SCHOOL DIRECTORS SCHOOL DISCIPLINE SCHOOL EDUCATION SCHOOL FINANCE SCHOOL GOVERNANCE SCHOOL INFRASTRUCTURE SCHOOL LEADERS SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL MANAGEMENT TEAM SCHOOL MATERIALS SCHOOL PERFORMANCE SCHOOL PERSONNEL SCHOOL QUALITY SCHOOL SERVICES SCHOOL SYSTEM SCHOOL SYSTEMS SCHOOLS SECONDARY SCHOOL SERVICE TRAINING SOCIAL INCLUSION SPECIAL EDUCATION SPECIAL EDUCATION NEEDS STANDARDIZED TESTS STATE EDUCATION STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ATTENDANCE STUDENT ENROLLMENT STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT TESTING SUPERVISION OF SCHOOLS SUSTAINABLE LEARNING TEACHER TEACHER ASSESSMENT TEACHER CANDIDATES TEACHER EFFECTIVENESS TEACHER INCENTIVES TEACHER MANAGEMENT TEACHER MOTIVATION TEACHER PERFORMANCE TEACHER QUALITY TEACHER SALARIES TEACHER SELECTION TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHERS TEACHERS UNIONS TEACHING TEACHING MATERIALS TEACHING QUALITY TENURE TEST SCORES TEXTBOOKS TRAINING NEEDS The objective of this paper is to present an assessment scale for benchmarking school autonomy and accountability. This scale is one of the tools being developed under system assessment and benchmarking for education results (SABER) initiative created by the World Bank as part of its education strategy. The purpose of this scale is to reinforce the monitoring and evaluation of education system performance to foster a better environment for teaching and learning. The goal of this effort is to align the personal and managerial incentives at the school level to produce increased student learning. The application of the assessment scale can be an important tool for education system reform if it is used as an instrument for planning and monitoring the enabling conditions for improving system performance. As such, it starts with the assumption that increased school autonomy and improved accountability are necessary conditions for improved learning because they align teacher and parent incentives. This assertion is consistent with the SABER framework for fostering better school performance that includes three important factors: (a) the periodic measurement of learning outcomes and of teacher performance as the basis for school accountability, (b) the use of school and student performance indicators that can be compared across localities and across time, and (c) the use of rewards and sanctions and policy interventions for aligning personal and school incentives with improved student performance. 2015-02-26T21:57:02Z 2015-02-26T21:57:02Z 2011-04-27 http://documents.worldbank.org/curated/en/2011/04/24026104/saber-school-autonomy-accountability http://hdl.handle.net/10986/21546 English en_US SABER; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ Publications & Research Publications & Research :: Working Paper |