De OESO publiceerde een nieuwe Education Indicators in Focus met schoolautonomie als, euh, focus. Wat stelt men zoal vast:
- Since the early 1980s, there has been a significant shift towards more school autonomy, but the degree of autonomy and domain of decisions to which it applies vary widely across countries.
- As schools have become more autonomous, central authorities have also been given a bigger role in determining standards, curricula and assessments.
- Within schools, the balance of responsibility among different stakeholders also varies depending on the country and domains of decisions being taken.
- Granting more decision-making power to schools can have a positive impact on learning outcomes when leveraged properly. However, it has also made the role of school leader more challenging and complex, with school leaders reporting heavier workloads.
Hoe verschillen de landen onderling? De volgende grafiek geeft aan hoeveel van de beslissingen op schoolniveau genomen worden en dan valt de positie zeker van Nederland en in iets mindere mate Vlaanderen op:
Wat is voor de OESO de essentie?
School autonomy is popular but also complex and sometimes contentious. Many education systems have increased schools’ autonomy in the hope of achieving greater efficiency and closer adaptation to local needs. In some countries, however, increased autonomy has led to greater pressure on schools and local stakeholders. To be successful, school autonomy needs to be built on a set of key ingredients: a strong national framework and a clear strategic vision, well-adapted school head and teacher training programmes, solid accountability mechanisms, and the creation of a collaborative environment – between and within schools.