GLOBAL EDUCATION REFORMS AND THE NEW MANAGEMENT OF TEACHERS

Main investigator: 

In the last decades, we have witnessed how a global movement of education reform is transforming education systems worldwide. This reform movement emphasizes a mix of market and managerialist policy solutions as the most effective way to solve old and new educational problems. As a consequence, school-based management, school choice, and competition are becoming increasingly central policy principles in the re-structuring of educational systems all around the globe. These types of managerial reforms tend to modify the working conditions of teachers and their responsibilities, as well as how teachers’ performance is assessed and judged by the state and society. They do not necessarily target teachers’ work directly, but might affect teachers by altering the regulatory and normative environment in which they operate. This research project aims at understanding, from an empirically grounded perspective, the nature, the scope and the dimensions of the new global trend of managerial education reforms, and specifically the relationship between this type of reforms and teachers. The case studies included are teacher evaluation (Peru), teacher accountability policies (Indonesia and Jamaica), competency-based curriculum (Turkey), public-private partnerships (Uganda) and decentralization (Namibia).

Project Length: 
2009-2012
Situation: 
Current
Type: 
Research Contract
English