Getting schools to work better : educational accountability and teacher support in India and China / Yifei Yan.
Material type:
TextSeries: Routledge critical studies in Asian educationPublisher: London, ; New York : Routledge/Taylor & Francis Group, 2024Edition: First editionDescription: xviii, 156 pages; 24cmSubject(s): Educational accountability -- Government policy -- China -- Beijing | Educational accountability -- Government policy -- India -- Delhi | Education and state -- China -- Beijing | Education and state -- India -- DelhiAdditional physical formats: Print version:: Getting schools to work betterDDC classification: 379.51 YAN 2024 | Item type | Current library | Call number | Status | Date due | Barcode |
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BUKU
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Pusat Sumber Pendidikan IABI | 379.51 YAN 2024 (Browse shelf (Opens below)) | Checked out | 28/05/2025 | 1000094934 |
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Includes bibliographical references and index.
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"-- Provided by publisher.
Description based on print version record and CIP data provided by publisher.
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