TY  - BOOK
AU  - Yan,Yifei
TI  - Getting schools to work better: educational accountability and teacher support in India and China 
T2  - Routledge critical studies in Asian education
U1  - 379.51 YAN 2024 23/eng/20230814
PY  - 2024///
CY  - London,
PB  - New York, Routledge/Taylor & Francis Group
KW  - Educational accountability
KW  - Government policy
KW  - China
KW  - Beijing
KW  - India
KW  - Delhi
KW  - Education and state
N1  - 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
N2  - "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"--
ER  -