1 Södertörn University (SWEDEN)
2 University of Warsaw (POLAND)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 7202-7208
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0568
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
In recent decades, audit has become an increasingly important part of governance (see eg Power, 1997). There is an increasing general confidence in the use of various types of investigative activities as a management policy instrument, not least through enforcement. One of the areas that have been subject to extensive reviews is the educational system (Ozga 2013). It is not just the Schools Inspectorates and municipalities which examines the school, but also international organizations, independent organisations, parental organisations, think tanks and media (OECD 2011). The audit of the school is comprehensive and is directed at the phenomena of goal achievement, learning environment, assessment and grading, planning and monitoring of operations. In the school area, there is thus a significant congestion of reviewers (Lindgen 2014). Another aspect is that this seem to be an international phenomena (Kamens, 2013: 118). This article is based on a study that poses the main question: How are the landscapes of school review constituted in Sweden and Poland? And what can be said about the changes and developments within that landscape? Other, more specific question are: how is the review of school organized - who are the reviewers and how do they relate to each other (see McPherson, Raab, 1988:457)? These questions among others are answered through a mapping study of the actors at various levels which examines schools in Sweden and Poland.
Review, school inspection, organizational field.