This review looks at the way high-performing and improving education systems share out power and responsibility. Resources can be critical to achieving policy implementation.
Resources – in the form of funding, capital investment or payment of salaries and other ongoing costs – are some of the main levers used to make policy happen, but are not a substitute for well thought-through and appropriate policy making. Nonetheless, having control over resources can be a key component of successful implementation of policy.
This review asks how power is distributed; what governance structures high performing education systems have chosen (and how well these work); how funding is linked to the allocation of responsibilities within the system; and what can be done to ensure the effective and proper use of resources.
This review also looks briefly at some models of private schooling, since they are used in many systems in conjunction with public education.
This review looks at the way high-performing and improving education systems share out power and responsibility. Resources can be critical to achieving policy implementation.Download now
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.