By Jon Yorke, Lesley Vidovich

ISBN-10: 3319329235

ISBN-13: 9783319329239

ISBN-10: 3319329243

ISBN-13: 9783319329246

This booklet analyses responsibility and caliber rules when it comes to studying criteria and examines their implications for overview in larger schooling. while essentially concentrating on the Australian atmosphere, this research is found inside a broader body of reference that comes with the uk (UK), the USA of the US (US), and the supplier for financial Cooperation and improvement (OECD). throughout those settings, comparative measures of studying were noticeable as a coverage ‘solution’ to the matter of ‘proving caliber’ in a globalised and more and more aggressive greater schooling marketplace. Comparative measures of studying depend upon the specification of studying criteria. studying criteria try to articulate the features anticipated of graduates, and scholars’ fulfillment of those is decided throughout the practices of review performed inside associations. caliber coverage, studying criteria and evaluation practices all intersect in the broader umbrella of responsibility, with relevance to governments, better schooling prone, employers, mom and dad, and scholars. The findings mentioned during this e-book spotlight a couple of coverage impacts, together with the emerging calls for for nationwide and foreign comparative facts on studying criteria to check caliber and tell scholar selection in a globally aggressive market.

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899396. , & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Department of Education, Employment and Workplace Relations. Brown, R. (2010). The current brouhaha about standards in England. Quality in Higher Education, 16(2), 129–137. 487699. Burke, J. C. (2005). The three corners of the accountability triangle. Serving all, submitting to none. In J. C. ), Achieving accountability in higher education. Balancing public, academic and market demands (pp. 296–324). San Francisco: Jossey-Bass.

2009). Rescaling and reconstituting education policy. In M. Simons, M. Olssen, & M. A. ), Re-reading education policies: A handbook studying the policy agenda of the 21st century (pp. 217–234). Rotterdam: Sense. , & Sellar, S. (2013). ‘Catalyst data’: Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy, 28(5), 634–656. 758815. , & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and education policy: Commensurate global and national developments.

Research Design and Questions In the Australian case study, policy processes were analysed using a ‘policy trajectory’ approach (Ball 1994; Vidovich 2007, 2013; Rizvi and Lingard 2010). This approach can be traced back to the early work of Bowe et al. (1992), who argued that policy development could not be neatly split into discrete stages of formulation and implementation. They proposed three ‘messy’ and interrelated contexts of policy influences (where global pressures, national agendas, and local stakeholder views come together); policy text production (the characteristics of texts and where/ how they are produced); and practices/effects (first order effects arising from where/ when policy is enacted, transformed, rejected or ignored).

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Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories by Jon Yorke, Lesley Vidovich

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