New Public Management and Its Effects in the Teaching Profession: Recent Trends in Spain and Catalonia

Verger, Antoni; Pagès, Marcel

doi:10.1007/978-981-10-8279-5_9

Cited by 9 publications

(6 citation statements)

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“…La LOMCE introducía elementos de re-centralización educativa y ataques a la inmersión lingüística (Barbeta & Termes, 2014), fuertemente inspirada por el think thank neoliberal y neoconservador FAES, vinculado al principal partido conservador en España (Olmedo & Grau, 2013;Saura, 2015). Con todo, esta reforma fue ampliamente cuestionada por varios sectores, convirtiéndose en especialmente impopular entre la comunidad educativa y la opinión pública catalana (Saura et al, 2017;Verger & Pagès, 2018). En este sentido, el gobierno de Cataluña y parte de la sociedad civil percibieron la LOMCE como una política de recentralización (Saura & Luengo, 2015) que suponía una amenaza para el modelo de inmersión lingüística en catalán, en un contexto de auge del movimiento independentista 2 .…”

Section: Modernización Conservadora Y Estandarización Educativa En El...unclassified

“…Precisamente desde 2009 y bajo el marco de la LEC, se implementa una evaluación externa sobre los resultados de los estudiantes que se aplica anualmente a todos los centros educativos de educación primaria y secundaria. Esta evaluación estandarizada, que tiene carácter censal y se aplica en 6º de primaria (aunque inicialmente también se aplicó a 3º de primaria) y 3º de secundaria, mide las competencias básicas del alumnado y se ha inspirado en los marcos de evaluación de instrumentos de evaluación internacional como PISA (Verger & Pagès, 2018). Formalmente, no tiene consecuencias directas para los estudiantes, docentes o escuelas y en los documentos políticos se define como "una evaluación formativa para mejorar el rendimiento y el desarrollo de la autonomía escolar", a pesar de haberse convertido "en un instrumento para medir el rendimiento escolar" (Verger et al, 2020).…”

Section: Modernización Conservadora Y Estandarización Educativa En El...unclassified

“…Por ejemplo, en la LEC se contemplaba la creación de una agencia independiente de evaluación que no llegó a materializarse(Verger et al, 2015) y posteriormente se implementaron iniciativas políticas aisladas que no llegaron a consolidarse, como un sistema de indicadores y evaluación docente con incentivos o la llamadas "auditorias pedagógicas" para centros con bajo rendimiento(Verger & Pagès, 2018).…”

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Why do opt-out movements succeed (or fail) in low-stakes accountability systems? A case study of the Network of Dissident Schools in Catalonia

Parcerisa

Pagès

Termes³

et al. 2022

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External and standardized assessments based on student results are a contested education policy among school actors. Movements of opposition have emerged in different countries, especially in those contexts with high-stakes accountability systems. However, this phenomenon has not been analyzed in soft accountability systems. The objective of this article is to study the opt-out movement in Catalonia, understood as an anti-standardization movement in a system of soft accountability. In order to do so, we adopt the case study approach as a methodological strategy, based on the triangulation of semi-structured interviews with activists (n = 14), key stakeholders (n = 3), and document and press analysis (n = 25). The results shed light on the emergence and nature of the movement, its opportunity structures, the discursive frames and the repertoires of collective action. Our results show how accountability instruments have a ‘life of their own’ beyond their policy design. In this sense, the opt-out movement in Catalonia identifies potential risks and adverse effects similar to those reported in high-stakes systems, developing a repertoire of collective action and discursive frames similar to other emerging anti-standardization movements in high-stakes contexts.

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Why do opt-out movements succeed (or fail) in low-stakes accountability systems? A case study of the Network of Dissident Schools in Catalonia

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Pagès

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“…In France, thanks to the impact of the social movement and strike wave of 1995, policies identified as 'neoliberal' were widely rejected, at least until 2010 (Jones 2009;Dreux, this volume). In Catalonia, the implementation of NPM has been 'selective and contested' (Verger and Curran, 2014) though NPM accountability increasingly affects the daily work of teachers (Verger & Pages 2018).…”

Section: Reshaping Educationmentioning

confidence: 99%

Austerity and the Remaking of Education Policy in Europe since 2008

Traianou¹,

Jones²

2019

Austerity and the Remaking of European Education

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The literature about education policy-making in Europe tends to keep education closely in focus, while education's wider determinations are presented in less precise ways. We don't wish in this chapter to lose sight of the detail of education -but we do intend to locate the emergence of new forms of governance, management and curriculum in broader contexts of policy and social and economic change. The main aim of the chapter is to understand central features of educational change by analyzing the kinds of flow and pressure, originating outside, as well as within, the field of education, which impact on the education systems of European states and on transnational institutions. Acknowledging the accelerating pace of change, we discuss it in terms of such vectors of transformation as adaptation to the wave of financial and economic shock that began in 2008, the commitment of mainstream political parties and transnational institutions to austerity measures and the consolidation of neoliberal paradigms, even after the moment of the 'credit crunch' which was momentarily thought to have destabilised them. Alongside these largely economic dimensions of crisis, conflict and change, we will discuss the significance of other forces and events, especially mass movements of migration into Europe, and the renaissance of nationalism and xenophobia that has accompanied them. In complex ways, which vary across European states, these tendencies act to frame educational debates, and to prompt policy changes. i.Before Neoliberalism

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“…Regarding the NPM impact on human resource policies, the main intervention area of the reforms, in higher education a ‘competitive university’ has appeared (Verger and Pagès, 2018). This concept has generated work overload and detrimental working conditions for academics (Ferreira, 2022; Hasrati, 2022) through the introduction of governance forms based on their own individual responsibility (Rawolle et al, 2017).…”

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confidence: 99%

The civil service careers of university support staff and new public management: A qualitative study from Chile

Calderón-Orellana,

López-Huenante,

Burgos-Bravo

et al. 2023

International Review of Administrative Sciences

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New public management policies have been in effect in Chile since the 1980s, influencing the development of human resources policies and procedures, particularly within higher education institutions. While the impact of these policies on academic staff is evident, their implications for non-academic personnel who operate under the same regime as public servants remain unclear. This research aims to investigate the relationship between new public management principles and the career beliefs of non-academic personnel in Chile. Utilizing focus groups, this study analyzes the perceptions of career trajectories among the collaboration staff at the country's most prominent public university. Finally, the results are discussed.

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New Public Management and Its Effects in the Teaching Profession: Recent Trends in Spain and Catalonia

Cited by 9 publications

References 13 publications

Why do opt-out movements succeed (or fail) in low-stakes accountability systems? A case study of the Network of Dissident Schools in Catalonia

Why do opt-out movements succeed (or fail) in low-stakes accountability systems? A case study of the Network of Dissident Schools in Catalonia

Austerity and the Remaking of Education Policy in Europe since 2008

The civil service careers of university support staff and new public management: A qualitative study from Chile

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