Organizational Perspectives on Accountability and Learning (OPAL): School Management Models and the Social Impact of Schooling in Mumbai and Kathmandu

该项目将调查学校的问责制如何因学校管理模式的不同而不同，以及问责制是否与学习成果的差异有关。最近，国际发展捐助者的大量注意力集中在学校管理的新模式上（例如社区管理的学校或私有化），然而，关于这些管理模式与可理解的问责制和/或学生学习方面的差异之间的联系程度的数据不足。此外，对认知结果的独家关注并没有体现学校在社会包容和参与方面的社会贡献。我们建议采取一种比以前的研究更复杂的问责方法，通过检查多个利益相关者（家长、教师和学校管理）的感知问责。我们还扩大了问责制的视角，借鉴社会回报影响和混合价值会计的概念，考虑教育成果如何通过解决种姓和性别的边缘问题来增加社会包容，以及认知结果。该项目将涉及对各种学校利益相关者（即家长、教师和管理层）的感知问责制、认知学习成果、以及儿童的福祉和社会包容。这些数据是使用已在国际环境中使用的既定研究工具收集的。本研究定量部分的数据将用于研究不同的学校管理模式与可感知的问责制、学生学习成果和社会价值（即包容和凝聚力）之间的关系。此外，我们将对一部分学校进行深入的定性案例研究，这将为不同利益相关者之间的参与和对问责关系的看法提供见解。定性研究将为产生解释定量结果的理论奠定基础，并有助于从理论上理解教育中的问责制和组织关系。该项目汇集了来自巴斯大学、塔塔社会科学研究所（孟买）、特里布万大学（尼泊尔）和罗斯基勒大学（丹麦）的管理和教育研究人员。通过其定量和定性的组成部分，将提供强有力的证据来研究学校管理模式如何与感知问责制、认知学习成果和学校的社会贡献相关联。

The project will investigate how the accountability of schools differs according the school management model and whether accountability is linked to differences in learning outcomes. Recently, a great deal of attention from international development donors has focused on new models of school management (e.g. community-managed schooling or privatization), however there is insufficient data on the extent to which these management models are linked to differences in perceived accountability and/or students' learning. Furthermore, the exclusive focus on cognitive outcomes does not capture schools' social contribution in terms of social inclusion and participation.We propose to take a more sophisticated approach to accountability than previous research by examining the perceived accountability of multiple stakeholders: parents, teachers and school management. We also take an expanded view of accountability, drawing upon the concepts of social return impact and blended value accounting to consider how the outcomes of education can include increased social inclusion by addressing marginalities along the lines of caste and gender in addition to cognitive outcomesThe project will involve quantitative data collection on the perceived accountability of various school stakeholders (i.e. parents, teachers, and management), cognitive learning outcomes, and children's well-being and social inclusion. These data are collected using established research instruments that have been employed in international contexts. Data from the quantitative component of the study will be used to examine how different models of school management are related to perceived accountability, student learning outcomes and social value (i.e. inclusion and cohesion).Additionally, we will undertake in-depth qualitative case studies on a subset of schools, which will provide insights into the engagement between different stakeholders and the perception of accountability relationships. The qualitative studies will provide a foundation for the generation of theories to explain quantitative findings and contribute to theoretical understandings of accountability and organizational relationships in education.The project brings together management and education researchers from the University of Bath, Tata Institute for Social Sciences (Mumbai), Tribhuvan University (Nepal) and Roskilde University (Denmark). Through its quantitative and qualitative components will provide a robust body of evidence to examine how models of school management relate to perceived accountability, cognitive learning outcomes and the social contribution of schools.