School effectiveness: new managerialism, quality and the Japanization of education

Morley, Louise and Rassool, Naz (2000) School effectiveness: new managerialism, quality and the Japanization of education. Journal of Education Policy, 15 (2). pp. 169-183. ISSN 0268-0939

Full text not available from this repository.

Abstract

School effectiveness is a microtechnology of change. It is a relay device, which transfers macro policy into everyday processes and priorities in schools. It is part of the growing apparatus of performance evaluation. Change is brought about by a focus on the school as a site-based system to be managed. There has been corporate restructuring in response to the changing political economy of education. There are now new work regimes and radical changes in organizational cultures. Education, like other public services, is now characterized by a range of structural realignments, new relationships between purchasers and providers and new coalitions between management and politics. In this article, we will argue that the school effectiveness movement is an example of new managerialism in education. It is part of an ideological and technological process to industrialize educational productivity. That is to say, the emphasis on standards and standardization is evocative of production regimes drawn from industry. There is a belief that education, like other public services can be managed to ensure optimal outputs and zero defects in the educational product

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Depositing User: Gemma North
Date Deposited: 22 Nov 2012 11:40
Last Modified: 22 Nov 2012 11:40
URI: http://sro.sussex.ac.uk/id/eprint/42926
📧 Request an update