An Exploration of the Key Indicators in Holistic Accountability at Public Sector Elementary Schools
Abstract
Purpose: To ensure sustainable progress in education system accountability comes into play, prompting the researcher to undertake school accountability at public sector elementary schools to gain insight into the prevailing accountability norms within public education as well as to gauge the applicability of a comprehensive model of Holistic Accountability. The study focused on the exploration of the four key indicators of holistic accountability at public sector elementary schools of Islamabad.
Design/Methodology/Approach: Qualitative descriptive approach was used to study of school accountability at public sector elementary schools within public education in the Federal Capital of Pakistan. Document analysis, Checklists and semi-structured interviews were conducted to collect the data.
Findings: Study revealed an acceptance and need for adopting holistic accountability practices at elementary schools, along with transparency as regards to decision making, goal sharing and resource spending with the public.
Implications/Originality/Value: This research study helps to contribute to the literature on school accountability and attempted to seek evidence whether holistic accountability can have some level of relevance in Pakistani context. The study helps to demonstrate the need to extend an understanding of western school accountability frameworks in juxtaposition with contextual complexities.
Downloads
References
Anderson, Jo. Anne. (2005). International Academy of Education. Accountability in Education.
Retrieved from https://unesdoc.unesco.org/images/0014/.pdf
Brundrett, M., & Rhodes, C. (2011). Teachers' Accountability for Adaptive Project-Based
Learning.American Journal of Educational Research. Retrieved from www.sciepub.com/152095/
FDE.(n.d). Federal Directorate of Education. Retrieved from www.fde.gov.pk
Global Education Monitoring Report. (2017/8). Accountability in Education. Meeting our Commitments.UNESCO Publishing. Retrieved from http://creativecommons.org/licenses/by-sa/3.0/igo/
Morse, J. M., & Chung, S. E. (2003). Toward Holism: The significance of methodological DOI: https://doi.org/10.1177/160940690300200302
pluralism. International Journal of Qualitative Methods, 2 (3). Article 2. Retrieved from https://www.ualberta.ca/~iiqm/backissues/html/morsechung.html
Neergaard, M. A., Oleson, F., Anderson, R., &Sondergaard, J. (2009). Qualitative description-
The Poor Cousin of Health Research. BMC Medical Research Methodology Journal 9, Article 52. Google Scholar | Crossref | Medline
PMERP. (2017). Prime Minister’s Education Reform Program.Initiative of Project Management
Unit Team. 2015. School Management Manual for School Heads & Administration - A Complete Toolkit.
Reeves, D.B. (2001) Standards Make a Difference: The Influence of Standards on DOI: https://doi.org/10.1177/019263650108562102
Accountability. Retrieved from http://www.journals.sagepub.com/
Reeves, D.B. (2002) Six Principles of Effective Accountability - Harvard Education. Retrieved
from http://hepg.org/hel-home/issues/18_2/helarticle/
Reeves, D. B. (2004) Accountability for Learning: how teachers and school leaders can
take charge. School improvement programs--United States. Library of Congress
Reeves, D.B. (2011) Leadership and learning. Edited by Jan Robertson and Helen Timperley.
Retrieved from https://books.google.com.pk/books
Shadreck, M. & Hebert, C. (2013). Quality and Accountability in Education: What
Say the School Heads? Department of Management and Curriculum Studies.Midlands State University, Gweru, Zimbabwe. Retrieved from: www.erint.savap.org.pk
Simon, M. & Goes, J. (2016). Reliability and Validity in Qualitative Studies. Retrieved
from http://www.dissertationrecipes.com/
Slater, L. (2013). CFBT Education Trust UK Review; Building High-Performing and
Improving Education Systems.Quality assurance and accountability 2013. Retrieved from https://www.educationdevelopmenttrust.com/pdf
UNODC, (2015). Evaluation & Accountability. Retrieved from
https://www.unodc.org/documents/evaluation/IEU_Presentation_to_Interpol.pdf
World Bank. (2004). World Development Report 2004: Making Services Work for Poor People.
Washington,D.C: World Bank.
Copyright (c) 2021 Tahira Bibi, Sarah Warris
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
CSRC Publishing and RELATE adhere to Creative Commons Attribution-Non Commercial 4.0 International License. The authors, submitting and publishing in the journal Responsibel Education, Learning and Teaching in Emerging Economies published by CSRC Publishing, retain the copyright of their work and give the journal right to publish their work agreeing to the licensing policy under Creative Common Attribution-Non Commercial (NC-BY-NC 4.0) International. Under this license, the published authors let others remix, tweak, and build upon their work non-commercially. Yet all the other authors using the content of CSRC Publishing are required to cite author(s), journal name and publisher in their work.