Management and Leadership for Education Sector Reform: The Case of Spain Alejandro Tiana UNED (Spain)
Driving a process of change in education: Education reform in Spain (2004-2008)
The expansion of the Spanish education system in the late 20 th century Ensuring ten years of basic schooling for every child Expanding early childhood education Enlarging the opportunities to get upper education degrees and training certificates Strengthening the VET system Increasing the general educational level of the Spanish population
Problems, concerns and challenges High level of school failure (in terms of certification) Unsatisfactory student performance High rate of early school leaving (in postcompulsory education) Low rate of VET graduates Comparative disadvantages with other EU member countries
The conditions of a successful reform process: some initial thoughts The need of a systemic approach Change is not an easy, straightforward enterprise A comprehensive reform cannot be made of separate pieces A careful design and development plan is necessary Three main stages need to be considered and addressed in the process of change Political decision-making Designing the education reform Implementing the reform
The process of making a political decision Political ground Wide public perception of existing problems in Spanish education Confronted views and controversies about problems and solutions Worries about results in international assessments Legitimacy deriving from an explicit commitment in the political program of the new government Analysis of basic political conditions Feasibility of introducing changes given the political timetable Availability of sufficient political support in Parliament and regional governments
The process of designing the reform Analyzing the situation of education Strengths and weaknesses Challenges, problems and possible solutions Presenting and discussing an initial proposal A green paper as a proactive starting point A process of debate as an opportunity for communicating and discussing the proposed changes Negotiating the proposal with relevant actors Political organizations Education stakeholders Regional administrations (responsible for education) Designing the final proposal as an iterative and participatory process
The process of implementing change Adopting combined strategies Revision of education Acts and regulations Setting agreed objectives in the EU context Reinforcing the principle of inter-regional cooperation Setting priorities Establishing key objectives Identifying key partners Foreseeing necessary resources Launching and monitoring the implementation process Establishing a monitoring system
Three key characteristics of this process General planning A clear and feasible road map for all the process Integrated development of different stages Leadership Both political and technical An homogeneous and solid team A sustained effort Flexibility A clear vision of the objectives Adaptability for driving the process Ability to negotiate
Driving a process of change in education: some lessons and suggestions
Some reflections based on personal experience (1) Before starting a process of change a careful analysis is necessary of some key issues: Strong and weak points of the specific field Political situation and perspectives Public support or opposition to change Feasibility of the reform proposed Possible partners, allies and opponents Main levers for change Sustainability of the reform effort Change should be designed from a systemic perspective, not with a piecemeal approach
Some reflections based on personal experience (2) Initiating the process is a crucial moment Some basic conditions are needed Transparency in presenting proposals Political impulse for changes Good communication strategies Key actors should be taken into account Initial reactions are decisive Complicity and loyalty are needed Participation should be promoted since the initial phase
Some reflections based on personal experience (3) Negotiation is a key concept The process of negotiation is continuous, not limited to some moments Negotiation is aimed at building consensus on central issues Negotiators need a clear vision and strategy and foresight of possible way-outs Negotiating is not just bargaining, but building agreements and making shared decisions
Some reflections based on personal experience (4) Leadership is a key factor for success An effective leadership demands: Clear vision Good communication skills Sound time management Solid working teams Necessary resources Leadership is favoured by: Gaining trust and confidence Integrating different views into a common frame Anticipating problems, conflicts and possible way-outs
Some reflections based on personal experience (5) Sustainability should not be undervalued Good starts may be ruined by lack of sustainability Sustainability is closely connected with monitoring and accountability Monitoring is one of the most effective means for driving reform processes Accountability contributes to transparency, gives adequate room to criticisms and legitimates possible reorientations
Five lessons learnt from recent processes of education reform (S. Bitar) Educational issues should be connected with general political issues Fight against inequality will be an important driver for reform Political change comes with social mobilization An attractive perspective is definitely needed A long-term vision, not only a short-term one, has to be adopted
Seven conditions for success (S. Bitar) Attractive vision Political will Solid knowledge Clear proposals Participation of key actors Connection to teaching & learning practices Leadership
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