Bureaucratic Accountability in the Education Action Zones of South Africa

Autor/in	Fleisch, Brahm
Titel	Bureaucratic Accountability in the Education Action Zones of South Africa
Quelle	In: South African Journal of Education, 26 (2006) 3, S.369-382 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Administrative Organization; Accountability; Educational Improvement; School Turnaround; Secondary Schools; Test Results; Program Effectiveness; Educational Policy; Comparative Analysis; Grades (Scholastic); Academic Achievement; Achievement Gains; Intervention; Student Certification; Regression (Statistics); Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Sekundarschule; Politics of education; Bildungspolitik; Notenspiegel; Schulleistung; Achievement gain; Leistungssteigerung; Schulzeugnis; Regression; Regressionsanalyse; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Education Action Zone programme in Gauteng province, South Africa, has been widely seen as a very successful school improvement initiative, with particular significance as it represents a unique model of top-down, bureaucratic accountability as a vehicle for turning- around dysfunctional secondary schools. In this article I evaluate the impact of the initiative through an analysis of the senior secondary examination results for 1999-2002, in the 70 schools involved in the programme. It was found that the EAZ schools made significant gains in the overall pass rate, university pass rates, number of "A" symbols , and average mark. The results of comparative analysis confirmed the overall success of the programme. However an alternative explanation raised questions about the mechanisms of improvement by uncovering a relationship between gains in examination results and learner exclusion. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01