What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area. Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today. Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.

1. Governing Education
in a Complex World
Published
12 April 2016
238 pages

2. • Provide analyses and perspectives to
some of the most challenging issues in
education governance
• Provide concepts and examples of
innovative governance practices
• Set the agenda for strategic thinking
about modern governance
2
Governing Education in a Complex World
Intention and purpose

3. • What models of governance are
effective in complex education systems?
• What knowledge system is necessary to
support the effective governance of complex
education systems?
3
Governing Education in a Complex World
Guiding questions

4. • Part I – Setting the stage: Modern
Governance Challenges in Education
• Part II – The Role of Accountability
in Governing Complex Systems
• Part III – Capacity and the Use of Knowledge
• Part IV – Complexity in Policy Making: Thinking
Strategically
4
Governing Education in a Complex World

5. 5
Education reform takes time
0
0.1
0.2
0.3
0.4
0.5
0.6
1 year 2 years 3 years 4 years 5 years 6 years 7 years 8-14
years
Adjustedeffectsize
Years of implementation
Source: Borman et al. (2003)
Policy cycles and political cycles do not always match
Find out more: Governing Education in a Complex World – Chapter 1

6. More diverse stakeholders
6
Ministry
Government
agencies
Inspectorate
Media
Labour unions
NGOs
Researchers
International
Organisations
Training providers
Education material
providers
Private businesses
Parents
Communities
School community
Students
Teachers
Principal
Local authorities
School boards
School providers
Modern educational
governance involves
a broad set of actors
Find out more: Governing Education in a Complex World – Chapter 1

7. Simple Complicated Complex
7
Simple, complicated and complex
problems
Source: adapted from Snyder (2013); based on Glouberman, S., & Zimmerman, B. (2002)
Raising a child
Formulae with limited effect
Raising one child gives experience,
but no assurance of success with
another
Expertise can contribute but not
sufficient for success
Each child is unique and must be
approached individually
Uncertainty of outcome remains
Following a recipe
Recipes are essential
Recipes are easily
replicated
Expertise is helpful but
not required
Produces a standardised
product
Best recipes give good
results every time
Sending a rocket to the moon
Formulae are critical
Sending one rocket increases
assurance that the next will be ok
High levels of expertise in
multiple fields needed
Rockets are similar in critical
ways
High degree of certainty in the
outcome once the original issues
are solved
Simple solutions do not solve complex challenges
Find out more: Governing Education in a Complex World – Chapter 1 and 2

8. 8
Managing complexity through networks
Competence
• ensures
professional
authority in
relation to other
actors and the
ability to
contribute to the
network.
• pertains to the
skills needed to
coordinate and
moderate in the
network with its
different actors.
Strong group
• provides baseline
stability required
for governing
through networks.
• enables open
communication
and increases the
focus on
improving the
overall outcome.
• acquired through
repeated
interaction over
time.
Leadership
• provides an
overarching
framework and
strategic vision for
the network.
• coordinates the
contributions of
different actors.
Enthusiasm
• drives policy
makers, managers
and professionals
to solve policy
problems in a
context of less
rigid rules and
formal authority.
Network governance requires:
Find out more: Governing Education in a Complex World – Chapter 3

9. 9
Accountability in complex systems
A constructive accountability
system balances the monitoring
and pressure with support for
improvement to ensure efficient
system functioning.
Find out more: Governing Education in a Complex World – Chapter 4 and 5

10. 10
Complimentary forms of accountability
Quality assurance and stakeholder participation
Find out more: Governing Education in a Complex World – Chapter 5
Vertical
Regulatory
accountability
Performance
accountability
Horizontal
Professional
accountability
Multiple
stakeholder
accountability

11. Formal structures vs. informal practices in
Austria as a federal system
11
Capacity building and governance
Local capacity building could help
mitigate governance
inefficiencies in structurally
complex systems.
A country example:
Find out more: Governing Education in a Complex World – Chapter 6

12. Building teacher capacity for knowledge use
and production in England
12
Use of knowledge and governance
Easy-to-use tools can bridge
teacher knowledge and
research when practitioner
research is accompanied by
rigorous quality control.
A country example:
Find out more: Governing Education in a Complex World – Chapter 7

13. 13
Controlled experimentation
Note: Dotted lines denote weak links; solid lines denote strong links
Horizontal
experimentation
Ecosystem
experimentation
Find out more: Governing Education in a Complex World – Chapter 8 and 9

14. 14
Learning to fail, not failing to learn
Taking risks and building
processes to learn from
failure is essential for
innovation and the evolution of
education systems.
Find out more: Governing Education in a Complex World – Chapter 10

15. 15
Trust and governance
Legitimate trust is a
cornerstone of effective and
efficient governance. Trust can
facilitate cooperation, and help
actors take risks and innovate.
Find out more: Governing Education in a Complex World – Chapter 11

16. 16
Five elements of effective governance
Focuses on processes, not structures
Is flexible and can adapt to change
and unexpected events
Works through building capacity, stakeholder
involvement and open dialogue
Requires whole of system approach
(aligning roles, balancing tensions)
Harnesses evidence and research to
inform policy and reform
Effective
governance
Find out more: Governing Education in a Complex World – Chapter 11

17. www.oecd.org/edu/ceri/gces